Manuscript Details - IJARW2834

ManuScript Details
Paper Id: IJARW2834
Title: THE IMPACT OF SOCIOECONOMIC FACTORS ON STUDENTS’ VOCABULARY USE IN ENGLISH WRITING: EVIDENCE FROM A PHILIPPINE PUBLIC HIGH SCHOOL
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 5
Pages: 16
Published On: 11/25/2025 9:21:13 PM      (MM/dd/yyyy)
Main Author Details
Name: LOVELLA SWEETY L. MENIL
Institute: CENTRAL MINDANAO UNIVERSITY
Co - Author Details
Author Name Author Institute
Abstract
Research Area: 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.
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IEEE
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.
MLA 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.
APA 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.
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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