CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

English is the primary language of instruction and communication that helps remove many

barrier from one’s life. It helps to progress in life both on personal and professional level.

Language is our major means of communication; it is how we share our thoughts with others. It

is a way to convey someone’s sentiments, emotions or attitudes. English is one such language in

the world that satisfies both the above purposes. It has been regarded as the first global Lingua

Franca. In the fast-evolving world, it is essential to have a common language that can understand

to make the best use of the data and information available. As a result, the English Language has

become a storehouse of various knowledge. English has rightly been described as “Language of

opportunity”. Over 60 countries have English as their official language, and it is adopted as a

second language in many more countries. In total around 2 billion people speak English

Worldwide. (prefoundation.org)

Proficiency in spoken English makes sure that the communication is complete and is understood

by intended people rightly. English proficiency is the ability of an individual to use language

with a level of accuracy which transfers meaning in production and comprehension. It refers to

the advancement of knowledge and skills about the subjects taken by students who are not

proficient in the English language. The concept of proficiency can help us to understand

someone’s ability to communicate effectively in English. If a person has a high level of

proficiency, it means that they can hold complex conversations, use more sophisticated grammar

and vocabulary grammar and vocabulary, and express themselves in a variety of ways. However,

someone with a lower level of proficiency may only understand more basic language and use
simple grammatical structures and vocabulary to express themselves. Thus, it is important to

know that the concept of proficiency looks different to everyone. One’s overall level of

proficiency can be broken down into smaller components, reading, listening, and speaking.

The proficiency in language usage particularly in second and foreign languages are largely

dependent on maturational constrains and also on the age of the learner. Dr. P. Dinakar stated on

the book Proficiency in English that Several studies have proved that the learners who begin

learning a second language at the early age through natural exposure could produce higher

expertise than those who begin as a later age as adults. Their progress seems to level off at a

certain stage, a phenomenon usually called as ‘fossilization’. The stage of permanent termination

of second language improvement. Even if they can utter words and sentences with idea

pronunciation, problems such as intonation, pressure still might likely cause or lead to

communication breakdown.

“English is the only means of preventing our isolation from the world and we will act unwisely if

we allow ourselves to be enveloped in the folds of dark curtain of ignorance” (DR. P. Dinakar)

Students who are having difficulties knowing and using English Language are covered with

clouds of innocence. Thus, this research study aims to help those students specifically Grade 12

Senior High School students know different reasons why they are having difficulties speaking

English, addressing a common issue observed by the researchers during their teaching

demonstrations with senior high school students. The researchers noticed that some students are

not fluent in terms of speaking English and was having hard time understanding some questions

that was asked during the demonstration, they were hesitant to raise their hands and speak up
about what they think are the right answers to the questions being asked and upon observing the

English language usage among other students, it was being observed that many students are

struggling to learn English, which includes difficulties in language acquisition and

comprehension. Another factor is the lack of confidence and low self-esteem among learners,

which can hinder their ability to effectively communicate in English. The researchers needed to

translate them first into Tagalog so that they could understand the students, which raised

concerns about their English language proficiency.

This observation prompted the researchers to delve deeper into understanding the factors that

may be influencing the English language proficiency of senior high school students. By

conducting this study, the researchers sought to gain clarity on the underlying reasons behind the

varying levels of English proficiency among students and identify potential factors that may be

contributing to this disparity.

SECTION 1. Declaration of Policies- English shall be taught as a second language, starting with

the First Grade. It is the objective of the foregoing policies to develop the aptitude, competence

and proficiency of all students in the use of the English language to make them better prepared

for the job opportunities emerging in the new, technology-driven sectors of the economy.

In today's interconnected world, English proficiency is a key asset for navigating the global

landscape successfully. The ability to communicate effectively in English is not only a gateway

to enhanced career opportunities but also facilitates integration into diverse societies.
Background of the Study

About millions of people in the world speak English as their first language and billions of people

can speak English language as another language. It is evident that the importance of the English

language cannot be denied or ignored since it is a common language spoken everywhere. The

Association for the Development in Africa (ADEA. 2015) argues that “language is not

everything in education, but without language, everything is nothing in education.”

In the K- to 12 English Curriculum Guide (2016), Senior High School focuses on the domains

where language is integrated. Grammar awareness and structure and reading comprehension are

taught, for these allow students to progress from the foundational level to higher levels of

language use. Students would be able to read, speak and write correctly. They can communicate

effectively, in oral and written forms, using the correct grammatical structure of English. Further,

they can discuss and analyze text to create new meanings and respond to literary text through the

appreciation of literary devices.

According to Burns and Joyce (2018), the linguistic facts that inhibit the use of spoken language

include difficulties in transferring from the learner’s first language to the sounds, rhythms, and

stress patterns of English, difficulties with the native speaker’s pronunciation of the teacher, a

lack of understanding of common grammatical patterns in English and how these may be

different from their own language. It emphasized that students who have difficulties with English

language may not function effectively, not only in English as a subject but in all their academic

endeavors. The influence of English as a medium of communication has on all the other subjects

of the curriculum invariably points to the fact that student’s performance in the English language

influences their overall performance in other subject.

Maria Eden C. Zarate (2022) concluded that majority of learners’ low levels of English

competence are caused by two factors: internal ones, like lack of confidence in speaking English

and a negative attitude toward the language and external ones, like the spars opportunities to

practice English outside of the classroom. According to Jabbarova (2020) Good English, when

used either in speaking or writing, is a necessity for every person. This will help to establish a

clearer and better communication interaction. Communication skills are extremely important and

required in this age of globalization, particularly communication between nations.

There is a real need for speaking skills in students today (Eslit, 2019). Students realized in which

speaking’s roles need more preparations, well-pronounced should be clear for each English class,

it must be produced in grammatically correct, a good expressive and bodily language, text and

context are richly vocabularies and high confidence. Speaking, such as reading or writing, is

crucial for learning. It is worthwhile to understand this fundamental attribute in the present study.

Motivation is a key consideration in determining the preparedness of learners to communicate.

Motivation refers to the combination of effort plus desire to achieve the goal of learning the

language plus the favorable attitudes towards learning the language. That is, motivation to learn a

second language is seen referring to the extent to which the individual works to strives to learn

the language because of the desire to do so and a satisfaction experienced in the activity. Effort

alone does not signify motivation. The motivated individual expends effort toward the goal, but

the individual expending effort is not necessarily motivated.

Statement of the Problem

This study aims to identify Factors Influencing the English Language Proficiency of Senior High

School students:
 Specifically, this study sought to answer the following questions:

1. What are the factors influencing the language proficiency of the participants?

2. What insights can be derived based on the results of the study?

3. What instructional techniques can be proposed based on the findings of the study?

Significance of the Study

This study will help the researchers to know the Factors influencing English Language

Proficiency of Senior High School students. The following are the ones that will benefit from

this study:

1. Teachers: The researcher in this study will provide instructional techniques that are aligned

with the factors affecting the English Language Proficiency of senior high school students,

which are useful for the teacher’s instructions support for the learners' English language

proficiency.

2. Students: This study will help students cope with the factors they encounter concerning their

English language proficiency. With this study, the students may be given a new perspective

on their English proficiency and how they may use it to their advantage. This study will serve

as a reminder that will remind them of the importance of the English language in their

studies.

3. Future researchers: It will help them that this study has the same objectives. This study will

also serve as their local related literature so that they can have the basis of their research, and

the data that is included can help them to include in their research study. The outcomes of the
 study would serve as their guide and reference as they go through their future research

related to this study.

Scope and Limitations of the Study

This study will focus on the factors influencing the English language proficiency of senior high

school students at Northern Quezon College, Inc. In the S/Y 2024-2025, the data collection will

be conducted with only 5 randomly selected participants per strand of selected incoming Grade

12 students to be used in the study from all strands, including HUMSS, STEM, and ABM, in the

senior high school of Northern Quezon College, Inc. The research will focus on identifying and

understanding the key determinants that impact students' proficiency in English, providing

insights for educational improvement with the goal of improving language education and

identifying areas for targeted support and intervention.

However, this study will not address the proficiency levels of students in some languages other

than English. The research will not into focus effectiveness of specific teaching interventions or

programs aimed at improving English proficiency but rather focus on the broader factors

influencing language proficiency. Furthermore, there are some unavoidable limitations of this

study in terms of the participants willingness or unwillingness to do an interview.

Definition of Terms

The following terms used in the study are defined conceptually and operationally for clarity and

better understanding.

1. Language proficiency – It is the ability of an individual to use language with the level of

use of the language as a function, context/content, and accuracy are accepted as the three
 criteria which can transfers meaning in production and comprehension. A certain group

limits its scope to speaking ability, others extend it to cover both productive language and

receptive language skills and their effective application in varying practical contexts.

2. Factors - In the context of research, factors are variables that can affect a situation,

decision, or phenomenon. These factors can be diverse and may include various aspects

such as environmental, social, or other relevant considerations that play a role in shaping

the outcome of a study, event, or situation. Factors are essential components that are

studied and analyzed to understand their impact on the subject under investigation.

3. Senior High School Students - It refer to individuals who are typically in the final two

years of their secondary education and these students are the one who experiencing the

difficulties in terms of language English language as their second language in using it in

terms of speaking. The term "senior high school students" is used in various contexts to

discuss different aspects of their education and experiences.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter cited books, and articles which are relevant to the present investigation. It is

composed of related numbers of works of both local and foreign authors, other researchers,

developers, and other references such as the internet which all contain facts and information on

the research problem at hand.

Factors

Oral Competencies: (Need to add)

In the context of research, factors are variables that can affect a situation, decision, or

phenomenon. These factors can be diverse and may include various aspects such as

environmental, social, or other relevant considerations that play a role in shaping the outcome of

a study, event, or situation. Factors are essential components that are studied and analyzed to

understand their impact on the subject under investigation.

According to Meisani et al. (2018) found that gender, grade level, and school accreditation rank

significantly influenced students' English proficiency levels and identified teaching and learning

environment and focused on the relationship between language learning strategies, affective

factors, and language proficiency, highlighting the impact of affective factors on language

proficiency. This section explains the factors influencing the English language proficiency of

senior high school students. Moreover, these statements show that there are several factors that

mainly creates a difficulty to the language proficiency of a senior high school students. (Revise)

Therefore, Based to Shumin (2021) It is difficult for speakers to opt for a suitable form in

specific situations because of the impact of different social standards. Moreover, unfamiliarity
with the nonverbal communication system of a target language also affected learners because it

was difficult for them to understand and use nonverbal cues. (Insights)

Furthermore, According to Budiarti (2022) affirmed that students' intrinsic and extrinsic

motivations significantly influence their interest in studying English as a foreign language. Some

students were motivated to learn English to get successful in their education, while others wanted

to enhance their self-confidence and improve their lives. The findings confirmed that SHS

learners have low English language proficiency, the researchers believed it was timely and

relevant to study and investigate why this is an emerging problem in the Philippine education

system.

According to Dörnyei and Ryan (2017), the most significant influence on the learner’s language

learning process is their affective side. The affective factors relate to moods, feelings, and

attitudes towards language learning, especially towards learning speaking, which is researched in

this study. In this study, the affective factors are considered as anxiety, shyness, self-

consciousness or confidence, and fear of making mistakes, which are the key influences on

fluency in speaking. These affective factors are closely related to each other as aspects of the

negative side of speaking skills. Anxiety obstructs the learning process pervasively because they

worry about being “wrong, stupid, or incomprehensible,” which will devalue their speaking

performance. Additionally, too much anxiety leads to a low willingness to communicate. And in

the long run, it will have bad effects on learners’ achievement in second language classrooms.

According to Bao and Liu (2021), the significant roles of such affective factors were, for

example, that learners with stronger self-esteem are more confident, less anxious, and more

motivated to learn the English language. Thus, they will participate in classroom activities,

allowing them to learn and apply knowledge of a target language in a real-world context.
Another example is motivation, especially intrinsic motivation, which encourages language

learners to pay more attention to learning the target language. As a result, understanding the

affective factors may be beneficial for English language teachers to design a more relaxed

classroom in a diversifying way, enhance students’ interest, alleviate their tension, and boost

their enthusiasm to learn the language.

English Language Proficiency

“Today, English language proficiency can hardly be thought of as an economic advantage

at all. It is certainly no longer a marker of the elite. Instead, it is increasingly becoming a basic

skill needed for the entire workforce, in the same way that literacy has been transformed in the

last two centuries from an elite privilege into a basic requirement for informed citizenship.”

According to Rao (2016) emphasized in his study that proficiency equates with fluency, but there

is a distinction between both. It is possible to be fluent without being highly proficient, just as it

is also possible to be highly proficient without being fluent. She further mentioned that when it

comes to second language learning, a few major aspects of fluency lie in the prosody of the

language, pronunciation, and timing of dialogue. Fluency is impossible to attain without

engaging in dialogue with a fluent speaker of the language. Proficiency, on the other hand, is the

primary focus of your ability to understand and communicate precisely in a language.

Proficiency is best practiced through reading and writing. (Insights)

Supported by (James, 2017, p. 2) he states that English Language Proficiency is regarded as a

continuum, which means proficiency can be considered as a scale of related language skills that

is slightly and continuously changing at each level. Moreover, base to Heilenman & Kaplan

(2019) As a continuum, proficiency is split into levels that include the gradually changing
successive abilities in the use of language, with the prior levels of prerequisite accomplishing the

following levels. For the use of language, “function, context/content, and accuracy” are accepted

as the three criteria. The function represents the individual's ability to complete a task

linguistically, like asking questions or describing; context/content refers to the setting of the

functions; and accuracy means the level of correctness of an individual’s language use, and each

factor extends in breadth as the level of proficiency increases.

Furthermore, according to Rino et al. (2022), the dominant international language is English. Its

importance and significance are vital in the field of education, as it is being used in the field

across the world. In the Philippines, one of the goals of every English teacher is to develop and

enhance the learners' English proficiency to produce highly competent learners, which is one of

every school's aspiration. Students feel that English is a difficult language with complicated

grammar rules to master. But is it true that for effective communication, there is a need for

essential principles of grammar or syntax? Thus, having a good grasp of the rules of the English

language would help us express our thoughts and communicate with others.

In the study conducted by Leyaley (2016) in Kalinga-Apayao, she found that the English

language proficiency of freshmen students who are enrolled in the Institute of Teacher Education

is described as early intermediate, regardless of the type of school they graduated from, the

program they are enrolled in, and the honors they have received. This means that they can

communicate basic and familiar topics containing previously taught vocabulary and sentence

structures. On the other hand, they commonly make errors in word usage, pronunciations, and

grammar.

Reading with comprehension is one of the primary goals of the Senior High School curriculum.

Comprehension is what allows our Senior High students to understand the information about the
topic specifically to effectively perform other skills needed in various tasks. According to Baier

(2021), reading comprehension refers to the meaningful interface between your schema –what

you already know and the meaning of the text –what the text is about. It is a cognitive process

involving the conscious intellectual activity of formulating meaning from the text; more than just

the reading skill itself. It goes beyond the ability to recognize every single word in the text that

you are reading. It is more of interpreting and decoding meanings from a combination of

unknown and familiar words. (Revise/Insights)

Senior High School Students

It refer to individuals who are typically in the final two years of their secondary education,

before transitioning to higher education or entering the workforce and these are the one who

experciencing the difficulties in terms of language english language as their second language in

using it in terms of speaking. The term "senior high school students" is used in various contexts

to discuss different aspects of their education and experiences. Another study focuses on the

attitudes of senior high school students towards research, exploring factors such as research

positivity and anxiety levels.

Furthermore, the study of Bernal (2017) confirms that senior high school (SHS) learners have

difficulty in English, which is not surprising why SHS learners have poor proficiency. Their

findings serve as the basis for this study, which found that there are SHS learners with low

English language proficiency. During from the findings of the other studies, it was shown that

different internal and external factors affect the English language proficiency of the learners.

Some of the studies simply identified the factors. They used qualitative methods to collect the

data, while others explained how they affected the learners' English proficiency.
According to the report by Baclig, C. J. (2020) In the Inquirer, the Philippine Institute for

Development Studies (PIDS) claimed that some senior high school (SHS) students struggle to

write in English, which they think is one of the reasons why the rank of the Philippines in

English language proficiency is declining. In addition, these were done in specific areas from

different countries. This study will investigate the causes, factors, and reasons why students have

low English proficiency; the difference was that this study focused on SHS learners.

Synthesis

Influencing factors in English language proficiency have been studied in various contexts. In the

context of research, a factor means any variable that affects decisions, situations, and

phenomena. Possible factors in English language proficiency may be environmental, social, or

any other relevant considerations that affect outcomes. English language proficiency is

something students need to enhance and improve. Being proficient in the English language goes

beyond being fluent. Proficiency is the ability to understand and communicate in using a

language precisely. It can be practiced through reading and writing.

English language proficiency requires three criteria such as "function, context/ content and

accuracy. Proficiency in the English language for the students is vital as it make students become

highly competent learners. It requires them to master the grammar rules. Senior High school is

the stage wherein students prepare to the next phase of their academic and professional journey.

This year level includes Grade 11 to Grade 12 students taking different strands depending on

school offers and availability. However, Philippines Institute for Development Studies (2020)

findings confirmed that SHS learners have low English language proficiency. Thus, it is relevant

to know the factors influencing English language proficiency among Senior High School to cope

with this matter.

Language proficiency is needed for second language learners and for Filipinos, as it is their

second language. A study says that SHS struggling in the English language is affecting the

Philippines rank in language proficiency. Upon learning the English language, there are expected

factors that students may encounter. The students need to know these factors first, as it is the first

stepping stone for them to overcome them. Factors influencing English language proficiency

may vary depending on the student's level of capabilities and personal preferences. Thus, English

language proficiency is vital, as English is the universal language of the world and is written,

translated, and communicated globally.

 CHAPTER III

METHODOLOGY

This study will implement the qualitative research method. Qualitative research involves

collecting and analyzing non-numerical data to understand concepts, opinions, or experiences. It

can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is used to understand how people experience the world (Bhandari, 2020).

Research Design

This study will implement qualitative method specifically a phenomenological approach.

According to Brannan, G. D., Brannan, J. M., and Tenny, S., in 2022, qualitative research is a

widely used method of research that aims to gain an in-depth understanding of human behavior

and attitudes through a careful analysis of non-numerical or textual data. It explores the

underlying reasons, motivations, and feelings associated with a particular topic. This research

method used interviews to provide an in-depth understanding of the students' perspectives,

experiences, and factors affecting English language learning. Interviews allow for the exploration

of nuanced factors that quantitative data alone may not capture, such as personal motivations,

learning strategies, and socio-cultural influences. The researchers used qualitative research

methods to study the factors that influence the English language proficiency of senior high

school students. These methods allow us to gain a deeper understanding of the topic by exploring

the subjective experiences and perspectives of senior students. This method enables researchers

to capture nuanced information that quantitative methods may not be able to. By considering

contextual factors and collecting rich data, qualitative research provides valuable insights for

improving language learning programs and interventions.

According to Umanailo (2019), the phenomenological approach looks at human behavior as a

product of their interpretation of their experiences. Phemomenology aims to uncover the essence

of participants experiences and understand the meaning they attributr to these experiences.

The researchers will use a qualitative interview as the study attempts to determine the factors

influencing the English language proficiency of senior high school students. Specifically, an

interview guide will be used so that the researchers can ask additional questions during the

interview if clarification and further explanations are needed.

According to Harpal Singh and Shabeen Shareef (2024), a qualitative Interview is a research

approach used in a qualitative study where more personal interaction is required and detailed in

depth information is gathered from the participant. Qualitative interviews usually involve follow-

up questions and are conducted in a conversation or discussion format. Qualitative interviews

may be more or less open or structured. An unstructured or semi-structured interview guide may

include only one or a few predetermined questions allowing the interviewer to explore issues

brought forward by the interviewee. It is important that the interview guide aligns with the

methodological approach (Laksov et al. 2017). This allows the researchers to gather rich

information and draw more detailed conclusions than other research methods, taking into

consideration nonverbal cues, off-the-cuff reactions, and emotional responses.

Locale of the Study

This study will be conducted at Northern Quezon College, Inc., in the senior high school

department found at Brgy. Common located in barangay. Comon, Infanta, and Quezon. It is

located between Barangay Batican and Barangay Ilog, Infanta, Quezon. This school comprises

senior high school and offers three tracks, which are Science, Technology, Engineering, and
Mathematics (STEM), Humanities and Social Sciences (HUMSS), and Accountancy, Business,

and Management (ABM). The chosen participants are the selected senior high school students of

the said locale area. The study will be conducted in the second semester of the academic year

2024-2025

Participants of the Study

This study aims to identify factors Influencing English Language Proficiency of Senior High

School Students. The participants in this research are the selected senior high school students at

Northern Quezon College Incorporated during the academic year 2024-2025 they are the

randomly selected participants per strand, which are HUMSS, STEM, and ABM having a total of

fifteen students. The researcher used the non-probability sampling method, specifically

purposive sampling. This sampling method is based on the criteria as follows:

1. The participants should be selected or recommended by English teachers only.

2. Consults only teachers in senior high school with English-related subjects.

3. The participants shall be incoming grade 12 students in senior high school, S.Y 2024-

2025.

4. The participants shall have factors that influence their English Language proficiency.

Through these criteria, the perspectives and experiences of the selected participants will fit the

study's objectives.

Need Data Collection: (Table)

Research Instrument and Validation

The researchers will use one research instrument in the study. The researchers will use an

interview guide for conducting an interview as a tool for gathering and collecting data. The

interview guide technique involves intensive individual interviews with a small number of

respondents about their perspectives on a particular idea, program, or situation. Thus, to collect

more detailed information and to have direct control between the researchers and respondents to

make sure that every question area is covered.

Furthermore, the interview consists of a sequence of questions that are mostly open ended

responses for the interviewee to talk freely about the topics under the consideration of the

interviewer (researchers). The researcher will use pen and paper to note in detail and use devices

such as an audio recorder or video recorder to accurately document the answers of the

participants as well as to avoid misinterpretations by just taking notes.

Data Gathering Procedure

Prior to data collection, the researchers will obtain the letter of approval to conduct the study

from the department head of senior high school to use the senior high school students,

specifically grade 12 students in S.Y. 2024–2025 as the respondents to the study. The researcher

also obtained a letter of consent from the respondents to get their profiles and to ask for their

time and effort to answer the questions being asked during the interview, ensuring that all the

data gathered from them is handled carefully and with the utmost confidentiality.
The researchers will use a self-made interview guide as an instrument to ask the students

personally. According to Harpal Singh and Shabeen Shareef (2024), an interview helps to

explore complex phenomena, gain in-depth insights, and understand the subjective experiences

of individuals. By capitalizing on the advantages of this method, researchers can generate

valuable and nuanced data that contributes to the advancement of knowledge in their respective

fields and allows researchers to delve deeply into participants’ experiences, perspectives, and

opinions. Interview guides consist of the core questions related to the central questions, which in

turn improve further through pilot testing, handwritten notes, and audio recordings.

Meanwhile, after the researchers were completely done with their interviews, the data that was

gathered was transcribed into text that was used in the interview process. Following the

preliminary analysis of the research data, respondents were informed to verify the information

obtained from the interviews. Also, the discussion provides the participants with the opportunity

to confirm the interview that has been accurately transcribed, as well as provide a forum to make

certain revisions or add some information that they made.

Data Analysis Procedure

In this study, the researchers will use interpretive phenomenological analysis to analyze the data.

According to Smith and Nizza (2021), IPA is an inductive research method that begins with

specific examples and uses them to develop broader theories. IPA researchers collect data via

interviews and analyze it to uncover themes and meanings, helping them understand how

individuals make sense of their experiences. IPA is grounded in phenomenology. This branch of

philosophy focuses on understanding how individuals experience the world and how we go about

making sense of those experiences. This means IPA researchers seek to relay intimate details of
people’s experiences but also acknowledge that their own experiences and biases may impact

their interpretations. The research method goes beyond just summarizing what people say. It tries

to discern what the experience is like from that person's own unique perspective. The personal

meanings attached to those experiences and how they impact a person’s social world are what

IPA studies.

During the interview, the responses of the students will be recorded. Before the data was

analyzed, each interview will assign a code. The transcription process is a critical stage in

qualitative research. The act of transcribing the data enabled the researchers to obtain a

comprehensive understanding of the information that will be obtained. This understanding

included information about the talk, time, nonverbal cues, speaker/hearer relationships, physical

orientation, multiple languages, translations, who is representing whom, how, why, and what

result; additionally, it covered how analysts positioned themselves and their participants in

relation to form, content, and action (McMullin 2023). Therefore, the researchers will transcribe

keywords, phrases, statements, interviews, observations, documents, and field notes to allow the

voices of the participants to speak.

Ethical Considerations

Considering the research ethics, the researchers will interview the participants in ethical ways.

First, the researchers will introduce their names and will state the aims and purposes of the study.

Then, the researchers will ask for permission if the participants are willing to be interviewed. The

researchers will ask for an appointment schedule at their convenience. Then, the researchers will

consider the feelings of the respondents and assure the participants that the information to be

gathered from them will be used only for the study.

The researchers will conduct an open-ended interview. During the interview, the researchers will

avoid showing unnecessary expressions to prevent discomfort and offense to the respondents,

which is why the research will not use the video; instead, an audio recorder will be utilized with

the permission of the participants. For the privacy and anonymity of the respondents, the

researchers will use aliases for their names.