The Linguistic Journey: Lived Experiences of Graduating BAEL Students
DOI:
https://doi.org/10.65339/ijsair.V2.I2.510Keywords:
BAEL Students, Coping Mechanisms, English Language Proficiency, Growth Mindset, Lived Experiences, Phenomenological-Qualitative Research, Self-Regulated Learning, Thematic AnalysisAbstract
This study explored the lived experiences of graduating Bachelor of Arts in English Language students at Tangub City Global College as they developed English language proficiency. Anchored on Cummins’ Iceberg Model of Language Development, Krashen’s Theory of Language Acquisition, and the Monitor Theory, the study examined students’ linguistic journey, challenges, and coping mechanisms. A phenomenological-qualitative research design was employed, using a validated semi-structured interview guide administered through Google Forms. Participants were selected through purposive sampling, and responses were analyzed using thematic analysis. Findings revealed that the BAEL program was both demanding and transformative. Students described their experiences as challenging yet fulfilling, shaped by interactive teaching, a holistic curriculum, and confidence-building activities such as presentations, debates, teaching demonstrations, practicum, and theater performances. However, they encountered difficulties involving low confidence, performance anxiety, pronunciation concerns, academic workload, research writing, time management, and balancing personal or work responsibilities. To cope, students used self-regulated learning, immersive English practice, digital tools, peer and faculty support, and a growth mindset. The study concludes that the BAEL program develops not only linguistic competence but also resilience, adaptability, confidence, and professional readiness. Recommendations include strengthening support programs in academic writing, oral communication, and time management, while expanding learner-centered and experiential learning activities. The study aligns with SDG 4 – Quality Education, SDG 8 – Decent Work and Economic Growth, and SDG 17 – Partnerships for the Goals. Its sustainability impact lies in supporting educational, institutional, socio-economic, and digital learning sustainability through improved language instruction, student support, and career preparation.
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