Lived Experiences of Grade 11 HUMSS in Coping with English-Meditated Classes at Data Center College: Basis for Remedial Support Plan

Abstract

English-mediated instruction (EMI) is done to enhance students’ academic language competence; yet, learners can also encounter problems such as vocabulary insufficiency, comprehension problems, language anxiety, and fear of being judged. Thus, the qualitative transcendental phenomenological research aims to describe and analyze the lived experiences of twenty Grade 11 HUMSS students enrolled in Data Center College of the Philippines, Baguio City, regarding coping with English-mediated courses. Purposive sampling technique was done since the participants have firsthand experiences in dealing with classes wherein English was used as a language of instruction. Interviews served as sources of data and were analyzed using thematic analysis. It was found that the use of EMI facilitated the improvement of vocabulary and comprehension of learners when done through effective instruction. On the other hand, the study also showed that the learners faced challenges such as anxiety, fear of being judged, problem in self-expression, and difficulty in comprehending their lessons when they did not have sufficient vocabularies and enough processing time. To overcome these obstacles, students adopted self-study, support systems, use of technology-based learning, preparation, repetition, and emotional management.