The result of this study can be a way to provide practical insights for educators involved in designing language education programs for SHS students. This research does not simply provide valuable insights for educators and future educators. By acknowledging and addressing these difficulties, educators can create a supportive learning environment that promotes effective language instruction and student engagement. The findings of this research will contribute to validating the experiences and perspectives of students who struggle with English-only-policy. This can be especially important for marginalized and underrepresented students, who may feel like their experiences are not being taken seriously or supported. The lasting impact that could change the experiences of the SHS students in the next three to five years is that the study could be a transformation in language instruction policies, teaching approaches, and support systems for SHS students. By addressing the identified issues, educational institutions can strive to enhance the learning experience and outcomes for students, promoting their overall academic success and prospects.
1. What are the students' attitudes toward utilizing English-only Policy?
2. What are the experiences of students in an English-only Policy class?
3. What recommendations can be made to improve the English-only policy adoption in school?
The Anglos researchers are students from the Ateneo de Naga University who embodies determination and excellence in their work and output. To describe my group in one word it would be determined. Determined to finish the tasks provided by the leader, determined to cope through the difficulties of RDL, determined to cooperate and share ideas, and determined to provide substantiable insights and knowledge to the research study. As the leader, there are a lot of times that I have to be strict especially when I know that my groupmates are not paying attention or not serious about the work given, I also divide the tasks and provide instructions for them for easier digestions of information. For me, the overall difficulty as the leader would be pretending that I know what to do and what not to do, and to communicate what I disliked about our outputs which often results to me revising our manuscripts alone. Lastly would be me overthinking if my efforts and guidance are enough to lead the group and to accomplish our tasks. What I like about our group is that we are improving in terms of communicating our needs and concerns, we are able to converse naturaly, laugh it out when we are facing difficulties but know when to be serious, and are open to recommendations from our teachers and consultants. We are more organized in terms of information and compilation of our articles, recordings, data, and other related forms. Our group is not shaped to be perfect, we had a handful of problems thrown at us yet here we are in the middle of our research, we fought and we are surviving till now. I love working with my group and hope that they feel the same. May God bless us throughout this study and be of use for the school and the community.