Author

Mary Ann P. Gemota
Cebu Technological University
Argao, Cebu, Philippines
Email: maryann.gemota@deped.gov.ph

Abstract

This research study determines the effectiveness of the Tri-Language Learning Packet (TLLP) in enhancing the spelling and vocabulary skills of the twenty-eight (28) Grade 7 struggling students in Kalangyawon National High School during the School Year 2024–2025. Furthermore, the study employed a mixed-method sequential design utilizing the mean gain, t-test, and Thematic Analysis of Braun and Clarke (2012) to validate the lexical skills of the students through the researcher-made assessment and deepen the challenges through a corroborated semi-structured focus group discussion interview style. The findings revealed significant improvement with the mean gain of 4.89 in both spelling and vocabulary performance of the students, in which the p-value indicates 0.00, which made the null hypothesis rejected with the confidence level of 95 percent. Furthermore, the study also highlighted two valuable themes, which are Focused Learning and Structured Instruction during TLLP Sessions and Interactive Peer-Based Learning in Using the TLLP. Hence, the intervention program is culturally responsive to the needs of the students, applying student-centeredness in enhancing the literacy skills of the struggling students. With that, the continuous implementation of the intervention program in all levels of basic education is highly recommended through the Enhanced Tri-Language Learning Packet (ETLLP).

Keywords: Tri-Language Learning Packet, spelling, vocabulary, struggling students, mixed-method explanatory sequential design, Department of Education, Carcar City

DOI: http://doi.org/10.69651/PIJHSS0404527

Recommended citation:

Gemota, M. A. P. (2025). Effectiveness of Tri-Language Learning Packet in enhancing lexical skills. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5698-5711. http://doi.org/10.69651/PIJHSS0404527

Read the full text

References

Abuzandah, S. (2020). Learning by doing: Revisiting John Dewey’s theory of experiential education. Journal of Educational and Psychological Studies, 14(3), 221–232.

Alshahrani, M. A. (2019). The role of spelling and vocabulary knowledge in writing performance among EFL learners. Journal of Language Teaching and Research, 10(1), 105–112. https://doi.org/10.17507/jltr.1001.12

Altamimi, D., & Rashid, R. (2019). Spelling and vocabulary difficulties among EFL learners: Causes and solutions. International Journal of Education and Literacy Studies, 7(2), 68–75. https://doi.org/10.7575/aiac.ijels.v7n2p68

Ashton-Hay, S. (2011). Engaging students in learning through peer-based interaction. Australian Journal of Teacher Education, 36(4), 1–15. https://doi.org/10.14221/ajte.2011v36n4.1

Bassey, M. (2012). Classroom management and student academic performance. International Journal of Education Research, 3(2), 45–58.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., Lively, T. J., & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215. https://doi.org/10.1598/RRQ.39.2.3

Cartel, C. M., de la Cruz, L., & Jimenez, A. (2013). Vocabulary acquisition and reading fluency: A correlational study. Philippine ESL Journal, 12(1), 101–117.

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.

Cummins, J. (2020). Language, identity, and education in multilingual contexts: Affirming identity in the classroom. TESOL Quarterly, 54(1), 113–136. https://doi.org/10.1002/tesq.546

Delos Reyes, R. J. (2023). Tri-language instruction and vocabulary retention among junior high school learners. Asian Journal of Education and Learning, 14(1), 77–94.

Department of Education (DepEd). (2019). Hamon: Bawat Bata Bumabasa (3Bs) initiative [DepEd Memorandum No. 173, s. 2019]. Department of Education.

Dixon, L. Q., Zhao, J., & Shin, J. Y. (2021). The benefits of multilingual education: Evidence from multilingual literacy classrooms. Language and Education, 35(2), 105–124. https://doi.org/10.1080/09500782.2020.1833959

Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19–36. https://doi.org/10.1097/00011363-200020030-00005

Garcia, L., & Santos, R. (2020). Multilingual reading materials and their effects on vocabulary acquisition in early-grade classrooms. International Journal of Multilingual Education, 9(1), 45–59.

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). Pearson Education.

Hebert, M., Simpson, A., & Graham, S. (2016). Structured and explicit instruction for reading comprehension: The key to vocabulary improvement. Journal of Literacy Research, 48(4), 476–501.

Jaspers, W., Elbro, C., & de Jong, P. (2012). The relationship between spelling and reading in learning English as a foreign language. Applied Psycholinguistics, 33(2), 533–560. https://doi.org/10.1017/S0142716411000511

Lopez, M. L., & Javier, A. D. (2022). Culturally responsive multilingual instruction and literacy outcomes among rural learners. Philippine Journal of Linguistic Education, 8(2), 67–82.

Mallillin, L. L. D., Villanueva, E. E., & Raga, E. E. (2022). Empowering learners through intervention programs: Enhancing mastery and performance. Asian Education Studies, 7(3), 89–102.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2007). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.

Merriman, M., Lyman, D., & Moore, B. (2008). Repetition and retention in vocabulary practice. Educational Psychology Review, 20(3), 365–381.

Misirova, J. (2022). 21st century learners and English literacy development through innovative instruction. International Journal of Modern Education Research, 9(1), 21–37.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Pan, Q., Zhang, L., & Wang, X. (2021). Revisiting traditional methods in validating vocabulary and spelling skills. Language Teaching Research Quarterly, 22(3), 145–160.

Ramos, D. F., & De Guzman, M. R. (2021). Contextualized multilingual materials and their impact on learners’ vocabulary and spelling skills. Journal of Education and Humanities Research, 14(2), 112–128.

Zhou, M. (2021). Scaffolding theory and its application in language education. Journal of Educational Research and Innovation, 15(1), 33–47