Emoji-Based Module on the Writing Skills of Senior High School English Language Learners

• Main Author: Tabernero, Karl Angelo R.
• Format: text
• Published: Animo Repository 2024
• Subjects: emoji-based module; language learners; English writing skills; senior high school; quality education
• Online Access: https://animorepository.dlsu.edu.ph/conf_archers/2023/paper_excel/6; https://animorepository.dlsu.edu.ph/context/conf_archers/article/1011/viewcontent/ARCHERS_Tabernero___Karl_Angelo_Tabernero.docx.pdf
• Institution: De La Salle University

Addressing the problems of poor English writing skills encountered in Senior High School (SHS) level of basic education requires innovative learning material that is responsive to the nature, needs, and interests of the present learners and to the learning gaps brought by the COVID-19 pandemic. As quality education is one of the sustainable development goals emphasized by the United Nations, the development and utilization of a flexible and transformative learning module are deemed important to provide learners with language knowledge and skills regardless of their background and status. Hence, it is in this light that the study was conducted: to determine the impact of the emoji-based module on the writing skills of the SHS language learners at Lamao National High School, School Year 2022-2023. The selection of the respondents for the study was based on the utilization of the matched and paired sampling method. A total of 20 students who obtained the lowest scores from the administered diagnostic English writing assessment were equally distributed to become the respondents assigned to the experimental and comparison groups, respectively. The gathered data were carefully analyzed with the aid of data analysis in Excel. A quantitative approach through a paired sample t-test was primarily employed in the study. Other statistical treatments, such as frequency and percentage, and mean and standard deviation, were also utilized. The results of the analysis revealed that there is a significant difference between the posttests of the experimental and comparison groups. This conclusion suggests that the emoji-based module can further develop the English writing skills of the SHS learners.