Communicating for Academic and Professional Success: Exploring Senior High School Students' Experiences in Effective Communication and English for Academic and Professional Purposes
Effective communication and academic literacy are essential competencies for Senior High School learners preparing for higher education, employment, and participation in increasingly communication-intensive professional environments. This qualitative phenomenological study explored the experiences of Senior High School students at Bangbang National High School in learning Effective Communication and English for Academic and Professional Purposes (EAPP). Specifically, it examined how learners experienced classroom communication activities, academic reading and writing tasks, oral presentations, feedback, and the application of communication competencies to academic and anticipated professional contexts. Purposive sampling was proposed to select Senior High School learners who had meaningful exposure to the two learning areas. Data were gathered through semi-structured individual interviews and analyzed using thematic analysis. The analysis generated five interrelated themes: finding a voice through communication, navigating the demands of academic language, learning through authentic communication tasks, growing through feedback and collaborative engagement, and carrying communication competencies beyond the classroom. The findings suggest that students perceive communication learning not simply as mastery of grammatical conventions but as a developmental process involving confidence, critical thinking, audience awareness, academic literacy, and professional preparedness. Challenges related to vocabulary, organization of ideas, fear of making mistakes, and adherence to academic conventions were simultaneously experienced as opportunities for growth. The study highlights the importance of contextualized, authentic, supportive, and learner-centered communication instruction. It recommends strengthening task-based communication activities, formative feedback, collaborative learning, and real-world academic and professional communication experiences in Senior High School English instruction.