INVESTIGATING THE IMPACT OF CULTURAL FACTORS ON ENGLISH

LANGUAGE LEARNING: A CROSS_CULTURAL ANALYSIS

Subject and Section

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Professor Name

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Background of the Study

English language learning has become a global phenomenon, with English

serving as the lingua franca for communication, education, and commerce (Dewey,

2007). This has sparked a rise of interest among scholars, educators, and

policymakers, who are now concentrating on learning English as a second or foreign

language. English proficiency has become an important tool in education, with many top

institutions providing courses and programs entirely in English. It is also required for

worldwide work prospects, as multinational corporations prefer personnel who can

successfully interact with and collaborate in this language. Because language is

inseparably connected to culture, learning a language involves knowing and navigating

cultural context. To effectively communicate and understand the complex structure of a

foreign language, language learners must develop linguistic and cultural competence.

English, which was introduced into Southeast Asia in the 17th century, has

become the region's most important language throughout its colonial history. Despite

being a second language in Singapore, Malaysia, Brunei, and the Philippines, English is

increasingly gaining prominence as the region's major language. English serves as an

Asian and worldwide lingua franca in ASEAN, serving as a medium of communication

for groups of people who do not share the same first language. ASEAN has utilized

English as its working language and in interactions with China, Japan, and other

territories since its inception in 1967 (Mcarthur, 1998). Southeast Asia's Ministry of

Education regards English as a necessary ability to be learned at a young age in order

to participate in modernization and globalization. In previously colonial nations such as

Malaysia, Brunei, the Philippines, and Singapore, English is widely used at all levels of
society. English is regarded as the first foreign language in Indochina countries,

prospering in addition to elite usage and eventually replacing French.

English is the official language of the Philippines, and most Filipinos are fluent in

it. A British Council roundtable discussion, on the other hand, expressed worries about

the country's competitive edge in English proficiency. Improvements in English teaching

and learning were agreed upon by all stakeholders, particularly in light of ASEAN

economic integration. Addressing the shortage of trained ESL teachers, assuring the

quality of ESL schools, and creating incentives for teachers and schools are among the

recommendations. Teacher education and professional development are also required,

as is enhancing English proficiency in the working force, particularly in the business

process outsourcing industry. To prevent duplication of efforts, private sector leaders

advised corporate social responsibility initiatives, coordination between the government

and the business sector, and information sharing among sectors (Cabigon, 2015).

A study emphasizes the widespread usage of English in a variety of settings and

organizations, such as schools, the media, and the workforce, in this local viewpoint on

English learning in the Philippines. Along with Filipinos, they talk about how English is

regarded as one of the official languages of the nation and how it is classified as a

secondary language. The desire for "native-like performance" and the prestigious goal

of adhering to the Standard English variety are both emphasized by (Dela Cruz, 2022).

The argument claims that the constant quest for fluency in English leads to social

stratification, with those who lack formal education finding it difficult to take advantage of

certain chances. Because of its neocolonial origins, the author believes that Philippine
English, which has been impacted by Western concepts and discourses, is unlikely to

be institutionalized as a unique variance.

This study aims to explore the impact of cultural factors on English language

learning and the relationship between cultural competence and language competency. It

addresses research questions such as how a learner's motivation to learn English

differs based on their cultural background, the specific communication barriers faced by

learners from different cultural backgrounds, and the contribution of cultural competence

to language competency. The study also explores strategies for integrating cultural

characteristics into English language training, highlighting the need for innovative

methods that incorporate cultural components into language instruction to enhance

learners' motivation, engagement, and overall language competency. The study also

examines the effect of cultural integration on learners' motivation, engagement, and

overall language competency, emphasizing the potential benefits and importance of

integrating cultural elements and contexts into language instruction. The study aims to

deepen the understanding of the relationship between cultural factors and English

language learning outcomes, contributing new insights and knowledge to the existing

literature by addressing these specific research questions and hypotheses.

This research investigates the impact of cultural factors on English language

learning, focusing on how motivation, communication barriers, and cultural competence

contribute to language competency. It predicts that cultural characteristics significantly

influence English language learning and competence among learners from diverse

backgrounds. Cultural awareness and intercultural proficiency are crucial for effective

English language education. Students with better cultural awareness and intercultural
communication abilities are more likely to achieve stronger language competence. The

findings may have significant implications for English language instruction, as educators

can create methods that incorporate cultural factors, improving learners' motivation,

engagement, and proficiency. This can lead to more inclusive and successful English

language learning programs that accommodate students from diverse ethnic

backgrounds. The study also may guide the development of cultural competence

training programs for teachers, helping them handle unique communication challenges.

Overall, this research may enhance English learning outcomes and promote cross-

cultural understanding.

Statement of the Problem

The study aims to investigate the impact of cultural factors on English language

learning.

Specifically aims to respond to the following questions:

1. How does a learner's motivation to learn English differ based on their cultural

background?

2. What are the specific communication barriers faced by English language learners

from different cultural backgrounds?

3. How does cultural competence contribute to ;language competency in English

language learning?

4. What strategies and approaches for integrating cultural characteristics into English

language training are effective?

5. What effect does cultural integration have on learners' motivation, engagement, and

overall language competency in English language learning?

Hypothesis

Hypothesis 1: Cultural factors significantly influence English language learning and

competency among learners from different cultural backgrounds. Learners who are

more aware of and engaged with their own culture tend to have better language

learning outcomes.

Hypothesis 2: Cultural awareness and intercultural competency are essential for the

successful study of English. Students who possess a higher level of cultural awareness

and intercultural communication skills are more likely to develop stronger language

proficiency.

Hypothesis 3: Integrating cultural characteristics into English language training through

effective strategies and approaches enhances students' motivation, engagement, and

overall language competency. Culturally relevant and contextualized language

instruction can positively impact language learning outcomes.

Theoretical Framework

This study is based on the assumption that culture has a substantial impact on

English language learning and ability. Culture has an impact on various aspects of

language learning, including learner motivation, communication difficulties, and cultural

competency. Because various cultures prioritize English language learning differently, it

is considered that learners' cultural background influences their motivation to study

English. Furthermore, communication challenges encountered by English language

learners from various ethnic origins may change depending on their cultural norms and
beliefs. Cultural competence can be attributed to language competency as well since

learners who understand and appreciate their own culture are more likely to do well in

English language learning.

Cultural variables influence English language learning, according to several

theories and models. Vygotsky's Socio-Cultural Theory, which points out the effect of

cultural and social variables on cognitive development, is one theoretical framework that

supports this assumption. Language and cultural knowledge are interrelated, according

to this view, and learners acquire language through social interaction within their cultural

environment. Another theoretical backing comes from Byram's Intercultural

Communicative Competence (ICC) model, which proposes that knowing and valuing

diverse cultures is necessary for effective communication in a globalized society. In

learning a language, the ICC model emphasizes the relevance of cultural awareness,

intercultural understanding, and intercultural communication skills.

By emphasizing the significance of culture in cognitive development, the Socio-

Cultural Theory provides a framework for understanding how cultural influences impact

English language learning. This theory explains why learners' motivation and language

learning outcomes vary depending on their cultural background. The ICC model, on the

other hand, is useful in comprehending the significance of cultural competence in

language learning. It emphasizes the need for cultural awareness and intercultural

communication skills for effective English language study. It is possible to get insights

into the unique influence of cultural elements on learners' motivation, communication

challenges, cultural competence, and language competency in the context of English

language learning by incorporating these theories into the research.

Conceptual Framework

The purpose of this research is to investigate the impact of cultural factors on

English language learning. The study aims to respond to questions such as how a

learner's motivation to learn English differs depending on their cultural background, the

specific communication barriers encountered by English language learners from various

cultural backgrounds, and how cultural competence contributes to language

competency in English language learning. Understanding such factors allows for the

identification of successful strategies and approaches for incorporating cultural factors

into English language instruction.

The interaction of variables in this study constitutes an essential in understanding

the impact of cultural factors on English language learning. It is predicted that cultural

characteristics have a major impact on English language learning and competence

among learners from various cultural origins. Learners who are more aware of and

involved with their own culture perform better in language learning. Furthermore,

cultural awareness and intercultural proficiency are seen to be important for effective

English language education. Students with a better level of cultural awareness and

intercultural communication abilities are more likely to achieve stronger language

competence.

The utilization of this study's findings may have significant implications for

English language instruction. Educators may create methods and techniques that

include cultural factors in language instruction and improve learners' motivation,

engagement, and language proficiency by comprehending the impact of cultural factors.

This can help create more inclusive and successful English language learning programs

that accommodate students from a variety of ethnic backgrounds. The results of this

study may also be used to guide the creation of cultural competence training programs

for teachers, which will help them recognize and better handle the unique

communication challenges encountered by English language learners from various

cultural backgrounds. All things considered, this research may enhance the results of

learning English and advance cross-cultural understanding.

Literature Review

Culture

Culture is a system of norms, traditions, art, ethics, beliefs, information, laws, and

habits that individuals must learn in order to function in a community. It comprises

physical characteristics such as food and clothing, as well as intangible characteristics

such as ideas, attitudes, and knowledge. Culture influences attitudes and practical parts

of life such as hobbies through cognitive and emotional behavior. People follow it as a

tradition, and knowing culture is essential for comprehending life around them. Culture

is crucial for the development of society and the formation of connections, yet it may be

lost if not valued (Brown et al., 2020).

The Impact of Culture on English Language Learning

The influence of culture on learning the English language is a major topic that

has received a lot of interest. Mohammed (2020) discusses the inherent relationship

between language and culture in their study, pointing out that they are two sides of the
same coin. Language cannot be separated from its cultural setting because culture

gives words greater meanings. Linguistic competence, which includes pronunciation,

writing system, vocabulary, and grammatical syntax, is widely recognized as essential

for language output. Cultural competence, on the other hand, which entails knowing the

systems of ideas and values held by society that are expressed via language, is

frequently ignored.

Yudintsiva (2023) found that language development and culture are inextricably

linked in their study. It was claimed that language and culture are learned together,

rather than separately, with each aiding the development of the other. Comprehending

culture is essential for comprehending any language, as cultural variations can

contribute to communication errors. Language not only has the power to change

people's attitudes and habits, but it also has an impact on their identity and conduct.

Grammar, writing, hearing, and speaking are all aspects of English language

acquisition. As a result, it is critical to investigate the influence of English language

culture on the learning of these four language abilities.

Culture has a significant influence on English language learning. Language and

culture are inseparable, and understanding cultural context is critical for efficient

communication in a foreign/second language. While linguistic proficiency is essential,

cultural competency is also required for a complete comprehension of a language.

Learning about culture helps students avoid misunderstandings and improves their

English language abilities. As a result, in language learning programs, greater

importance should be placed on acquiring cultural competence alongside linguistic

ability.
Effects of Learning Culture on English-Language Learning for Saudi EFL

Students

Previous research efforts have focused on the impact of integrating culture into

teaching the English language. Aldawood and Almeshari (2019) carried out a

quantitative study to investigate Saudi EFL learners' viewpoints on this issue. Seventy

undergraduate female students in Prince Sattam bin Abdulaziz University's English

department in Saudi Arabia were given a questionnaire as part of the study. The

findings demonstrated that the students understood the connection between language

and culture and stressed the need to take both into account while teaching and learning.

They also admitted that studying English with its cultural components improved their

educational process and made it more effective and pleasurable.

The finding supports other studies that emphasize how important it is to

incorporate cultural components into language acquisition. The study shows that

learning a language requires more than just picking up grammar and vocabulary; it also

entails comprehending and appreciating various cultural settings. Learners can have a

deeper knowledge of the target language and enhance intercultural communication

skills by integrating culture into their language studies (Aldawood & Almeshari, 2019).

The study carried out, however, also notes that Saudi students can find it

challenging to integrate English culture into their studies. They can find it difficult to

adjust to the cultural differences between English and Arabic. To learn more about this

topic and get a teacher's perspective, more investigation is required.

 Aldawood and Almeshari's (2019) study concludes by emphasizing the

advantages of integrating culture into English language instruction for Saudi EFL

students. The results imply that taking cultural factors into account speeds up and

improves the learning process. The research does acknowledge, though, the challenges

that learners might encounter as a result of cultural differences. It is advised that more

study be done to examine this matter from the perspectives of educators.

Speaking difficulties of Philippine indigenous learners in English semantics

Leaño et al., (2019) study examined the challenges faced by indigenous learners

in the Philippines when speaking English semantics. The study comprised qualitative

case studies of five Indigenous Peoples students in Echague, Isabela, Philippines, who

were enrolled in Grade 2. The results showed a lack of vocabulary in English, especially

when it came to identifying things, saying the days and months, and mentioning typical

Filipino events. They also had trouble using pictures to explain synonyms and

antonyms. The study emphasizes the necessity of language intervention to enhance

fundamental English semantics abilities and proposes that related research be done in

other language literacy domains.

The study performed by Leaño et al. (2019) provides major implications for the

cultural effect and learning of English of indigenous learners in the Philippines. The

results show that these students have a difficult time learning vocabulary in English,

which might make it more difficult for them to communicate well in both formal and

informal contexts. This shows that particular language treatments are needed, ones that

take into consideration the unique linguistic and cultural circumstances of these

learners. Teachers can assist these children in becoming more fluent in the English
language and assimilating more completely into society by addressing these speaking

challenges.

This study has added to the growing body of literature about learning languages

among the indigenous groups in the Philippines. It draws attention to the particular

semantic challenges these students have, namely problems using language and

communicating ideas. This work may be used as a platform for more research into the

language literacy domains of indigenous learners, which will hopefully result in the

creation of more effective language interventions. The significance of taking cultural

aspects into account while creating language learning curricula is also emphasized, as

students' cultural origins may have a big impact on their language development and

academic achievement.

Difficulties that Student Encounter When Learning the Culture of Target

Language (English)

Learning a foreign language, according to Jata (2015), should contain more than

only grammar and vocabulary, but also an awareness of the culture linked with the

target language. The author believes that culture is an important component of

language acquisition and emphasizes the need for students to develop excellent

communication skills with people from various cultural backgrounds. The author

believes that learners should be taught to identify and accept other people's cultural

differences.

The research discusses the challenges that students experience when studying

the culture of the target language. According to the author, a lack of cultural knowledge
can lead to misinterpretation and misunderstanding. Students may struggle with foreign

conventions, traditions, and beliefs, which could affect their ability to communicate

successfully with native speakers of the target language. The author presents a

comprehensive overview of the issues that students confront and underlines the

necessity of tackling these challenges in the learning of a language.

To overcome students' challenges, Jata (2015) advises that language teachers

include cultural information in their teaching materials and classroom activities. Cultural

awareness exercises, according to the author, can improve students' understanding and

appreciation of the target language and its related culture. The author also emphasizes

the significance of developing and strengthening intercultural conversation in the

language classroom. Educators may help students become more confident and

effective language learners by providing them with the required information and skills to

deal with cultural differences.

Five Essential Strategies to Embrace Culturally Responsive Teaching

Integrating cultural aspects into English language instruction requires effective

strategies and processes to guarantee that students are academically, socially,

emotionally, and politically empowered. Educators may learn about their students'

habits, histories, and issues as one key strategy. This can be accomplished through

surveys, inventories, interviews, and check-ins. Educators can better address their

students' needs and give appropriate help if they understand them (Singhal & Gulati,

2020).
 Another required strategy is for instructors to recognize their own biases. Bias

may take many forms and might impact instructional judgments. Teacher bias can

influence students' views of equality and uniformity in the classroom. To prevent

perpetuating inequity, educators must identify their prejudices and respect diversity from

many perspectives.

In order to include cultural traits, curriculum, and teaching methods must be

modified. Teachers should ensure that the course content represents the diversity of

students and contributors in the subject of study. Teaching should be inclusive,

employing a variety of active learning strategies to accommodate diverse learning

styles. In addition, evaluations should go beyond standard assessments by using

numerous metrics that allow students to demonstrate their knowledge in a variety of

ways.

Additionally, in order to create a culturally responsive classroom, it is important to

acknowledge and promote student culture. Teachers should respect each student's

culture and incorporate their experiences and expertise into the classroom. Sharing and

listening, including cultural resources, and employing teaching approaches that

recognize and appreciate other cultural origins may all contribute to a good and

inclusive learning environment.

Finally, incorporating family and community in children's academic life might

improve cultural responsiveness. Parents and communities may help students improve

their attendance, homework completion, grades, social skills, and self-esteem.

Communicating with families, encouraging their participation, and giving support tools
can help to enhance the bond between educators, families, and the community,

resulting in a more supportive learning environment (Singhal & Gulati, 2020).

Examining culturally diverse learners’ motivation and engagement processes as

situated in the context of a complex task

The motivation and engagement processes of culturally varied students in a

multicultural classroom were investigated in a study by (Anyichie and Butler, 2023).

The researchers utilized prior studies on self-regulated learning (SRL) and culturally

responsive teaching (CRT) to determine instructional strategies that might enhance

student motivation and engagement. The study was conducted at a Canadian

independent elementary school with a diverse student body that blended CRT with

SRL-promoting practices. Surveys, interviews, practice notes, student work samples,

and observations were all used to gather data. The results showed that participant

involvement and motivation varied, depending on the particular situation and its

complex learning environment.

According to the study's findings, students from culturally diverse backgrounds

had above-average levels of enthusiasm and involvement that changed depending on

the situation (Anyichie & Butler, 2023). This shows that these students' motivation and

engagement were affected by certain elements in the classroom setting, such as the

incorporation of CRT and SRL-promoting techniques. The results emphasize how

crucial it is to take cultural diversity into account and include culturally sensitive teaching

practices in educational techniques in order to increase student motivation and

engagement.
 The results of the research additionally emphasized the need for more

investigation into the involvement of culturally varied students and the development of

challenging assignments that incorporate pedagogical approaches for self-regulated

learning and culturally responsive teaching (Anyichie & Butler, 2023). This suggests that

further research should be done to determine how various contextual elements and

instructional practices might improve the motivation and engagement of learners from a

variety of cultural backgrounds. Furthermore, in order to successfully increase students'

motivation and engagement, challenging assignments that take into account their varied

backgrounds and requirements must be prepared.

In conclusion, the study conducted by Anyichie and Butler (2023) shed light on the

motivation and engagement processes of culturally diverse learners in the context of a

complex task. The findings indicated that engagement and motivation varied among

participants and were influenced by the integration of culturally responsive teaching and

self-regulated learning pedagogical practices. This study contributes to the

understanding of how to enhance the engagement and motivation of culturally diverse

learners in multicultural classrooms and highlights the need for further research in this

area.

Methodology

This chapter discusses the research methodology, including research design,

respondents, research instruments, data collection procedure and ethical consideration.

Research Design
 Understanding the impact of cultural factors on English language learning is the

main goal of this study. In order to do this, data from different cultural backgrounds will

need to be compared and contrasted using a cross-cultural analysis technique.

Examining various cultural viewpoints will make it feasible to spot recurring themes and

distinctive influences that might have an impact on learning.

The research design will primarily employ a qualitative methodology, ensuring a

comprehensive investigation of the topic. This will be accomplished by gathering

important information about the impact of cultural factors on English language learning

using surveys, interviews, and observational studies. Interviews will provide first-hand

narratives and perspectives from participants who have studied languages in various

cultural situations. In order to acquire a more comprehensive knowledge and

perspective from a bigger sample of participants, surveys will be employed. Through

observations, the researcher will be able to observe and take note of the various ways

in which cultural factors manifest in actual English language learning conditions.

Through the use of a variety of data-gathering methods, this study aims to offer an in-

depth investigation of the subject, improving our comprehension of how culture affects

English language learning.

Respondents

To ensure the effectiveness of the research, a purposive sampling technique will

be utilized to choose respondents that comprise a variety of cultural backgrounds. The

study will be more diverse since the respondents will be English language learners from

a variety of nations or ethnic backgrounds. Data saturation will determine the sample
size, ensuring that data collection will continue until no new insights or recurrent

patterns arise from the collected data.

Research Instruments

In order to assess students' desire to study English while taking into account their

cultural background, the desire to Learn English Questionnaire will be created.

Questions on why they are learning English, how important English is to them culturally,

and how involved they are with their own culture and practices will all be included.

Using the Communication Barriers Inventory, distinct challenges encountered by

English language learners from various cultural backgrounds will be identified. This

survey will include topics related to linguistic ability, cultural differences in

communication methods, and difficulties understanding cultural references. The goal is

to identify the barriers to communication that hinder language comprehension and

learning.

The Cultural Competence Assessment will be centered on evaluating learners'

cultural competency within the framework of English language learning. This instrument

for assessment includes questions that evaluate students' knowledge and

understanding of their own culture, their capacity to adjust to various cultural norms

when learning a language, and their proficiency in cross-cultural communication. The

goal is to assess how well students are able to navigate cultural differences when

learning a language like English.

The effectiveness of different methods and techniques for incorporating cultural

elements into English language instruction will be assessed via a survey. The purpose
of this methods and Approaches Evaluation questionnaire is to determine how helpful

learners think certain methods are, how much they participate, and how these

approaches impact their motivation, engagement, and general language skills.

Finally, to evaluate the impact of cultural integration on learners' motivation,

engagement, and general language competency in English language learning, the

Motivation, Engagement, and Language Competency Scale will be used. This scale will

take into consideration factors like learners' interest level, how involved they are in

language learning activities, and how proficient they think they are in the language. Its

goal is to determine whether cultural integration and language learning results are

correlated.

Data Collection Procedure

Three primary methods will be used to collect data for this study: surveys,

interviews, and observations. English language learners from different cultural

backgrounds will get surveys; the method of distribution will depend on the respondents'

accessibility. Surveys may be given online or in person. The surveys will be anonymous

in order to guarantee truthful answers. Furthermore, a certain number of the

respondents will be chosen for in-depth interviews to acquire deeper accounts and

viewpoints about the impact of cultural factors on the process of learning English. These

interviews can take place in person or by video conference, and the transcripts that are

produced will be carefully examined to find recurrent themes and patterns.

The researcher will also observe English language learning contexts in order to

gain a deeper understanding of how cultural influences develop in real-world learning

situations. Observing language classrooms, language programs for exchange, or

informal language learning environments may be part of this. Throughout these

observations, detailed field notes will be collected in order to document any notable

findings and revelations. This research attempts to give an in-depth understanding of

the impact of cultural factors on English language learning for individuals from different

cultures using a combination of surveys, interviews, and observations.

Ethical Consideration

There are several ethical considerations that have to be taken into account when

doing research. Informed consent is one of the most important considerations to take

into account. That means that respondents have to be correctly informed about the

study's goals, methods, risks, advantages, and confidentiality. Additionally, they must

feel free to depart the study at any moment without incurring consequences.

Another important ethical consideration is confidentiality. Researchers need to

take measures to ensure respondents' confidentiality and privacy. This entails limiting

access to the data obtained to those who are directly involved in the study and

maintaining its confidentiality. Maintaining ethical standards and establishing trust

depends heavily on respondent confidentiality.

In addition, voluntary involvement is needed. It is the responsibility of researchers

to make sure that study participants are not forced or coerced into participating. Without

suffering any repercussions, participants must be free to refuse or leave the research at

any time. This guarantees the liberty of those taking part and guarantees that the

involvement is founded on free choice.

Researchers need to be aware of cultural differences in addition to these factors. They

ought to honor and take into account the participants' cultural values, customs, and

beliefs. When doing ethical research, it's critical to avoid making assumptions,

generalizations, or prejudices about certain ethnic groups. Cultural sensitivity ensures

fairness and respect while promoting equality in the study.

Proper data protection is also essential. appropriate measures must be taken by

researchers to protect the data they collect for their studies. This covers safekeeping,

limiting access, and properly discarding or anonymizing data once it is no longer

required. Ensuring the privacy and confidentiality of the participants are ensured by

protecting the obtained data.

Researchers must be conscious of their own biases as well. They ought to take

action to reduce their impact on the direction of the study and how the findings are

interpreted. Ensuring objectivity and impartiality throughout the study ensures that the

investigation is carried out with fairness.

The researchers want to take into account the study's possible advantages for

both the area of language learning and English language learners. An ethical and

significant contribution to knowledge and understanding should be made by the study.

This generosity advances the field's development and well-being.

Researchers also need to make sure that individuals experience as little

discomfort or injury as possible. The emotional effects of talking about and thinking back

on individual experiences with language learning and cultural factors are part of this.

Researchers take participants' safety and well-being first by taking harm prevention into

consideration.
 The study design and methodology should also be subjected to an ethical

evaluation by appropriate institutional review boards or ethics committees. This

guarantees that the study complies with ethical norms and regulations and that

participant welfare is protected. An additional level of ethical inspection and

responsibility is added to the research process through institutional review.

References
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Cabigon, M. (2015, November). State of English in the Philippines: Should We Be

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Timetable and Budgetary Requirements

Activity Timeline
 Item Activity/Task Duration
No.

1 Literature review on the impact of cultural factors on Week 1

English language learning

2 Development of research methodology including research Week 2

design, respondents, research instruments, and data
collection procedure

3 Approval from institutional review board or ethics Week 3

committee

4 Pilot testing of research instruments and necessary Week 4

revisions

5 Data collection through surveys, interviews, and Week 5-7

observations

6 Data analysis and identification of recurring themes and Week 8-9

patterns

7 Report writing, interpretation of findings, and conclusion Week 10

Budgetary Requirements

Item Activity/Task Estimated

No. Amount
(in PhP)

1 Research instruments design and development 500

2 Survey software and online platform 200

3 Incentives/rewards/miscellaneous for participants 500

4 Travel expenses for in-person interviews and observations 1000

5 Transcription and translation services for interviews 500

6 Data analysis software 300

7 Report writing and editing 400

8 Institutional review board or ethics committee fees/misce 200

Total 3,600.00