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Learning English Language Through Pop Culture: Students’ Experiences
Abstract
English proficiency is a highly sought-after skill in today’s globalized world. This qualitative research explores the lived experiences and influence of pop culture on English language learning among tertiary-level students in state universities in Region 7, Cebu. Employing a phenomenological approach, an interview guide consisting of eight questions facilitated the inquiry process, and Colaizzi’s method of data analysis was used to interpret the experiences of learners. Findings revealed three key themes: (1) Sustained Exposure to Pop Culture Influences Language Skills Over Time, with sub-themes highlighting the development of macro skills and enhanced linguistic competence; (2) Variability of Students’ Experiences, underscoring diverse learner perspectives; and (3) Setbacks, with its sub-themes identifying cultural displacement and minimal improvement in speaking skills. The study recommends integrating pop culture into the curriculum through targeted lesson plans and assessments that align with students’ interest. This integration can enhance language skills, shape beliefs and attitudes, and foster cultural awareness, addressing existing learning gaps and promoting more meaningful engagement in English language learning.
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DOI: http://dx.doi.org/10.52155/ijpsat.v52.2.7441
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