FOREIGN LANGUAGE LEARNING AMONG ABEL STUDENTS

An Undergraduate Thesis Presented

to the Faculty of English Language Department
PANGASINAN STATE UNIVERSITY
Urdaneta Campus Urdaneta
City, Pangasinan

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ARTS IN ENGLISH LANGUAGE

By:

Coroña, Sheena Richelle M.

De Chavez, Charmaine L.
Voces, Lavishreiy Gail P.

January 2023
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree Bachelor of Arts in

English Language, this thesis entitled “Foreign Language Learning among ABEL

students” prepared and submitted by Sheena Richelle M. Coroña, Charmaine L.

de Chavez, and Lavishreiy Gail P. Voces is hereby recommended for approval and

acceptance.

MARVIN Q. CORPUZ, M.A.Ed. VIRMA CRIS L. LAGUNA

Critic Reader Adviser

PANEL OF EXAMINERS

RUBY F. AMADO, M.A.Ed.

Chairman

EDNA C. QUERIONES, Ed.D. JANILYN GRACE C. PALEB, M.A.Ed.

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Arts in English Language.

ELIZABETH F. EPISCOPE, Ed.D. ROY C. FERRER, Ph.D.

Dean, College of Arts and Education Campus Executive Director

ii
 ACKNOWLEDGMENT

"If you don't sacrifice for what you want, what you want becomes the sacrifice."

Foremost, the researchers would like to express their gratitude to God almighty, who

continuously recharged and comforted them by reminding them that they were not

alone in completing this paper.

The researchers, research adviser ma'am Virma Cris Laguna, and critic reader sir Marvin

Corpuz are also gratefully acknowledged for their patience in providing guidance and

reviewing the article during the study. These people's unflinching perseverance inspired

researchers to keep going in the middle.

The adviser and critic appreciation are extended to panels being tough on the

researchers and contributing to the improvement of this study. The families, friends,

and moral support of the researchers enabled them to complete the project they had

begun.

The path taken by the researchers to complete this study is not one they take alone.

This paper's allure and quality are the results of numerous contributions and

suggestions from others.

iii
 DEDICATION

“The price of success is hard work, dedication to the job at hand, and the determination

that whether we win or lose, we have applied the best of ourselves to the task at hand.” –

Vince Lombardi

This paper is dedicated to God, our family, and our friends who give us constant support

and motivation to finish this study.

This paper is also dedicated to those who inspire us to keep moving.

We also dedicate this paper to those who work hard and gave their time and effort to

improve this study, our adviser and critic reader.

We also dedicate this paper to ourselves who work hard to finish this paper.

May this study assist future researchers and students in studying their foreign language.

- Charmaine, Lavish, and Sheena

iv
 ABSTRACT

Title of the Study: Foreign Language Learning Among ABEL Students

Researcher: Coroña, Sheena Richelle M.
de Chavez, Charmaine L.
Voces, Lavishreiy Gail P.
Degree/ Specialization: Bachelor of Arts in English Language
Institution: Pangasinan State University- Urdaneta City Campus San
Vicente, Urdaneta City, Pangasinan
Research Adviser: Virma Cris L. Laguna
Keywords: foreign language, Korean language, Japanese language, Chinese
language, challenges, perceived effects, strategies

This study aimed to examine the challenges, perceived effects, and strategies that the

students experienced and used while learning foreign languages, specifically Japanese,

Korean, and Chinese. This study focused on these three languages because they are the

foreign languages offered by the Bachelor of Arts in English Language. The researchers

chose these languages because they have a different writing system than the Roman

alphabet.

The study used qualitative research design and utilized semi-structured interview as

the research instrument. The researchers transcribed the recorded interview and

analyzed the data using thematic analysis. The respondents were five (5) 4th-year ABEL

students of Pangasinan State University Urdaneta Campus. Results showed that the

challenges students experienced in studying a foreign languagewere the

writing system, pronunciation, memorization, learning

environment, time constraints, and demotivation. The result also showed that the

perceived effects of the challenges of foreign language learning on students are

v
emotionally draining, mentally taxing, distracting and confusing, demotivating, and

motivating. Lastly, the result showed that students' learning strategies in studying foreign

languages are cognitive, memory-related, social, and metacognitive. This study is

essential for understanding the needs and shortcomings of learning a foreign language

because it will aid both instructors and students in their learning and teaching. The study

recommended that; (1) the students are encouraged to reward themselves after finishing

an activity, (2) teachers should give more time to discuss the writing system,

pronunciation, and rules of a foreign language, (3) teachers should expose students to the

native speakers and foreign language, (4) school organizations should have programs or

seminars about mental and emotional health, (5) students may motivate each other to

study foreign languages,

(6) use social media sites such as YouTube and TikTok to learn foreign languages, and

(7) the current researchers recommend that a similar study be conducted, considering

other variables such as the instructors' teaching strategies in foreign language teaching.

vi
 TABLE OF CONTENTS

Page
TITLE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vii

LIST OF FIGURES ix

CHAPTER

1 THE PROBLEM

Background of the Study 1

Statement of the Problem 3

Significance of the Study 3

Scope and Delimitation of the Study 4

Definition of Terms 5

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 6

Related Studies 19

Synthesis of the Reviewed Related Studies 23

Theoretical Framework 26

Conceptual Framework 29
vii
3 RESEARCH METHODOLOGY
 Research Design 30

Respondents of the Study 31

Data Collection Instrument 31

Data Gathering Procedure 31

Data Analysis 32

4 PRESENTATION, ANALYSIS, AND INTERPRETATION 33

OF DATA

5 SUMMARY, CONCLUSION, AND RECOMMENDATION 66

BIBLIOGRAPHY 69

APPENDICES

A Letter of Permission to the Campus Executive Director 75

B Letter of Permission to the Dean of College of Arts and 76

Education

C Letter of Permission to the Chair of English Language 77

Department

D Letter to the Participants 78

E Interview Guide Questions 79

CURRICULUM VITAE 82

viii
 LIST OF FIGURES

Page

Figure

Figure 1. Research Paradigm 29

ix
 Chapter 1

THE PROBLEM

Background of the study

A foreign language is a language that is not extensively spoken within a specific

group, civilization, or country. Teaching and studying a foreign language are both

challenging endeavors. Learning a foreign language is difficult in many ways, including

the current state of education, which influences a student's academic achievement,

unfamiliar pronunciations, grammar rules, vocabulary words, and the significant

deviation of some native languages' writing systems from the Roman alphabet. In

addition, students have their learning strategies to help them learn and understand the

lesson.

Many of today's international students are eager to learn and communicate in one

or more foreign languages for the sake of scientific, cultural, political, and economic

exchange. As much as it can be challenging or difficult for students in many places to

physically interact with native language speakers.

Foreign language has set a precedent for it to be included in the new curriculum

of other college courses in the Philippines. The high-level demand for foreign language

talent has risen dramatically because of globalization. Workplaces are becoming more

worldwide, and as a result, cultures and languages are becoming more diverse

(Lonsmann & Kraft, 2018). As the principal language education, higher education

institutions are committed to assisting with this. In the Philippines, CHED

Memorandum Order No. 23, Series 2010

1
 2

established the teaching of foreign languages in curricular programs of higher education.

This is in the hopes of developing globally competitive and locally employable graduates.

As stated in the Oxford taxonomy of foreign language learning strategies (1990),

the role of individual differences in second language learning, such as motivation,

aptitude, and learning strategies, as well as how negotiation for meaning and all forms of

education contribute to language learning (Schimdt, 2001). In addition, Wong (2015)

stated that learning issues can be resolved by understanding students' learning styles.

Achievement in terms of learning skills may follow when the foreign language classroom

becomes a place where students' needs are identified and satisfied. Students' academic

achievements are highlighted when teachers and students work together to achieve the

desired learning outcomes.

As per positive psychology in Wang et al. (2022), students who are in a positive

emotional state are better able to acquire foreign languages and resist the impacts of

negative emotions. Online learning modality were incorporated to avoid disrupting the

educational system, including foreign language learning, however, the disadvantages of

this new learning have an impact on student-teacher interactions. This research looked at

the issues students have learned a foreign language, as well as the techniques that assisted

them to deal with the challenges that the pandemic has brought to their new learning

modality. The focused, of this research, is to address the problems of studying Japanese,

Korean, and Mandarin in an online setting, based on Everson's (2011, as cited in Quintos,

2021) argument
 3

that languages like Japanese and Chinese take at least four times longer to learn and master

compared to European languages. Hence, this study was conducted. There is a growing

population of students in AB English Language course because of the inclusion of foreign

languages to its curriculum as students wanted to learn foreign languages. Moreover, the

reason why the researchers perceived this study to be significant. This study focused on

foreign languages to benefit the instructor and students. This study aimed to examine

online foreign language learning experiences, particularly the difficulties faced by

ABEL students at the Pangasinan State University-Urdaneta City (PSU-UC) campus. The

present study will also investigate how the students perceive the challenges and

approach

learning a foreign language.

Statement of the Problem

This study aimed to determine the foreign language learning of ABEL students in

distance learning. Specifically, this study sought to answer the following questions:

1. What are the challenges students experienced in studying the foreign language?

2. What are the perceived effects of the challenges of foreign language learning on

students?

3. What are the learning strategies of students in studying foreign languages?

Significance of the Study

The result of this study would benefit the following:

 4

Foreign language teachers. This study brings a clear understanding of the

challenges of students in learning foreign languages and their perceived effects. It will

also help the teachers in understanding the learning strategies of the students. Students.

This study aided students to discover the challenges of foreign language learning and

its perceived effects. It will also help the students to

discover learning strategies for studying foreign languages.

Future researchers. This study provided pertinent data on the challenges and

their perceived effects on the students and the learning strategies students. Hence, this

can be a credible related study for future researchers.

Scope and Delimitation of the Study

This study focused on the challenges, the perceived effects of the challenges, and

the learning strategies of students in foreign language learning, specifically in the

Japanese, Chinese, and Korean languages. This study focused on languages that have

different writing systems from the Roman alphabet, which will include Japanese, Korean,

and Chinese characters. The respondents of this study are ABEL students at PSU-UC

campus who have taken subjects in foreign languages like Japanese, Korean, and are

taking Chinese subject.

The researchers focused on the data collected using qualitative methods, and the

instrument used was interview. The study is limited to distance learning since it is the

only modality that ABEL students use for learning foreign languages due to COVID-19

pandemic.
 5

Definition of Terms

The following terms are defined lexically and operationally for further

understanding.

Foreign language. It is a language that is neither one’s native language nor

used for communicative purposes among the members of the community (Yildiz, 2021).

In this study, it also works as the language that is not native in the Philippines.

Learning strategy. It is the specific actions taken by the learner to make

learning easier, faster, more enjoyable, more self-directed, more effective, and more

transferable to new situations (Oxford, 1990). In this study, it works as the students’ way

of learning and further understanding their lessons.

Learning Environment. It refers to the “whole range of components and

activities within which learning happens” (Basque and Dore, 1998). In this study, it

works as the location where students study before, during, and after their online class.

Language Acquisition. It refers to a process which starts 3 months before

birth (Elman et al. 1996; Karmiloff and Karmiloff-Smith 2001) and gradually leads to the

child's mastery of his/her native language/s, at around adolescence. In this study, it works

as the process of acquiring a language.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a comprehensive review of literature and studies conducted

which were related and relevant to the present study. The review of related literature is

carefully selected and analyzed to find the essential relevance with the present study.

RELATED LITERATURE

Foreign language learning

Foreign language learning and teaching refers to the teaching or learning of a

nonnative language outside of the environment where it is commonly spoken (Catalano

and Moeller, 2015). Learning a foreign language, according to Connor (2016), can

improve cognitive skills, increase mental agility, and prevent brain aging. Klimova

(2018) cited Lee and Tzeng (2016) who propose that due to neuronal plasticity, foreign

language learning leads to effective structural and functional connections in the brain.

They claim that effective connection resulting from foreign language learning improves

language processing and executive control by rearranging brain circuitries. Through

collaborative and social involvement, foreign language(s) learning can serve as an entry

point for building intercultural understanding and global citizenship (Kennedy, 2020,

Porto & Zembylas, 2020a; Byram, Golubeva, Hui, & Wagner, 2017).

6
 7

A. Japanese as a Foreign Language

Fujiwara (2012) stated that Chinese and Japanese are two of the most popular

foreign languages after English. Gonzales (1998) stated that the Japanese language is one

of the foreign languages that Filipinos have learnt and can speak. Rose (2019) stated that

Kana, the Japanese syllabary, is written using a further two scripts, hiragana, and

katakana. Due to this complex representation of language at its different linguistic levels,

the Japanese writing system is often considered the exception in world writing systems

research.

B. Korean as a Foreign Language

Ancho (2019) asserts that the Korean language is offered in some institutions

since it has a favorable demand and interest from students. This could also be attributed

to the attractiveness of Korean popular culture in the Philippines along with the presence

of Korean nationals who live in the country for short-term or long-term stays.

C. Chinese as a Foreign Language

Everson (1998) learning to read Chinese as a Foreign Language is extremely

difficult for children whose first language (L1) uses an alphabetic writing system due to

the non-alphabetic character of its spelling. Because Chinese characters reflect the spoken

language in a mostly irregular and unsystematic way, it is critical to determine how much

beginning Chinese language learners depend

 8

on their growing spoken language resources when recognizing Chinese word meanings.

Challenges in studying Foreign Language

Learning a foreign language is much more complex, since; ″you must have a

comprehensive knowledge of the entry behavior of a person, and objectives you wish to

reach of possible methods″ (Brown, 2000). Everson (2011) claims that it takes four times

longer to learn and master languages such as Japanese and Chinese than European

languages.

Kuraesin (2020) concluded in his study that lack of interest, belief and course

difficulty, and family environment are the cause of the challenges in learning Japanese

language. On the other hand, grammar, aural reception, words, oral production,

pronunciation, and recall are the challenges that UK learners experience in studying

Chinese as foreign language in the study of Hu, (2010). While in the study of Yang

(2018), character recognition, homophones, and lack of links of sound and logograph of

characters. Wrongly written characters because of confusion and miswriting components

and stroke errors are the challenges the students faced in studying Chinese as foreign

language in Deng and Hu (2022) study. Vocabulary is the most challenging in studying

foreign language as compared to pronunciation, grammar knowledge and/or sentence

construction in discourse (Kang & Chang, 2014) and it brings language anxiety to the

learners (Gregersen, 2005). Buted et al. (2014) discovered that pronunciation of terms

closer to their original sound received the lowest score because there may be an
 9

underlying explanation for this, such as environment, which makes it harder for them to

hear the professor's pronunciation after they are asked to repeat it.

Pappamihiel (2002) noted that the most difficult aspect of learning Korean for

Chinese-Korean learners is that they have less exposure to the language, less practice

time, and minimal interaction as cited by Kim (2022). Ancho (2019) cited Kondo & Ling

(2004) in her study about learning Korean that language anxiety can pose a problem in

studying foreign language as the learner’s attitude and viewpoint are significant in the

learning process of the learner.

According to Muhammad Salim Hossain and Muhammad Kamal Uddin (2008)

entitled, A Cognitive Psychological Explanation of Difficulties in Learning Japanese

Language Strokes can be considered as features that distinguish one letter from another.

Hence it can be said that the alphabet which is comprised of more strokes has more

distinctive features. And the alphabet which is comprised of more distinctive features will

be easier to learn. But the alphabet which is comprised of fewer strokes has less

distinctive features. Hence, the alphabet comprised of fewer distinctive features will be

more difficult to learn than the alphabet comprising more distinctive features.

Fatmawati Djafri and Supra Wimbarti (2018) in their study ‘Measuring foreign

language anxiety among learners of different foreign languages: in relation to motivation

and perception of teacher’s behaviors’. They found out that different writing system of

Japanese, including the using of three different kinds of alphabets at the same time, and

the gradual increasing of difficulty as the learners move to intermediate and advanced

level, are some factors contribute to it. There is also a

 10

difference in foreign language anxiety levels between Latin languages (English and

French) and non-Latin languages (Japanese, Korean, and Arabic), in which the non-Latin

one has a greater anxiety level. While in the study of Yang (2018), character recognition,

homophones, and lack of links of sound and logograph of characters.

A study conducted by Bright Nkrumah (2021) entitled, “Demotivating factors in

learning second language: The case of Chinese language learners in Ghana’ also

discovered that the learning environment was the most demotivating factor that

discourages students from learning, which cannot be overlooked among Ghanaian

students studying Chinses as a second foreign language at the University of Ghana.

Ahn, Misook and Prescott Valley (2017) study entitled, ‘Arizona Student

Perception of Language Achievement and Learner Autonomy in a Blended Korean

Language Course: The Case Study of Defense Language Institute Foreign Language

Center’ includes that isolated feelings, expectations of less class work, and lack of time

management skills and responsibility for personal learning due to the reduced social

interaction in a face-to-face classroom are the challenges student face in blended learning

environment. Another challenge is difficulty with technologies such as poor Internet

connections and lack of support for course design from universities.

Mahyoob (2020) said the sudden change of classroom settings, the lack of direct

interaction between teachers and learners, the weak emotional bond, and the unstable

internet access are all potential variables that can affect foreign
 11

language learners’ level of anxiety. Demo and Parker (1987, cited in Kalanzadeh,

Mahnegar, and Hassannejad, 2013) contend that self-esteem and language learning are

complementary and interdependent in language instruction. It implies that efficient

language learning might come from having a high sense of oneself. According to Bryman

(2016) clarified that the demotivated learner is once motivated but has lost motivation for

a reason. As concluded by Egbert (2020): engagement in language tasks can continue to

support learners' achievement. A foreign language class requires a carefully planned and

systematically organized curriculum to effectively and successfully achieve course

intended learning outcomes.

A study conducted by Chua H. W, Tan T. G, Lin Chia Ying (2015) stated that

learning Chinese characters are difficult since it takes a lot of time and effort to retain and

memorize the strokes and components that each character is made up of. Although they

share the same radical, various phonetics components do not show resemblance in

meaning range.

A study conducted by Chua H. W, Tan T. G, Lin Chia Ying (2015) stated that

some characters contain a phonetic radical component that provides hints as to how to

speak to them; nevertheless, since the Chinese language has developed, characters are no

longer pronounced in accordance with their phonetic radical components. As a result,

remembering how to pronounce characters becomes more difficult as a result of this

issue.

Study conducted by Sharon M. DiFino and Linda J. Lombardino (2004) stated

that memorization is an integral component of learning at all levels, but it

 12

plays a particularly large role in the acquisition and mastery of an L2. From the first to

the last lesson in the L2 class, students are required to employ their memory in almost

every area of language learning. Poor remembering abilities have catastrophic effects

because they nearly invariably translate into unsatisfactory performance in L2 classes.

A. Effects of the challenges in foreign language learning

Speaking a foreign language might cause specific anxiety, which is a worry that is

limited to the situation. The term "generic anxiety" refers to those who experience general

anxiety in a range of settings (Horwitz, Horwitz, & Cope, 1986). The expression

"subjective sense of tension, uncertainty, apprehension, and worry paired with an arousal

of the autonomic nervous system" is used to define anxiety, according to Spielberger

(1983) quoted by Andrea (2022). Li (2021) claimed that when students are anxious about

the process of learning and teaching in the foreign language classroom, it is frequently

difficult for them to acquire knowledge. Learners of second or foreign languages

typically do not focus much on their feelings while they are learning a new language.

Also, the cognitivism tradition is relevant to this circumstance. The learner's capacity to

absorb and learn a second or foreign language will be diminished as well as the amount

of information being ingested into the brain when the filter is activated. This means that

learners prefer to reject and have a negative attitude toward language absorption when

they experience anxiety emotion, which might promote the switch of the filter. This will

further impair learners' learning ability and efficiency.

 13

Jee (2012) stated that Korean is a challenging language, and studying it takes

much longer than learning other European languages. In order to lower the anxiety level

of students studying Korean as Foreign Language (KFL), educators need to improve their

teaching strategies by making a greater effort to create sympathetic and supportive

learning environments. On the other hand, Zhao et al. (2013) evaluate the effects of

factors like gender, course level, experience in the nation, and reading performance as

well as the levels of anxiety associated with reading in Korean for non-native speaking

Korean learners.

According to Saito et al. (1999) and Zhao et al. (2013), native English speakers of

all three languages—Japanese, Chinese, and Korean—experienced a large degree of

stress due to the foreign writing system, symbols, and vocabulary. Japanese language

learners have the highest level of foreign language anxiety compared to other language

learners, according to Wimbarti et al. (2018).

According to Wimbarti (2018), learners of Japanese exhibit the highest levels of

anxiety when learning a foreign language. Hiragana, Katakana, and basic Kanji are the

three Japanese characters that learners must learn, discouraged remarks and harsh

language correction techniques, dominating the classroom, and rigid teaching strategies

that make it difficult to understand the materials. Shen (2022) therefore writes that for

Japanese language teaching to be effective, students must be attentive and have a

favorable attitude toward using the corpora. Shi (2015) added that learning motivations

were the inner aspect that caused personal learning objectives and caused the learning

performance of students to
 14

be constant efforts, fortifying the cognitive process, strengthening and increasing the

learning effect of students.

According to Yu and Geng (2020), the high dropout rate of students learning

Chinese as a Foreign Language (CFL) is a source of worry for educators. While Gao

(2020) stated that new challenges emerging for learning Chinese characters in online

education were principally caused by technological, physical, and temporal constraints,

as well as their effects on students' mental health and wellness. Because all students were

time-constrained, time restrictions for handwriting constituted a substantial barrier for

students to acquire characters.

According to S. Kim (2015) found in her study that it can be postulated that

demotivation occurs when learners do not have a clear ideal L2 self and cannot relate it to

their current L2 learning. The core idea of the L2 Motivational Self System is that

learners’ drive to reduce the perceived discrepancy between their current self and their

hoped-for self provides the necessary motivation for language learning. As motivation is

a dynamic process (Dörnyei & Ushioda, 2011), demotivation is also a negative dynamic

process that can “pull learners down” (Kikuchi, 2015, p. 4). According to Kikuchi (2015),

numerous demotivators exist and can reduce learner engagement in the learning process.

More specifically, demotivators can range from internal factors (e.g., lack of self-

confidence) to external ones (e.g., teachers, teaching methods). S. Kim (2015), (Dörnyei

& Ushioda, 2011), Kikuchi (2015), said that demotivation arises through internal and

external factors. Those studies are related in the present study since students are also

demotivated in learning foreign languages. Furthermore, a multitude of things,

 15

such as losing interest in the main task, being unable to pay attention for a variety of

reasons, or the intensity of the distractor, might be the source of distractions. Confusion

makes it more difficult to complete any task correctly. Others might have trouble

concentrating, recalling, or making choices. According to N. Hasan (2020) students found

online learning to be particularly distracting due to factors like noise, bad management,

commercials, etc. Online teaching is a relatively new phenomenon compared to

traditional classroom teaching. Calls between classes were a major source of distraction

for 98% of students who used their mobile phones for online learning. Lack of assistance,

comfort, and familiarity with technical tools may cause many learners to find learning to

be time-consuming, unpleasant, and unworthy. Research on online teaching has produced

inconsistent results, and online learning has not received the same level of scrutiny as

traditional classroom instruction (Ryan et al., 1999; Kenny, 2002; Atack and Rankin,

2002; Kozlowski, 2002).

According to Vroman (2015) learning a foreign language depends on the

individual's prior state, the nature and regularity of the resultant systems, the

susceptibility to motivational cues, and the degree of accomplishment. Individual

language learners do not use the intrinsic mechanism that controls learning in children,

which is an obvious reason. This would clearly explain why learning a new language is

often a difficult and ultimately unproductive endeavor.The qualities of learners, along

with their background of experience and cognitive ability, are some of the most crucial

aspects that define foreign language acquisition (FLA) in adulthood. According to

Singleton and Ryan (2004), learners

 16

struggle to retain new material, and a reduction in hearing sensitivity impairs the ability

to recognize speech sounds, making it difficult to memorize words and understand

teacher instructions. However, Bosc (2007) asserts that grownups are less bothered by it.

According to Borg et al. (2016), this is caused by several things, including work

schedules, family obligations, the cost of attending school, or having trouble finding a

course that suits their interests. Ahl (2006) divides the barriers to motivation for learning

into three categories: structural, situational, and dispositional. Personal characteristics

like low self-esteem or "poor early school experiences that produce negative expectations

of continued education" are associated to dispositional variables (Mikeladze 2014, p. 21).

Situational variables, such as a lack of time or money, are intimately related to the

learner's actual life circumstances. Barriers at the structural level include the absence of

childcare arrangements, issues with work schedules, and inappropriate teaching

pedagogies. According to Zammit (2014) and Knowles et al. (2005), lacking financial or

emotional support is also one of the primary causes for adults to become very

demotivated and decide to drop out of courses. In addition to these factors, Wlodkowski

(2008) lists a number of health challenges that come with aging and make it more

challenging for older people to comprehend information.

Strategies in Foreign Language Learning

Language learning strategies are defined by Oxford as "specific actions taken by

the learner to make learning easier, faster, more enjoyable, more self- directed, more

effective, and more transferable to new situations." Language

 17

learning strategies can thus be thought of as steps or techniques that students use to

enhance their progress in comprehending, internalizing, and using the second/foreign

language. As per Oxford and Nyikos (1989), good language learners use a variety of

learning strategies, including cognitive, metacognitive, memory-related, social, affective,

and compensation strategies. Cognitive strategies work by comprehending and producing

new language through various techniques such as practicing, receiving, and sending

signals, analyzing and reasoning, and establishing structure for input and output,

according to Oxford (1990). Metacognitive strategy refers to behaviors that go beyond

cognitive instruments. It includes centering your learning, arranging and planning your

learning, and evaluating your learning. Social strategies include asking questions,

interacting with people, and empathizing with them. Memory-related strategies, often

known as mnemonics, are methods of storing, recalling, and retrieving information.

Emotions, values, attitudes, and motivation are characteristics of affective strategies.

Compensation strategies enable learners to utilize a language for compensation or output

despite knowledge limitations.

As per Allado et al. (2016), they concluded that metacognitive, cognitive, and

compensatory strategies are used in studying Korean as a foreign language. The main

tools used were books and instructional videos. The least helpful tool are the books

because there are misspelled words. Allado et. al. (2016) concluded that instructional

films or videos were more effective than books for foreign language acquisition in

studying Korean language because its already complete as it teaches sound, spelling, and

English translation. While in Yan (2020) study,

 18

orthographic strategies, semantic strategies, memory strategies, phonological strategies,

and metacognitive strategies are the learning strategies that English speaking learners

employ in studying Chinese. While Ho (2018) reported that learners studying Mandarin

were engaged in online language learning, the tools they used, as well as the learning

behaviors they demonstrated, imply a continual traversal between online and offline

learning settings, such as physically writing notes and letters. In line with Ancho's (2019)

research, writing and repeating words is useful in increasing vocabulary. She also states

in her study that a healthy and supportive classroom environment might aid in learning.

Student engagement, such as games and activities, as well as watching videos or films, is

an effective technique for learning a foreign language. Subsequently, Damayanti et. al

(2018) found out that the implementation of contextual teaching and learning strategies

should consider learning motivation. Gonzales (1998) discovered that social strategies are

used more frequently than other strategies, indicating that a cooperative learning

environment is extremely productive and beneficial to language learners. The learning

environment is extremely effective and beneficial to language learners of Japanese as

foreign language. Takeuchi (2003) stated that metacognitive strategies linked to

increasing input and, most importantly, chances to use a foreign language; skill-specific

strategies connected to conscious learning; memory strategies related to internalizing the

linguistic system; and cognitive strategies for practicing, such as imitation, shadowing,

and pattern-practicing, are preferred learning strategies in Japanese as a foreign language.

 19

RELATED STUDIES

Foreign Studies

The following studies reviewed by the researchers are valuable in the

conceptualization of this study. They served as guides in mapping the direction of the

present research.

Ahn (2017) embarked on a study entitled “Student Perception of Language

Achievement and Learner Autonomy in a Blended Korean Language Course: The Case

of Study of Defense Language Institute Foreign Language Center”. The purpose of her

study is to discover the perceptions of ten American students studying Korean Language

at the Osan Language Training Detachment, Defense Language Institute Foreign

Language Center (DLIFLC) in Korea regarding the effectiveness of the blended Korean

language curriculum on student autonomous learning and language achievement,

especially in listening and reading comprehension skills.

The findings of her study found that a blended Korean language course was

effective for language learning and achievement, but only 50% of participants stated it

was effective for the improvement of autonomous learning skills. The other responses

said those skills were dependent on various elements of the blended course such as

activities, curriculum, teacher, and student’s motivation and learning styles.

Another study by Hsiao (2013) entitled Anxiety and Achievement Goals: Their

Relationships in the Context of Chinese Language Learning investigates the

 20

connection of anxiety and cognition interaction in the processes of learning Chinese as

foreign language. She employed a quantitative method based on existing theories

regarding anxiety (Eysenk, 1992, 1997; Hozwitz, 2010) and accomplishment goals

related to cognitive processes and actions (Dweck, 2000). The data was analyzed using a

mixed-design ANOVA, residual effects, and contrast analysis. The study's findings

revealed that all three of the researcher's hypotheses were found to be supported by

empirical evidence. First, anxiety levels varied depending on whatever language task was

being performed: listening, speaking, reading, and writing. Second, pupils who had a

performance aim felt more anxious than those who had a learning goal. Third, students'

anxiety levels were controlled during the completion of various tasks based on their

achievement goals as a function of their study length. Reading, writing, listening, and

speaking caused the most anxiety among students. In students who had studied Chinese

for less than a year, this effect was stronger for students with a performance aim than for

students with a learning goal. The pattern of worry was inverted among students who had

studied Chinese for more than a year.

Another study was conducted by Mehring (2014) entitled “An Exploratory Study

of Japanese Undergraduate EFL Students' Lived Experiences in the Flipped Classroom”.

The purpose of her study is to examine the experiences of Japanese university students

studying English as a Foreign language (EFL) students who have participated in a course

taught using the flipped classroom technique will aid in determining possible benefits of

the flipped classroom in EFL higher education in Japan, according to the study. This

study took a qualitative approach and

 21

employed a case study design to examine the lived experiences of Japanese EFL

university students at Iwate University who are enrolled in a flipped classroom course.

This research looked at students' impressions, probable changes in study habits, perceived

rewards and challenges, and whether the flipped classroom provided more possibilities

for honest dialogue. This study contributed to the understanding of learning technologies

used to support the implementation of a communicative, student-centered learning

environment in the undergraduate EFL classroom by examining the lived experiences of

students who have taken part in a course taught using the flipped classroom technique.

According to Mehring's findings, Japanese higher education has decided to move

away from the traditional teacher-centered classroom and toward a more student-

centered, communicative environment. The flipped classroom technique may be one

potential option for assisting with the shift.

Local Studies

The study of Quintos' (2021) entitled "Difficulties in Learning Japanese as a

Foreign Language: The Case of Filipino Learners," was based on a sample of 481

randomly selected Filipino college students from 18 Nihongo programs offered at a state

institution. Quintos used a modified questionnaire from the study of Yanagi and Baker

(2016). The mean, frequency, and percentage distribution were used to statistically

examine the data.

According to the findings, students' memory and understanding of the issues they

are listening to is limited due to a lack of Nihongo vocabulary and

 22

cultural context of the contents delivered. Furthermore, poor listening comprehension

makes it difficult for students to respond and express themselves in class by speaking the

language. The substantial divergence of Japanese from their natural linguistic impact

causes pronunciation problems with non-Nihongo syllables, stress, and intonation. As a

result, it has an impact on their reading and writing abilities; unfamiliar foreign characters

limit their text knowledge and linguistic competency.

According to Gonzales' (2010) study entitled "Motivational Orientation in Foreign

Language Learning: The Case of Filipino Foreign Language Learners," examines what

motivates foreign language (FL) students. The study's secondary goal is to compare the

motivation of Filipino FL learners using the Foreign Language Learning Motivation

Questionnaire, and to see if age, sex, the FL being studied, and the length of time spent

studying FL can influence FL learning motivation among Filipino students. He believed

that the characteristics examined in this study could distinguish FL learners' motivation.

The participants in this study were 150 students from three Metro Manila universities

who had chosen to study foreign languages. There are 80 females (53.3%) and 70 males

among the participants (46.7 percent). The data was cross-sectional, with 26 students

learning Chinese (17.3%), 40 students learning French (26.7%), 50 students learning

Japanese (33.3%), and 34 students learning Spanish (22.7 percent).

The findings suggest that the motivational orientation of younger learners is

toward cultural comprehension, cultural integration, and self-satisfaction. In terms of

communication, affiliation, and self-efficacy, females are more motivated than

 23

males. Japanese language learners are more motivated by career and economic

advancement, while French language learners are motivated by association with

foreigners and Spanish language learners are motivated by self-efficacy.

Alcazaren et al., (2016) conducted a study on learner-related factors affecting

foreign language learners and their language learning styles. The paper aims to identify

the most and least frequently used language learning strategies by multilingual students in

a Philippine secondary school, as well as the correlation this has on their language

proficiency scores, using Rebecca Oxford's study on language learning styles and

strategies (2003) as a framework.

According to the findings, metacognitive is the most frequently employed

strategic category, followed by cognitive, social, compensatory, memory, and emotive,

according to the results of the rank order of frequency. It was also discovered that

language learning methodologies and language competency had a statistically significant

association. As a result, it may be reasonable to conclude that learners who use a wider

range of language learning strategies have greater language competency.

SYNTHESIS OF THE RELATED STUDIES AND THE PRESENT STUDY

The past research had been a direct influence on the current investigation. These

parallels and differences between earlier studies and the current study are extremely

useful and informative for academics conducting this research. The similarities and

differences between this study and other studies are listed below.
 24

Ahn (2017) and Mehring (2014)'s findings on the effectiveness of mixed learning

and embracing the flipped classroom in the context of language acquisition have direct

relevance to the current study. They differ in research design and participant selection

methods in order to determine the effectiveness of the new learning system.

Ahn (2017) investigated the benefits of integrating traditional face-to-face

learning with an online tool such as a learning management system (LMS), which has

grown in popularity and use for both teachers and students in foreign and second

language education. The current research is descriptive. The current study is similar to

Mehring (2014) in that it includes the experiences of Japanese university English as a

Foreign Language (EFL) students who have taken a course taught using the flipped

classroom technique, and it will aid in determining the potential benefits of the flipped

classroom in EFL higher education in Japan.

Furthermore, to determine the effectiveness of flipped classrooms, Mehring (2014) used

both qualitative and descriptive study approaches. Similarly, qualitative and descriptive

methodologies were applied in this investigation. In terms of respondents, however, the

current study differs from Mehring (2014).

Hsiao (2013) conducted a study that was identical to this one because it focused

on linguistic anxiety and the relationships between it and other factors. In the context of

studying Mandarin Chinese as a foreign language, the studies discovered that linguistic

anxiety influences students' language anxieties and achievement goals.

 25

The findings of Quintos (2021) and Gonzales (2010) on the difficulty of learning

Japanese as a foreign language and the orientation to motivate students in learning

foreign languages both applied to all Filipino learners studying a foreign language. In

order to establish the major obstacle that students have while learning a foreign language

and what motivation may affect them to learn a foreign language, they differ in research

design and participant selection methods. Although the two studies have different

research focuses, they are both strongly related to the current study.

Quintos (2021) investigated the challenges that students face when studying

Japanese as a second language. In the case of Filipino students, it is necessary to

rationalize Nihongo teaching and learning among them. While this information is useful

for improving instructional materials for learning Nihongo, it also emphasizes the

necessity for the institution to consult with Nihongo specialists on the best ways to teach

and learn it, such as by utilizing the most up-to-date technology and innovations. Quintos'

study is quantitative while the current study is qualitative in nature.

Gonzales' (2010) research is attempting to establish the extent to which

motivation divides foreign language (FL) learners. Some instructional and pedagogical

practices for teaching foreign languages are suggested in the study. The current study,

however, differs from Gonzales in terms of respondents and topic. The current research is

similar in that it includes motivation as a strategy to encourage students to learn a foreign

language.
 26

The study by Alcazaren et al., (2016) is relevant to the present study because it

focuses on foreign language learners and their language learning styles. The study

investigated the least commonly used language learning strategies among multilingual

students in a Philippine secondary school, as well as the impact this has on their English

language proficiency scores. The present study investigated the language learner

strategies that they regularly used. Furthermore, the present study is like Alcazaren et al.,

(2016), which took a descriptive approach. In terms of respondents, however, the current

study differs from Alcazaren (2016).

Theoretical Framework

This study was prompted by five (5) hypotheses of Krashen's theory of second

language acquisition (1988).

Acquisition-Learning hypothesis. The most fundamental of Krashen's five

theories, and the one that linguists and language teachers are most familiar with. There

are two distinct systems of foreign language performance, according to Krashen: "the

acquired system" and "the learnt system." The 'acquired system,' sometimes known as

'acquisition,' is the result of a subconscious process comparable to how children learn

their first language. The "learned system," often known as "learning," is the result of

formal education and consists of a conscious process that culminates in conscious

information 'about' the language, such as grammar rules.

 27

Monitor hypothesis. According to Krashen, the acquisition system initiates

the speech, whereas the learning system functions as the "monitor" or "editor," preparing,

editing, and correcting the utterance when three precise circumstances are met. First, the

learner of a second language has enough time on their hands. Second, they concentrate on

form or consider correctness. They finally understand the rules.

Input hypothesis. The Input hypothesis exclusively considers 'acquisition'

rather than 'learning.' According to this theory, when a student gets a second language

'input' that is one step beyond his or her existing level of linguistic ability, the learner

improves and develops along the 'natural order.'

Affective Filter. According to Krashen, a variety of 'affective variables'

facilitate but do not cause second language acquisition. Motivation, self- confidence,

anxiousness, and personality traits are among the variables.

Natural Order. Research findings (Dulay & Burt, 1974; Fathman, 1975;

Makino, 1980 cited in Krashen, 1987) suggest grammatical structure acquisition follows

a predictable 'natural order'. Some grammatical structures are learned early in a language,

whereas others are learned later. Although individual acquirers' agreement was not

always 100 percent in the tests, statistically significant parallels were found that

supported the existence of a natural order of language acquisition.

According to Krashen, studying the structure of a language can provide general

educational benefits and values that high schools and universities might want to

incorporate into their language programs. Any gain, however, will be

 28

contingent on the learner's prior knowledge of the language. It should also be clear that

analyzing the language, formulating rules, separating irregularities, and teaching complex

facts about the target language are not language teaching, but rather "language

appreciation" or linguistics, which does not lead to communicative proficiency. The only

time that teaching grammar can lead to language acquisition (and proficiency) is when

the students are interested in the subject and the target language is used as a medium of

communication.

In this study, language acquisition is prominent since learning a new or foreign

language is interrelated to language learning. This study focuses on assessing the various

challenges that students have in learning foreign languages, as well as determining which

strategies are most beneficial for both students and teachers when it comes to foreign

languages.

Conceptual Framework

Figure 1 presents the conceptual model of the study foreign language learning of

ABEL students.

The paradigm illustrates the respondents' unique but interconnected challenges,

perceived effects of challenges, and strategies applied in foreign language learning,

which serve as the investigation's emphases. These three are parts of the respondents'

learning process.
 29

Challenges students Perceived effects of the

experienced in studying the challenges of foreign
foreign language language learning on
students

Strategies for studying

foreign language

Figure 1. Research Paradigm

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents and discusses the methods of research and tools used in this

study. Specifically, this chapter presents the research approach, respondents, sampling

technique, data collection instrument, data gathering procedure, and analysis of data.

Research Design

The present study is qualitative in nature. The qualitative research methods strive

to gather more information and acquire a thorough picture of the issues, situations, or

events (Arora and Stoner, 2009), and the researchers performed an interview using

thematic analysis. Thematic analysis is a sort of qualitative, comprehensive, and detailed

data analysis (Braun & Clarke, 2006). In conducting data analysis, the researchers took

the role of the analyst and make decisions based on coded, themed, decontextualized, and

recontextualized data (Starks & Trinidad, 2007). This study was concerned with the

challenges, perceived effects of the challenges, and strategies for learning foreign

languages of the respondents. To provide comprehensive and detailed data for this study,

thematic analysis was used in data analysis.

30
 31

Respondents of the Study

The respondents of the study were 4th year AB English Language students who

have finished the Japanese and Korean language subjects and are taking the Chinese

language subject at Pangasinan State University-Urdaneta City Campus for Academic

Year 2022–2023. A total of five students participated in this study. To determine the

study's respondents, the researchers used a simple random sampling technique using the

fishbowl method.

Data Collection Instrument

The researchers collected data for this study by conducting virtual one-on- one

semi-structured interviews. The interview questions focused on the challenges, perceived

effects of the challenges, and strategies the respondents encountered and used in learning

foreign languages. The researchers asked permission from the respondents to record the

interview in compliance with research etiquette. The researchers recorded the interview

to ensure the accuracy and reliability of the assessment.

Data- Gathering Procedure

Before collecting data, the researchers requested permission from Pangasinan

State University's Urdaneta Campus Executive Director, Dr. Honorio

L. Cascolan, the Dean of the College of Arts and Education, Dr. Elizabeth F.
 32

Episcope, the Chair of the English Language Department, Mr. Marvin Q. Corpuz, subject

teachers, and the respondents.

The researchers obtained the official ABEL enrollment list from the registrar's

office for the academic years 2022–2023. In addition, the researchers asked the

respondent's permission to participate in a semi-structured interview online. After getting

their approval, the researchers conducted a virtual interview on MS Teams. A follow-up

interview was also conducted. In accordance with research etiquette, the researchers

asked a series of questions concerning the challenges, perceived effects of the challenges,

and strategies that respondents faced and utilized in learning foreign languages.

Afterwards, the data were collected, tabulated, analyzed, and interpreted.

Data Analysis

The researchers gathered the data using a semi-structured interview and

transcribed the recorded interview and analyzed the data using thematic analysis. The

researchers chose the themes based on the codes created.

Psychology proposed the use of thematic analysis. Because the search for an

investigation of patterning across languages does not necessitate adherence to any theory

of language or explanatory meaning framework for human beings, experiences, or

behaviors, TA is considered theoretically flexible (Guest et al., 2012). Using interview

questions and thematic analysis, the researchers examined the most relevant data needed

for this study. The researchers also used the themes gathered from the interview and

interpreted the data collected.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents a detailed presentation and discussion of data analysis and

the results of this study. The main source of data is the virtual interview conducted with

the randomly chosen 4th year ABEL students using the fishbowl method. The findings

are presented in response to the research questions stated in the study. The method used

to analyze the data is thematic analysis, as discussed in the methodology.

CHALLENGES IN STUDYING THE FOREIGN LANGUAGE

Research question one (1) sought to answer the challenges respondents

experienced in studying foreign language, especially in Japanese, Korean, and Chinese

among 4th year ABEL respondents. Writing system, pronunciation, memorization,

learning environment, time constraints, and demotivation are the identified themes..

1. Writing System

The most difficult aspect of studying a foreign language for 4th year AB English

Language respondents is the difficulty in writing the characters or writing system of the

foreign language, which includes Japanese, Korean, and Chinese.

33
 34

The writing system, which is significantly dissimilar to the Roman alphabet, is what

respondents begin to learn.

The following responses give a glimpse of what challenges were experienced by

the respondents in the foreign language classes.

“Korean language yung writing talaga yung mahirap talaga sakin.”

“ung isa macurve ung isa matusok, mahirap pero compare sa iba,

mas

nadadalian ako sa Japanese.”

"I face difficulties in terms of writing characters, siguro nahirapan ako sa

writing pinapasulat pa satin 10 times.”

“Chinese ang pinakamahirap na writing characters kasi may mga box box

doon tas parang kelangan ano tama ung pinaglagyan mo don.”

“writing characters, parang nahihirapan ako kasi hindi maganda ung

penmanship ko parang damay.”

“iyong sa writing, iyong iba kasi parang magkakaparehas.”

The respondents' answers indicated that they find writing to be one of the most

challenging aspects of learning a foreign language since its characters are very different

from the Roman alphabet. Nevertheless, Korean and Chinese received feedback that they

were more challenging to write than Japanese. This implies that respondents of AB

English Language find the Japanese writing system easier to learn than the Korean and

Chinese languages.

A study conducted by Deng and Hu (2022) discovered that wrongly written

characters because of confusion and miswriting components and stroke errors are the

challenges that students faced in studying Chinese as a foreign language.

 35

Learning Chinese characters are difficult since it takes a lot of time and effort to retain

and memorize the strokes and components that each character is made up of. Although

they share the same radical, various phonetics components do not show resemblance in

meaning range as per Chua H. W, Tan T. G, Lin Chia Ying (2015).

2. Pronunciation

The second most challenging part of learning a foreign language, according to

respondents, was pronunciation. There are instances when respondents are not confident

in speaking foreign languages like Korean, Chinese, and Japanese since most of the

respondents are not well equipped with those languages and are afraid to make mistakes

and be judged by others for mispronouncing the words.

The following are the responses of the respondents, indicating that

pronunciation is one of the challenges they face in learning a foreign language.

“yung pronunciation mo iba yung meaning na, kapag nagkamali ka sa

pronunciation, iba yung mga difficulties nila.”

“nahirapan (Japanese mag pronounce), lalo na sa (Korean).”

"Korean is complicated due to its many rules, pronunciation, and writing.

Nahirapan sa Japanese mag pronounce, lalo na sa Korean."

“pronunciation of Mandarin because sometimes your classmates will say

para kang …, I got distracted sa pronounce.”

 36

“Mahirap siya sa pag pronounce pag sumasabay naman ako kay sir, ok

naman self-knowledge na it’s hard talaga repeating ung sound.”

“the pronunciation is different, meron mataas yung tone, meron yung

mababa, then meron naman yung combine and then the way you pronounce”.

“sa Mandarin naman the pronunciation kasi iba-iba.”

“Nakakalito lang po yung ipropronounce mo yung G as KA pronunciation

pinaka-nahirapan po ako sa mandarin kasi yung mga vowels ganun po.”

This means that they found pronunciation difficult because of the rules needed

to be considered and with just one wrong tone, they might change the meaning of the

word.

This implies that these three foreign languages—Japanese, Korean, and Chinese

—are all difficult in terms of pronunciation. Respondents are conscious of their

pronunciation because a mispronounced word can cause confusion and change its

meaning. Furthermore, respondents did not participate in class and did not fully grasp

the foreign language because they were afraid of being judged.

A study conducted by Buted et al. (2014) discovered that pronunciation of terms

closer to their original sound received the lowest score because there may be an

underlying explanation for this, such as environment, which makes it harder for them to

hear the professor's pronunciation after they are asked to repeat it. On the other hand,

grammar, aural reception, words, oral production, pronunciation, and recall are the

challenges that UK learners experience in studying Chinese as foreign language in the

study of Hu (2010).
 37

A study conducted by Chua H. W, Tan T. G, Lin Chia Ying (2015) stated that

some characters contain a phonetic radical component that provides hints as to how to

speak to them; nevertheless, since the Chinese language has developed, characters are

no longer pronounced in accordance with their phonetic radical components. As a

result, remembering how to pronounce characters becomes more difficult because of

this issue.

3. Memorization

According to respondents, memorizing is one of the challenges they face in

learning a foreign language. Remembering the writing system, rules, tones, vocabulary,

and sentence construction are all part of this challenge. The respondents admitted that

they could not recall the rules and were unfamiliar with them.

The respondents' comments, which mention that memorization is one of the

difficulties people have when learning a foreign language, are provided below.

“It is a challenge for me how am I going to master those new 14 or 20

characters.

“the mastery of the characters because they are so

many.” “mahina ako sa vocabulary.”

“sa characters parang magkakamukha po ang hirap I-memorize.”

“writings talaga, mahirap i-memorize.”

“writings nila, ang hirap nyang i-memorize.”

 38

“strictly memorizing the tones because you know because it differs it

highly differs in terms of tones.”

“minemorize pero parang super nag effort naman ako kahit papaano na,

alalahanin kung ano ba ung mga rules.”

“pag nagkamali ka sa paglagay ng rules parang yung writing mo

maapektuhan na.”

“Japanese constructing of sentence yun naman ung pinaka difficult

sakin.” "sa sentence construction- sobrang nahirapan, hindi ko

masyadong

memorize iyong rules nila.”

“sa Korean po parang yung lesson na’to para mabuo ko tong sentence

na’to, babalikan ko yung past na lesson kaya kailangan memorize mo po yung

rules.”

“sa Korean kasi parang andaming rules parang mas nahirapan ako.”

“siguro sa mga noun phrases, verbs. Hindi ko masyadong

maintindihan

iyon.”

“mahirap talaga iyong pagsabit ng particle sa Japanese at Korean

iyong mga noun phrase pati iyong writings.”

It can be gleaned from the respondents’ answers that most of them struggle with

the grammatical rules of different foreign languages. This finding showed how

memorization plays a big part in learning foreign languages and how important it is to

remember sentence construction, rules, and vocabulary, which makes learning languages

like Korean, Japanese, and Chinese more difficult. This implies

 39

that respondents can be more effective in acquiring a foreign language if they remember

and use the grammatical rules of that language.

In the study of Hu (2010), grammar, aural reception, words, oral production,

pronunciation, and recall are the challenges that UK learners experience in studying

Chinese as a foreign language. On the other hand, vocabulary is the most challenging

aspect of studying a foreign language compared to pronunciation, grammar knowledge,

and sentence construction in discourse (Kang & Chang, 2014). It causes language anxiety

in learners (Gregersen, 2005).

A study conducted by Sharon M. DiFino and Linda J. Lombardino (2004) stated

that memorization is an integral component of learning at all levels, but it plays a

particularly large role in the acquisition and mastery of an L2. From the first to the last

lesson in the L2 class, students are required to employ their memory in almost every area

of language learning.

4. Learning Environment

The learning environment became one of the main challenges in the new

curriculum during the pandemic until now. Some respondents do not have their own

learning space in their houses. Their houses are prone to different background noises, and

during online learning, they may also experience poor internet connection because of

their location.

The replies of the respondents are listed below, saying that one of the difficulties

they have when learning a foreign language is the learning environment.

 40

“it is not just for the foreign language, sadly I do not have a personal

space where I can focus. That is also one factor, that I lost my interest, and I got

distracted like a domino effect”

“hindi ka makasabay dahil sa set up natin na online learning

“unexpected sounds like dogs, chicken, kapit bahay kasi we do not control

them tapos mga vehicles na mabibilis and mga bata na like it really interfere my

learning process and minsan mga deliver sa shopee, lazada.”

“lumalabas ako, naghahanap ng malakas na internet connection, walang

signal sa mismong bahay namin”,

“hindi ko talaga masyadong nacocope-up iyong lesson dahil na rin siguro

sa environment.”

It could be understood from the respondents' answers that most of them struggled

to connect and learn in an online class. The learning environment significantly impacts

respondents learning, especially in foreign languages. Moreover, many kinds of noise in

their study place make learning difficult. It signifies that the respondents need a

conducive learning environment to learn a foreign language effectively.

A study conducted by Bright Nkrumah (2021) entitled, "Demotivating factors in

learning a second language: The case of Chinese language learners in Ghana' also

discovered that the learning environment was the most demotivating factor that

discourages respondents from learning, which cannot be overlooked among Ghanaian

students studying chinses as a second foreign language at the University of Ghana.

 41

A study conducted by Buted et al. (2014) discovered that pronunciation of terms

closer to their original sound received the lowest score because there may be an

underlying explanation for this, such as environment, which makes it harder for them to

hear the professor's pronunciation after they are asked to repeat it.

5. Time Constraints

Time constraints posed a challenge as well for the respondents. The respondents

revealed that the discussion is too fast, and the time allotted is short. As a result, the

respondents felt much pressure to cope with the demands of the subject. The following

sample responses disclosed the common perception of the respondents concerning their

foreign language classes.

The replies of the respondents are listed below, saying that one of the difficulties

they have when learning a foreign language is the learning environment.

“masyadong mabilis iyong discussion.”

“nahihirapan talaga kasi pag binasa mo yung Korean ta-translate mo

pa sya in English para lang maintindihan mo.”

“experienced lack of time…na hindi narin ako nagkaroon ng time na

panuorin ang recorded videos and tangi ko nalang nagawa is basahin iyung

learning materials.”

“you will input a lot of information in your head so in your utak diba like the

information is kinda loaded that sometimes you are too overwhelmed to

comprehend everything, so hmm I think that the downside of two hours

“hindi tayo familiar sa writing mahirap kasi un nga sa deadline narin.”

 42

“may mga times na sabay kasi binibigay eh gahol sya sa time ang

nagiging result is trash na ung gawa mo hindi na naayos ung writings.”

The respondents did not learn much in foreign language subjects due to time

constraints. Respondents must understand the foreign language's writing system,

pronunciation, and vocabulary in a short period of time, which causes them to feel

pressured and stressed when learning the language. This implies that time is an important

factor that foreign language instructors should take into consideration while trying to

cover lessons that are deemed important for the course. The researcher claims that there

are no studies that give data about the challenge of time constraints, and this is the

contribution of the study.

6. Demotivation

The final theme of the difficulties encountered in foreign language learning is

demotivation. Most respondents are disinterested in learning a foreign language because

it is not their preferred language. Aside from the fact that it is not their first language,

other factors contribute to the respondents' disinterest in learning a foreign language.

Such as consecutive writing activities, quizzes, and assignments; low self-esteem because

they are afraid of being judged; and different distractions in their learning space.

Below are the responses of the respondents, which indicate that demotivation

contributes to difficulties in learning foreign languages.

“compare to other foreign language kasi hindi na ako nagkaroon ng

interest hindi ko na inaral, hindi ko na pinalawak”.

 43

"I lost my interest to learn a language, I found that the other foreign

languages are harder to learn."

“I do not show any interest sa Korean talaga.”

"we are in the middle of a pandemic like I lost my interest."

“my self-confidence affects my learning because sometimes I got afraid

of na baka hindi tama iyong sasabihin ko or hindi tama iyong alam ko."

“may time lang na magkakasama kami ng mga kapatid ko tapos online

class doon talaga nagkakaanuhan mga background noise.”

“may mga times na sabay kasi binibigay eh, eh like ung quiz and ung

writings tapos ganun pa kadami like last time ung pinasulat ni sir.”

Less exposure to the language is also a demotivating factor for respondents just

like this respondent said that:

“mas nahirapan ako sa vocabulary ng Korean kasi I am less exposed.”

It can be inferred that the respondent's answers show little interest in learning

foreign languages like Japanese, Korean, and Chinese. This finding indicates that

respondents are disinterested in learning a foreign language because of the pandemic that

forced the class to be held online, many respondents feel incomplete and, as a result, have

lost interest in learning. It implies that there is a need to learn a foreign language face-to-

face or in a classroom setting for more exposure to the foreign language that will help

them learn more. A lack of interest exists in foreign language classes during synchronous

online classes. The respondent admitted that they lost their interest in learning a foreign

language during online learning. Respondents reveal that they have lost interest in

the
 44

foreign language since it is not to their liking and they only learn it for their activities, but

after that, they do not learn anything.

Kalanzadeh et al. (2013) recommend that teachers of foreign languages consider

their students' academic self-esteem as a potent motivator that can maximize learning the

language, particularly if it is a second language. They went on to say that one major

objective of language teaching should be to boost students' self-esteem because it plays a

crucial role in their ability to learn a language. Moreover, distraction can also be

demotivating, or a challenge for a respondent since distraction is taking away one's focus,

and background noise and multitasking are examples. According to Gurung (2005)

students who study with music on, TV on, with friends around, or while responding to e-

mail all perform significantly worse on course exams. Too many activities can also be

demotivating for respondents since sometimes it is more on completion than learning,

which can be challenging for them. Kuraesin (2020) concluded in his study that lack of

interest, belief and course difficulty and family environment is the cause of the challenges

in learning the Japanese language.

PERCEIVED EFFECTS OF CHALLENGES OF FOREIGN

LANGUAGE LEARNING

Research question 2 investigated the perceived effects of the challenges among

4th year ABEL respondents in synchronous online classes in studying the foreign

language, especially Japanese, Korean, and Chinese. The identified recurring ideas are

emotionally draining, mentally taxing, distracting and

 45

confusing, demotivating, and motivating. This is arranged according to the most up to

the least answer of the respondents.

1. Emotionally Draining

The emotional impacts of studying foreign languages in synchronous online class

lessons are the main effects of problems among 4th year ABEL respondents. When

respondents' academic performance has an emotional impact, this topic is present. They

begin overanalyzing their capacity to learn the language and lose interest in doing so.

The responses that follow show how emotionally drained the respondents are by

learning a foreign language.

"Learning a language is a form of enjoyment, but as time goes by as we go

along with the lesson it gets harder... sobrang lawak ng language minsan hindi

na ako makasabay."

This means that the respondent was emotionally driven. When it was her first time

learning a foreign language, she felt the excitement of learning the language, but as time

and the lesson went by, due to the foreign language's broadness, she lost interest in

pursuing learning the language. It is supported by respondents who have similar thoughts

saying:

“At first medyo na e-excite pa’ko since bago nga parang excited akong matuto,

then pag tumatagal na, nahihirapan na’ko. I feel stressed.”

 46

"The Japanese language was fun. While the Korean language was kinda

complicated for me since there are a lot of rules, especially the pronunciation,

and the writing is also complicated in a manner of you must add and subtract to

get the sounds … and for me, it's kinda comp complicated. In Mandarin, well

since it's a tonal language it's very hard. Especially with the tones, and even the

tones have rules to follow, and Mandarin Chinese is an exciting subject since it

is currently taking it."

"Parang I feel a na overwhelmed ako sa mga Chinese Characters. Visual

orientation, parang paranoia, iyung titignan mo iyung characters na pag

nakita mo naguguluhan ka nahihilo something like that.”

"Nakaka emotionally frustrated, and learning a new language can be

overwhelming especially a language like Chinese, it affected me somehow

especially in managing my time because it's time-consuming sa sobrang

daming kailangan na dapat intindihin iinput sa utak mo you'll be stressed out in

a way na parang maapektuhan na talaga iyung emotions mo."

“Chinese ang pinakamahirap na writing characters kasi may mga box box doon

tas parang kelangan ano tama ung pinaglagyan amo don…Kasi nagfocus tayo

sa structure sa pattern, hindi ako masaydong nagenjoy more on nahirapan ako.”

“Nakaka-stress, nakaka-excite kasi nga po bago parang, uy matututo ako nito,

pero pag nasa process na po, medyo ano na hard.” The other respondent also

mentioned that he/she emotionally affected “kasi syempre kapag na halt ang internet

connection mo ma frufrustatte ka na huh paano na to, ano bato paano …

nakakaka emotionally frustrated lalo sa learning process ko.”

 47

Apparently, the respondents were initially excited about learning a new language,

but as they progressed, they found the subjects challenging. It can be deduced further

they were also unhappy since they have had a variety of issues with the Mandarin

language, particularly with its characters, procedure, and pattern.

This implies that the three foreign languages, Japanese, Korean, and Chinese, are

challenging in a way that respondents are emotionally affected owing to their academic

challenges, especially in studying a foreign language.

In a study conducted by S. Kasap (2021), a sense of extreme fear and panic is called

stress.

According to Wimbarti et al. (2018), Japanese language learners have the highest

level of foreign language anxiety compared to other language learners.

Ancho (2019) asserts that the Korean language is offered in some institutions

since it has a favorable demand and interest from students.

Everson (1998) learning to read Chinese as a Foreign Language is extremely

difficult for children whose first language (L1) uses an alphabetic writing system due to

the non-alphabetic character of its spelling.

2. Mentally Taxing

Another perceived effect of the challenges is mentally taxing of 4th year ABEL

respondents in studying foreign language in distance learning. This theme exists when

respondents are thinking superficially which affects their academic performances.

 48

As shown below, studying a foreign language strains the respondents' mental

abilities.

“Sobrang nakakaapekto yon sa mental health ko. Minsan umiiyak nalang ako

kasi hindi ako makasabay sa ano sa lesson, ang hirap. Minsan parang ayaw ko

na mag-aral. Kasi hindi ko talaga masyadong nacocope-up iyong lesson … at

nakakawalang gana iyong scores ko mababa ... medyo nastress kasi hindi ako

makasabay sa klase, hindi ko din mapanood iyong recorded video sa

meetings.” “Stressful talaga sya, sa pagsulat palang sa rules the other student

added mga experiences na yun sobra talaga nadadamay na mentally,

physically kasi hindi ko alam minsan ano yung uunahin.”

“It's affecting my mental health in a way na it's too overwhelming. The

information is too overwhelming to comprehend and input to me and nag panic

siguro kasi nga mostly ang mga teacher natin sa foreign language ay

nagpaparecite... nakaka-stress”

"If you got the low point then it affects my mental tasks... I feel embarrassed

when I do not pronounce the word properly."

“Sometimes, naiisip ko parang wala naman improvement sakin parang di naman

ako natututo kasi parang may kulang pa it’s not enough pag sa self ko mismo.”

“Foreign language subjects are stressful when it comes to quizzes like you are

quizzing with different writing systems and characters and vocabularies.”

It can be deduced from the foregoing that respondents were affected by the thought that

their productivity was declining; they perceived themselves to be the

 49

class's slowest learners. The respondents were subjected to mental pressure, and they

were unaware of the negativity that creeped into their thoughts.

This implies that the respondents’ attempts to acquire a new language were not

successful. They were more concerned with surviving than learning the foreign language.

According to Saito et al. (1999) and Zhao et al. (2013), native English speakers of

all three languages—Japanese, Chinese, and Korean—experienced a large degree of

stress due to the foreign writing system, symbols, and vocabulary. The learner's capacity

to absorb and learn a second or foreign language will be diminished as the amount of

information is ingested into the brain when the filter is activated.

3. Distracting and Confusing

Another perceived effect of the challenges is distracting and confusing of 4th-year

ABEL respondents in studying a foreign language in distance learning. This theme exists

when respondents are affected by their vicinity during an online class.

The following responses indicate how preoccupied and perplexed the respondents

are with learning a foreign language.

“When I'm distracted or uninterested in studying a foreign language, I learn

less. I am not focused on learning the language, so I don't know enough and

learn less.”
 50

“Pag tinignan ko iyung characters naguguluhan na ako.” Another respondent

added that “pronunciation of Mandarin … sometimes your classmates will say

para kang tanga, I got distracted sa pronounce uneasy ka to pronounce para

kang uncomfortable nakaka conscious ha tama ba ginagawa ko.”

“One problem na kaya ako coconcious is that since virtual tayo di ko nakikita

mga mukha ng mga classmates ko kaya you cannot tell if you are pronouncing it

correctly … unlike sa f2f nakikita mo sila … somehow the instructors they place

your other colleagues na oh ito si ganyan ang galing parang native speaker na

pero ikaw parang boses mo parang arte lang... somehow na kaka distract...

coconcious parin ako sa ms team like talking to via through phones,

microphones nakaka coconcocious… sa foreign language kasi syempre it’s a

new language mag iiba ang tone ng boses mo nakakhiya and nakakaconcious

like I feel embarrassed when I do not pronounce the word properly.”

“Sometimes I get confused, I search how to pronounce it properly.”

“Hindi ka naman sanay sa mga ganung tones you’ll be confused, and you’ll

be distracted…it distracts you sometimes kasi makikita mo na iba mong

kakalse

tumatawa na.”

“Nag-online class tayo parang nasanay narin ako sa pagmu-multitasking at the

same time nakakaapekto din yun sa studies ko… hindi mo alam kung anong

uunahin kasi online class, utos dito utos nyan.”

“Nakakalito iyong pare-parehas na stroke iyong mga alphabets.”

“I got distracted na parang okay na all along I thought.”

 51

The respondents became conscious and distracted within their vicinity. This

explains why 4th-year ABEL respondents in synchronous online courses face obstacles in

that they are unable to manage every aspect of their online sessions, including their

internet connection, surroundings, virtual audience pressure, the broadness of each

foreign language, their comfort, and help from both their family and teachers. This will

reduce the ability of students to focus on their education by paying close attention during

online classes.

A multitude of things, such as losing interest in the main task, being unable to pay

attention for a variety of reasons, or the intensity of the distractor, might be the source of

distractions. Confusion makes it more difficult to complete any task correctly. Others

might have trouble concentrating, recalling, or making choices.

This implies that respondents are not yet ready to fully embrace distance learning

since they are distracted by several elements while learning a foreign language in which

respondents is confused due to the language rules itself.

According to N. Hasan (2020), students found online learning to be particularly

distracting due to factors like noise, bad management, commercials, etc. Online teaching

is a relatively new phenomenon compared to traditional classroom teaching. Calls

between classes were a major source of distraction for 98% of students who used their

mobile phones for online learning.

4. Demotivating
 52

The challenges faced by the respondents in foreign language classes had

demotivating effects. This idea recurred as the respondents shared their sentiments during

the interview.

The findings indicate that there is the insufficient motivation among the

respondents to study foreign languages.

“I think it Korean subject there's a part ohh there's an interesting topic but nung

nag choppy na si sir… iyung interest ko…nawala so yah it does affect."

"In Japanese, you are very overload whereas the vocabulary bucket is full

and…not well and the only thing you can do now is to stop… and feel

unmotivated."

“Kulang ako sa self-confidence …to learn foreign language yung kawalan kasi

ng self-confidence parang hindrance yun para ano eh para mag excels ka sa

class.” “We are in the middle of a pandemic; I lost my interest and sometimes

unmotivated because of the hardness or the hard part na sobrang hirap.”

“My self-confidence really affects my learning … I got afraid na baka hindi tama

iyong sasabihin ko or hindi tama iyong alam ko.”

“Parang nadisappoint ako sa sarili ako.. mas nadagdagan pa iyong kawalan ng

interes ko mag-aral. Imbes na madagdagan iyong motivation, mas nawalan

ako ng motivation”.

“May mga times na gusto ko na din sumuko lalo na kapag ano kapag hindi ko

nagegets.”

“I do not show any interest sa Korean talaga. We are in the middle of a

pandemic, and I lost interest.”

 53

It can be inferred from what the respondents revealed that they lost motivation to

study a foreign language because of their lack of confidence, up to the point of losing

interest in studying their lessons. This implies that foreign language subjects posed

serious challenges on certain respondents that demotivated them.

“When you are distracted or have no interest in learning a foreign language you

acquire less.” This respondent also added that “hindi ko masasabi na natuto ako ng

sobra. I know na dapat mas may matutunan tayo but because of our system or

our set-up new set-up. We learned less.”

According to Singleton and Ryan (2004), learners struggle to retain new material,

and a reduction in hearing sensitivity impairs the ability to recognize speech sounds,

making it difficult to memorize words and understand teacher instructions.

5. Motivating

If there were respondents that demotivated by the challenges in foreign language

classes, others perceived them as motivating. In this study, motivation is highly needed to

help the students learn a foreign language amidst pandemics.

The following responses give a glimpse of how the respondents motivated to learn

a foreign language.

"In Mandarin… I enjoy learning it and I'm looking forward kasi parang

nababalik na interest so since we are slowly having are face to face class and

so you know the momentum is there, I think it adds up to my motivation to

learn again
 54

the language coz you know balik na tayo naseset na utak ko na oh I need to

study the pressure Is on but in a good way."

"I came from a school where… I personally experienced that like parang may

prior knowledge na ako about that. About the people, their culture how polite

they are, and I think my motivation is having prior knowledge … their

language." “Prior knowledge is one of my motivations and I want to learn more

like parang may seed na … a way to grow na mas matuto pa.”

"Though it is stressing still I get the motivation to strive to learn the foreign

though it is stressing somehow the exciting part of the motivation part where

you know you failed at kasi diba after mong makita or makuha iyung points or

correction sa quiz diba andun naman iyung answer or kung bakit mali sagot

mo and with that, you learn and you will be motivated to na oh mali pala ito so I

should I have to remember ito pala meaning nito or gamit nito."

“Stressing but when you failed at, then that’s the time where you appreciate

to learn, master and remember it that next time I know that I will answer

correctly na.”

These several respondents believe that one of the best things they can do to

motivate themselves to study a foreign language is to increase their exposure and

interest in it. Another factor is their prior understanding of the language, which will

drive them to put more effort into their studies. Another is student failure, which means

that if they have setbacks or errors when learning the language, this is the moment they

will be able to master it.

 55

“Learning those foreign languages is an advantage for us who are in Asia also

it is a great motivation if you want to pursue foreign teaching in the future.”

“Pag may part na mahirap, may part na hindi ko nasabayan, yun nga tatamarin

na’ko, tatamarin nako aralin syempre pag malapit na po yung exam,

papanoorin na yung mga recorded, ano doon na mamo-motivate pag malapit

na ung exam, pag mag activity.”

“Oo yun lang talaga motivation for the grades lang. Grades lang talaga. hindi

na ako makikipagplastikan”.

In the extract above, one respondent sees the positive aspect of the foreign

language course as a steppingstone for the future if they desire to teach foreign

languages. And one respondent added that she/he only becomes motivated to study the

foreign language to pass the course material when an exam or quiz is about to be

administered. Another respondent answered without filter that motivation is the grades

alone. This implies that studying a foreign language for the first time could inspire

respondents because it's a new language, and new chances, experiences, and discoveries

are waiting to be had.

Shi (2015), added that learning motivations were the inner aspect that caused

personal learning objectives and caused the learning performance of students to be

constant efforts, fortifying the cognitive process, strengthening, and increasing the

learning effect of students.

LEARNING STRATEGIES FOR STUDYING FOREIGN LANGUAGES

 56

Research question three (3) sought to answer the learning strategies of 4th year

ABEL students when studying foreign languages online, specifically Japanese, Korean,

and Chinese. The themes generated are adapted to Oxford (1990) language learning

strategies. Cognitive strategies, memory-related strategies, social strategies, and

metacognitive strategies are the identified themes. The themes are arranged according to

the most up to the least answer of the respondents.

1. Cognitive Strategies

The most used learning strategy that 4th-year ABEL respondents employed in

learning foreign languages is cognitive strategy. The respondents practice how to

pronounce words and write characters, take notes, and watch instructional videos.

According to Oxford (1990), cognitive strategies function by understanding and

producing new language by different means such as practicing, receiving, and sending

messages, analyzing, and reasoning, and creating a structure for input and output.

"I try to practice by myself. I do advanced reading and advanced

pronunciation drills. After watching the video, via mimicry and imitating the

sounds. I practiced … and then imitate.”

“I am searching for it in google and I’ll know how to properly pronounce

it.” “ina-aral ko iyong rules kung paano ipronounce.”

 57

“Prinapractice ko din iyong writings. Nagprapractice ako magsulat ng mga

strokes ng Mandarin.”

“practicing the proper ways to write the characters to understand a certain

vocabulary in a sentence.”

“dalawang beses akong nagsulat, first ung strokes muna prinactice ko, tas

doon sa malinis na format. Napa-practice ko yung ano, pag connect-connect ng

grammar ng Korean.”

The respondents are practicing the proper pronunciation of the words

incorporating the rules of the foreign language as Japanese, Korean, and Chinese have

different alphabet compared to English. Japanese, Korean, and Chinese do not have a

Roman alphabet like English, rather they have their own writing system. Practicing the

proper pronunciation and writing the characters of Japanese, Korean, and Chinese help

the respondent to familiarize themselves and memorize the language. Practicing the

characters on paper is a typical learning strategy or practice in traditional teaching or

offline learning.

The respondent stated that they usually take down notes in Japanese, Korean, and

Chinese. The respondents stated the responses below.

“natuto ako kasi prinactice ko iyong napag-aaralan natin. I read. I write.

I pronounce. I practice the language.”

“because there is myriad tone so I must really immerse myself and try

to jot down numerous vocabularies and master it so that I will be able to go on

my

class.”
 58

“I do jot down notes especially pag sinusulat ni sir sa white board niya or

sa mismong pdf niya.”

“ni-no-notes ko, sinusulat ko sa papel. Nahihirapan matandaan kaya ni-

no-notes ko, sinusulat ko sa papel, pati sa Japanese.”

“isusulat … yung parang proper pronunciation.”

“may notes ako. For example, isang character yung pronunciation niya

meaning niya at the same time paano siya isulat. Ang notes ko lang sa mandarin

ay yung proper pronunciation.”

Writing down notes about the vocabulary and the proper pronunciation of the

character helps respondents to memorize it. The mode of learning of the respondent is

online and traversal of online and offline strategy is present as the respondent read or

listen on their devices such as smartphones and laptop and write physically.

The respondents also watch the recorded discussion on MS Team as seen their

statements below.

“sa recorded discussion po, lahat ng discussion pina-panood ko po ulit.

Ginagawa ko po every after ng klase papanoorin ko po ulit tapos don ako

nagta- take note ng malala. sa Korean lahat ng klase natin pinapanood ko ulit

ng isang

beses.”

“papanoorin ko po, mag no-notes ako tas iintindihin ko pa ulit.”

"I preferred watching the recorded meetings.”

“repeating yung sounds tapos nagbabase ako sa recording and at the

same time sa YouTube, nanonood ako sa YouTube.”

 59

Taking notes is also effective aid for the respondents learning. One respondent

stated that watching every recorded discussion in every foreign language subject helps

her to not have zero grades on quizzes. Another respondent preferred watching the

recorded meeting in Chinese subject, however this is contrary to her learning strategy in

studying Japanese and Korean where she preferred reading the instructional materials

rather than watching the recorded meeting.

Practicing their writing and speaking skills improved their fluency in foreign

languages. The traversal of online and offline strategy can be seen among 4th year ABEL

respondents. This implies that even if the mode of learning is online, respondents still

incorporate offline strategies as it is effective in helping them in the learning foreign

language.

Takeuchi (2003), Alcazaren et al. (2016), and Allado et. al. (2016) concluded in

their studies that cognitive strategies are one of the preferred learning strategies of

students in learning foreign languages such as Korean and Japanese. Imitating,

shadowing, and pattern testing was used by the students in learning Japanese as a foreign

language in the study of Takeuchi (2003).

2. Memory-related Strategies

The second learning strategy that 4th-year ABEL respondents employ is memory-

related strategies. According to Oxford (1998), memory strategy helps students store and

retrieve information. Almost all the respondents review the lesson and their notes. The

respondents stated that they usually review their notes

 60

or the learning materials that the instructor provides if there is a recitation, quiz, or

examination coming. The respondents also memorize vocabulary and print the

instructional materials given to them. This is employed in three foreign languages:

Japanese, Korean, and Chinese.

The respondents write notes to store information as seen below.

"I must immerse myself and try to jot down numerous vocabularies and

master them."

“I write and memorize every vocabulary na alam kong kakailanganin sa

Japanese foreign language class natin.”

“mag nonotes talaga ako para matandaan ung ano especially yung

pronunciation ng character na yun.”

Respondents write the vocabularies for them to memorize or master it. The

respondent do not only write the vocabulary, but also the pronunciation of it. Writing the

vocabulary and the proper pronunciation of the character help respondent to memorize it.

The respondents revealed that they review their lesson through their notes or the

instructional materials that the instructors provided. The responses are seen below.

“binabalikan ko ang previous para mas maintindihan

ko.” “review din kapag malapit na iyong exam.”

“after ng lesson natin inaaral ko iyong pronunciation, rules kung paano

ipronounce.”
 61

“I’m giving myself time to review the lesson. Review nalang ulit through

learning materials na prinovide din nila.”

“if may hindi ako maintidihan ano binabalikan ko nalang after ng class.”

“Reviewing, sa ano peers … parang siya na yung mismong nag volunteer

sa mga di nakakasabay, I take that opportunity para mas mabalikan at matuto at

makasabay sa lesson.”

“mas ni-review ko o mas inaral ko yung language.”

The respondent studies the lesson more because the instructor is calling students

to recite. Reviewing the lessons is one of the strategies respondents employ in learning

foreign languages. The above findings suggest that taking down notes and reviewing

helped the respondents retained what they learned in their foreign subject. Thus, memory-

related strategies can compensate for what the respondents would miss due to some

constraints.

Ancho (2019) emphasizes in her study that writing is useful in mastering and

remembering new vocabulary and it can be seen as one of the strategies that 4th-year

ABEL respondents used in studying foreign languages. Takeuchi (2003) and Yan (2020)

have memory strategies as one of the strategies that students employed in their foreign

language learning. Takeuchi (2003) concludes that students learning Japanese as a

Foreign Language use a memory strategy related to internalizing the linguistic system.

3. Social Strategies
 62

The third learning strategy that 4th-year ABEL respondents used is social

strategies. According to Oxford (1990), social strategies involve asking questions,

cooperating with others, and empathizing with them. The respondents asked their

classmates or peers for clarification or correction to understand the lesson. Almost all the

respondents asked their classmates when they did not understand the lesson well. Only

two respondents directly ask the instructor for clarification and understanding. And only

one respondent had a conversation with a native speaker of a foreign language. The

following responses below give a glimpse of the respondents social strategies.

“actually nagtatanong ako sa mga kaklase natin iyong mga hindi ko

maintindihan na lessons. Nagtatanong tanong din sa mga kaklase natin like kung

anong ibig sabihin ng ganitong words, saan nakuha iyong ganito.”

“parang sya na ung mismong nag volunteer sa mga di nakakasabay, …

mag asks sa classmates.”

“if may hindi ako maintidihan ano binabalikan ko nalang after ng class o

tinatanong sa kaklase.”

“tinanong ko paano ung pronunciation nito mataas ba o mababa. Meron

naman akong kaklaseng na napagtatanungan.”

“nagtanong ako sa assignment lang, kung ano ba ung susulatan, ung

nandun ba na nasa may pdf or ung nakahiwalay na box box doon ganun

lang.

Nag-ask ako sa mga kaklase ko kung pwede magsend siya ng notes niya sakin

tas ung sinend nya naman.”

 63

“I ask directly the instructor, especially the instructions. Instructions

about the lesson kung bakit ganto, ganyan kung paano ito, paano sa

pagsusulat kung

pababa at pataas.”

“I reached my friends and professor just to aid the information in language

learning.”

“The way kami mag-usap natuto siya sakin ng English language, at the

same time natuto din ako sa kanya ng Japanese language.”

One respondent said that a classmate of them volunteered to teach. Asking or

seeking answers to classmates are commonly seen in classroom interactions especially in

a foreign language subject. This helps the respondents to understand the lesson clearly

and it encourages interaction using the target language. Asking the instructor can aid

more help with information in the lesson or activities.

Exposure to native speakers will help the respondents to become more proficient

in the language. However, only one respondent interacted with a native speaker which

helps them to learn a foreign language. Exposure to native speakers may also motivate

the students to master the foreign language. This implies that asking questions to

classmates and foreign language teacher can help the respondents to further understand

the lessons in their foreign language studies.

Gonzales (1998) stated that social strategy is more frequently used than other

strategies like cognitive strategies. However, social strategy is ranked third as the

learner's strategy in this study and in Alcazaren et al. (2016) studies.

 64

Egbert (2020) stated in his study that engagement in language tasks can continue

to support learners' achievement. No or less exposure to the language and minimal

interaction with native speakers of a foreign language can be challenging to language

learners. This coincides with Kim (2020) as he cited Pappemihiel (2002) in his study

concluding that less exposure to the language, less practice time, and minimal interaction

is challenging to Chinese Korean students studying the Korean language.

4. Metacognitive Strategies

The fourth learning strategy that 4th-year ABEL respondents used is meta-

cognitive. The metacognitive strategy includes centering your learning, arranging, and

planning your learning, and evaluating your learning. Respondents read their notes or the

learning materials that the instructor provided. The respondents always read in advance in

every foreign language subject. Respondents also print the instructional materials and

watch instructional materials on YouTube, Facebook, and TikTok where there are free

lectures about foreign languages. The following responses give a glimpse of the

metacognitive strategies that respondents do to enhance their foreign language learning.

"I do an advance reading. I need to read in advance what the instructors

provided." The respondent added, “library sa e-books nag dodownload at

nagbabasa ako to maximize my learning.”

"yung Nihongo nag-a-advance reading ako using the learning materials

they provided."
 65

“nagbabasa ako ng notes sa Japanese.” One respondent said, “the most

effective way I used to do in learning a language is reading and writing them…

read. I write.”

“mas mag-advance reading nako,… nakakahiya … pag ikaw na ang mag-

recite pag nagkamali ka.”

"I have said I have difficulty reading the text in Korean or Hangul. I've

overcome … by giving time myself at least one hour or 30 minutes to just read a

Hangul or Korean transcriptions or textbooks.”

“nagpri-print ako and then nagha-highlight sa notes ko ng na discuss.”

“nagpri-print din po ako ng binibigay nilang mga notes pdfs, ppts, pati

po

yung mga ppts pini-print ko po yun.”

Some respondents watch videos on social media sites such as YouTube,

Facebook, and TikTok where there are free lectures. There responses are seen below.

"I go to YouTube since it has free lectures and a Facebook group. Since I

have visual distortion or paranoia, I feel overwhelmed by Chinese characters.

I'm trying to watch a free class on social media like TikTok. There is a free

Chinese

lesson for me to feel comfortable with those Chinese characters."

"I'm looking or searching for a video tutorial. When I forgot about the

proper pronunciation of a character, I watch it and make myself familiar with the

character, its proper sound, and its proper usage. Sometimes I got confused … I

used the tutorial, video tutorial in learning a language."

 66

One respondent does not want to limit his readings to the learning material

provided by the instructors. The respondent read in advance in Chinese and Korean but

not in Japanese because there is a designated reporter to summarize the previous

discussion. Reading Korean textbooks is one of the learning strategies that the respondent

employs to overcome his difficulty in learning the Korean language. Online library can

further enhance the learning progress of the students in learning foreign language as they

can borrow or download the book in their gadgets. The respondents also utilized the used

of internet and gadget to learn more. Reading and writing are also effective strategies to

the students. Electrical sources which include pdf and instructional videos on YouTube

are effective aid that helps the learning progress of the students. This implies that

watching instructional videos is effective strategy in learning foreign language.

Ancho (2019) concluded in her study that student engagement, such as watching

videos or films, is an effective technique for learning a foreign language. Allado et al.

(2016) also concluded that instructional films are more successful than books for foreign

language acquisition in studying Korean because it consists of misspelled words.

However, this is contrary to the experience of one student.

 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the research work undertaken, the

conclusions drawn, and the recommendations made as an outgrowth of this study.

SUMMARY OF FINDINGS

The objective of this study was to gather information about the challenges

students experience when studying a foreign language, the perceived effects of the

difficulties on students' foreign language learning, and the learning strategies students use

when learning foreign languages. This study uncovered specific and context-based

experiences of fourth-year ABEL students at PSU-Urdaneta Campus. Even though

confined to a different set-up, ABEL students give almost the same response during the

interview since the mode of teaching, instructor, location, and foreign language are the

same, which are Japanese, Korean, and Chinese.

1. Challenges experienced in foreign language learning. The respondents

considered (1) writing system is challenging since Japanese, Korean, and Chinese

language are logographic (2) pronunciation is difficult since there are rules to follow to

pronounce it correctly (3) memorization of new information is difficult (4) learning

environment is challenging for the learning process (5) time constraints are also a

67
 68

challenge for students and instructors, and (6) Demotivation is one of the challenges

faced by students in foreign languages.

2. Perceived effects of the challenges of foreign language learning on

students. It was clear that the perceived effects of the challenges of foreign language

learning were (1) emotionally draining as they found the subjects are challenging (2)

mentally taxing as they pressure themselves to learn a foreign language (3) distracting

and confusing considering that there are several elements distracting and confusing

considering that there are several elements while learning foreign language (4)

demotivating since they lack confidence and lose interest in learning foreign languages,

and (5) motivating given that a new language means new learning, new chances, and new

experiences.

3. Strategies for studying foreign languages. It was found that (1) cognitive

strategies as respondents practice and creating structure for input and output, (2) memory-

related strategies as respondents review well, (3) social strategies as respondents ask

questions, and (4) meta-cognitive strategies as respondents plan their learning.

CONCLUSIONS

After careful analysis of the findings, the researchers arrived at the following

conclusions:

1. Foreign language is strange as it is not spoken by everyone, which makes it difficult to

learn their rules, systems, pronunciation, and setup. Distance learning makes it more

difficult to study foreign languages.

 69

2. Foreign language learning is complex; thus, adverse effects are expected; however, it

can also motivate other students. Hence, foreign language learning is compelling and

terrifying, mainly when the class is held online.

3. Foreign language learners employ several strategies to deal with the demands of

language study. As such, the four Oxford language learning techniques are used to

categorize those strategies used by learners.

RECOMMENDATIONS

Based on the summary of findings and conclusions drawn, the following

recommendations are composed:

1. The curriculum developer may lessen the foreign language in the curriculum to

one or two foreign languages instead of four. The teachers should give more time

to discuss the writing system, pronunciation, and rules of a foreign language.

Also, the foreign language teachers are encouraged to conduct activities like film

showing to expose the students to the language and culture.

2. The school administration should provide seminars for the students about mental

and emotional health that will be attended by the students to help them to learn

how to manage their stress in learning foreign languages.

3. The students may watch instructional videos on the internet to aid their foreign

language learning. Also, the researchers recommend that a similar study be

conducted, considering other variables such as the instructors' teaching strategies

in a foreign language.
 BIBLIOGRAPHY

A. Books

Brown, H. D. (2000). Principle of Language Learning and teaching. New Jersey & NY:
Mcgraw-Hill.
Karmiloff, K., & Karmiloff-Smith, A. (2001). Pathways to language: From fetus to
adolescent. Cambridge: Harvard University Press.
Kidd, T. & Song, H. (2008). Handbook of Research on Instructional Systems and
Technology. Information Science Reference.
Oxford, R.L. (1990). Language Learning Strategies. New York: Nuebury House.

B. Electronic Sources

Aguilera Hermida, A Patricia. (2020). College Students’ Use and Acceptance of

Emergency Online Learning Due to COVID-19. International Journal of
Educational Research Open. 1. 100011. Retrieved from:
10.1016/j.ijedro.2020.100011. Retrieved on: April 28, 2022.
Akbari, E. et al., (2016). Student engagement and foreign language learning through
online social networks. Retrieved from: Asian-Pacific Journal of Second and
Foreign Language Education. Retrieved from: DOI 10.1186/s40862-016-0006-
7.41. Retrieved on: June 17, 2022.
Alcazaren, H. K. & Rafanan, E. (2016). Language Learning Strategies: The Case of
Foreign Multilinguals in a Philippine Secondary School. Paper-iafor. Retrieved
from:
http://papers.iafor.org/papers/acll2016/ACLL2016_24515.pdf. Retrieved on:
June16, 2022.
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical
challenges and factors influencing the E-learning system usage during COVID-19
pandemic. Education and Information Technologies, 25. Retrieved from:
https://doi.org/10.1007/s10639-020-10219-y. Retrieved on: May 1, 2022.
Ancho, I. (n.d.). Learning Korean as a Foreign Language: The Case of a Teacher
Education Institution in the Philippines. Retrieved from https://so01.tci-
thaijo.org/index.php/hbds/article/download/158819/133643. Retrieved on: June
28, 2022.
Andrea T. (2022). The effect of anxiety on foreign language academic achievement.
AKJjournal. Hungarian Educational Research Journal. Retrieved from: DOI:
https://doi.org/10.1556/063.2021.00098. Retrieved on: June 29, 2022.
Alnuzaili, E. S., & Uddin, N. (2020). Dealing with Anxiety in Foreign Language

69
 70

Learning Classroom. Journal of Language Teaching and Research, 11(2),

269. Retrieved from: https://doi.org/10.17507/jltr.1102.15. Retrieved on: May 1,
2022.
Arbon, A.M. and Pariña, J. C.M. (2018). A Study of Language Learning Strategies of
College Female Students in the Philippines. Retrieved from: Dlsu.edu.ph.
Retrieved from: https://www.dlsu.edu.ph/wp-content/uploads/dlsu- research-
congress-proceedings/2016/LLI/LLI-II-01.pdf. Retrieved on: May 8, 2022.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning
challenges during the pandemic and how they cope with them: The case of the
Philippines. Education and Information Technologies, 26(7321–7338). Retrieved
from: https://doi.org/10.1007/s10639-021-10589-x. Retrieved on: May 1, 2022.
Bessai, N. A. (2018). Using Oxford’s Strategy Inventory of Language Learning (SILL) to
Assess the Strategy Use of a Group of First and Third Year EFL Algerian
University Students. American Academic Scientific Research Journal for
Engineering, Technology, and Sciences, 42(1), 166–187. Retrieved from:
https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/vie
w/4019. Retrieved on: April 30, 2022.
Bley-Vroman, R. (2015). The Logical Problem of Foreign Language Learning. Retrieved
from:https://www.researchgate.net/. Retrieved on: December 02,2022.
Boca, G. D. (2021). Factors Influencing Students’ Behavior and Attitude towards Online
Education during COVID-19. Sustainability, 13(13), 7469. Retrieved from:
https://doi.org/10.3390/su13137469. Retrieved on: April 28, 2022.
Bo Hu. (2010). The challenges of Chinese: a preliminary study of UK learners’
perceptions of difficulty. The Language Journal, 38:1, 99-118. Retrieved from:
DOI: 10.1080/09571731003620721. Retrieved on: June 15, 2022
Buted, D. R., Laisa, R. O., Barola, C. M., Mojado, A. A., Pesigan, J. A. & Canovas,
G. C.. (2014). Performance of Senior Tourism Students in Using Foreign
Language. Asia Pacific Journal of Multidisciplinary Research, 2(3). Retrieved
from http://ejournals.ph/form/cite.php?id=5793. Retrieved on: June 26, 2022.
Chen, S, Caropreso, E. and Hsu, C. (2008). Designing Cross-Cultural Collaborative
Online Learning. In Kidd, T. & Song, H., Handbook of Research on Instructional
Systems and Technology. Information science reference. Retrieved from: DOI:
10.4018/978-1-59904-865-9.ch067. Retrieved on: May 1, 2022.
Chua HW, Tan TG, Lin Chia Ying. A review of challenges in learning Chinese
characters among non-native learners in Malaysia. Indian Journal of Arts, 2015,
5(16), 93-100. Retrieved from:
https://www.researchgate.net/publication/306400483_A_review_of_challe
nges_in_learning_Chinese_characters_among_non- native_learners_in_Malaysia.
Retrieved on: December 3, 2022.
Clarke, V., & Braun, V. (2013, February). Teaching thematic analysis: Overcoming
 71

challenges and developing strategies for effective learning. ResearchGate; British

Psychological Society. Retrieved from:
https://www.researchgate.net/publication/269928387_Teaching_thematic_
analysis_Overcoming_challenges_and_developing_strategies_for_effectiv
e_learning. Retrieved on: May 13, 2022.
Damayanti et. al. (2018). The Effect of Learning Strategies and Motivation of Japanese
Language Learning towards Japanese’s Learning Outcomes. Advances in Social
Science, Education and Humanities Research, volume
200. Retrieved from: https://doi.org/10.2991/aisteel-18.2018.41. Retrieved on:
June 15, 2022.
DiFino, S. M., & Lombardino, L. J. (2004). Language Learning Disabilities: The
Ultimate Foreign Language Challenge. Foreign Language Annals, 37(3), 390–
400. https://doi.org/10.1111/j.1944-9720.2004.tb02697.x
Deng & Hu. (2022). An examination of Chinese character writing errors: Development
differences among Chinese as a foreign language learner. Sage
journal, 6:1, p.39-51. Retrieved from:
https://doi.org/10.1177/25138502221066611. Retrieved on: June 15, 2022.
Djafri,F. & Wimbarti S. (2018). Measuring foreign language anxiety among learners of
different foreign languages: in relation to motivation and perception of teacher’s
behaviors. Asian-Pacific Journal of Second and Foreign Language Education.
Retrieved from: https://doi.org/10.1186/s40862-018- 0058-y. Retrieved on: June
29, 2022.
ED433669 1999-08-00 Learning Strategies. ERIC/OSEP Digest E577. (n.d.). Retrieved
from: https://files.eric.ed.gov/fulltext/ED433669.pdf. Retrieved on: May 1, 2022.
Everson, M. (2011). Best Practices in Teaching Logographic and Non-Roman Writing
Systems to L2 Learners. Annual Review of Applied Linguistics, 31, 249-274.
Retrieved from: doi:10.1017/S0267190511000171. Retrieved on: April 20, 2022.
Everson, M.E. (1998), Word Recognition among Learners of Chinese as a Foreign
Language: Investigating the Relationship between Naming and Knowing. The
Modern Language Journal, 82: 194-204. Retrieved from:
https://doi.org/10.1111/j.1540-4781.1998.tb01192.x. Retrieved on: June 26, 2022.
Fujiwara, Takayoshi. (2012). Beliefs about language learning of Thai students learning
Chinese and Japanese: Relationships with past learning experiences and target
language variations. Electronic Journal of Foreign Language Teaching. Retrieved
from: Electronic Journal of Foreign Language Teaching, 9(2), 170-182. Retrieved
on: June 26, 2022.
Gao, Xiaoping. (2020). Australian Students' Perceptions of the Challenges and Strategies
for Learning Chinese Characters in Emergency Online Teaching. International
Journal of Chinese Language Teaching. 1. Retrieved from:
10.46451/ijclt.2020.06.04. Retrieved on June 26, 2022.
Gonzales, R. d. (1998). Nihongo No Benkyoo: Learning Strategies and Motivation of
Filipino Learners of the Japanese Language. Layag, 3(1). Retrieved from
http://ejournals.ph/form/cite.php?id=1384. Retrieved on June 27, 2022.
 72

Gonzales, R. (2010). Motivational orientation in foreign language learning: The case of

Filipino foreign language learners. TESOL Journal, 3(1), 3-28. Retrieved from
http://www.tesoljournal.com. Retrieved on: June 16, 2022.
Harper, S. G. (2017). Engaging Karen refugee students in science learning through a
cross-cultural learning community. International Journal of Science Education,
39(3), 358–376. Retrieved from:
https://doi.org/10.1080/09500693.2017.1283547. Retrieved on: April 2, 2022.
Ho, W. Y. (Jenifer). (2018). Mobility and language learning: A case study on the use of
an online platform to learn Chinese as a foreign language. London Review of
Education. Retrieved from: https://doi.org/10.18546/lre.16.2.05. Retrieved on:
May 1, 2022.
Hsiao, C. H. (2013). Anxieties and Achievement Goals: Their Relationships in Contexts
of Learning Chinese as a Foreign Language. ProQuest LLC. Retrieved from:
https://urresearch.rochester.edu/institutionalPublicationPublicView.action;j
sessionid=72365310F8FD97790A7F16A27CFE090D?institutionalItemId=
27891. Retrieved on: June 8, 2022.
Inero Valbuena Ancho. (2019). Meaning and Value of Learning Korean Language in the
Graduate School. Thai Journal of East Asian Studies, 23(2), 12–25. Retrieved
from: https://so02.tci-
thaijo.org/index.php/easttu/article/view/241332. Retrieved on: June 16, 2022.
Inero Ancho. (2019). Learning Korean as a Foreign Language: The Case of a Teacher
Education Institution in the Philippines. HUMAN BEHAVIOR,
DEVELOPMENT and SOCIETY, 20(2), 74–81. Retrieved from: https://so01.tci-
thaijo.org/index.php/hbds/article/view/158819. Retrieved on: May 27, 2022.
Jee, M. J. (2012). Effects of Language Anxiety on Three Levels of Classes of Korean as a
Foreign Language. 2012Journal of Korean Language Education
23(2):467-487. Retrieved from:
DOI:10.18209/iakle.2012.23.2.467. Retrieved on: June 29, 2022.
Joo, K., & Damron, J. (n.d.). Foreign Language Reading Anxiety: Korean as a Foreign
Language in the United States. Ncolctl.org. Retrieved from:
http://www.ncolctl.org/files/Foreign-Language.pdf. Retrieved on: May 6, 2022.
Kim, A. (2022). Mobile-Assisted Language Learning in L2 Korean Using WeChat: A
Case Study. International Journal of Interactive Mobile Technologies (IJIM),
16(01), 94–105. Retrieved from:
https://doi.org/10.3991/ijim.v16i01.24007. Retrieved on: June 1, 2021.
Kuraesin, U. (2021). Factors That Cause Difficulty Learning Japanese for Students of
Class XI IPA 3 SMAN I Pasawahan. Review of International Geographical
Education (RIGEO), 11(6), 365-372. Retrieved from: doi:
10.48047/rigeo.11.06.45. Retrieved on: April 18, 2022.
Li, W. (2021). Main Factors That Facilitate Second Language Learning With Learning
and Teaching Experience. Asian Journal of Social Science
 73

Studies, 6(4), 35. Retrieved from: https://doi.org/10.20849/ajsss.v6i4.955.

Retrieved on: June 28, 2022.
Montiel-Chamorro M. L. (2018). Comparing Online English Language Learning and
Face-to-Face English Language Learning at El Bosque University in Colombia.
Scholars Compass.vcu.ed. Retrieved from:
https://scholarscompass.vcu.edu/etd/5343/. Retrieved on: May 17,2022
Natalia, S., Darwis, M., Kaharuddin, & Abbas, A. (2022). The Psychological Constraints
of Using Japanese Among Indonesian Students. Journal of Language Teaching
and Research, 13(2), 331–337. Retrieved from:
https://doi.org/10.17507/jltr.1302.13. Retrieved on: May 10, 2022.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis:
striving to meet the trustworthiness criteria. International Journal of Qualitative
Methods, 16(1), 1–13. Sagepub. Retrieved from:
https://doi.org/10.1177/160940691773384. Retrieved on: May 20, 2022.
Osamu Takeuchi. (2003). What can we learn from good foreign language learners? A
qualitative study in the Japanese foreign language context. System, Vol. 31, Issue
3, Pages 385-392. Retrieved from: https://doi.org/10.1016/S0346-
251X(03)00049-6. Retrieved on: June 26, 2022.
Oxford, R., and Nyikos, M. (1989). Variables affecting choice of language learning
strategies by university students. Modern Language Journal, 73, 291-300.
Pace, M. (2022) Needs and Motivations of Adults Learning Foreign Languages. The
Maltese Perspective. Retrieved from:
https://www.researchgate.net/publication/361439320. Retrieved on: December
02, 2022.
Quintos, S. (2021). Difficulties in Learning Japanese as a Foreign Language: The Case of
Filipino Learners. Journal.bicol-u.edu.ph. Retrieved from:
https://doi.org/10.47789/burdj.mbtcbbgs.20212402.04. Retrieved on: April 28,
2022.
Rose, H. (2019). Unique Challenges of Learning to Write in the Japanese Writing
System. In N. Yigitoglu & M. Reichelt (eds.), L2 Writing Beyond English (pp.
78-94). Bristol: Multilingual Matters. Retrieved from:
DOI:10.21832/9781788923132-008. Retrieved on: June 30, 2022.
Rotas, E., & Cahapay, M. (2020). Difficulties in Remote Learning: Voices of Philippine
University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance
Education, 15(2). Retrieved from: https://files.eric.ed.gov/fulltext/EJ1285295.pdf.
Retrieved on: April 29, 2022.
Schumaker, J. B., & Deshler, D. D. (1992). Validation of learning strategy interventions
for students with LD: Results of a programmatic research effort. In Y. L. Wong
(Ed.), Contemporary intervention research in learning disabilities: An
international perspective. New York: Springer-Verlag. Retrieved from:
https://link.springer.com/chapter/10.1007/978-1-4612- 2786-1_2. Retrieved on:
April 18, 2022.
Shamaki, T. A. (2015). Influence of Learning Environment on Students’ Academic
Achievement in Mathematics: A Case Study of Some Selected Secondary
 74

Schools in Yobe State – Nigeria. Journal of Education and Practice, Vol.6, No.34,
2015. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1086080.pdf. Retrieved on: April 20, 2022.
Shen, R. (2022). The Effect of Internet Corpus Learning on Students’ Japanese Learning
Motivations and Learning Effect. Original Research Article Frontiers in
Psychology. Retrieved from:
https://doi.org/10.3389/fpsyg.2021.766660. Retrieved on: June 29, 2022.
Shrestha, E., Mehta, R. S., Mandal, G., Chaudhary, K., & Pradhan, N. (2019). Perception
of the learning environment among the students in a nursing college in Eastern
Nepal. BMC Medical Education, 19(1). Retrieved from:
https://doi.org/10.1186/s12909-019-1835-0. Retrieved on: May 15, 2022.
Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A
Systematic Literature Review of Definitions of Online Learning (1988-2018).
American Journal of Distance Education, 33(4), 289–306. Retrieved from:
https://doi.org/10.1080/08923647.2019.1663082. Retrieved on: May 15, 2022.
Stephen Krashen’s Theory of Second Language Acquisition. (n.d.). Www.sk.com.br.
Retrieved from: https://www.sk.com.br/sk-krash- english.html#:~:text=Krashen
%20claims%20that%20learners%20with.
Retrieved on: May 29, 2022.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic
analysis: Implications for conducting a qualitative descriptive study. Nursing &
Health Sciences, 15(3), 398–405. Retrieved from:
https://doi.org/10.1111/nhs.12048. Retrieved on: May 20, 2022
World Health Organization. (2021). Coronavirus disease (COVID-19) pandemic.
Www.euro.who.int. Retrieved from: https://www.euro.who.int/en/health-
topics/health-emergencies/coronavirus-covid-19/novel-coronavirus-2019- ncov.
Retrieved on: June 01, 2022.
Yan, J. (2020). Chinese vocabulary learning strategies by English-speaking learners: A
think-aloud study. Global Chinese, 6(2), 237-262. https://doi.org/10.1515/glochi-
2020-0013. Retrieved on: June 15, 2022.
Yang, J. (2018). What makes learning Chinese characters difficult? The voice of students
from English secondary schools. Sage Journals. Retrieved from:
doi.org/10.1177/2513850217748501. Retrieved on: June 15, 2022.
Yildiz, Orkun & Ersoy, Abdullah & Yıldırım, İbrahim. (2021). The Impact of
Information and Communication Systems on Organizations. Retrieved from:
10.4018/978-1-7998-3045-0.ch001. Retrieved on: June 1, 2022.
Yu, A. & Geng, G. (2020). Introducing Chinese Hanzi at the beginning of teaching
Chinese as a Foreign Language (CFL). Global Chinese, 6(2), 359-380. Retrieved
from: https://doi.org/10.1515/glochi-2020-0018. Retrieved on: June 26, 2022.
 APPENDIX A
LETTER OF
PERMISSION

TO THE CAMPUS EXECUTIVE DIRECTOR

October 12, 2022

HONORIO L. CASCOLAN, PHD.

Campus Executive Director
Pangasinan State University-Urdaneta Campus Urdaneta
City, Pangasinan

Sir:

We, Sheena Richelle M. Coroña, Charmaine L. de Chavez, and Lavishreiy Gail P. Voces,
4th year ABEL students on this campus, are writing to request permission to conduct a
research study entitled, “Foreign Language Learning among ABEL Students”,
as partial fulfillment of the requirements for the degree Bachelor of Arts in English
Language.

In view thereof, we would like to request the school administration to allow us to conduct
a semi-structured interview with five (5) randomly selected participants from the 4th year
ABEL students using the platform of their choice, or the learning platform of the
institution, the MS Teams.

Your approval to conduct this study is highly appreciated.

Respectfully yours,

SHEENA RICHELLE M. COROÑA

CHARMAINE L. DE CHAVEZ

LAVISHREIY GAIL P. VOCES

Researchers

Noted:

VIRMA CRIS L. LAGUNA

Research Adviser

Approved by:

HONORIO L. CASCOLAN, PHD.

75
 APPENDIX B
LETTER OF
PERMISSION

TO THE COLLEGE DEAN OF ARTS AND EDUCATION

October 12, 2022

ELIZABETH F. EPISCOPE, Ed.D.

Dean, College of Arts and Education Pangasinan
State University-Urdaneta Campus Urdaneta City,
Pangasinan

Ma’am:

We, Sheena Richelle M. Coroña, Charmaine L. de Chavez, and Lavishreiy Gail P. Voces,
4th year ABEL students at Pangasinan State University-Urdaneta Campus, we would like
to request your good office to allow us to conduct a research study with the 4th year
ABEL students through semi-structured interview entitled “Foreign Language
Learning among ABEL Students”. Rest assured that all information to be gathered
will be used for research purposes only.

Your kind approval to conduct this study is highly appreciated.

Rest assured that all information to be gathered will be used for research purposes only

Thank you.

Respectfully yours,

SHEENA RICHELLE M. COROÑA

CHARMAINE L. DE CHAVEZ

LAVISHREIY GAIL P. VOCES

Researchers

Noted:

VIRMA CRIS L. LAGUNA

Research Adviser

Approved by:

ELIZABETH F. EPISCOPE, Ed.D.

76
 APPENDIX C
LETTER OF
PERMISSION

TO THE CHAIR OF THE ENGLISH LANGUAGE DEPARTMENT

October 12, 2022

MARVIN Q. CORPUZ, M.A.Ed

Chair, English Language Department
College of Arts and Education
Pangasinan State University-Urdaneta Campus Urdaneta
City, Pangasinan

Sir:

We, Sheena Richelle M. Coroña, Charmaine L. de Chavez, and Lavishreiy Gail P. Voces,
4th year ABEL students at Pangasinan State University-Urdaneta Campus, would like to
request your good office to allow us to conduct a research study with the 4th year ABEL
students through semi-structured interview entitled “Foreign Language Learning
among ABEL Students”. Rest assured that all information to be gathered will be used
for research purposes only.

Your kind approval of this request will help us in the completion of our research work.

Rest assured that all information to be gathered will be used for research purposes only

Thank you.

Respectfully yours,

SHEENA RICHELLE M. COROÑA

CHARMAINE L. DE CHAVEZ

LAVISHREIY GAIL P. VOCES

Researchers

Noted:

VIRMA CRIS L. LAGUNA

Research Adviser

Approved by:

MARVIN Q. CORPUZ, M.A.Ed

77
 APPENDIX D
LETTER TO THE
PARTICIPANTS

Dear participants:

We, Sheena Richelle M. Coroña, Charmaine L. de Chavez, and Lavishreiy Gail P. Voces,
4th year ABEL students on this campus, are currently conducting a research study entitled,
“Foreign Language Learning among ABEL Students”, as part of the fulfillment
of the requirements for the degree Bachelor of Arts in English Language.

In this connection, we would like to request your kind cooperation to participate in a

virtual one-on-one interview and respond with truthfulness and honesty. Rest assured that
all information provided will be treated with the utmost confidentiality, and no ethical
practices will be violated.

Respectfully yours,

SHEENA RICHELLE M. COROÑA

CHARMAINE L. DE CHAVEZ

LAVISHREIY GAIL P. VOCES

Researchers

Noted:

VIRMA CRIS L. LAGUNA

Research Adviser

78
 APPENDIX E
INTERVIEW GUIDE

I. Establish Rapport

A pleasant morning! Permit me to first introduce myself. I am (name of researcher), a

3rd year ABEL (AB English Language) student, and I am currently conducting research

entitled "Foreign language learning among ABEL students." I would first outline the

purpose of the meeting and how the respondents were selected to take part in the study.

I'll start by asking them about their days before moving on to questions about the study

questions. Although this questions are not in the interview questions, it would be helpful

to break the ice and learn more about the interviewees. The sample questions are: Would

you mind answering a question that has nothing to do with the interview questions? We

simply want to know how your day has been. Can you remove the ice for us? Can we

start asking you the real questions now?

After hearing the participants' responses to that question, we would advise them that we

would be outlining the primary goal of this study and ensuring that all the data was used

solely for academic purposes. All information conducted will also be treated with

confidentiality.

SOP Data to Gather Guide Questions

1. What are the 1. Challenges of 1. Will you described your

challenges students students in experiences in your foreign

studying language class?

79
 80

experience in studying foreign 2. How did the difficulties you

the foreign language? language. encountered affect your language

2. Perceived learning?

effects of the 3. Will you compare your

2. What are the challenges experiences in learning Korean,

perceived effects of the students’ Mandarin, and Japanese as a foreign

challenges on students’ experience in language?

foreign language studying foreign 4. Did you encounter the same

learning? language difficulties in the three foreign

3. Learning language classes?

3. What are the strategies of 5. What do you think are the

learning strategies of students in their effects of this difficulties you

students in studying foreign encountered in your foreign

foreign languages? language language learning?

learning. 6. What do you think is the most

affected in your foreign language

studies when you encounter

challenges in learning foreign

languages?

7. What are the things you do to

maximize your learning in your

foreign language subjects?

 81

8. How did you manage to learn

Korean, Japanese, and Mandarin as

a foreign language, in spite of the

new educational system?

9. How did you make sure that you

learned a lot in your online foreign

language class?

10. What are your

preparations for your foreign

language class?

11. How did you employ your

learning strategies in your three

foreign language classes?

II. The aim of the interview is to aid the researchers in learning more about the

difficulties that students have when learning a foreign language, as well as the

perceived effects of these difficulties have on students' ability to learn that

language and their learning strategies. In accordance with proper research

protocol, the researchers will request permission from the respondents before

recording the interview. In order to guarantee the reliability and accuracy of the

assessment, the researchers will record the interview exclusively for academic

purposes.
 CURICULLUM VITAE

Name: Sheena Richele M. Coroña

Date of Birth: March 27, 2001

Place of Birth: Moncada, Tarlac

Age: 21 years old

Gender: Female

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Person to contact in case of emergency: Elma M. Coroña

Contact no.: 09568733912

Address: Anoyao West, Linmansangan, Binalonan, Pangasinan

Languages/Dialects Spoken: Filipino, English, Ilocano

Special skills: Microsoft Office literature

Video editing (Filmora)

Educational Background:

College: Bachelor of Arts in English Language

August 2019 – Present

Expected graduation: 2023

Pangasinan State University - Urdaneta Campus, Urdaneta City,

Pangasinan

Introduction to Front Office Services

82
 83

January 5, 2022

Technical Education and Skills Development Authority

Secondary: Moncada Catholic School, Inc

Poblacion 4, Moncada, Tarlac

2012-2019

Primary: Moncada Catholic School, Inc

Poblacion 4, Moncada, Tarlac

2007-2012

Seminar/Training/Workshop Attended:

14th Philippine Linguistic Congress

Participant

YouTube

August 24-27, 2021

Work Experience:

Work Immersion

Municipal Social Welfare Development Office

Moncada, Tarlac

February 2019
 84

CURRICULUM VITAE

Name: Charmaine L. de Chavez

Date of Birth: September 26, 2001 Place

of Birth: Biwas, Tanza, Cavite Age:

21 years old

Gender: Female

Citizenship: Filipino

Religion: Roman Catholic

Status: Single

Person to contact in case of emergency: Reymundo C. de Chavez

Contact No.: 09164559123

Address: San Miguel, Natividad, Pangasinan

Languages/ Dialects Spoken: Filipino, English, & Ilocano

Special Skills: Computer Literate (MS Word & MS PowerPoint)

Korean language (basic)

Educational Background:

College: Bachelor of Arts in English Language

August 2019 – Present

Expected graduation: 2023

Pangasinan State University - Urdaneta Campus,

Urdaneta City, Pangasinan

Secondary: Tayug National High School (TNHS)

 85

Plaridel Street, B, Tayug, Pangasinan

2017-2019

Primary: San Miguel Elementary School San

Miguel, Natividad, Pangasinan 2009-

2013

Seminar/ Training/ Workshop attended:

Division Seminar Workshop on Campus Journalism

2014-2017

Work experience:

Work Immersion

Pangasinan International Montessori Academy (PIMA) Tayug,

Pangasinan

September 2019
 86

CURRICULUM VITAE

Name: Lavishreiy Gail P. Voces

Date of Birth: April 23, 2001

Place of Birth: Sta. Monica Moncada, Tarlac

Age: 21 years old

Gender: Female

Citizenship: Filipino

Religion: Jesus Is Lord (Born Again)

Status: Single

Person to contact in case of emergency: Asuncion L. Padilla

Contact no.: 09504151478

Address: 4 Caralipio St. Sta. Monica Moncada, Tarlac

Languages/ Dialect Spoken: English, Filipino, Ilocano

Special skills: Computer Literate (MS Word, MS Power point)

Educational Background:

College: Bachelor of Arts in English Language

August 2019 – Present

Expected graduation: 2023

Pangasinan State University - Urdaneta Campus,

Urdaneta City, Pangasinan

Secondary: Moncada Catholic School, Inc

Poblacion 4 Moncada, Tarlac

 87

2016-2019

Primary: Sta. Monica Integrated Elementary School

Sta. Monica Moncada Tarlac

2007-2012

Seminar/Training/Workshop Attended:

14th Philippine Linguistic Congress

Participant

YouTube

August 24-27, 2021

Work Experience:

Work Immersion

Moncada South Central Elementary School

Moncada, Tarlac

February 2019