Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche as a practical and effective approach in the educational landscape. It offers a plausible framework for preparing coming generations to become better adaptive and even rich contributors in the globalized and intercultural world. The gate to the new millennium has brought great zeal in and at the same time contestations around this educational alternative.This study examined the stakeholders' perspective on the implementation of MTB-MLE as a pedagogical approach. The stakeholders' perspective were explored and analyzed through the results of the different focus group discussions among teachers, pupils, parents, local school board, parents-teachers and community association, non-government organization and local government unit.Results from this study indicate four main benefits of MTB-MLE, namely: expressing better ideas, building self-confidence, better retention, and promoting friendly environment.Meanwhile, the challenges which hinder the implementation of MTB-MLE are grouped into four significant themes: multilingual environment, difficulty in translation, inadequacy of instructional materials, and mandatory compliance to the Department of Education (DepEd) order.The significance of the results of this study points out important actions the program can benefit Filipino pupils. Notably, a system that emanated from the higher authorities in which grassroots sector were not consulted, the Department of Education (DepEd) order should be executed by an interface between the higher level management and the local stakeholders. Involving them can undoubtedly contribute in the success of MTB-MLE.

The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents’ English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents’ speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

The challenges brought about by the academic migration to online platform due to COVID-19 pandemic outbreak has long been established. The author of this paper explicitly investigated the attitude of learners towards online classes. This study highlights the issues being encountered by learners enrolled in virtual learning environment along with the importance of having a concrete strategic plan as to how to cope with the current issues being encountered by students to readily adapt to online classes. The results revealed that there were several recurring themes that emerged when asked about their experiences in online classes. Under the key topic (A) effects of online class – (1) difficulty in learning process and (2) affordability and accessibility of time and place. Under the key topic (B) issues and problems experienced in online classes, there were three themes that emerged– (1) issues in internet connectivity, (2) lack of proper resources such as gadgets, and (3) lower productivity rate. In third key topic, (C) the coping mechanisms of students under online learning classes in which there are two themes that emerged – (1) finding alternatives and (2) practice of time management. And in the last key topic, (D) what the participants could recommend improving their learning process under online learning classes. There were two themes that emerged in the focus group discussion – (1) It was concluded in the study that the issues being encountered by students in online classes have an impact not only on their academic performance but also to their psychological well-being.

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