Philippine E-Journals

References:

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39. Elliot Mthembeni Mncwango and Freedom Nkanyiso Makhathini. Language-related Barriers to Learning in a Rural English as a Second Language Classroom in South Africa. Language Education Forum. 2021; 2(1):15-19. doi: 10.12691/lef-2-1-3
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47. Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20.
48. Garcia-Castro, V. (2020). The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language. Indonesian Journal of Applied Linguistics, 10(1), 261-270.
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52. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.
53. Gholam, A. P. (2019). Inquiry-based learning: Student teachers’ challenges and perceptions. Journal of Inquiry and Action in Education, 10(2), 6.
54. Gomleksız, M.N., & Ozdas, F. (2013). An assessment of student (absenteeism) absence based on education supervisors’ views. Electronic Journal of Social Sciences, 12(47), 106-124.
55. Guarcello, L., Lyon, S., & Valdivia, C. (2015). Evolution of the relationship between child labour and education since 2000: evidence from 19 developing countries. Background paper prepared for the Education for all global monitoring report, 2000-2015.
56. Fillmore, N. (2014). Mother tongue-based multilingual education policy and implementation in Mindanao, Philippines (Doctoral dissertation, Deakin University).
57. Harmer, J. (2018). The Practice of English Language Teaching (4^th ed.). Longman.
58. Haukås, Å., Storto, A., & Tiurikova, I. (2024). School students’ beliefs about the benefits of multilingualism. Journal of Multilingual and Multicultural Development, 45(7), 2817-2830.
59. Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education—roots and applications. Cogent Education, 3(1), 1204142.
60. Humbhi, S., Tareen, S., & Raheem, A. (2022). The Impact of ICT on Students’ Educational Performances: an Overview of Higher Educational Institutions of the Far Flung Areas of Pakistan. learning, 24, 33.
61. Huusela, K. (2020). Developing a professional learning community in a Ghanaian School: Teachers’ Perceptions of Important Characteristics of PLC (Master’s thesis).
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63. Jackson, N. (2017). The role of extracurricular activities in a student’s activities. http://www.theeducator.com/blog/role-extracurricular-activities-students development/
64. Jawas, U. (2020). Cultural Diversity and Its Influence on English Teaching and Learning in an EFL Context. International Journal of Instruction, 13(4), 559-574.
65. Kaharuddin, A. (2018). The communicative grammar translation method: a practical method to teach communication skills of English. ETERNAL (English, Teaching, Learning, and Research Journal), 4(2), 232-254.
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67. Kessler, G. (2018). Mobile-assisted language learning. Language Learning & Technology, 22(1), 1-15.
68. Kim, Y. S. G., & Piper, B. (2019). Cross-language transfer of reading skills: An empirical investigation of bidirectionality and the influence of instructional environments. Reading and writing, 32(4), 839-871.
69. Korkmaz, S., & Korkmaz, Ş. Ç. (2014). Contextualization or de-contextualization: Student teachers’ perceptions about teaching a language in context. Procedia-Social and Behavioral Sciences, 93, 895-899
70. Kos Jr, R. P. (2018). Becoming music teachers: preservice music teachers’ early beliefs about music teaching and learning. Music Education Research, 20(5), 560-572.
71. Kose, N. (2014). Acarlar beldesinde okul terkleri ve devamsizlik sorunu [Dropout and truancy problems in acarlar district]. Yüksek lisans tezi [master’s thesis]. Adnan Menderes University, Aydın
72. Kozlova, D., & Pikhart, M. (2021). The use of ICT in higher education from the perspective of the university students. Procedia Computer Science, 192, 2309-2317.
73. Kumar, M. (2024). Challenges and Solutions in English Language Teaching (ELT) in Rural Settings: A Case Study in India. RESEARCH REVIEW International Journal of Multidisciplinary, 9(1), 75-82.
74. Kurniawati, F. (2021). Exploring teachers’ inclusive education strategies in rural Indonesian primary schools (EJ1303237). ERIC. https://eric.ed.gov/EJ1303237
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76. Laguna, R. B., & Agustin, A. M. (2021). Addressing educational inequalities in rural areas: The role of government support. Journal of Education Policy, 15(2), 37-45.
77. Langendahl, P. A., Cook, M., & Mark-Herbert, C. (2017). Exploring gamification in management education for sustainable development. Creative Education, 8(14), 2243-2257.
78. Lariosa, E. J., Diendo, M., & ESPINOSA, F. (2022). LIVED EXPERIENCES OF TEACHERS IN FAR-FLUNG SCHOOLS. Retrieved October, 5, 2022.
79. Larombe, E. A., & Escote, M. J. (2024). Conquering language barrier: A teachers’ journey to professional adjustments in the teaching and learning process. Psychology and Education: A Multidisciplinary Journal, 24(10), 13-24. https://doi.org/10.5281/zenodo.13355413
80. Leba, W. E. (2024). TEACHERS’CHALLENGES IN TEACHING ENGLISH IN REMOTE AREAS (A Case Study at Junior High Schools in Two Sub-Districts of West Borneo) (Doctoral dissertation, Universitas Muhammadiyah Malang).
81. Leong, A. C. H., Abidin, M. J. Z., & Saibon, J. (2019). LEARNERS’PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING. Teaching English with Technology, 19(4), 3-26.
82. Lincoln, Y., Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
83. Lynch, M. (2016). 9 challenges our students face in school today part 1: poverty and families. homeless http://www.theedadvocate.org/9-challenges-students-face-school today-part-poverty-homeless- families/
84. Macfarlan, A. (2018). Program Evaluation: An Overview of Methodologies. New York, NY: Evaluation Press.
85. McConville, K. (2019). Language barriers in the classroom: From mother tongue to national language. concernusa. org.
86. Mahmoud, A. (2014). Simplification in language learning: What do learners simplify? Studies in English Language Teaching, 2(3), 275. https://doi.org/10.22158/selt.v2n3p275
87. Malinda, O., Dewi, F. G., & Gamayuni, R. R. (2019). The effect of incentives and non-financial performance on managerial performance. International Research Journal of Business Studies, 12(1), 41–54. https://doi.org/10.21632/irjbs.12.1.41-54
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90. Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of computer assisted learning, 33(5), 403-423.
91. McLeod, S. (2024). Vygotsky’s theory of Cognitive Development. Simply Psychology, updated on January, 24.
92. McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53-66.
93. Monteiro, V., Carvalho, C., & Santos, N. N. (2021, June). Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. In Frontiers in Education (Vol. 6, p. 661736). Frontiers Media SA.
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99. Nidham, D. I., & Rahayu, D. S. (2023). The Role of The Tanoto Foundation as an Philanthropic International Organization in Supporting the improvement of Quality Education in Indonesia. Mediasi: Journal of International Relations, 6(1), 65-80.
100. Ngamsom, S. (2019). DEVELOPMENT OF AN ALTERNATIVE SYSTEM FOR THAI INSTRUCTORS USING ENGLISH AS A MEDIUM OF INSTRUCTION. Journal of Humanities and Social Sciences Thonburi University, 13(1), 9-20.
101. No, F., & Nguon, S. (2018). Teacher management and redeployment: Issues and practical ways forward.
102. Nogueira, L. P. M., & Andrade, F. (2024). Indigenous peoples in rural teachers’ training: Presences and absences in pedagogical processes. Educação em Revista, 40, e46551. https://doi.org/10.1590/0102-469846551
103. Obligar, N. &Caraballe, M. (2022). Reading Comprehension of Indigenous Students Amidst the New Normal. Globus Journal of Progressive Education: A Refereed Research Journal, Volume 12 (1).
104. Ostovar-Namaghi, S. A., Morady Moghaddam, M., & Rad, E. (2024). The effect of interactive games on English language learners’ reading comprehension and attitudes. Asia Pacific Education Review, 25(2), 399-409.
105. Pariscal, D. R. P., & Gonzales-Aboy, I. (2022). Practices in the contextualization of the English curriculum in the public secondary schools. Technium Soc. Sci. J., 37, 60.
106. Park, H., & Thomas, J. (2017). Exploring the relationship between bilingualism and English language proficiency. Journal of Language and Linguistics, 16(3), 638-653.
107. Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language education. In International conference Knowledge-based Organization (Vol. 24, No. 2, pp. 356-361).
108. Prabowo, E., & Akmal, A. (2019). Challenges in teaching English at rural and urban schools and their solutions. International Journal of Scientific & Technology Research, 8(10), 3706-3710.
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110. Putri, A., & Rozimela, Y. (2023). The effect of pre-teaching vocabulary on students’ reading comprehension: A quasi-experimental study. Journal of English Language Teaching, 12(2), 45-55. Retrieved from https://ejournal.unp.ac.id/index.php/jelt/article/view/121804
111. Ramoso, M. G. D., & Cruz, R. O. D. (2024). Adapting to the new normal: Remote teaching challenges among educators in higher education. Eureka: Journal of Educational Research, 2(2), 98-107.
112. Risko, V. J., & Reid, L. (2019). What really matters for literacy teacher preparation?. The Reading Teacher, 72(4), 423-429.
113. Rodríguez, D., Carrasquillo, A., & Lee, K. S. (2014). The bilingual advantage: Promoting academic development, biliteracy, and native language in the classroom. Teachers College Press.
114. Sahin, S., Arseven, Z., & Kılıç, A. (2016). Causes of student absenteeism and school dropouts. International Journal of Instruction, 9(1), 195-210.
115. Sanchez, E. (2024). Lack of Access to Quality Education for Rural Indigenous Communities in Chiapas, México.
116. Saysi, J., & Batuctoc, L. V. (2023). Pedagogical struggles and gaps in language literacy enhancement: the case of indigenous peoples’ education teachers in the Philippines: Teachers of indigenous people in the Philippines. International Journal of Curriculum and Instruction, 15(1), 142-165.
117. Schulz, S. (2017). Desire for the desert: racializing white teachers’ motives for working in remote schools in the Australian desert. Race Ethnicity and Education, 20(2), 209 224. https://doi.org/10.1080/13613324.2015.1110296
118. Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of education and practice, 6(19), 226-233.
119. Sosu, E. M., Dare, S., Goodfellow, C., & Klein, M. (2021). Socioeconomic status and school absenteeism: A systematic review and narrative synthesis. Review of Education, 9(3), e3291.
120. Sriram, Y. (2021). Situated learning and its relevance today. People Matters. https://www.peoplemattersglobal.com
121. Staff, T. (2023, June 27). 15 ways to support students without internet access at home. TeachThought. https://www.teachthought.com/technology/6-ways-supportstudents-without-internet-access-home/
122. Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata, 1(2), 183.
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124. Tieken, M. C., & Montgomery, M. K. (2021). Challenges Facing Schools in Rural America. State Education Standard, 21(1), 6-11.
125. Ucag, M., Gerodias, E., Medel, A. F., & Chua, J. (2024). Navigating Educational Frontiers: Unweaving the Challenges Faced by Teachers in Far-flung Schools on Negros Island. Psychology and Education: A Multidisciplinary Journal, 20(3), 323-330.
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