ManuScript Details
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Paper Id:
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IJARW2834
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Title:
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THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 5 |
| Pages: |
16
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| Published On: |
11/25/2025 9:21:13 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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LOVELLA SWEETY L. MENIL |
| Institute: |
CENTRAL MINDANAO UNIVERSITY |
Co - Author Details
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Author Institute |
Abstract
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Research Area:
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English language |
| KeyWord: |
socioeconomic status, vocabulary use, English writing, phenomenological study,Kibawe National High School |
| Abstract: |
Socioeconomic factors significantly influence students’ vocabulary use in English writing. This qualitative study explored how students’ home environments, resources, and learning opportunities at Kibawe National High School shaped their vocabulary development. Guided by Bronfenbrenner’s Ecological Systems Theory (1979) and Cummins’ Linguistic Interdependence Hypothesis (1979), the research employed a phenomenological design with twelve Grade 8 students from diverse socioeconomic backgrounds and five English teachers. We gathered data through semi-structured interviews and analysis of student writing samples, using expert-validated interview guides and vocabulary evaluation rubric. The thematic analysis revealed three major themes: (1) Socioeconomic Barriers and Access to Vocabulary Resources – limited access to books, internet, and supportive language environments among low-SES students; (2) Instructional and Institutional Support through the ARAL Program – targeted reading and vocabulary interventions helped mitigate language gaps; and (3) Motivation, Peer Influence, and Self-Directed Learning – students’ intrinsic motivation and peer collaboration facilitated vocabulary growth. Writing samples confirmed these themes by showing clear differences in vocabulary range and richness across SES levels. The study concludes that although students’ socioeconomic backgrounds strongly affect their vocabulary exposure, consistent teacher support, contextualized instruction, and learner motivation can bridge the gap. Recommendations include strengthening home–school literacy partnerships, expanding access to reading materials, and enhancing vocabulary instruction strategies in existing programs. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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LOVELLA SWEETY L. MENIL, "THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL", International Journal Of All Research Writings,
vol. 7, no. 5, pp. 157-172, 2025.
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MLA
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LOVELLA SWEETY L. MENIL "THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL." International Journal Of All Research Writings,
vol 7, no. 5, 2025, pp. 157-172.
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APA
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LOVELLA SWEETY L. MENIL (2025). THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL. International Journal Of All Research Writings,
7(5), 157-172.
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THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL
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THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL
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