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SPFL IN THE CLASSROOMS & ITS IMPACTS IN SELECTED

PHILIPPINE PUBLIC SCHOOLS: BASIS FOR ENHANCED PROGRAM
IMPLEMENTATION

A Thesis Proposal Presented to the Faculty of the Graduate

School Rizal Technological University

Mandaluyong City

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Language and Literature Instruction

By

MONICA ELAIJAN R. MACABALLUG

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APPROVAL SHEET
 This thesis entitled “SPFL IN THE CLASSROOMS & ITS IMPACTS IN

SELECTED PHILIPPINE PUBLIC SCHOOLS: BASIS FOR ENHANCED

PROGRAM IMPLEMENTATION” prepared and submitted by MONICA

ELAIJAN R. MACABALLUG in partial fulfillment of the requirements for the

degree in “Master of Arts in Language and Literature Instruction”, has been

examined and recommended for acceptance and approval for oral examination.

DR. EDNA AQUINO

Adviser

Approved by the Committee on Oral Examination in partial

fulfillment of the requirements for the degree in Master of Arts in Language

and Literature Instruction.

PANEL OF EXAMINERS

DR. LYNN M. BESA

Chairman

DR. MAGNO QUENDANGAN DR. RIZALDY GARCIA Member Member

Accepted in partial fulfillment of the requirements for the degree

Master of Arts in Language and Literature Instruction.

__________ DR. WENDELYN A. SAMARITA Dean GS

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TABLE OF CONTENTS
Page
TITLE PAGE

APPROVAL SHEET i ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iiii CHAPTER

I THE PROBLEM AND IT’S BACKGROUND

Introduction …………………………………………………1

Theoretical Framework ……………………………………4

Conceptual Framework …………………………………...6

Research Paradigm …………………………………….....7

Statement of the Problem ………………………………...8

Hypothesis ………………………………………………….9

Scope and Delimitation of the Study ……………………10

Significance of the Study …………………………………12

Definition of Terms ………………………………………..13

II REVIEW OF RELATED LITERATURE

Foreign Language Program for Students……………. . 15

Foreign Langauge Learning and Teaching………….. 20

Foreign Langauge and its Future ……………………. 29

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III RESEARCH METHODOLOGY

Research Method…………………………………… 34

Source of Data……………………………………… 35

Selection Process…………………………………… 36

Research Instrument………………………………. 36 Data

Gathering Procedure…………………………. 39

Data Analysis……………………………………….. 39

REFERENCES

APPENDICES
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Language is an essential component of any human experience and

culture. It allows people to share ideas, thoughts, and feelings that lead to the
establishment of relationships, linkages, and generally, the society. Without

language, a nation will not be able to thrive in the fast-pacing demands of the

world such as holding communication and agreement with possible partners.

This could be addressed through adopting a language that serves as one of the

biggest ice

breakers that lead to union of agendas (IMPOFF, 2022). The initiative to learn

foreign language eventually leads to cross-cultural exchange, opportunities for

travel, employment, and diplomacy (BusinessMirror, 2019).

Such objective had the Department of Education implementing the

Special Program in Foreign Language (SPFL), a long-running program in the

Philippines since 2009 that aims to help learners develop skills in listening,

reading, writing, speaking, and viewing that are fundamental in acquiring

communicative competence in a second foreign language (DepEd, 2009).

Further, as reiterated by Gavilan (2018), the said program aims to enhance the

ability of

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engage in meaningful interaction in a linguistically and culturally

diverse global workplace.

It is important to note that while SPFL is considered only an

elective, which means it is not mandatory and does not attempt to replace the
Filipino subject, curriculum reformation of adopting a foreign language enables

learners to profoundly communicate authentically in a globalized cultural

environment. The scope of the languages initially focused on Spanish, French,

and Japanese; however, with continuous evaluation on the impacts of foreign

language in Philippine education, German in 2010, Chinese in 2011, and Korean

in 2016 were then added. This meant coordinating with institutions in related

countries to conduct the training on the languages. In the local educational

setting, the Foreign Service Institute (FSI) organizes and implements the Foreign

Language Program as an essential human resource development to have the

performance capabilities in the international affairs be strengthened and

upgraded, and to recognize the importance global competence in the conduct of

Philippine diplomacy. This has become as another basis of DepEd in the

implementation of the program (Macatuno-Nocom, 2022).

Many public schools have already participated in the SPFL. The

selected schools were provided trainings and teachers that have been cultivated

by the Department of Education to teach foreign language. This can be seen on

the website as it transparently includes all communication to different regions and

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Offices starting from 2009 up to the present. Though the expansion of

SPFL is incessantly being done, some studies have shown gaps about the

program requiring further study. In fact, only few researchers have delved into
evaluating the SPFL since the program has not been mainstreamed yet. Hence,

literatures about it are very much limited. This is also similar with higher

education institutions (HEIs) wherein even though Poe (2022) filed a bill that

aims to mandate schools to include foreign languages other than English as an

elective course in the higher education curriculum, members of the panel agreed

to postpone the voting in October last year after CHEd Chair Prospero de Vera III

showed uncertainty of its effectiveness and impacts for students (Lalu, 2022).

This has led CHEd to reconsider the implementation wherein it would have to

conduct a six month evaluation of its integration in the General Education

Curriculum (GED).

Moreover, since SPFL has began for several years, it can be noted

that good number of students have already proceeded with the college education;

however, this raises the question as to whether the students have pursued

learning foreign language and if the program has been continued in higher

education which can be connected to the recommended actions for teachers and

principals to continue to collaborate in enhancing the implementation of SPFL

along with creating modifications in the program in terms of strategies and

scheme that will also sustain learners’ satisfaction level in using foreign

language (Andaya et al., 2020). It is also worth-noting in the study of Cao (2018)

that there were two major causes for the lack of unified curriculum for teaching

trainings in foreign

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1) the lack of framework in the pedagogy, and 2) the general orientation

of teacher training programs toward language proficiency development. For this

reason, it was recommended to create a framework for the creation of

standardized training program for foreign language.

Hence, this study seeks to examine the SPFL implemented in the

public schools to evaluate the implementation with consideration to the profile of

the students, level of acceptance of the language, degree of linguistic

acculturation, training programs, issues being experienced, and methods and

techniques applied in the public schools to promote foreign language learning.

Theoretical Framework

The study is anchored on the following theories:

1. Constructivist Theory. The study draws upon social

constructivism theory, widely embraced within the realm of education, to

underscore the significance of social interactions in children's cognitive

development. Within the context of this study, social constructivism theory

supports the notion that language learning unfolds through negotiation and

collaboration between students and proficient language speakers, such as

dedicated public-school teachers. Vygotsky's concept of the Zone of Proximal

Development (ZPD) proves relevant here, highlighting the crucial role of

interactions and guidance from more knowledgeable individuals in enhancing

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learning outcomes (Danshfar & Moharami, 2018). This theoretical

framework provides a lens to comprehend how social interactions within the

SPFL program can contribute to students' language development. On the

cultural context, this theory explicates that meaningful knowledge is constructed

only when process of learning integrates with cultural and life contexts.

Assimilating knowledge in a real-world environment shortens learning time and

enhances learning efficiency (Chen and Li, 2010).

2. Pedagogical Content Knowledge. Schulman (1986), as cited in

Evens, Elen, and Depaepe (2016), is a type of knowledge that is unique to

teachers and is based on how teachers relate their pedagogical knowledge

(what they know about teaching) to their subject matter knowledge (what they

know about what they teach). This PCK has been utilized in the SPFL model

under the teacher dimension as it entails the teachers’ understanding of

students’ abilities, learning strategies, attitudes, attitudes, motivations, and prior

knowledge of the concepts to be taught. It also includes orientation of the

social, political, cultural and physical environments in which students are asked

to learn (Sewell, 2023).

3. Krashen’s Second Language Acquisition Theory. Since SPFL

requires conscious effort among students and teachers learn a language

through DepED program and trainings and the teachers imploring strategies in

classrooms that will target the cultural objective of the program, which means it

requires building an environment where language learning is most possible,

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Krashen’s SLA theory (1982), as mentioned in Schutz (2019), is one of the bases

of the study. The theory includes five main hypotheses in his studies. The study

will focus on the acquisition-learning hypothesis and the affective filter. The

"learned system" or "learning" is the product of formal instruction and it

comprises a conscious process which results in conscious knowledge 'about'

the language, for example knowledge of grammar rules. The other hypothesis

is Affective Filter which refers to the motivation, self-confidence, and anxiety

among learners in learning a language (Gonzales, 2020).

Conceptual Framework

The study shall be guided by the DepEd model on the

implementation of the SPFL curriculum:

 Figure 1. Model for Implementing the SPFL Curriculum
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entails the opportunities that will make schools be locally and internationally

competitive. The Department of Education (DepEd) continues to offer the

Special Program in Foreign Language (SPFL) in public secondary schools

nationwide. In this study, the focus will be the students and teachers only of the

selected public schools. The following key areas for each actor shall serve as

the basis for the content of the questionnaires on the data gathering.

Research Paradigm
 Figure 1. Research Paradigm

The paradigm presents the input, process, output, and outcome

model of the study. The Input includes the selected public schools that

implement SPFL, the students who are involved in the program, and the

training programs and interventions that teachers practice in relation to SPFL.

The Process entails the status of the SPFL students in terms of their level of

success as graduates of the program and their engagement in using the newly

acquired language, the

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the SPFL students’ skill performance in speaking and writing, level of

acceptance and proficiency, training programs implemented by the public

schools to prepare for the integration of SPFL, challenges or issues concerning

the program, and the strategies and intervention employed by the selected

public schools to enhance the effectiveness of the SPFL. The Output includes
the assessment of the status of SPFL graduates, the profile of current learners

in terms of writing and speaking, the programs implemented by public schools

to integrate SPFL in the curriculum, challenges faced, and the strategies and

interventions employed by teachers in public schools for the effective learning of

a foreign language. Finally, from the output of the study, a proposed program

plan will serve as the outcome.

Statement of the Problem

The study intends to look into the Special Program in Foreign

Language (SPFL) in public schools in terms of its status, profile, training

programs, challenges, and strategies. The study will explore the following

research questions in particular:

1. What is the status of students who have participated in the Special

Program in Foreign Language (SPFL) in selected public schools,

specifically regarding:

1.1 The level of success achieved by graduate students, and

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1.2 Additional learner activities involving the newly
acquired

language?

2. What is the profile of SPFL students in terms of:

 2.1 Skill performance in SPFL;

2.2 Proficiency level, and

2.3 Level of acceptance of the program, activities, and strategies?

3. What training programs have the teachers participated to get ready for

SPFL integration?

4. What difficulties are experienced by the teachers from selected public

with the implementation of SPFL in terms of:

4.1 Pedagogy, and

4.2 Content?

5. What strategies and interventions do teachers in the selected public

schools employ to enhance the effective learning of foreign languages in

the SPFL program?

Hypothesis

The following hypotheses shall be tested:

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1. Higher success levels are anticipated for graduates
who took

part in the SPFL program in selected public schools.

 2. SPFL students will show appreciable growth in their speaking

and writing abilities as well as a higher degree of comfort and

proficiency in the learned language.

3. The smoothness and effectiveness of the SPFL program may be

improved by its integration with earlier programs for

teacher training in selected public schools.

4. Implementing the SPFL program may present difficulties for

public schools due to a lack of funding, inadequate support

and direction, and the requirement for additional teacher

training and professional development.

5. To improve the efficacy of language learning in the SPFL

program, teachers in public schools must use a variety of

strategies and interventions, including interactive teaching

methods, chances for real-world language practice, and the

use of technology.

Scope and Delimitation

The study aims to evaluate the implementation of the Philippines’

Special Program in Foreign Language, in selected public secondary schools.

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study specifically focuses on (1) learning how successfully and how actively

students who participated in the Special Program in Foreign Language (SPFL)

in the selected public schools in are using the language they learned after

participating the program, (2) understanding the profile of SPFL students,

including their speaking and writing abilities, level of comfort with the language,

and degree of linguistic acculturation, (3) examining the teacher training

programs in selected public schools that have given them the tools they need to

successfully integrate SPFL, (4) identifying the issues that the selected teachers

in public schools in Mandaluyong and Pasig have had with the SPFL and figure

out how to fix them, and (5) investigating the methods and techniques used by

instructors in the SPFL program at the public schools to promote efficient

language acquisition. These are categorized according to the existing model

This will be limited to public high schools in selected cities in Metro

Manila, including Mandaluyong and Pasig. The selected schools are reachable

parameters of Mandaluyong City, which are conveniently accessible for the data

gathering of the researcher. Further, the respondents will cover students who

finished up to two (2) years of SPFL, current students who are partaking in the

program and teachers of the school. The coverage of the study includes

participants who have been in the program for two (2) years, specifically, the

School Years 2021-2022 and 2022-2023, for a most recent evaluation of the

overall implementation. As for the graduates, however, only those who

graduated in college will be covered.

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Significance of the Study

The findings of this study may help several organizations or

communities to have comprehensive insights on the possible improvements and

areas to adapt from the public schools regarding their implementation of SPFL

among learners. By considering these, other institutions may build a newer

scheme related to foreign language teaching and learning that may enhance

internationalization.

Moreover, the study is significant to the following grounds:

Linguists and researchers. This study may be a basis for other researchers

to implement new and enhanced frameworks for their effectiveness. Youth. This

study may give a glimpse among the youth that the Philippine curriculum

addresses the language trend for a multilingual community. Further, they may

benefit from the study as the will be evaluated on their performance in SPFL

classes for basis in attending their needs.

Educators. This study may be of interest to educators, as it may

provide insights into the integration of SPFL in instructions. This would help

them to look for strategies on how to cater students’ need and upgrade their

experiences to actual international engagements.

Policymakers and organizations. The study of foreign language

may be supplemental for policymakers and organizations to have insights into

making frameworks and policies that caters to SPFL needs which can be

followed as the accredited or standard for all future centers and organizations

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would deliver foreign classes. This may serve as a basis in developing

comprehensive manual of operations and redesigning capacity building

programs for the education sector and stakeholders.

The RTU JHS and the community. The community may be

interested to make subject offering for foreign language or could appoint key

persons responsible for the integration of SPFL. Further, it can be a basis for

partnership or agreement with schools in other countries. By doing so, the

community seeks internationalization and wider opportunities for the learners

and teachers.

Definition of Terms

For further understanding of the study, the following terms are

operationally and conceptually defined.

Foreign Language is any language that is not native to a particular

region or person. This is one of the variables looked into this study.

Communicative Language Teaching (CLT) is one of the

mentioned approaches and strategies in teaching foreign language. This an

approach that aims to achieve communicative rather than linguistic competence

through learner interaction

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Cultural Competence helps people understand,
communicate with,

and effectively interact with people across cultures. It gives people the ability to

compare different cultures with our own and better understand the differences.

Linguistic Competence refers to the unconscious knowledge of

grammar that allows a speaker to use and understand a language.

Language Learning Strategies (LLS) is mentioned in this study as

the cognitive, metacognitive, and affective practices that help in language

learning.

Proficiency is the ability to use a language in real world situations

during spontaneous interactions or in a non-rehearsed context in a way that is

appropriate and acceptable for native speakers of the language. In order for

someone to demonstrate language proficiency, the user must be able to speak

the language regardless of where, when, or how the language was learned.

PISA (Programme for International Student Assessment) is an

international study which began in the year 2000. It aims to evaluate education

systems worldwide by testing the skills and knowledge of 15-year-old students

 in participating countries/economies.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Foreign Language Program for Students

Learning a language or two has always been institutional in any

country. In order to thrive, it is necessary to acquire as it enables communication

with the rest of the population. This is known to be the second language, and in

cross-cultural terms, English is the commonly spoken and acquired. However,

when an individual chooses a language voluntarily as required by another

country, homeland, or a job, learning that foreign language happens. Such

process of learning a new language apart from which that has been acquired on

an everyday basis in certain group of the population, which refers to second

language, the foreign language is most often studied outside of the natural

language environment (Eddy, n.d). In the case of Filipinos, English has been

acquired and learned in classrooms, thus increasing the competence of the

country internationally (Manalastas & Batang, 2018). Due to this potential and

continuous development of structured language that enhances the culture and

identity of the community, various government policies and different education

entities in the Philippines such as Department of Education for primary and

secondary education, the Commission on Higher Education for tertiary and

graduate education, and the Technical Education and Skills Development

Authority (TESDA) for technical-vocational education and training (Cabling, Cruz,

Melchor,

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Sarmiento, 2019) have supported the enhanced need for cultural and

linguistic readiness of the country.

The Special Program in Foreign Language (SPFL) has been the

DepEd’s chief avenue in delivering FL education among secondary learners. This

program aims to produce multilingual Filipino learners who are globally

competitive and equipped with the demands of the 21st century, and since 2009,

there has been a vast implementation among learners and teachers to be part of

this scheme. As per the SPFL model, the learners’ scope includes: language

competency and cultural appreciation (DepEd, 2017).

Knowing a foreign a language apart from the native language has

been seen to be extremely significant as it develops and sustains cognitive and

analytical abilities of learners (Astoli, 2016). The initial assessments in Andaya

(2020) on foreign language as part of the Philippine education curriculum has

revealed that 3,554 enrolled students and 409 graduates expressed their

satisfaction with the national foreign language program, particularly in terms of

objectives, curriculum, instruction, and assessment. Further, graduates of the

program have worked as teachers, interpreters, translators, online tutors, and

tour guides. Others have been employed in business process outsourcing (BPO)

companies, journalism field, and research and administration. This shows that the

program played a role in the participants’ employment status and interest.

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The program was deemed successful given the
evidence of students

increasing their foreign language proficiency. As a study from SEAMEO

INNOTECH (n.d) assessed the Filipino students in public secondary schools

learning Spanish, and the tests on student language proficiency revealed that

majority of the students who took the Level A1 diagnostic test achieved a bien

(satisfactory or good, in Spanish) proficiency level while those who took the Level

A2 received below bien. Moreover, the oral language proficiency of the students

ranged from Novice Low to Novice High. In all tests, comparative results showed

that COE students performed better than non-COE students. This formed another

milestone and discovery that the creation and establishment of Centers of

Excellence (COEs) may give a potential career and pathway for high school

graduates in the 21st century.

It is also noteworthy that language learning is a dynamic process

that includes the emotional aspect of the learners. In order for learners to have
broader understanding and proficiency in the classroom and achieve linguistic

goals, Dewaele and MacIntyre (2016) concluded that FL education occurs within

three main dimensions of positive setting (feeling of fulfillment from the

classroom), positive private (internal or personal feeling of satisfaction), and

positive atmosphere (pleasant relationship with teachers and/or peers). By doing

so, the learners of the FL become more engaged in the program. Alamer and

Almulhim

(2021) showed in their findings that learners who are learning a language are

less likely to suffer from and display anxiety related to the learning process; they

are

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likely to feel capable of achieving the language than those with less

perception of self-competence. This level of competence can be inferred from the

number of participants in the study of Andaya (2020) of which Savage and

Hughes (2014) could attest based on the results of their study that individual

student language proficiency growth appeared to be a function of motivation,

effort, and willingness to engage with native speakers, despite the risk of not

always understanding the entire conversation.

In fact, it can be seen through social media, such as Facebook,

several graduates of the program and the various activities that they are

participating to such as displaying the cultural aspect of the language that the
students have been learning. This includes wearing of costumes, videos where

the students are speaking the learned foreign language, and going to the country

of origin of the language to participate in competitions. According to Schulz

(2007), as mentioned in Moeller (2015), the teaching of intercultural competence

should include developing awareness of variables that affect communicative

interactions, recognizing stereotypes and evaluating them, and developing

awareness of types of causes for cultural misunderstandings between members

of different cultures.

A significant result brought by Savage and Hughes (2014) regarding immersion

program value and how foreign language has upskilled the learners in terms of

listening, reading, and writing. The first-time students found substantial language

learning benefit from the immersion environment where they had shown positive

result and improvement in their skills when there is a sustained conversation in

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including sharing of abstract ideas. Foreign languages foster cross

institutional student interaction, generate a sustainable medium for knowledge

transfer, and enhance the credibility of the students’ work (Gavrilova and

Trostina, 2017).

In United Kingdom, an initiative called Business Language

Champions program that ran from 2009 to 2011, where volunteer employees

talked to students about the use of languages in their work sectors, was found to
have a positive effect on students’ appreciation for languages and even

increased enrolment in language courses in the schools where it was

implemented. This was a step taken starting the 2000 since there had been a

gradual and concerning decline of interest in speaking foreign languages among

young people (Mann, Brassell and Bevan, 2011; Gregorio and Beaton, 2019). In

the results of the interviews conducted by PISA in 2018, students considered

continuing education and careers that would require international profile and use

of foreign language. The responses include showing interest in working at

international organization as an analyst because of idea of meeting other people

from different countries, going abroad, using the foreign language as an

advantage to collaborate and get into high profile jobs like cybersecurity, and

learning more foreign because they would be very useful for work. Despite this

knowledge among participants of the PISA from Spain and Consta Rica, there

are students who still could not identify the long-term offers of foreign language.

Some have revealed that it was only their parents who are convincing them to

learn another language because of

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opportunities, and schools can do more to signal the relevance of languages for

work and education (Archer, DeWitt and Wong, 2014). This suggests the role of

schools in levelling students’ idea of foreign language through broader

implementation and not only selected groups in order to understand better the
impacts and effectiveness of the foreign language curriculum.

Since DepEd’s SPFL only focuses on Grades 7 to 12 students who

have demonstrated competence in English—based on learners’ National

Achievement Test (NAT) results—and are capable of learning another foreign

language, school systems should provide equal opportunities for all students to

learn foreign languages, both within and in addition to the national curriculum, so

that foreign language mastery and the opportunities this can provide for future

work and study are not limited by the students’ resources or the schools’

resources

(Covacecich and Vargas, 2020).

Foreign Language Learning and Teaching

This section involves clarifying the teacher dimension of the SPFL

framework in terms of the Pedagogical Content Knowledge and strategies that

have been shown in some studies to have significant effects in learning foreign

language.

a. Pedagogical Content Knowledge

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Language and communicative competence have
always been a

precursor in achieving meaningful and brighter opportunities. Carlson (2002), as

cited in Rydell (2018) said that this is often perceived as key to accessing the

mainstream society and forging a future identity. Failure to do so leads to lack of

proficiency and is often positioned as an impediment to social cohesion (Fejes &

Dahlstedt 2018; Norton, 2013; Khan, 2014). To address this, schools, including its

stakeholders have devised schemes to nurture among the learners the

importance of discourse in a multilingual and multicultural society. This does not

exclude teachers who are responsible for the learning continuity of language

among learners as conceptually included in the education curriculum. Such

notion entails providing the teachers and learners programs and strategies to

work with to attain mastery.

When the DepEd launched the SPFL in public and private

secondary schools in the Philippines to encourage foreign language learning,

teachers were also given professional trainings to equip them to teach foreign

language. This was supported in the DepEd Order No.5, s. 2015 wherein they

were given travel expenses to attend local training using the region, division, or

school budget. Up to date, memoranda are still shown on the department’s site

indicative that the program highlights the role of teachers in delivering the foreign

language curriculum. Teachers’ training develops teachers’ knowledge in

mastering the subject. The training also encourages the teachers to increase

teachers’ quality in

the teaching ability (Kultsum, 2017). Needless to say, it necessitates update of

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in mastering the foreign language for effective teaching and learning

process especially in the digital era and 21st century educational transformation.

The success of the 21st century learning involves understanding material or

content, teaching methods, and utilizing information technology collectively. The

idea of PCK also has a close relationship with increasing creativity, collaboration,

and accountability in learning. The framework of SPFL recognizes the role of

Pedagogical Content Knowledge In language such as its application in speaking

in English because of its student-centered approach (Agustini et al., 2019).

Shulman (2004), as mentioned in Evens, Elen, and Depaepe (2016), stated that

PK involves the teaching principals and strategies that are applied in the

classroom management and organization. Furthermore, the PK also includes

teacher’s knowledge of students learning, assessment and education purposes.

This has been utilized across countries in teaching foreign language, most

especially English.

Kultsum (2017) concluded that in Indonesia, content knowledge and pedagogical

knowledge are significantly needed in teaching English. Pedagogical content

knowledge (PCK) can develop teachers believe in teaching English into a better

way. PCK in English teaching would help teachers to understand how to explore

their content knowledge and how to deliver it into a good instruction. The

teachers’ ability such as professional, personal and social are elaborated into
 PCK domain. The knowledge such as subject matter, curriculum, teaching

strategy, and learners’ learning will be an important element to be possessed by

the teachers in

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maintain students’ learning achievement. This supports the goal of SPFL

in achieving cultural and linguistic competence. A shift in foreign language

pedagogy from a specific foreign language method to the measurement of

language performance/competency has resulted in a change in the role of the

teacher from one of authority/expert to that of facilitator/guide and agent of

change. Current developments point to public pedagogy, social media, and action

research as additional ways to foster intercultural competence and language

learning

(Moeller and Catalano, 2015).

A study by Li, Valcke, Badan, and Ander (2022) proved this in the

field of Chinese as a foreign language (CFL). In this study, there has been a

conceptualization of Chinese as foreign teachers’ PCK when they teach Chinese

pronunciation. The research design builds on semi-structured interviews involving

20 CFL teachers (n = 20), focusing on five PCK domains: (1) teachers’ knowledge

of Chinese pronunciation subject content (initials, finals, tones, intonation, and

stress), (2) their curriculum knowledge, (3) their knowledge of students’ mistakes

and difficulties, (4) their knowledge of Chinese pronunciation-specific instructional

strategies, and (5) their knowledge of instructional media. The results showed that

CFL teachers reflect a strong mastery of PCK concerning teaching tones,

followed by initials and finals. Teachers’ PCK regarding teaching intonation and

stress were much weaker in all five PCK components. Their PCK of teaching

intermediate-level and advanced-level students was also limited by curriculum

and time arrangement restrictions.

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Knowledge of pedagogy is accommodated through
the pedagogical

and professional competencies of teachers. This encompasses the teachers’

knowledge to prepare, carry out, and evaluate their instructional activities. To

prepare an instructional activity, they need to equip themselves with sufficient

learning theories and instructional principles to help them design appropriate

learning activities which are suitable with their learners and syllabus, and are

enriched by appropriate plans, aids, procedures, techniques, and methods.

Executing the plan in the instructional process requires teachers’ sufficient

communication ability and skill of information technology in order to provide

learners with meaningful, purposeful, and interactive learning activities (Faisal,

n.d.).

To date, there is a need to develop a nuanced understanding on the

PCK (Shi, Yu Li, and Yeung, 2022). Most PCK studies that have been conducted
in the mathematics or science domains, and there is still paucity in the number of

literatures related in PCK alone in language. This refers to the separation of

technological integration in the delivery of instruction in foreign language since the

SPFL curriculum only focuses on the PCK. It could also be an implication for the

SPFL model established by DepEd to be improved as the 21st century call for

teachers to include technology into instructional practices. Moreover, such gap

may posit a need to understand the current situation of schools in teaching FL

and see if there is a delineation in the practice and conduct from the expectations

of the SPFL model since the competences embedded in the system are seen as

core

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of the subject matter and pedagogy as revealed in a number of studies

in Indonesia (Safitri, Melati, and Hidayat, 2020). Consequently, training programs

can be implemented as teacher training is associated with the instructional

decisions of teachers (Wiens, Andrei, Chou, Smith, and Annasour, 2018).

b. Strategies in Foreign Language Classrooms

Language teaching has experienced numerous curricular

innovations throughout time in response to the progressive approach to attend to

the learners’ needs in order for them to gain opportunities to acquire and practice

the foreign language in contextualized and meaningful language communicative

tasks at all stages of the second or foreign language acquisition process (Moeller
and Catalano, 2015), and in Philippine classrooms and researches, English plays

a major role in the progress and innovation of the country. To teach this language,

English teachers have to use various strategies that would help learners to

become proficient in the target language. Unlike the implications of PCK in

teaching foreign language, there is no scarcity in the teaching strategies in

teaching, in general.

In most cases, the communicative language teaching is being

employed. Since there is a notion of cultural competence in SPFL, the

communicative teaching has been notable in foreign language. The CLT approach

tends to be a student-centered concept rather than a teacher-centered concept.

The responsibility of the teacher in the classroom is to lead the communication

between students via the effective learning task (Santos, 2020). In a study by

Rojas and Villafuerte (2018), it was discovered that by working together learners

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their abilities to communicate socially and reach a common goal. In this

regard, role-playing is a method in which students work collaboratively in groups

with the instructor´s help to dramatize a situation that it can also be experienced

in a real context. Through CLT, language learners are given the opportunities to

apply the new language in provided situations similar to those they experience

using their mother-tongue (Matamoros, Rojas, Pizarro, Vera, and Soto, 2017). An

application of this can be seen in the medical course wherein peer role- play for
medical language learning appeared to have boosted students' intrinsic

motivation and feeling of relatedness and contributing to the development of the

language competence (Yu et al., 2023).

Moreover, recent studies have shown that students who use LLS

more frequently are more likely to develop their language proficiency. It has been

noted that more proficient students use a greater variety of techniques and

choose their learning strategies based on the learning demands. Teachers are

advised to present a variety of tactics so that students can choose the ones that

best fit their personality traits and the tasks at hand. The study of Habok and

Magyar (2018) examined different language learning strategies in a FL class that

is composed of lower secondary students in Hungary. It was shown that the

students showed significant preferences for metacognitive strategy followed by

affective strategy use whereas the memory strategies were the least chosen.

Therefore, teachers can engage students in activities and process-based lessons

that may help them grow in their ability to learn languages metacognitively.

Because it enables

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to become independent and self-reliant language learners, it is very

beneficial for teachers to comprehend the significance of metacognition in

language acquisition. Teachers should concentrate on teaching both linguistic

content and the methods and processes of learning in order to improve students'
metacognitive knowledge (Raoofi, Chan, Mukundan, and Rashid, 2013).

Another consideration on how learners can feel more engaged in

learning a foreign language is the creation of a kind environment although this

can be challenging due to the affective reasons, teachers are expected to employ

techniques that support students' understanding of the target language and

encourage active learning. While persistence and dedication are needed for this,

the benefits are worth it as the classroom turns into a true community for

language learning as teacher and students start to interact meaningfully in the

target language (Bryson, 2014).

Like any new initiative, there is still a wide range of areas for further

improvement of the SPFL to address challenges and issues experienced by the

public schools while in the program. This includes the lack of national standard

curriculum as a roadmap for the instructional dimensions of the program including

the learning materials, instruction, assessment, and competencies (SEAMEO

Innotech, n.d.).

In an analysis of Onishchuk (2020), it was recommended that in

implementing a foreign language subject, there should be an improvement in the

training program and system and a separation of the principle of multiculturalism

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legislative documents of Ukraine that would establish a special multicultural

programs and curricula that uses foreign language as a means of learning and
expansion. The study also contributed on having a basis for pedagogical

technologies to be used in foreign language teaching and learning. This was

supported in Agcaoili et al. (2019) where it states that in the process of

developing the SPFL curriculum guides, the Common European Framework of

Reference (CEFR) for languages was employed due to the lack of other viable

frameworks. Such inadequacy may be affected by the cultural orientation of a

nation.

While most of the pedagogical reforms in foreign language teaching

are anchored from progressivist perspective, the Chinese educational system has

always been strongly influenced by the Chinese educator and philosopher

Confucius. This resulted to the Chinese government creating an effort to improve

the quality of education by showing intentions in pedagogical reform with

inclusion of Confucian educational tradition in the set of educational values

embedded in foreign language classrooms. The new pedagogy for foreign

language teaching has penetrated the academic literature and curriculum

documents among limited institutions in China (Peng, 2018). Though the country

is calculated in integrating anything foreign, such as language, because of

perennial worries of cultural invasion, using English has still modernization for

national development over the years (Hu, 2021).

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Domingo (2020) revealed upon exploring the situation
 of teaching

and learning the English language that there are still struggles and points or

improvements in teaching and learning a language. Teachers are expected to

employ techniques that support students' understanding of the target language

and encourage active learning. While persistence and dedication are needed for

this, the benefits are worth it as the classroom turns into a true community for

language learning as teacher and students start to interact meaningfully in the

language of choice. This could be parallel to the situation if any FL class thus, it

is still important to note that any learning strategy and program should be

planned well in advance in accordance with the objective of the course to be

successful and a foreign language classroom teaching is no exception. A good

and careful planning of learning strategy ensures success and creates

confidence in the minds of teachers and students in a FL class. By utilizing a

well-develop program and language learning strategies, an experienced teacher

and system, in general, would be able to improve the skills of the learners

(Khansir, Dehkordi, and Mirzaei, 2021).

Foreign Language and its Future

PISA 2018 identified the number of languages students were

speaking at home and the number of foreign languages students at school and

through an analysis, it was revealed that while foreign language is associated

with an increase of 46% probability of speaking more than one language, some
students speak foreign languages that are not among foreign languages taught at

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This becomes an expectation for students who learn foreign language to

have better career options because of the encompassing ability to communicate

with wider groups regardless of differences. In line with this, the researchers also

mentioned that foreign languages develop employable skills such as

communication, organization, and teamwork. Active participation in foreign

languages in universities is positively associated with success and had been

proven to hit the career ladder for the students. Through the certificates and other

documentaries that serve as evidence, employers are able to gauge the

proficiency in foreign language of the applicants, and observed among these

people are traits such as perseverance, self-motivation, self-control, and

resilience. Such positive association between speaking and learning languages

and students’ dispositions and attitudes towards global competence shows that

Languages allow individuals to learn about other visions of the world and enable

them to discover new and innovative ways of thinking and working together in a

globalized world (OECD, 2020).

With the overarching objective of the SPFL program to cultivate

students' global competence. Language plays a pivotal role in shaping learners'

worldviews and promoting linguistic human rights. By acquiring proficiency in a

foreign language, students receive recognition for their abilities in both their
native tongue and the target language, enabling them to actively participate in

global trends and effectively integrate themselves into our increasingly

interconnected world (Sazzad, 2020; Parjanadze, 2009). This therefore

underscores the

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transformative power of language in bridging cultural gaps and facilitating

students' meaningful engagement with global contexts.

In the workplace, outsourcing industry in the Philippines is at the

forefront of expanding the nation’s multilingual capabilities. Because of this, there

has been an observed broadening of horizon for global businesses. By

outsourcing support in other languages, companies can penetrate new markets,

increase customer satisfaction, and gain a competitive advantage (MB Technews,

2023). This supports the results in the study of Andaya et al. (2020) saying that

some learners who have experienced the SPFL continued their career in BPO.

Additionally, Carvalho, Campanella, and Olim (2021) revealed in the results of

their study that employers highly value social and interpersonal competencies,

communication skills and foreign language proficiency. The results also suggest

that foreign language proficiency plays an important role in the recruitment

process, as it increases the applicants’ probability of recruitment. Moreover, the

study concluded that English for Specific Purposes (ESP) needs to be introduced

as a subject at the college level.

 International Business Seminars (2018) promoted the use and

learning of foreign language. Regardless of the industry and position, using

another language has been said to earn trust with others as helps a person to

communicate widely. It also opens doors to travelling because of many programs

available in other countries that require teaching of a language like Japan,

Taiwan,

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TECHNOLOGICAL UNIVERSITY GRADUATE SCHOOL Spain,
and France where their ministries seek English-speaking individuals to

become language assistants. They are considered part of the faculties of those

schools oriented towards an improvement in foreign languages across the world

(Medina and Otto, 2020). Finally, by immersing oneself in the culture of the

language being learned, individuals become more sensitive, understanding and

open-minded of another culture.

Even if further research is necessary, it may be worthwhile to look

into the possible advantages of learning a foreign language, how these

advantages differ for kids from various backgrounds, and the role that schools

can play in this regard.

Synthesis

Due to various advantages of learning a foreign language, many

countries including the Philippines have chosen to include it in the curriculum as

a special course in the public secondary schools. The program is called as

Special Foreign Language Program where students and teachers can improve

their linguistic and cultural competence through learning another language apart

from English (DepEd, 2017). The OECD (2020) has collated significant results

and recommendations on the continuous implementation of foreign language

suggesting that language gears towards global competence. It can be a predictor

to a student’s success in career, values, skills, and proficiency. To support this,

teachers and students are expected to have pedagogical content knowledge.

This

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the strategies, instruction, assessmenTt, and curriculum (Agustini et al.,

2019; Evens, Elen, and Depaepe, 2016).

The strategies involve using CLT, specifically role-playing,

metacognitive and affective approaches where students feel at ease in using a

new language (Raoofi, Chan, Mukundan, and Rashid, 2013; Santos, 2020; Yu et

al., 2023). Nevertheless, the studies still suggest updating and looking for

improvements in the program as there is a lack national standard curriculum as a

roadmap for the instructional dimensions of the program including the learning

materials, instruction, assessment, and competencies (Andaya et al., 2020;

SEAMEO-Innotech, n.d.). Regardless, Carvalho, Campanella, and Olim (2021)

revealed in the results of their study that employers value an individual with a
learned foreign language since it is embedded with other benefits. This, apart

from other studies, shows the importance of studying the SPFL. Hence, the study

seeks to evaluate the dimensions of the teachers and students since they are the

immediate actors of the program.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter includes the methods used in the study to achieve the

processing and analysis of the data:

Research Method Used

In this study, the comprehensive mixed-methods research design

will be used to obtain a thorough understanding of the research questions at

hand. The research will begin by gathering and analyzing quantitative data,

followed by qualitative data to offer additional insights and a more profound

exploration of the topic. This approach ensures a well-rounded examination of

the subject matter.

More specifically, the study will employ an explanatory sequential

design, where the qualitative phase will further clarify the initial findings

obtained from the quantitative data. The sequential design will be used, with
the qualitative phase following the quantitative phase. This type of design is

commonly utilized in fields that emphasize quantitative research. Given that the

focus of the study has not been well-investigated despite years of implementing

the Special Program in Foreign Language (SPFL) nationwide. This design is

used for collecting data for explaining a phenomenon. Since the study begins

with the data provided by the Department of Education on which public schools

are

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in the program, the researcher will then collect more pieces of data that

are relevant to finding out the shape of SPFL as taught and learned by selected

participants. By doing so, there will be a clearer apprehension on how the

program works and its grounds for continuous implementation (Ayanyemi,

2023). Hence, this proposed investigation will start with quantitative data

collection. However, it is essential to acknowledge that challenges may arise in

terms of identifying quantitative results for further investigation and maintaining

equivalent sample sizes across both phases of the study (Creswell & Creswell,

2018).

Sources of Data

The collection of data will involve participants of the SPFL from

public high schools. As per DepEd requirements for a school to be included in

the program, a classroom size accommodating a maximum of 35 students is

necessary while there should be two (2) teachers assigned from the school to

teach the foreign language.

In the conduct of the study, the 60 graduate students and 70 current

SPFL students, regardless of gender will be covered, and since Mandaluyong

and Pasig only have one for each division that offers SPFL. Further, for the

qualitative part of the study, six (6) teachers who are teaching in the SPFL will

be included to provide data.

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Selection Process

Since the study will involve the distribution of survey questionnaires

to the selected SPFL students and graduate students, the quantitative data will

be using the purposive, non-probability sampling. This will be utilized since

purposive sampling is best used when there is a need to focus on relatively

small samples that share certain characteristics, or when researching issues

likely to have unique cases (Nikolopoulou, 2023). In this case, the SPFL

teachers and students.

Research Instrument

For the quantitative part of the study, the researcher will create a

well-structured survey questionnaire that contains two parts. Part 1 will contain

the profile of the learners: Name, Age, Sex, School, Learned Foreign Language,
Proficiency Level enrolled in, and General Average in SPFL. Part 2, on other

hand will involve a Likert Scale that will ask the students to access their level of

acceptance of the program, strategies, and activities. Further, the graduates of

SPFL will be asked to provide their profile--- name, age, sex, school graduated

from, learned FL, proficiency level when graduated, general average in SPFL,

current work/ affiliations. The part 2 will also entail statements/questions about

the significance and relevance of the SPFL in looking for job, communication

skills, and other engagements. The questionnaire will incorporate validated

scales and items to ensure reliability and validity. To ensure its quality, the

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questionnaire will undergo a rigorous content validation process. A panel of five

experts in the field of language education will assess the questionnaire for its

clarity, relevance, and comprehensiveness (Creswell & Creswell, 2018).

Including a preliminary dry-run phase in the research protocol holds great

significance as it allows for thorough evaluation and refinement of the

questionnaire used. At this stage, a group of 15 students will actively participate

in the dry-run exercise. The main objective is to carefully examine the

questionnaire items, their ability to effectively measure the desired behaviors,

and their capacity to provide the necessary data to address the research

questions.

By involving a diverse group of students, the researcher will be able

to gather a wide range of perspectives and insights, facilitating the identification

of potential limitations or areas that require improvement in the questionnaire

design. The feedback provided by the participants plays a crucial role in

assessing the clarity, relevance, and comprehensiveness of the questionnaire

items. It also helps evaluate the questionnaire's effectiveness in accurately

capturing the intended behaviors and generating meaningful data to address

the research objectives.

During the dry-run phase, participants will have ample of

opportunity to thoroughly review the questionnaire and share their valuable

thoughts, suggestions, and concerns. An open and collaborative environment

will be

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encouraging participants to express their opinions and discuss any

challenges they encountered while completing the questionnaire. The feedback

received from the participants during the dry-run phase will be carefully

analyzed, with attention given to recurring themes or patterns in their

responses. This analysis will guide the researcher in making necessary

revisions to the questionnaire, such as clarifying ambiguous inquiries, adding or

removing items, or adjusting the response scale, as needed. Ultimately, the

systematic implementation of the dry-run phase, involving the participation of

15 students, is crucial for ensuring the reliability, validity, and robustness of the
questionnaire as a tool for capturing the target behaviors in the research. By

addressing identified shortcomings through this rigorous process, the validity of

the research study is strengthened, thereby enhancing the credibility and

impact of the findings.

As for the qualitative data, the researcher will use the interview and

Focus Group Discussion guides. The researcher will develop semi-structured

interview and focus group discussion guides to gather qualitative data from

teachers. These guides will consist of open-ended questions that enable a

thorough exploration of teachers' experiences, training programs, challenges

faced, and strategies employed in the implementation of the SPFL program. To

ensure the effectiveness of these guides in capturing our research objectives,

experts in qualitative research methods will review and provide clear rationale

for conducting the study (Nyumba, Wilson, Derrick, and Mukherjee, 2018).

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Data Gathering Procedure

Before collecting any data, the researcher will obtain informed

consent from all participants and ensure that parental consent is obtained for

minor participants. The questionnaires will be administered in person or via a

convenient online survey platform, depending on the participants' accessibility

and preference. The researcher will include clear instructions with the
 questionnaires to ensure accurate and exhaustive responses.

For the quantitative data, in-depth interviews and focus group

discussions will be conducted by the researcher with the selected teachers.

Prior to initiating these sessions, the researcher will obtain informed consent

from all participants, ensuring a comprehensive understanding of the purpose

and procedures governing the interviews and discussions. With the

participants' consent, the interviews and discussions will be audio-recorded,

facilitating precise documentation of the conversations. Verbatim transcriptions

of the recorded material will subsequently be generated for further analysis.

Furthermore, throughout the course of the interviews and discussions, the

researcher will diligently maintain detailed field notes, capturing non-verbal cues

and contextual details that may furnish valuable insights.

Data Analysis

The quantitative data collected through the survey questionnaires

will be subjected to appropriate statistical techniques for analysis. Descriptive

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such as frequencies and percentages, will be utilized to summarize the

demographic characteristics of the participants:

Frequency and Percentage Distributions. This tool is used as

part of an information display to show the respondent's proportion of observations

for each data point or set of data points.

 The formula used is:

Percentage (%) = f/N x 100

Where:

% = percentage

F = no. of scores in a given category

N = total number of respondents

The qualitative data obtained from interviews and focus group

discussions will undergo a thematic analysis approach. This analysis will involve

a systematic process of coding, categorization, and interpretation of the data to

identify common patterns, themes, and insights relevant to the research

questions (Caulfield, 2019). Thematic analysis allows for a comprehensive

understanding of the qualitative data and provides valuable insights into

participants' perspectives and experiences.

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APPENDIX

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TECHNOLOGICAL UNIVERSITY GRADUATE SCHOOL Consent
Form for Parents
RIZAL TECHNOLOGICAL UNIVERSITY
College of Education- Graduate School
Boni Avenue, Mandaluyong City

INFORMED CONSENT FORM

Please read this consent agreement carefully before you decide to participate
in the study. You will be given a copy of this information for your record keeping.

Project Title: SPFL in the Classrooms & Its Impacts in Selected Philippine
Public Schools: Basis for Program Implementation

Purpose of the Research Project: The purpose of this study is to evaluate the SPFL
implementation in selected public schools in the cities of Mandaluyong and Pasig. It
seeks to determine the current status, profile, and engagements of SPFL students,
including those of the graduates. Moreover, this covers examining and identifying the
programs, strategies, and challenges of the teachers involved in the SPFL.

What will the students do in the study: The graduates/students will only have to
answer the questionnaire based on the items provided.

Confidentiality: The information gathered for this study will remain secure and private.
Only the researcher and the statistician will have access to the study’s data, result, and
information gathered. Any information- such those considered personal- will be
ensured between the researcher and the student

Participation: The student’s participation in the study is completely voluntary, and not
allowing them to participate will not affect their current or future relation with their
school.
 Payment: Students will not receive any payment for participating in the study,
especially will not be asked to pay any amount.

Whom to contact if you have questions: The researcher conducting this study is a
faculty researcher at Rizal Technological University. If you have any questions, you are
highly welcome to contact the

Monica Elaijan Macaballug

Researcher

Noted:

Dr. Edna Aquino

Adviser
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Questionnaire
RIZAL TECHNOLOGICAL UNIVERSITY
College of Education- Graduate School
Boni Avenue, Mandaluyong City

I. PARTICIPANT’S PROFILE. Kindly provide answers to all details.

Name: Age: Gender:
 Grade Level: Section: School:

Years Participating in SPFL: General Average in Previous/

Current Year:

Proficiency Level (Please encircle Current language being learned:

what applies.)
Spanish
A1 Beginner Japanese
A2 Elementary French
B1 Intermediate Chinese- Mandarin
B2 Upper Intermediate German
C1 Advanced Korean
C2 Mastery

II. PROGRAM ASSESSMENT. This part contains three components: the program itself,
strategies implemented, and activities. Kindly evaluate your level of acceptance of them
according to the given scale.

1= Unacceptable 2= Slightly Unacceptable 3= Slightly Acceptable 4= Perfectly Acceptable

Special Program in Foreign Language 1 2 3 4

1. The objective of the program

2. The process regarding the participation

3. The orientation of the school and division in

calling and tapping participants

4. The benefit or advantages in joining the program

5. The line-up of lessons and its flow

6. The affordability of the program

7. The technical assistance and response of the

teacher or organization involved in teaching

8. The instructional materials’ content

9. The evaluation of proficiency level

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10. The usefulness of the program in various
personal undertakings

11. The role of the program in relation to better

performance in class

12. The challenges in learning the foreign language

13. The environment where the program takes place

14. The transition from one lesson to another

15. The delivery of instructions

Strategies

16. The class gives an opportunity to show what I

already know.

17. The class provides instructional materials that could

be read at my own pacing.

18. The class gives ample of opportunities to speak in

the foreign language.

19. The class requires writing in the target

foreign language.

20. The class involves learning about the culture of

the foreign language.

21. The class gives opportunities to speak to a

native speaker.

22. The class includes role-playing and simulation

where the foreign language is used.

23. The class allows sharing of similarities and

differences between own country’s culture and the
culture of the foreign language.

24. The class allows the use of the native language

to clarify thoughts that need to be translated
in the
foreign language.
 25. The class attends to the feeling of nervousness
when speaking the foreign language is needed.

26. The class provides the expectations before

the beginning of a new lesson.

27. The class gives various rewards for every

successful use of the foreign language in
communication.

28. The class gives enough time to accommodate

clarifications and correct mistakes in using the
foreign language.

29. The class uses different strategies in addressing

the level of the learners.

Activities

30. The activities include individual and

collaborative efforts.

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31. The activities in the books are utilized as part of
the assessments.

32. The activities include interactive discussion of

various topics.

33. The activities require a lot of memorization.

34. The activities address my interest and motivation

to learn more about the foreign language and the
culture.

35. The activities involve using TV, video clips, and songs.

36. The activities contain not only grammar lessons

but also literature.

37. The activities target the speaking, listening,

reading, and writing skills.
 38. The activities require the use of technology for
further research regarding culture and translations.

39. The activities make use of games to make

learning interactive and engaging.

40. The activities involve the learners to participate

in school exhibitions and immersions.

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