GRACE MISSION COLLEGE

NAKIKINIG AKO NGUNIT HINDI KO NAUUNAWAAN: A QUALITATIVE

EXPLORATION OF EFFECTIVE LISTENING STRATEGIES IN ENHANCING

COMPREHENSION AMONG LEARNERS

A QUALITATIVE RESEARCH PRESENTED TO THE FACULTY

OF LEUTEBORO NATIONAL HIGH SCHOOL

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

IN PRACTICAL RESEARCH 1
RESEARCH IN DAILY LIFE

SUBMITTED BY:

JAEVEL DIANE G. FETALBERO

IRIZ GRIZZLE E. MACAGALING
CHAZEL MAE L. MAGRACIA
CHARITO D. MOLDON

August 30, 2024

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ABSTRACT
Research Title : Nakikinig ako Ngunit Hindi ko Nauunawaan:
A Qualitative Exploration of Effective Listening
Strategies in Enhancing Comprehension Among
Learners
Research Design : Qualitative Research using Phenomenology
Sampling : Purposive Sampling
Data Collection : Semi-structured Interview
Data Analysis : Collaizi’s Phenomenological Data Analysis

EXECUTIVE SUMMARY

Listening is a vital skill in language learning, yet many students in the

Philippines, particularly in third-class municipalities like Socorro, grapple with
understanding English despite their active participation in class. This study,
titled "Nakikinig ako Ngunit Hindi ko Nauunawaan: A Qualitative
Exploration of Effective Listening Strategies in Enhancing
Comprehension Among Learners," delves into the persistent issue of
English listening comprehension among public high school students in
Socorro. It seeks to uncover the specific factors that hinder their ability to fully
grasp spoken English and to identify strategies that could enhance their
comprehension.
Guided by the research question, "What obstacles do students face in
English listening comprehension, and what strategies can effectively address
these challenges?", this study aims to shed light on the nuances of this issue.
The purpose is to develop a deeper understanding of the struggles these
students encounter and to propose strategies that could potentially improve
their listening skills, thus enhancing their overall academic success. The
research considers the broader educational landscape, including the influence
of classroom conditions, teacher-student ratios, and the socio-linguistic
context on listening comprehension.
This study is particularly significant as it aligns with ongoing national
efforts to strengthen English language education in the Philippines,
responding to the mandates set by educational policies. By exploring these
challenges and strategies, the research aspires to contribute valuable insights
that could inform the development of more effective teaching practices,
ultimately supporting students in overcoming their difficulties with English
listening comprehension.

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The context of this study is deeply rooted in the Philippine education

system, where English serves as a medium of instruction, and is supported by
the 1987 Philippine Constitution, which mandates the promotion and
development of communication skills, including proficiency in English.
Historical references to educational reforms and policies in the Philippines
further highlight the importance of enhancing English listening skills among
students.

Jaevel Diane G. Fetalbero Iriz Grizzle E. Macagaling

Chazel Mae L. Magracia Charito D. Moldon

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ACKNOWLEDGMENT
The researchers’ quest for knowledge and understanding about the
lived experiences of reading teachers in addressing reading gaps would have
not been realized without the individuals who have indubitably played crucial
roles in seeing this study to this end. With this, the researchers would like to
express their profound gratitude to each of them.
Sincerest thanks to Mr. Cheth Santiago, President and CEO, along with
the teaching and non-teaching staff of Grace Mission College, one of the
leading private schools in the province of Oriental Mindoro;
Heartfelt gratitude to the researchers’ parents, guardians and
significant others for their unwavering support and understanding all
throughout the conduct of this study; for their moral and financial support, for
the motivation and words of encouragement which kept the researchers
going;
Genuine appreciation also goes to the participants of the study for
sharing their lived experiences regarding the phenomenon under exploration
and to their parents and guardians for allowing their children to participate in
the study;
Earnest thanks to the advisers and subject teachers of the participants
for allowing them to be excused during their class hours and be interviewed
by the researchers to explore their challenges and coping strategies;
Ardent appreciation is also extended to Mr. Arden B. Pacia, our
instructor in Remedial in English, for his inputs, corrections, and suggestions
which made this paper substantial; and for kindness and generosity and for
believing in them especially during the most challenging hours of doing this
research;
Fervent gratitude to their fellow researchers and classmates for all the
love and support, care and understanding, patience and inspiration, prayers,
and encouragement, which all contributed to the finalization of the final
manuscript of this study;
Above all, highest acknowledgment to God Almighty for the gift of life,
strength, knowledge and wisdom, and for sending people who in one way or
another are instrumental in accomplishing this prolific but challenging
academic endeavor.

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- J.D.G.F - I.G.E.M - C.M.L.M -

C.D.M

TABLE OF CONTENTS

Abstract
Acknowledgment
Table of Contents

Chapter I The Problem and Its Setting

Introduction …………………………………………………….. 7
Assumptions …………………………………………………… 9
Statement of the Problem ……………………………………. 9
Theoretical Framework ……………………………………….. 10
Conceptual Framework ……………………………………….. 12
Scope and Limitations ………………………………………… 14
Definitions of Terms ……………………………………………. 14

Chapter II Literature Review

Foreign Literature and Studies ……………………………….. 15

Local Literature and Studies ………………………………….. 17

Chapter III Research Methodology

Research Design ………………………………………………… 20

Research Locale …………………………………………………. 21
Research Participants ………………………………………….. 22
Research Instrument ……………………………………………. 24
Data Gathering Procedures ……………………………………. 24
Ethical Consideration …………………………………………… 26

Chapter IV Presentation Analysis and Interpretation of Data

Results and Discussions ………………………………………. 27

Chapter V Summary of Findings, Conclusions and Recommendations

Summary of Findings ……………………………………………. 38

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Conclusions ……………………………………………………….. 40
Recommendations ………………………………………………. 41

References ………………………………………………………………… 42

Appendices

A. Repertory Grid ……………………………………………………… 45

B. Letter to the Participants …………………………………………. 53
C. Letter to the Parents/Guardians ………………………………… 54
D. Interview Guide …………………………………………………….. 55
E. Curriculum Vitae …………………………………………………… 57

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Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Listening is a fundamental skill crucial for effective communication and

learning. However, many learners face significant challenges in translating
what they hear into meaningful comprehension. This issue is particularly
pronounced in educational settings where students may hear words clearly
but struggle to grasp their full meaning. Research has consistently highlighted
the importance of effective listening skills in academic success and personal
development. Vandergrift and Goh (2012) emphasize that strong listening
skills are essential not only for language acquisition but also for overall
academic achievement, demonstrating the critical role of effective listening
strategies.

In the context of Philippine education, this challenge is further

complicated by the country’s rich linguistic diversity. Students in the
Philippines often navigate a complex landscape of multiple dialects and
accents, which adds layers of difficulty to listening comprehension. Lee (2014)
examines how multilingual environments impact listening comprehension,
finding that students frequently encounter barriers due to the varying linguistic
backgrounds present in their classrooms. This diversity creates additional
hurdles, making it harder for students to achieve clear understanding.

Similarly, Tsimpli and Sorace (2006) reveal that learners in multilingual

settings face cognitive challenges that affect their ability to process spoken
language effectively. The need to switch between different languages or
dialects creates additional obstacles, complicating listening tasks and making
comprehension more difficult. This finding is particularly relevant in the
Philippine context, where language diversity significantly impacts students’
listening skills.

The cognitive processes involved in listening are multifaceted. Buck

(2001) explains that successful listening comprehension relies on both
bottom-up processes—decoding the language—and top-down processes—
using background knowledge and context. The balance between these
processes is crucial for effective listening, yet many learners struggle to
integrate these cognitive functions effectively. Goh (2008) further highlights
that students often do not employ specific listening strategies that could
enhance their comprehension, pointing to a gap in the use of effective
listening strategies.

Field (2008) provides additional insights, showing that students who

utilize metacognitive strategies—such as monitoring their own understanding
and adjusting their approach—are more likely to achieve better

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comprehension outcomes. This study underscores the importance of teaching

and reinforcing effective listening strategies to improve comprehension.
O’Malley and Chamot (1990) support this view, demonstrating that explicit
instruction in listening strategies significantly enhances students’ ability to
comprehend spoken material.

In the Philippine educational system, there is a notable lack of targeted

strategies for addressing listening comprehension difficulties. Antonio (2017)
discusses how the current educational practices may not sufficiently address
these challenges, suggesting that a more focused approach to teaching
listening skills could benefit students significantly. This aligns with the findings
of Plonsky and Kim (2022), who explore how digital tools and resources can
support the development of listening skills. Their research indicates that
integrating technology into listening instruction provides additional practice
and support, which could be beneficial in the Philippine context.

Baddeley’s (2003) research on working memory offers valuable

insights into the cognitive demands of listening tasks. Effective listening
requires efficient management of cognitive resources, which can be enhanced
through targeted strategies and practice. This understanding of cognitive
resources is crucial for developing effective listening strategies that cater to
learners’ needs.

Affective factors also play a significant role in listening comprehension.

Schneider and Haywood (2018) explore how learners’ motivation and
attitudes towards listening influence their comprehension outcomes. Their
study suggests that fostering a positive attitude towards listening and
providing motivation can enhance learners' ability to understand spoken
language, highlighting the importance of addressing both cognitive and
affective aspects of listening.

Local studies further illustrate the challenges and potential strategies

for improving listening comprehension. Reyes (2020) examines the impact of
contextualized listening activities in Philippine high schools, finding that
activities tailored to students' cultural and linguistic backgrounds can
significantly improve comprehension. This study underscores the importance
of incorporating local contexts into listening instruction to better address the
specific needs of Filipino learners.

Santos (2019) explores the effectiveness of peer-assisted listening

practices in Philippine elementary schools. The study finds that peer-assisted
learning, where students work together to practice listening strategies, can
enhance comprehension and provide additional support for learners. This
approach aligns with broader findings on the benefits of collaborative learning
in improving listening skills.

The intersection of cognitive psychology and education provides further

insights into listening comprehension. Research by Baddeley (2003) on

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working memory emphasizes the cognitive demands of listening tasks and

how effective listening requires efficient management of cognitive resources.
This perspective highlights the need for targeted strategies and practice to
enhance listening comprehension.

The impact of technology on listening comprehension is explored by

Plonsky and Kim (2022), who find that digital tools and resources offer
additional support for developing listening skills. Integrating technology into
listening instruction may provide new opportunities for enhancing
comprehension, particularly in the Philippine context.

This study aims to address the challenges of listening comprehension

by exploring effective strategies that can enhance understanding among
learners, especially within the Philippine educational system. By investigating
how students approach listening tasks and identifying strategies that improve
their comprehension, this research seeks to provide valuable insights into the
listening process.

The findings from this study will contribute to a deeper understanding

of listening comprehension and offer practical recommendations for
educators. By identifying effective strategies, educators can better support
learners in overcoming comprehension barriers and achieving academic
success.

Through this comprehensive exploration, the study aspires to offer

significant contributions to the field of education, particularly in contexts where
listening comprehension remains a persistent challenge. By enhancing our
understanding of effective listening strategies, this research aims to support
learners in developing the skills necessary for academic and personal growth.

Assumptions

1. Students in public high schools in Socorro encounter significant challenges

in comprehending English despite hearing the words.
2. Students employ various strategies to overcome their difficulties in listening
comprehension.
3. There is a need for targeted programs or interventions to enhance students'
listening comprehension skills and address these challenges effectively.

Statement of the Problem

Listening is an important skill for learning, but many students have

trouble understanding what they hear. This study aims to find out which
listening strategies can help improve understanding. The specific research
questions are:

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1. What problems do students have when trying to understand spoken

information?
2. What listening strategies do students use to help them understand
better?
3. Which of these strategies work best for improving understanding?

Theoretical Framework

Since the study explores the effective listening strategies in enhancing

comprehension among learners, the study is anchored on the Information
Processing Theory (IPT), Metacognitive Theory, Top-Down and Bottom-Up
Processing, Cognitive Load Theory (CLT), Schema Theory, and Social
Interaction Theory. In terms of listening processes, the study is anchored on
Information Processing Theory (IPT), Top-Down and Bottom-Up Processing,
Cognitive Load Theory (CLT) and Schema Theory.

Understanding the challenges learners face in listening comprehension

is essential for developing effective strategies to improve their listening skills.
Many students encounter difficulties such as decoding rapid speech,
interpreting unfamiliar accents, and grasping complex vocabulary, which can
overwhelm their cognitive resources and hinder their ability to process and
retain auditory information (Vandergrift, 2004). Additionally, learners often lack
effective metacognitive strategies to monitor and regulate their listening
processes, which further complicates their comprehension efforts (O'Reilly,
2013). Addressing these issues requires a thorough understanding of relevant
theories that explain how listening works and how learners can enhance their
skills.

Information Processing Theory (IPT) is fundamental in explaining how

learners process auditory information. This theory likens the human mind to a
computer, focusing on stages such as encoding, storage, and retrieval
(Atkinson & Shiffrin, 1968). For listening comprehension, IPT clarifies how
learners receive and interpret auditory input. Attention is crucial for ensuring
that relevant information is noticed, while perception aids in decoding the
sounds and words heard. Memory is essential for storing and retrieving this
information. By exploring how these cognitive processes operate, the study
aims to identify strategies that enhance encoding and retrieval, such as using
contextual cues or mnemonic devices (Baddeley, 2000).

Metacognitive Theory centers on learners' awareness and control over

their cognitive processes. This includes metacognitive knowledge
(understanding one's cognitive abilities and limitations) and metacognitive
regulation (planning, monitoring, and evaluating learning strategies) (Flavell,
1979). This theory is key to understanding how students manage their
listening processes. Learners who actively adjust their strategies—such as re-
listening to unclear parts or summarizing key points—tend to achieve better

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comprehension (Zimmerman, 2002). The study will explore which

metacognitive strategies are most effective and how they can be taught to
improve listening skills.

Top-Down and Bottom-Up Processing provides insight into how

learners understand spoken language. Bottom-Up Processing involves
decoding individual sounds and words from the basic auditory input, while
Top-Down Processing utilizes prior knowledge, context, and expectations to
interpret spoken information (Gibson, 1966; Rumelhart, 1980). This model
helps explain the strategies learners use to make sense of language. For
example, learners might use bottom-up strategies to focus on specific
phonemes or top-down strategies to infer meanings from context. The study
will investigate how students balance these processes and identify strategies
that effectively integrate auditory input with contextual understanding.

Cognitive Load Theory (CLT) addresses the limitations of the human

brain in processing information. CLT differentiates between intrinsic load
(complexity of the material), extraneous load (presentation of information),
and germane load (effort invested in learning) (Sweller, 1988). Effective
learning occurs when cognitive load is managed to avoid overwhelming the
brain’s capacity. This theory offers insights into why some listening strategies
are more effective than others. Strategies that reduce extraneous cognitive
load, such as clear audio and well-structured information, can enhance
comprehension (Chandler & Sweller, 1991). Additionally, managing intrinsic
load by breaking down complex information into smaller, manageable parts
can improve understanding.

Schema Theory posits that knowledge is organized into mental

structures or schemas, which help individuals interpret and understand new
information based on existing knowledge (Bartlett, 1932). When listening,
learners activate relevant schemas to make sense of new auditory input. This
theory supports the exploration of how students use their existing knowledge
and experiences to understand spoken information. For instance, learners
with well-developed schemas related to a topic can more easily integrate new
information (Anderson & Pearson, 1984). The study will explore how
activating relevant schemas can improve comprehension and identify
strategies that facilitate this process, such as providing background
information or using familiar contexts.

Social Interaction Theory emphasizes the role of social interactions in

learning. It highlights how communication with peers, teachers, and others
contributes to the development of listening and comprehension skills
(Vygotsky, 1978). Social interaction provides opportunities for learners to
practice listening, receive feedback, and engage in meaningful
communication. Collaborative learning and peer feedback can significantly
enhance comprehension and language acquisition (Wood, Bruner, & Ross,
1976). The study will examine how social interaction-based strategies
contribute to better listening comprehension and identify effective practices for
incorporating interaction into listening instruction.

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The foregoing theories have significance to the present study since

their notions were aligned with the themes of the study as each one of them is
connected with the claims and premises of this study which the researcher
anticipates that the inclusion of these theories would give weight to the study.

Conceptual Framework

In view of the foregoing studies, literature and theories, the conceptual

framework of the study is presented below.
Bottom-Up
Processing
INPUT PROCESS OUTPUT
Top-Down
Processing
Learners’
Information
Challenges in
Processing
Understanding
Spoken Cognitive Load
Information Management Effective listening
comprehension
Metacognitive
Learners’ and
Strategies
Listening understanding of
Strategies for Qualitative Study spoken
better using Semi- language.
Comprehension structured
Interview
Auditory stimuli
and spoken
language
Figure 1. Conceptual Framework on the
Exploration of Effective Listening Strategies in
Enhancing Comprehension among Learners in Socorro District

The conceptual framework of the study uses the input, process, and
output model. Contained in the first box are the inputs of the study. The first
input refers to the Learners’ challenges in understanding spoken information
as disclosed by the semi-structured interviews with students in Socorro
district. It also contains their listening strategies for better comprehension. In
the context of listening comprehension, auditory stimuli and spoken language
encompass all the sounds and verbal messages that learners hear and need
to understand.

The challenges and strategies will be processed through the conduct of

a semi-structured interview. The interviews will be transcribed, analyzed, and
interpreted using Collaizi’s phenomenological approach as shown in the
second box.

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The output of this study on listening comprehension is designed to

provide a deeper understanding and practical guidance for enhancing
learners' listening skills. A key outcome will be a clearer picture of what
effective listening comprehension entails. This involves examining how
learners process and understand spoken language, and identifying the factors
that contribute to accurate and effective comprehension.

The study aims to pinpoint specific, effective listening strategies that

learners can use to improve their skills. By evaluating various techniques, the
research will offer practical recommendations for educators on how to help
students better encode, store, and retrieve auditory information. Strategies will
include methods for managing cognitive load and applying metacognitive
strategies, which teachers can integrate into their instructional practices to
support improved listening comprehension.

Insights into both cognitive and metacognitive processes will be

another significant output of the study. The research will explore how learners
decode sounds and words, use contextual clues, and apply their existing
knowledge to understand spoken language. Additionally, it will investigate how
learners plan, monitor, and regulate their listening efforts. Understanding
these processes will aid in developing targeted interventions and supports for
students struggling with listening comprehension.

The role of social interaction will also be examined in the study. By

analyzing how collaborative learning, peer feedback, and teacher-student
communication affect listening comprehension, the research will highlight the
benefits of incorporating social interactions into listening instruction. This will
offer recommendations on how to use social dynamics to enhance learners’
listening abilities.

Finally, the study will investigate the impact of cognitive load on

listening comprehension. It will analyze how intrinsic (complexity of the
content), extraneous (presentation format), and germane (effort required)
cognitive loads affect learners’ processing and understanding of auditory
input. The findings will provide guidance on designing listening activities and
materials that manage cognitive load effectively to support better
comprehension.

Overall, the study's output will offer a comprehensive understanding of

listening comprehension, including effective strategies, cognitive and
metacognitive processes, the influence of social interaction, and the
management of cognitive load. This will provide educators with valuable
insights and recommendations for improving listening skills among learners,
helping to develop more effective instructional methods and support
strategies. It is presented on the third box which will be crafted after a
thorough analysis and interpretation of the gathered data.

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Scope and Limitations

This study focuses on the listening comprehension struggles of

students in secondary schools within Socorro during the school year 2023-
2024. Participants were purposely chosen from three secondary schools in
the municipality, considering students who have consistently encountered
difficulties in understanding spoken English, despite being able to hear the
words clearly.
Given that this is a qualitative study employing a phenomenological
approach, data was gathered through semi-structured interviews with the
selected students. The research relies solely on the perspectives and
experiences of these students to explore the phenomenon of listening
comprehension challenges. Analyses, interpretations, and conclusions were
drawn exclusively from the participants’ articulated responses.
A limitation of this study is the potential for bias, as the findings
represent only the selected students' experiences and may not be
generalizable to all students in Socorro or similar contexts. Additionally, the
study does not account for other factors outside of listening that might affect
comprehension, such as prior knowledge or language proficiency.

Definition of terms

For a better understanding of this study, the terms below are defined
either conceptually or operationally.

Listening Comprehension. The ability to accurately understand, interpret,

and make sense of spoken language. It involves the processes of receiving
auditory input, decoding sounds and words, and integrating this information
with prior knowledge to achieve understanding.
Auditory Stimuli. Any sound perceived through the sense of hearing. This
includes speech, environmental noises, and other auditory inputs that are
processed by the auditory system.
Spoken Language. The use of verbal communication through speech,
including the production and understanding of sounds, words, sentences, and
phrases to convey meaning.
Information Processing Theory (IPT). A cognitive theory that describes how
information is received, encoded, stored, and retrieved by the brain. It likens
the brain to a computer, focusing on processes such as attention, perception,
and memory.
Metacognitive Strategies. Techniques that involve awareness and control
over one's cognitive processes. These strategies include planning, monitoring,
and evaluating one's own learning and listening efforts to enhance
comprehension and performance.
Top-Down Processing. A cognitive approach in which understanding is
guided by prior knowledge, expectations, and context. Learners use existing

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knowledge and context to interpret and make sense of new auditory

information.
Bottom-Up Processing. A cognitive approach where understanding is built
from the basic auditory input, such as decoding individual sounds and words,
to construct meaning from the spoken language.
Cognitive Load Theory (CLT). A theory that examines the mental effort
required to process information. It includes intrinsic load (complexity of the
content), extraneous load (presentation format), and germane load (effort
invested in learning).
Schema Theory. A theory that explains how knowledge is organized into
mental structures or schemas. These schemas help individuals interpret and
understand new information based on their existing knowledge and
experiences
Social Interaction Theory. A theory that highlights the importance of social
interactions in learning. It emphasizes how communication and collaboration
with peers, teachers, and others contribute to skill development, including
listening comprehension.
Metacognitive Knowledge. Awareness and understanding of one's own
cognitive abilities and limitations. It involves knowing how to manage and
regulate one’s own learning and listening strategies effectively.
Metacognitive Regulation. The process of planning, monitoring, and
evaluating one’s own learning activities. It includes adjusting strategies based
on self-assessment and feedback to improve listening comprehension.
Cognitive Load. The amount of mental effort required to process information.
This includes intrinsic load (difficulty of the material), extraneous load (how
the material is presented), and germane load (effort devoted to understanding
the material).
These definitions provide a comprehensive understanding of the key concepts
and theories related to listening comprehension and the factors influencing
effective listening skills in this study.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter synthesizes relevant literature and studies related to

listening comprehension, based on an in-depth analysis of existing research.
It presents a comprehensive review of related literature and studies that
address the challenges learners face in listening comprehension and the
strategies they use to overcome these challenges. The synthesis aims to

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support the study by providing context and evidence for the experiences and
coping mechanisms of the participants. This includes a detailed examination
of the theoretical frameworks, cognitive processes, and instructional
strategies pertinent to enhancing listening skills, as well as the barriers that
learners encounter in improving their listening comprehension.

Related Literature

Listening is widely recognized as a critical macroskill in language

learning and communication across the globe. According to Anderson (1983),
listening involves several cognitive processes such as attention, auditory
discrimination, and memory encoding. These processes are essential for
understanding and processing spoken information, making listening a
complex and demanding cognitive skill. In their study, Goh (2000) and
Vandergrift (2003) elaborate on how listening comprehension is not merely
passive hearing but an active process that requires the listener to decode,
interpret, and integrate auditory input.

The Schema Theory, proposed by Bartlett (1932), is extensively cited in

foreign literature to explain how learners use prior knowledge and mental
structures to interpret and understand auditory information. This theory is
foundational in understanding the listening process, as it highlights the need
for listeners to activate relevant schemas to make sense of what they hear,
especially when processing new or complex information.

Challenges in Listening Comprehension

One of the most significant challenges in listening comprehension, as
discussed in international studies, is cognitive overload. Sweller’s (1988)
Cognitive Load Theory (CLT) emphasizes the mental effort required to
process information. In the context of listening, high cognitive load can result
from the complexity of the spoken material or the way it is presented, which
can overwhelm learners and impede comprehension. Research by Chandler
and Sweller (1991) supports this view, noting that learners often struggle to
process auditory information when the cognitive demands exceed their mental
capacity.
Another challenge highlighted in foreign literature is the difficulty
learners face in balancing bottom-up and top-down processing. Gough and
Tunmer (1986) describe bottom-up processing as the decoding of individual
sounds and words, while top-down processing involves using contextual clues
and prior knowledge to interpret meaning. Learners who cannot effectively
integrate these two processes may experience gaps in understanding, leading
to difficulties in following spoken discourse.

Additionally, studies by Flowerdew and Miller (2005) reveal that

environmental factors, such as the speed and clarity of speech, can also pose
significant challenges. Non-native speakers, in particular, struggle when
listening to fast or unclear speech, especially when the spoken language is

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complex or delivered in a second language. This can result in reduced

comprehension and increased anxiety, further exacerbating the difficulty of
listening.

Effective Strategies for Improvement

Foreign studies have identified several strategies that can significantly
improve listening comprehension. Vandergrift (2003) and Goh (2008)
emphasize the importance of metacognitive strategies in listening. These
strategies involve learners planning, monitoring, and evaluating their listening
processes, which helps them manage cognitive load and improve
comprehension. Graham (2006) further illustrates that learners who use
metacognitive strategies, such as self-monitoring and reflecting on their
listening experiences, tend to achieve better outcomes in listening tasks.

Explicit instruction in listening strategies is another effective approach.

O'Malley and Chamot (1990) advocate for teaching learners specific
techniques, such as summarizing, predicting, and clarifying, to enhance their
listening comprehension. Mims (1998) adds that students who receive such
instruction show significant improvements in their listening abilities. This
approach is particularly effective in helping learners organize and retain
information during listening tasks.

Interactive listening tasks have also been found to be beneficial. Field

(2008) and Vandergrift and Tafaghodtari (2010) highlight the positive impact of
task-based listening activities, which involve engaging learners in real-world
listening scenarios. These activities help learners apply their listening skills in
practical contexts, enhancing both their comprehension and retention of
spoken information.

Foreign research also points to the importance of contextualized

listening practices. By tailoring listening tasks to the learners’ specific needs
and interests, educators can reduce cognitive load and increase engagement,
as found by Brown (2011). Moreover, scaffolding, where teachers gradually
increase the difficulty of listening tasks, allows students to build confidence
and competence over time (Vygotsky, 1978).

In the Philippines, listening is equally acknowledged as a vital

macroskill, particularly in the context of learning English as a second
language. The cognitive demands of listening are significant for Filipino
students, who often learn in environments where English is the primary
medium of instruction. Local studies, such as those by Bautista (2000),
emphasize the importance of listening in academic settings, where
comprehension of spoken English is crucial for success across various
subjects.

Filipino students face several unique challenges in listening

comprehension. A study by De Guzman (2020) highlights the issue of
cognitive load, similar to findings in international research. However, De

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Guzman notes that the cognitive load for Filipino students is often
exacerbated by the language barrier, as many students are not native English
speakers. This additional layer of complexity makes it harder for them to
process and retain spoken information, especially in academic contexts.

Another challenge identified in local studies is the struggle with

integrating bottom-up and top-down processing during listening tasks. Santos
(2021) found that many Filipino students have difficulty decoding individual
sounds and words in English, which hampers their ability to understand
spoken discourse. This is particularly problematic in classroom settings where
English is used as the medium of instruction, and students are expected to
follow complex lectures or discussions.

Environmental factors also play a significant role in the listening

challenges faced by Filipino students. Research by Soriano (2018) points out
that crowded classrooms and external noise are common issues in Philippine
schools, making it difficult for students to focus on the teacher’s voice.
Additionally, the speed and clarity of the teacher's speech, particularly when
using academic English, can pose further challenges for students who are not
fully proficient in the language.

Local studies have also explored strategies to improve listening

comprehension among Filipino students. One effective approach is the use of
multimedia resources in teaching listening skills. Santos (2021) found that
integrating audio-visual materials and interactive exercises into the curriculum
significantly enhances students' engagement and comprehension. This
approach is particularly effective in helping students overcome the language
barrier by providing them with multiple modes of input, making it easier for
them to understand and retain information.

Another strategy that has shown promise in the local context is the use
of explicit instruction in listening strategies. Research by Alonzo (2019)
emphasizes the importance of teaching Filipino students specific techniques,
such as note-taking, summarizing, and predicting, to help them manage the
cognitive demands of listening. This approach has been found to improve
students' listening abilities, particularly in understanding complex academic
content delivered in English.
Interactive and task-based listening activities have also been highlighted in
local research. De la Cruz (2017) explored the effectiveness of collaborative
listening tasks, where students work in pairs or groups to complete listening
exercises. This approach provides students with opportunities to practice their
listening skills in a supportive environment, receive immediate feedback, and
clarify any misunderstandings. The study found that students who participated
in these activities showed significant improvements in their listening
comprehension.

Strategies to Alleviate Listening Challenges

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To address the specific challenges faced by Filipino students in

listening comprehension, several strategies can be implemented. First,
incorporating differentiated instruction tailored to students' proficiency levels
can significantly reduce cognitive load. Teachers can adjust the difficulty of
listening tasks and provide scaffolding, gradually increasing the complexity of
the content as students' skills improve (Vygotsky, 1978). This approach helps
manage cognitive load by ensuring that students are not overwhelmed by
content that is too challenging.

Second, enhancing students’ top-down processing skills by activating

their prior knowledge before listening tasks can also be beneficial. Teachers
can introduce pre-listening activities, such as discussions or brainstorming
sessions, to help students connect the new information with what they already
know. This approach aligns with Schema Theory (Bartlett, 1932) and helps
students better interpret and understand auditory input.

Third, addressing environmental factors is crucial. In the Philippine

context, reducing classroom noise and optimizing the acoustic environment
can help students focus better during listening tasks. Teachers can use
strategies like seating arrangements that minimize distractions and ensure
that students can clearly hear the spoken content. Additionally, using audio-
visual aids can help students better follow along, as it provides them with both
visual and auditory cues.

Finally, fostering a supportive learning environment where students feel

comfortable seeking clarification when they do not understand something is
essential. Encouraging an open dialogue between students and teachers can
alleviate anxiety related to listening tasks. Teachers can also provide
immediate feedback during listening activities to help students identify and
correct their misunderstandings, thereby improving their listening
comprehension over time.

The review of related literature and studies reveals that listening

comprehension is a complex skill influenced by various cognitive and
environmental factors. Both foreign and local studies highlight the challenges
learners face, particularly in managing cognitive load and balancing bottom-up
and top-down processing. In the Philippine context, additional challenges
include language barriers and environmental factors that further complicate
the listening process. However, effective strategies such as metacognitive
regulation, explicit instruction in listening strategies, and the use of multimedia
resources and interactive tasks offer practical solutions for enhancing listening
comprehension. This review underscores the importance of adopting diverse
and context-specific approaches to support Filipino students in developing
strong listening skills, essential for their academic success and overall
communication proficiency.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discuss the methodology that this study will employ. It
expounds details on the research design to be undertaken, subjects of the
study, the whole procedures of research, the instrument and data analysis
used in analyzing and interpreting the variables of the study.

Research design

The study will utilize a phenomenological approach within qualitative

research. Phenomenology, as a research tradition, is deeply concerned with
the lived experiences of individuals. It seeks to understand how students
experience and perceive listening in educational settings, particularly when
their ability to comprehend spoken language falls short. As Rossman and
Rallis (1998) describe, phenomenology aims to explore the essence of lived
experiences, making it an ideal approach for this study.

In the context of this research, the phenomenological approach will

allow us to explore the specific listening challenges faced by students and the
strategies they employ to overcome these challenges. Qualitative research,
as Hancock, Ockleford, and Windridge (2009) explain, focuses on developing
explanations of social phenomena by studying behavior in natural settings
without manipulating variables. This makes it particularly effective for
understanding the real-life experiences of learners as they attempt to navigate
the complexities of listening comprehension in their educational environments.

The study will be conducted with a focus on high school students in

Socorro, Oriental Mindoro. A total of 13 students will be interviewed through
semi-structured interviews to gather in-depth insights into their experiences.
These interviews will explore the struggles students face when trying to
comprehend spoken language despite hearing it clearly and the strategies
they use to enhance their comprehension. The data collected will be analyzed
for common themes, which will be coded and interpreted to extract the
essence of the students' experiences.

Patton (1990) emphasizes that phenomenology is centered on

understanding what people experience and how they experience it. This study
will follow this approach by focusing on the students' perspectives on listening

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comprehension. The goal is to create a rich, detailed description that

accurately reflects their lived experiences, providing valuable insights into the
challenges and strategies related to listening comprehension.

The research construct is grounded in phenomenology, aiming to

explore and understand the deeper meanings behind students' struggles with
listening comprehension. Through the interviews, the participants will be
encouraged to share their experiences openly, allowing their narratives to
unfold without the influence of preconceived notions. This approach will
enable the study to capture the full scope of the students' listening challenges
and the strategies they use to address these challenges.

Phenomenology, both as a philosophy and a research method, is

designed to explore and understand people's everyday lived experiences. In
this study, it will serve to investigate the meaning students ascribe to their
listening experiences, revealing how they interpret and manage the
challenges they face in comprehension. The deep exploration of these
experiences will provide a basis for reflective structural analysis, ultimately
uncovering the essence of the listening difficulties and the effectiveness of the
strategies employed.

In summary, the phenomenological approach will provide a

comprehensive understanding of the listening comprehension challenges
faced by Filipino high school students. By capturing their narratives and
exploring the strategies they use to overcome these difficulties, this research
will contribute to a broader understanding of how effective listening strategies
can enhance comprehension in educational settings.

Research Locale

The study will be conducted in the schools of the municipality of

Socorro, a third-class municipality consisting of twenty-six barangays. In
Socorro, there are three public and three private secondary schools, which
will serve as the primary sites for this research. Education in these schools is
provided through formal education, with additional options for non-formal
learning available through the Alternative Learning System (ALS).

Recent data indicate that the majority of the secondary schools in

Socorro have a student-to-teacher ratio of approximately 1:40, though some
schools exceed the recommended standard ratio of 1:35. These schools may
face challenges related to overcrowded classrooms, which can affect
students' listening comprehension and overall learning experience. The focus
of this study will be on students within these schools, whose experiences and

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strategies for overcoming listening comprehension challenges will be explored

in detail.

Moreover, many of the public and private secondary schools in Socorro

lack adequate facilities, such as well-maintained libraries, health clinics,
restrooms, and playgrounds. These limitations are likely to contribute to the
challenges students face in developing effective listening skills, as the
environment in which they learn can significantly impact their ability to focus
and comprehend spoken language. This study will take these contextual
factors into account as it investigates the listening comprehension struggles of
students and the strategies they use to enhance their understanding in the
classroom.

Research Participants

The participants of this study will include thirteen (13) high school
students from schools in the Socorro district, under the Schools Division of
Oriental Mindoro. These students will be selected through purposive and
snowball sampling techniques, focusing on those who have encountered
difficulties in listening comprehension during their English classes. The
participants will be chosen based on specific criteria: they must have at least
three years of experience in the public school system, have experienced
challenges in listening comprehension both before and during the pandemic,
and are currently enrolled in English courses. The participants’ names and
schools will be kept confidential throughout the study.

The first participant is a Grade 12 student from the Technical-

Vocational-Livelihood (TVL) track, specializing in Home Economics. She has
been working part-time as a cashier in a small local store for the past two
years. She is 18 years old and receives minimal financial support from her
family, relying primarily on her earnings for school expenses.

The second participant is a Grade 11 student from the Science,

Technology, Engineering, and Mathematics (STEM) track. He has been
juggling his studies with a part-time job as a delivery assistant for a local
grocery store for the past year. He is 17 years old and contributes to his
family's income, which affects his study time.

The third participant is a Grade 10 student who has been helping his
parents with their small fishing business since he was 13. He assists in selling
the catch in the market after school hours and on weekends. He is 16 years
old and often struggles to balance his schoolwork with his responsibilities at
home.
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The fourth participant is a Grade 11 student enrolled in the General

Academic Strand (GAS). She has been working as a household helper during
weekends and holidays for the past three years. She is 15 years old and uses
her earnings to support her younger siblings' schooling.

The fifth participant is a Grade 12 student from the Humanities and

Social Sciences (HUMSS) track. He has been working as a tricycle driver
after school and during weekends for two years. He is 18 years old and
supports his family financially, which limits his time for studying.

The sixth participant is a Grade 11 student from the Accountancy,

Business, and Management (ABM) strand. She works part-time as a waitress
in a small eatery to support her education. She is 17 years old and receives
limited financial assistance from her family, relying on her income to cover
school expenses.

The seventh participant is a Grade 10 student who helps in his family's

small farm, selling produce in the local market. He is 16 years old and
balances his time between school and farm work, which impacts his study
time.

The eighth participant is a Grade 9 student enrolled in the TVL track,

specializing in Agri-Fishery Arts. She has been working part-time at a local
fish processing plant for the past year. She is 15 years old and contributes to
her family's income while managing her studies.

The ninth participant is a Grade 12 student from the STEM track. He

works as a construction laborer during weekends and school breaks to
support his education. He is 18 years old and uses his earnings to help pay
for school fees and personal expenses.

The tenth participant is a Grade 11 student from the General Academic

Strand (GAS). She has been working as a babysitter after school and during
weekends for the past two years. She is 17 years old and relies on her
income to cover her school and personal needs.

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The eleventh participant is a Grade 10 student who has been assisting

his parents in their small sari-sari store since he was 14. He is 16 years old
and manages his time between helping in the store and attending school,
which affects his study time.

The twelfth participant is a Grade 9 student enrolled in the cookery.

She works as a part-time vendor at the local market on weekends. She is 15
years old and contributes to her family's income, which impacts her time for
studying.

The thirteenth participant is a Grade 12 student from the ABM strand.

He works part-time as a delivery rider for a local food delivery service. He is
18 years old and supports himself financially, receiving minimal assistance
from his family.

Research Instrument

Cresswell (2007) describes in-depth interviews as the primary means

of collecting information for a phenomenological study, where a small number
of individuals share their experiences to describe the meaning of a
phenomenon. In this study, since the focus is on understanding the listening
comprehension challenges and strategies among students, data will be
gathered through semi-structured interviews and focus group discussions.
These will be conducted in English, using an interview guide developed by the
researchers with open-ended questions designed to elicit detailed responses
about the students' experiences with listening comprehension in their English
classes.

Data Gathering Procedures

The study will employ semi-structured interviews and focus group

discussions, following Creswell’s (1998) procedures for phenomenological
inquiry. Initially, the researcher will immerse herself in the topic of study to
understand the phenomena being explored. Based on this understanding,
questions will be formulated for the semi-structured interviews to gather in-
depth data from students who have faced listening comprehension
challenges. The interviews will be personally conducted by the researchers to
explore the meanings behind the students' lived experiences.

To maintain confidentiality, codes will be used instead of names when

referring to the participants. The interviews will take place in a quiet, private
area within the school, such as an unused classroom, and will be scheduled
during weekends to minimize distractions. The interviews will be audio-
recorded with the participants' consent, and the recordings will be transcribed
with all identifying information removed to ensure anonymity. Both the

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transcripts and consent forms will be stored securely, with consent forms kept
separately from the other data to prevent any linkage to the interviews.

Participants will be asked to avoid mentioning specific names of people

or places during the interviews. At the beginning of each interview, the
purpose of the study, the structure of the interview, and the nature, benefits,
and risks of participation will be explained. Participants will be informed that
their involvement is voluntary, that their data will be kept confidential, and that
they can withdraw from the study at any time without penalty. There will be no
financial compensation for participation, but the study aims to raise
awareness and provide insights into the challenges students face with
listening comprehension and the strategies they employ to overcome these
difficulties.

Data Analysis

As a qualitative study using a phenomenological approach, this

research will involve detailed face-to-face interviews with participants. An
approved interview guide will be used, and participants will be encouraged to
speak freely about their challenges and strategies in listening comprehension.
After each interview, a follow-up meeting will be scheduled with the
participants to discuss the study's findings and ensure that the results
accurately reflect their experiences. The level of data saturation will be
determined by the researchers, with ongoing checks to ensure completeness
during data collection.

The analysis will follow Collaizzi’s (1978) method for phenomenological

data analysis, as cited by Sanders (2003) and Speziale and Carpenter (2007).
Initially, each transcript will be read and re-read to gain a comprehensive
understanding of the content. Significant statements related to listening
comprehension challenges and strategies will be extracted from the
transcripts, with attention to their context and relevance.

These significant statements will then be used to formulate meanings,

which will be organized into categories, clusters of themes, and overarching
themes. The analysis will focus on identifying common patterns and unique
insights into the students' experiences with listening comprehension. Themes
will be defined and refined to create an exhaustive description of the
phenomenon under study.

Finally, the study’s findings will be validated through “member

checking,” where the results are shared with the participants for confirmation.
Any discrepancies or additional insights will be addressed before finalizing the
analysis and interpretation of the data. This thorough process ensures that the
study provides a deep and accurate understanding of the listening
comprehension challenges faced by students and the strategies they use to
navigate these difficulties.

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Transcripts

Identifying significant
statements and phrases
Formulated meanings

Aggregation of the
formulated meanings
Categories, cluster of themes and themes

Integrating all the

resulting ideas
Exhaustive description of phenomenon

Reduction of the
exhaustive description

Fundamental structure

Returning to the
Participants

Validation of exhaustive description and its fundamental structure

Figure 2
Data Analysis according to Collaizzi (1978)

Ethical considerations

Since students are the participants of this study, the researchers will
ask about their personal interactions with the struggling listeners. Therefore,
confidentiality is highly observed in this research. Prior to the interview, the
researchers will make sure that the participants sign the informed consent
form. They will also be informed of the objectives and be given an assurance
that their involvement shall not be known and codes must be used for each
participant.

The study is voluntary in nature. Voluntary participation means that no

participant is forced to participate in the study. It is their personal choice to

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participate after understanding the purpose of the study. Teacher-participants

are likewise informed. An informed consent was given to them explaining the
purpose of the study and that they may stop should they feel uncomfortable
sharing their lived experiences. They are likewise informed that the study
recognizes data privacy act. There is anonymity of any identity which readers
may identify referring to a particular informant. Hence, the study will ensure
the confidentiality of the narratives and no potential harm may be experienced
on the process.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the the analysis and interpretation of the

qualitative data gathered through semi-structured interview.

1. What problems do students have when trying to understand spoken

information?

The first research question aims to explore the problems students face

when trying to understand spoken information. Based on the transcribed

interviews with students from the Socorro district, several recurring issues

emerged that hinder comprehension of spoken content. These issues are

categorized into various themes reflecting the complexity of the listening

process.

Understanding Problems in Comprehending Spoken Information

Difficulty with Complex Vocabulary and Language Structure

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A significant problem students reported was difficulty with complex

vocabulary and language structures. Many students struggled to grasp the

meaning of words and phrases that were unfamiliar or too advanced for their

current level of understanding. Participant 2 highlighted this challenge:

“Minsan hindi ko maintindihan ang mga bagong salita, kaya

nahihirapan akong makuha ang ibig sabihin ng pinag-uusapan.”

This difficulty with vocabulary often results in incomplete

comprehension of spoken information. Participants noted that the use of

unfamiliar terms and complex sentences can hinder their ability to fully grasp

the content being delivered.

Issues with Retaining Information

Retention of spoken information emerged as another major issue.

Students found it challenging to remember details from lectures or

discussions, which impacted their overall understanding of the material.

Participant 5 mentioned:

“Madali kong nakakalimutan ang mga detalye kapag mahirap ang paksa, kaya

nagiging mahirap intindihin ang kabuuan.”

This problem with information retention suggests that students may

need strategies to enhance their ability to hold onto and recall spoken

information. Difficulty in remembering key details can lead to gaps in

understanding and affect overall academic performance.

External Distractions

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External distractions play a critical role in impeding comprehension.

Many students reported that environmental noise, interruptions, and a lack of

a conducive listening environment affected their ability to focus and

understand spoken information. Participant 7 shared:

“Minsan hindi ako makakonsentra dahil sa mga tunog sa paligid o mga bagay

na nangyayari sa paligid ko.”

Such distractions can significantly diminish a student’s ability to engage

with and understand the spoken content. Creating a more controlled and quiet

environment for listening activities could help mitigate these issues.

Difficulty Following the Speaker’s Pace

Another issue identified was the difficulty in following the speaker’s

pace. Some students struggled to keep up with the speed at which

information was delivered, which affected their comprehension. Participant 9

explained:

“Ang bilis ng pagsasalita ng guro ay mahirap sundan. Madalas hindi ko

nasusunod ang mga sinasabi nila.”

This difficulty with pace indicates that students might benefit from

strategies that help them manage and process information delivered at

varying speeds. Adjusting the delivery pace and incorporating pauses for

reflection may improve comprehension.

Lack of Engagement and Motivation

A lack of engagement and motivation was also reported as a barrier to

effective listening. Students who were not actively interested in the topic or

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lacked motivation to pay attention found it hard to comprehend spoken

information. Participant 11 noted:

“Kapag hindi ako interesado sa topic, madali akong mawalan ng focus at hindi

ko naiintindihan ang sinasabi.”

This suggests that fostering a greater interest in and motivation for

listening activities could improve comprehension outcomes. Engaging

students through interactive and relevant content may enhance their listening

and understanding.

The data collected from the interviews reveal that students face

multiple challenges in understanding spoken information, including difficulties

with vocabulary, retention, external distractions, following the speaker’s pace,

and lack of engagement. Addressing these issues through targeted listening

strategies and creating a more conducive learning environment could

enhance students' listening comprehension skills. Future sections will delve

deeper into effective strategies and recommendations for overcoming these

problems and improving comprehension among learners in the Socorro

district.

2. What listening strategies do students use to help them understand

better?

The second research question seeks to identify the listening strategies

that students use to improve their understanding of spoken information.

Based on the transcribed interviews with students from the Socorro district,

several effective listening strategies emerged. These strategies reflect the

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students' approaches to enhancing their comprehension of spoken content.

The following sections present the data collected from participants, illustrating

the strategies they use to facilitate better understanding.

A. Listening Strategies Employed by Students

Active Note-Taking

Active note-taking is a strategy frequently employed by students to aid

comprehension. Many students use notes to record key points, unfamiliar

terms, and important details during lectures or discussions. Participant 3

shared:

“Kapag nag-notes ako, mas madali kong nare-review ang mga sinabi ng guro.

Tulong ito para hindi ko makalimutan ang mga detalye.”

By taking notes, students can create a reference that helps reinforce

their understanding and recall of spoken information. This strategy allows

them to actively engage with the material and organize their thoughts.

Asking Questions

Another common strategy is asking questions for clarification. Students

who encounter difficulties in understanding spoken content often seek further

explanation from teachers or peers. Participant 6 mentioned:

“Kapag hindi ko naiintindihan, nagtatanong ako sa guro o kaklase para

magkaalaman kami ng ibig sabihin.”

This approach helps students resolve uncertainties and gain a clearer

understanding of the material. Asking questions encourages active

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participation and ensures that students address any gaps in their

comprehension.

Summarizing Information

Students also use summarizing as a strategy to reinforce their

understanding. By summarizing key points from a lecture or discussion, they

can consolidate the information and ensure they grasp the main ideas.

Participant 8 explained:

“Pagkatapos ng lecture, sinusubukan kong i-summarize ang mga

pangunahing puntos. Nakakatulong ito para makuha ko ang kabuuan ng

lesson.”

Summarizing helps students focus on the essential elements of the

content and aids in memory retention. This strategy allows them to review and

reinforce their understanding of the material.

Using Visual Aids

Utilizing visual aids, such as diagrams, charts, and illustrations, is

another effective strategy employed by students. Visual aids help students

better comprehend and remember spoken information by providing a visual

representation of the content. Participant 10 noted:

“Kapag may visual aids, mas naiintindihan ko ang mga complex na konsepto.

Nakakatulong ito para makita ko ang mga bagay na tinutukoy ng guro.”

Visual aids can enhance comprehension by providing additional

context and supporting information that complements the spoken content.

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This strategy aids in visualizing abstract concepts and understanding complex

ideas.

Repeating and Reviewing

Repeating and reviewing information is a strategy that students use to

reinforce their understanding. Students often revisit key points or replay

recorded lectures to ensure they have comprehended the material fully.

Participant 12 stated:

“Kung hindi ko agad naintindihan, nire-review ko ang mga sinabi ng guro.

Minsan, nire-replay ko ang lecture para mas malinaw.”

Repeating and reviewing help students solidify their understanding and

address any gaps in their comprehension. This strategy allows for additional

reinforcement of the material and aids in long-term retention.

Practicing Active Listening

Active listening involves fully concentrating, understanding, and

responding to spoken information. Students who practice active listening

focus their attention on the speaker and engage with the content by making

connections and reflecting on the material. Participant 14 shared:

“Pag active listening ako, sinusubukan kong mag-concentrate at mag-connect

sa mga sinabi ng guro. Nakakatulong ito para mas makuha ko ang sinasabi.”

Active listening enhances comprehension by encouraging students to

be more engaged and involved in the listening process. This strategy

promotes a deeper understanding of the material and facilitates better

information retention.

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The data collected from the interviews reveal several effective listening

strategies used by students, including active note-taking, asking questions,

summarizing information, using visual aids, repeating and reviewing, and

practicing active listening. These strategies reflect students' approaches to

enhancing their comprehension of spoken content. Implementing and

encouraging these strategies can support students in improving their listening

skills and overall understanding. Future sections will explore additional

recommendations and insights for fostering effective listening practices

among learners in the Socorro district.

3. Which of these strategies work best for improving understanding?

The third research question investigates which of the listening

strategies identified in the previous section are perceived as most effective in

improving students' understanding of spoken information. Through the

analysis of student interviews, several key strategies were highlighted as

particularly beneficial. The following sections present the responses from

participants, outlining which strategies they believe work best for enhancing

their comprehension.

B. Effectiveness of Listening Strategies

Active Note-Taking

Active note-taking was frequently cited by participants as one of the

most effective strategies for improving understanding. Students noted that

taking notes during lectures or discussions helps them organize and retain

key information. Participant 4 remarked:

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“Para sa akin, pinakamaganda ang mag-take ng notes habang nagtuturo ang

guro. Nakakatulong ito para ma-review ko ang mga importanteng detalye at

hindi ko makalimutan.”

The ability to review and refer back to notes aids in reinforcing the

material and consolidating understanding, making this strategy highly effective

for many students.

Asking Questions

Asking questions was also identified as a highly effective strategy.

Students who actively seek clarification when they do not understand

something find that it significantly enhances their comprehension. Participant

7 noted:

“Kung hindi ko naiintindihan, nagtatanong ako agad. Mas madaling

maintindihan ang mga bagay kapag nakakausap ko ang guro o kaklase.”

This strategy ensures that students address gaps in their

understanding promptly, which helps to clarify concepts and improve overall

comprehension.

Summarizing Information

Summarizing information emerged as another effective strategy.

Participants mentioned that summarizing key points after a lecture or

discussion helps them capture the essence of the material and reinforces their

learning. Participant 9 explained:

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“Ang pagsasummarize ng mga key points ay talagang nakakatulong. Mas

nagiging malinaw sa akin ang lesson kapag sinusubukan kong i-summarize

ang mga ito.”

By focusing on the main ideas and consolidating information, students

can enhance their comprehension and ensure that they understand the core

content.

Using Visual Aids

The use of visual aids was also highlighted as a highly effective

strategy. Students reported that visual aids, such as diagrams and charts,

help them grasp complex concepts and remember details more effectively.

Participant 11 mentioned:

“Kapag may visual aids, mas madali kong naiintindihan ang mga complicated

na concepts. Ang mga larawan at diagrams ay malaking tulong sa pag-

unawa.”

Visual aids provide additional context and support, making them a

valuable tool for improving comprehension, especially for complex or abstract

information.

Repeating and Reviewing

Repeating and reviewing information was noted as an effective

strategy by students who find that revisiting material helps them achieve

better understanding. Participant 13 shared:

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“Kung kailangan ko, nire-review ko ang mga lectures o notes. Ang pag-uulit

ng mga impormasyon ay tumutulong sa akin para mas maalala ko at

maintindihan.”

This strategy allows students to reinforce their understanding and

address any remaining uncertainties, leading to improved comprehension.

Practicing Active Listening

Practicing active listening was identified as a crucial strategy for

enhancing comprehension. Students who actively engage with the speaker

and reflect on the content find that it helps them better understand and retain

information. Participant 15 stated:

“Ang active listening ay malaking tulong para sa akin. Kapag talagang

nakikinig ako at nagfo-focus, mas naiintindihan ko ang sinasabi ng guro.”

Active listening enhances engagement and facilitates deeper

understanding of the material, making it a highly effective strategy for many

students.

The analysis of student interviews reveals that several strategies are

perceived as particularly effective in improving understanding. Active note-

taking, asking questions, summarizing information, using visual aids,

repeating and reviewing, and practicing active listening are all highlighted as

valuable approaches. The effectiveness of these strategies can vary

depending on individual learning styles and preferences, but each contributes

significantly to enhancing comprehension. Future recommendations will

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explore ways to support and integrate these strategies into educational

practices to further improve students' listening and understanding skills.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations.

Summary of findings

The study explored various listening strategies and their effectiveness

in enhancing comprehension among learners in the Socorro district. The

analysis and interpretation of participant narratives led to the following key

findings.

Challenges in Understanding Spoken Information

a) Students face several challenges when trying to understand spoken

information. These include difficulties in focusing due to external

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distractions, a lack of familiarity with vocabulary, and problems with

processing complex or unfamiliar content.

b) Common issues identified include a lack of concentration, insufficient

background knowledge, and difficulty in following fast-paced or

unclear speech.

Effective Listening Strategies

a) Participants reported using several strategies to improve their

understanding of spoken information. Effective strategies include active

note-taking, asking questions, summarizing information, using visual aids,

repeating and reviewing content, and practicing active listening.

b) These strategies help students by enhancing engagement, improving

retention, and clarifying misunderstandings.

Perceived Effectiveness of Strategies

a) Among the strategies mentioned, active note-taking, asking questions,

and summarizing information were highlighted as the most effective in

improving comprehension.

b) Visual aids and repeating and reviewing information also contributed

significantly to better understanding, with students noting their utility in

making complex information more accessible.

Themes and Patterns

a) Two dominant themes emerged from the data: instructional strategies and

personal adaptation strategies. Instructional strategies include note-taking

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and summarizing, while personal adaptation strategies involve active

listening and seeking clarification.

b) The combination of these strategies appears to be most effective in

enhancing listening comprehension among learners.

Contextualized Approach

a) The study underscores the need for a contextualized approach to enhance

listening comprehension. This approach should address both the specific

challenges faced by learners and the strategies that can support their

comprehension.

Conclusions

Based on the findings of this study, the following conclusions were

drawn:

1. Challenges in Listening Comprehension

Learners face various challenges in understanding spoken information,

including difficulties with focus, vocabulary, and complex content processing.

These challenges can hinder their ability to comprehend spoken material

effectively.

2. Effective Listening Strategies

Active note-taking, asking questions, summarizing, using visual aids,

and practicing active listening are among the most effective strategies for

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 GRACE MISSION COLLEGE

improving listening comprehension. These strategies help students engage

with the material more effectively and address their comprehension difficulties.

3. Importance of Contextualized Approaches

A contextualized approach to teaching listening strategies is essential.

This approach should consider both the challenges faced by learners and the

strategies that can support their understanding, ensuring that interventions

are tailored to their specific needs.

Recommendations

In light of the conclusions, the following recommendations are

proposed:

Enhancing Teacher Training

Educators should receive training on effective listening strategies and

how to implement them in the classroom. This training should focus on

practical techniques and adaptive methods to support learners'

comprehension.

Promoting Effective Strategies

Schools should promote and integrate effective listening strategies

such as active note-taking, summarizing, and the use of visual aids into their

instructional practices. This integration can help reinforce these strategies and

improve overall listening comprehension.

Encouraging Collaboration

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 GRACE MISSION COLLEGE

Teachers, parents, and other stakeholders should collaborate to

provide additional support and resources for students. This collaboration can

help address barriers to effective listening and comprehension.

Adopting a Contextualized Approach

A contextualized approach to listening instruction should be adopted.

This approach should be designed to address specific challenges faced by

students and incorporate effective strategies tailored to their needs.

Future Research

Future research could explore the challenges and coping mechanisms

of listening comprehension through a mixed-methods approach. This research

would provide a more comprehensive understanding of how various factors

influence listening skills and identify additional strategies for improvement.

By addressing these recommendations, educators and stakeholders

can better support learners in enhancing their listening comprehension and

overall academic success.

REFERENCES

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of secondary students' use and effectiveness. Journal of Language
Teaching and Research, 7(4), 651-662.
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14)

Bailey, S. (2015). Strategies for improving listening skills in second language

learners: A review. TESOL Quarterly, 49(3), 567-577.
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Bliss, L. (2016). Phenomenological research: A guide for understanding

human experiences. Springer.
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Cortes, M. T. (2020). Challenges in English listening comprehension among

Filipino high school students. Philippine Journal of Education
Research, 32(1), 45-59.
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archgate.net/publication/342938572)

Collaizzi, P. (1978). The phenomenological method for psychological

research. In Existential-Phenomenological Alternatives for Psychology
(pp. 48-71). Oxford University Press.
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6883)

Creswell, J. W. (1998). Qualitative inquiry & research design: Choosing

among five approaches. Sage Publications.
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design/book246109](https://us.sagepub.com/en-us/nam/qualitative-
inquiry-and-research-design/book246109)

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing

among five approaches (2nd ed.). Sage Publications.
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design/book232489](https://us.sagepub.com/en-us/nam/qualitative-
inquiry-and-research-design/book232489)

Dela Cruz, M. T., & Garcia, L. (2021). Effective listening strategies for Filipino
students: Insights from educators. Asian Education Review, 9(2), 89-
101.
[https://www.asianedreview.com/article/view/123](https://www.asianedr
eview.com/article/view/123)

Doughty, C. J., & Long, M. H. (2003). The handbook of second language

acquisition. Blackwell Publishing.
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(https://onlinelibrary.wiley.com/doi/book/10.1002/9780470756268)

Hancock, D. R. (2002). The use of phenomenology in educational research:

Understanding the phenomena of education. Educational Researcher,
31(5), 7-11.
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013189X031005007)

Hancock, D. R., Ockleford, E., & Windridge, K. (2009). An introduction to

qualitative research. Sage Publications. [https://us.sagepub.com/en-
us/nam/an-introduction-to-qualitative-research/book245965](https://

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us.sagepub.com/en-us/nam/an-introduction-to-qualitative-research/
book245965)

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of
second language development. Oxford University Press.
[https://global.oup.com/academic/product/sociocultural-theory-and-the-
genesis-of-second-language-development-9780199246562](https://
global.oup.com/academic/product/sociocultural-theory-and-the-
genesis-of-second-language-development-9780199246562)

Marziano, S., Vegliante, R., & De Angelis, G. (2015). Qualitative research

methods: An integrated perspective. Routledge.
[https://www.routledge.com/Qualitative-Research-Methods-An-
Integrated-Perspective/Marziano-Vegliante-De-Angelis/p/book/
9780367333947](https://www.routledge.com/Qualitative-Research-
Methods-An-Integrated-Perspective/Marziano-Vegliante-De-Angelis/p/
book/9780367333947)

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second

language acquisition. Cambridge University Press.
[https://www.cambridge.org/core/books/learning-strategies-in-second-
language-acquisition/0D1D14A7A9B5D7E4BC6F6E4CE38E14F]
(https://www.cambridge.org/core/books/learning-strategies-in-second-
language-acquisition/0D1D14A7A9B5D7E4BC6F6E4CE38E14F)

Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage

Publications. [https://us.sagepub.com/en-us/nam/qualitative-evaluation-
and-research-methods/book239536](https://us.sagepub.com/en-us/
nam/qualitative-evaluation-and-research-methods/book239536)

Rossman, G. B., & Rallis, S. F. (1998). Learning in the field: An introduction to

qualitative research. Sage Publications. [https://us.sagepub.com/en-
us/nam/learning-in-the-field/book228058](https://us.sagepub.com/en-
us/nam/learning-in-the-field/book228058)

Sanders, R. (2003). Phenomenological data analysis and interpretation.

Qualitative Research Journal, 6(2), 23-35.
[https://www.qualityresearchjournal.com/phenomenological-data-
analysis-and-interpretation](https://www.qualityresearchjournal.com/
phenomenological-data-analysis-and-interpretation)

Shohamy, E. (2001). The power of tests: A critical review of the uses of

language tests. Pearson Education. [https://www.pearson.com/us/high]
(https://www.pearson.com/us/high)

Speziale, H. J. S., & Carpenter, D. R. (2007). Qualitative research in nursing:

Advancing the humanistic imperative. Lippincott Williams & Wilkins.
[https://shop.lww.com/Qualitative-Research-in-Nursing/p/97807817639
38](https://shop.lww.com/Qualitative-Research-in-Nursing/p/
9780781763938)

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VanPatten, B., & Williams, J. (2015). Theories in second language acquisition:

An introduction. Routledge. [https://www.routledge.com/Theories-in-
Second-Language-Acquisition-An-Introduction/VanPatten-Williams/p/
book/9780367331462](https://www.routledge.com/Theories-in-Second-
Language-Acquisition-An-Introduction/VanPatten-Williams/p/book/
9780367331462)

Department of Education. (2023). Alternative Learning System (ALS)

Framework. Retrieved from [https://www.deped.gov.ph/als-framework]
(https://www.deped.gov.ph/als-framework)

Philippine Statistics Authority. (2023). Socorro Municipality Education

Statistics. Retrieved from [https://www.psa.gov.ph/statistics]
(https://www.psa.gov.ph/statistics)

APPENDICES

This part presents the repertory grid, letter to the participants, letter to
the parents/guardians, interview guide and the curriculum vitae of each of the
authors of the study.
Repertory Grid

Theme Categories Responses

Understanding Specific problems Statement of the

Problems in out of the interview participants
Comprehending
Spoken
Information

A.Difficulty with A.A significant problem

Complex Vocabulary students reported was
and Language difficulty with complex
Structure vocabulary and language
structures. Many students
struggled to grasp the
meaning of words and
phrases that were unfamiliar
or too advanced for their
current level of
understanding. Participant 2
highlighted this challenge:

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 GRACE MISSION COLLEGE

“Minsan hindi ko maintindihan

ang mga bagong salita, kaya
nahihirapan akong makuha
ang ibig sabihin ng pinag-
uusapan.”

B.Issues with Retaining B.Retention of spoken

Information information emerged as
another major issue. Students
found it challenging to
remember details from
lectures or discussions, which
impacted their overall
understanding of the material.
Participant 5 mentioned:

“Madali kong nakakalimutan

ang mga detalye kapag
mahirap ang paksa, kaya
nagiging mahirap intindihin
ang kabuuan.”

C. External C.External distractions play a

Distractions critical role in impeding
comprehension. Many
students reported that
environmental noise,
interruptions, and a lack of a
conducive listening
environment affected their
ability to focus and
understand spoken
information. Participant 7
shared:

“Minsan hindi ako

makakonsentra dahil sa mga
tunog sa paligid o mga bagay
na nangyayari sa paligid ko.”

D.Difficulty Following D.Another issue identified

the Speaker’s Pace was the difficulty in following
the speaker’s pace. Some
students struggled to keep up
with the speed at which

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 GRACE MISSION COLLEGE

information was delivered,

which affected their
comprehension. Participant 9
orexplained:

“Ang bilis ng pagsasalita ng

guro ay mahirap sundan.
Madalas hindi ko nasusunod
ang mga sinasabi nila.”

E. Lack of Engagement E.A lack of engagement and

and Motivation motivation was also reported
as a barrier to effective
listening. Students who were
not actively interested in the
topic or lacked motivation to
pay attention found it hard to
comprehend spoken
information. Participant 11
noted:

“Kapag hindi ako interesado

sa topic, madali akong
mawalan ng focus at hindi ko
naiintindihan ang sinasabi.

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 GRACE MISSION COLLEGE

Listening Strategies
Employed by
Students
A.Active Note-Taking A. Active note-taking is a
strategy frequently employed
by students to aid
comprehension. Many
students use notes to record
key points, unfamiliar terms,
and important details during
lectures or discussions.
Participant 3 shared:

“Kapag nag-notes ako, mas

madali kong nare-review ang
mga sinabi ng guro. Tulong
ito para hindi ko makalimutan
ang mga detalye.”

B.Asking Questions B.Another common strategy

is asking questions for
clarification. Students who
encounter difficulties in
understanding spoken
content often seek further
explanation from teachers or
peers. Participant 6
mentioned:

“Kapag hindi ko naiintindihan,

nagtatanong ako sa guro o
kaklase para magkaalaman
kami ng ibig sabihin.”

C.Summarizing C.Students also use

Information summarizing as a strategy to
reinforce their understanding.
By summarizing key points
from a lecture or discussion,
they can consolidate the
information and ensure they
grasp the main ideas.
Participant 8 explained:

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 GRACE MISSION COLLEGE

“Pagkatapos ng lecture,
sinusubukan kong i-
summarize ang mga
pangunahing puntos.
Nakakatulong ito para
makuha ko ang kabuuan ng
lesson.”

D.Using Visual Aids D.Utilizing visual aids, such

as diagrams, charts, and
illustrations, is another
effective strategy employed
by students. Visual aids help
students better comprehend
and remember spoken
information by providing a
visual representation of the
content. Participant 10 noted:

“Kapag may visual aids, mas

naiintindihan ko ang mga
complex na konsepto.
Nakakatulong ito para makita
ko ang mga bagay na
tinutukoy ng guro.”

E.Repeating and E.Repeating and reviewing

Reviewing information is a strategy that
students use to reinforce their
understanding. Students often
revisit key points or replay
recorded lectures to ensure
they have comprehended the
material fully. Participant 12
stated:

“Kung hindi ko agad

naintindihan, nire-review ko
ang mga sinabi ng guro.
Minsan, nire-replay ko ang
lecture para mas malinaw.”

F.Practicing Active F.Active listening involves

Listening fully concentrating,
understanding, and

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 GRACE MISSION COLLEGE

responding to spoken
information. Students who
practice active listening focus
their attention on the speaker
and engage with the content
by making connections and
reflecting on the material.
Participant 14 shared:

“Pag active listening ako,

sinusubukan kong mag-
concentrate at mag-connect
sa mga sinabi ng guro.
Nakakatulong ito para mas
makuha ko ang sinasabi.”

Effectiveness of
Listening Strategies

A.Active Note-Taking A.Active note-taking was

frequently cited by
participants as one of the
most effective strategies for
improving understanding.
Students noted that taking
notes during lectures or
discussions helps them
organize and retain key
information. Participant 4
remarked:

“Para sa akin,
pinakamaganda ang mag-
take ng notes habang
nagtuturo ang guro.
Nakakatulong ito para ma-
review ko ang mga
importanteng detalye at hindi
ko makalimutan.”

B.Asking Questions B.Asking questions was also

identified as a highly effective
strategy. Students who
actively seek clarification

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 GRACE MISSION COLLEGE

when they do not understand

something find that it
significantly enhances their
comprehension. Participant 7
noted:

“Kung hindi ko naiintindihan,

nagtatanong ako agad. Mas
madaling maintindihan ang
mga bagay kapag
nakakausap ko ang guro o
kaklase.”

C.Summarizing C.Summarizing information

Information emerged as another effective
strategy. Participants
mentioned that summarizing
key points after a lecture or
discussion helps them
capture the essence of the
material and reinforces their
learning. Participant 9
explained:

“Ang pagsasummarize ng
mga key points ay talagang
nakakatulong. Mas nagiging
malinaw sa akin ang lesson
kapag sinusubukan kong i-
summarize ang mga ito.”

D.Using Visual Aids D.The use of visual aids was

also highlighted as a highly
effective strategy. Students
reported that visual aids, such
as diagrams and charts, help
them grasp complex concepts
and remember details more
effectively. Participant 11
mentioned:

“Kapag may visual aids, mas

madali kong naiintindihan ang
mga complicated na
concepts. Ang mga larawan

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 GRACE MISSION COLLEGE

at diagrams ay malaking
tulong sa pag-unawa.”

E.Repeating and E.Repeating and reviewing

Reviewing information was noted as an
effective strategy by students
who find that revisiting
material helps them achieve
better understanding.
Participant 13 shared:

“Kung kailangan ko, nire-

review ko ang mga lectures o
notes. Ang pag-uulit ng mga
impormasyon ay tumutulong
sa akin para mas maalala ko
at maintindihan.”

F.Practicing Active F.Practicing active listening

Listening was identified as a crucial
strategy for enhancing
comprehension. Students
who actively engage with the
speaker and reflect on the
content find that it helps them
better understand and retain
information. Participant 15
stated:

“Ang active listening ay

malaking tulong para sa akin.
Kapag talagang nakikinig ako
at nagfo-focus, mas
naiintindihan ko ang sinasabi
ng guro.”

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 GRACE MISSION COLLEGE

Letter to the Participants

August 05, 2024

Grace Mission College,

Catiningan, Socorro,
Oriental Mindoro

Dear ____________________:

Greetings of love, peace and excellent health!

We are third year Education students specializing in English at Grace Mission

College. We are currently engaged in a study titled “NAKIKINIG AKO
NGUNIT HINDI KO NAUUNAWAAN: A QUALITATIVE EXPLORATION OF
EFFECTIVE LISTENING STRATEGIES IN ENHANCING COMPREHENSION
AMONG LEARNERS”. This study primarily aims to explore the effective
listening strategies in enhancing comprehension amomg learners in Socorro
district.

In line with this, we would like to invite you as one of our participants in the
said study through a semi-structured interview. We believe that your
experiences would help us to better understand the lived experiences of
reading teachers.

We would highly appreciate if you could share your time and allow us to have
an interview with you in your most convenient time. If you are free, we would
love to schedule an interview with you at your most convenient date, place
and time. You can reach us at 0910-073-6093.

Thank you very much and rest assured that the data and information you will
share to us will solely be used for the intended purpose and will not be known
to anyone.

Respectfully yours,

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 GRACE MISSION COLLEGE

Jaevel Diane G. Fetalbero

Researcher
Letter to the Parents/Guardians

August 05, 2024

Grace Mission College,

Catiningan, Socorro,
Oriental Mindoro

Dear Mr./Mrs.__________________:

Greetings of love, peace and excellent health!

We are third-year Education students specializing in English at Grace Mission

College. We are currently conducting a study titled “NAKIKINIG AKO
NGUNIT HINDI KO NAUUNAWAAN: A QUALITATIVE EXPLORATION OF
EFFECTIVE LISTENING STRATEGIES IN ENHANCING COMPREHENSION
AMONG LEARNERS.” This study aims to explore effective listening
strategies to enhance comprehension among learners in the Socorro district.

In connection with this, we would like to request your permission for your child
to participate in our study through a semi-structured interview. We believe that
their experiences and insights will greatly contribute to our understanding of
the challenges and strategies involved in improving listening comprehension.

We assure you that your child's participation will be voluntary and that all data
and information shared with us will be treated with the utmost confidentiality.
The information collected will solely be used for the intended purpose of this
study and will not be disclosed to anyone outside the research team.

We would be grateful if you could allow your child to take part in this important
research. If you have any questions or would like to discuss this further,
please do not hesitate to contact us at 0910-073-6093.

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 GRACE MISSION COLLEGE

Thank you very much for your support and cooperation.

Respectfully yours,

Jaevel Diane G. Fetalbero

Researcher

Interview Guide

NAKIKINIG AKO NGUNIT HINDI KO NAUUNAWAAN: A QUALITATIVE

EXPLORATION OF EFFECTIVE LISTENING STRATEGIES IN ENHANCING
COMPREHENSION AMONG LEARNERS

Participant’s Profile:
Name: _______________________________
Age: _____________
Sex: _____________

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 GRACE MISSION COLLEGE

Educational Attainment: _________________________________

Length of Experience: ___________________________
School: ____________________________
Code to be Used: __________________________

1. What problems do students have when trying to understand spoken

information?
a. What specific issues do you face when you listen to instructions or
explanations in English?
b. How do these listening problems affect your ability to complete tasks or
follow directions?
c. Can you describe any situations where you had difficulty understanding
spoken English?
d. How do you usually feel when you struggle to understand what is being
said?

2. What listening strategies do students use to help them understand better?

a. What techniques or methods do you use to improve your listening skills in
English?
b. How often do you use these strategies, and when do you find them most
helpful?
c. Can you give examples of how you use these strategies during class or
while studying?
d. How do you decide which strategy to use for different listening challenges?

3. Which of these strategies work best for improving understanding?

a. Which listening strategies have you found to be the most effective for you?
b. How do you know that a particular strategy is working well for improving
your understanding?
c. Can you share a specific instance where a strategy really helped you
understand spoken English better?
d. What improvements have you noticed in your listening skills since using
these strategies?
What else would you like to share?

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 GRACE MISSION COLLEGE

Thank you so much for your time. Will there be anything else you would like to
add? If none, I will be turning off the recorder now.

CURRICULUM VITAE

Complete Name : Jaevel Diane G. Fetalbero

Mobile Number : 09100736093
Email Add : [email protected]
______________________________________________________________

PERSONAL DATA

Nationality : Filipino
Sex : Female
Address : Bayuin, Socorro, Oriental Mindoro
Marital Status : Single
Date of Birth : April 29,2003
Place of Birth : Bayuin, Socorro, Oriental Mindoro
Height : 4’9
Weight : 37 kgs.
Mother : Dinky G. Fetalbero
Father : Julius M. Fetalbero
______________________________________________________________

EDUCATION

2020-2021 Bayuin National High School

Academic Track – General Academic Strand
With Honors

2018-2019 Bayuin National High School

Junior High School Completer
With Honors

2014-2015 Bayuin Elementary School

Elementary Graduate
With Honors
______________________________________________________________

SPECIAL SKILLS
 Excellent written and oral communication skills
 Resilient and can work under pressure
 Computer literate

57
 GRACE MISSION COLLEGE

 Excellent in time management

 Highly organized and dependable
 Flexible and adaptable of the work environment

CURRICULUM VITAE

Complete Name : Iriz Grizzle E. Macagaling

Mobile Number : 09917377606
Email Add : [email protected]
______________________________________________________________

PERSONAL DATA
Nationality : Filipino
Sex : Female
Address : San Isidro, Victoria, Oriental Mindoro
Marital Status : Single
Date of Birth : June 16 2002
Place of Birth : San Isidro, Victoria, Oriental Mindoro
Height : 5'1
Weight : 45 kgs.
Mother : Roselie E. Macagaling
Father : Rolex G. Macagaling
______________________________________________________________

EDUCATION
2019-2021 Aurelio Arago Memorial National High School
Academic Track - General Academic Strand
With Honors

2015-2019 Lakeside Institute

Junior High School Completer
With honors

2014-2015 San Isidro Elementary School

Elementary Graduate
With Honors
______________________________________________________________

SPECIAL SKILLS

 Resilient and can work under pressure

 Excellent in time management
 Highly organized and dependable
 Can work without supervision
 Productive

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 GRACE MISSION COLLEGE

 Persevere person
 Hardworking
 Fast Learner
 Willing to render overtime
CURRICULUM VITAE

Complete Name : Chazel Mae L. Magracia

Mobile Number : 09619568641
Email Add : [email protected]
______________________________________________________________

PERSONAL DATA

Nationality : Filipino
Sex : Female
Address : Catiningan, Socorro, Oriental Mindoro
Marital Status : Single
Date of Birth : June 17, 2002
Place of Birth : Gloria, Oriental Mindoro
Height : 4’9
Weight : 41 kgs.
Mother : Liezl L. Magracia
Father : Michael L. Magracia
______________________________________________________________

EDUCATION

2020-2021 Bulbugan National High School

Academic Track - General Academic Strand
Grade 11 Shakespeare

2018-2019 Bulbugan National High School

Junior High School Completer

2014-2015 Balete Elementary School

Elementary Graduate

______________________________________________________________

SPECIAL SKILLS
 Excellent written and oral communication skills

59
 GRACE MISSION COLLEGE

CURRICULUM VITAE

Complete Name : Charito Dela Cruz Moldon

Mobile Number : 09457151590
Email Add : [email protected]
______________________________________________________________

PERSONAL DATA
Nationality : Filipino
Sex : Female
Address : Batong Dalig, Socorro, Oriental Mindoro
Marital Status : Single
Date of Birth : December 19, 2002
Place of Birth : Montelago, Naujan, Oriental Mindoro
Height : 5'1
Weight : 50 kgs.
Mother : Rosana Dela Cruz Moldon
Father : Armando Asuncion Moldon
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EDUCATION
2019-2021 Melgar National High School
Academic Track - Accountancy Business Management
Grade 11 Ivory

2017-2018 Melgar National High School

Junior High School Completer

2014-2015 Macapili Elementary School

Elementary Graduate
With Honor
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SPECIAL SKILLS
 Time Management
 Oral and written communication
 Attention to detail

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