Humanities & Arts Quarterly

The Allure of the Global Narratives: Investigating Students` Interest in Foreign Literature Over Local Texts

The growing influence of global media, the widespread use of English in education and popular culture, and the increasing accessibility of international literary works through digital platforms have shaped students’ reading preferences. This study explored students’ interest in foreign literature over local texts and examined the factors influencing such preferences. Employing a qualitative research design through a narrative inquiry approach, the study gathered and analyzed students’ experiences and perspectives regarding their engagement with different literary works. The analysis focused on understanding how language, culture, themes, accessibility, and personal motivations shape students’ literary interests. Findings revealed that many students demonstrate stronger engagement with foreign literary works, often describing them as more exciting, varied, and intellectually stimulating. Exposure to these texts contributes to the development of vocabulary, comprehension, and analytical thinking, while also broadening learners’ cultural awareness and global perspectives. Students are particularly drawn to the distinctive narrative styles, imaginative themes, and unpredictable plots commonly found in foreign literature. Their curiosity, personal motivation to explore different cultures, and the influence of media and digital platforms further encourage engagement with international texts. Accessibility also plays a role, as digital resources and translated materials make foreign literature more readily available to learners.Despite this preference, students continue to recognize the importance of local literary works in representing familiar cultural values, traditions, and social realities. Local texts foster cultural identity and deepen students’ appreciation of Filipino heritage. Overall, the findings suggest that students hold positive attitudes toward both global and local literature, viewing them as complementary sources of learning. Integrating diverse literary materials in the curriculum can therefore support language development, cultural appreciation, and critical thinking while cultivating balanced literary engagement among learners. Keywords: intercultural awareness, narrative engagement, reading motivation, literary preference

Exploring Students` Appreciation of Philippine Literary Works through BASA Project: A Narrative Inquiry

Engaging secondary students in Philippine literary works remains a persistent challenge, as many learners exhibit limited interest, shallow comprehension, and low participation despite the inclusion of local literature in the curriculum. This study employed a qualitative research design, specifically a narrative inquiry, to explore how the BASA Project influences students’ appreciation of Philippine literature. Through rich narratives and reflections, the study revealed that participation in the BASA Project transformed students’ engagement with literary texts by enhancing reading comprehension, vocabulary, pronunciation, and critical thinking skills. Students reported increased motivation, enjoyment, and confidence in reading, while teacher guidance and collaborative learning supported those struggling with literacy. Furthermore, the program fostered deeper cultural awareness by connecting literary texts to students’ personal experiences, cultural identities, and community backgrounds, allowing learners to relate emotionally and cognitively to the stories. The BASA Project also promoted self-reflection, personal growth, and moral understanding, strengthening students’ appreciation of Filipino traditions, heritage, and values. By integrating culturally responsive practices and reflective learning strategies, the project not only improved academic skills but also nurtured identity, cultural pride, and lifelong appreciation of Philippine literature. Findings underscore the importance of structured, contextually grounded literary programs in fostering both cognitive and socio-emotional development among students. These results provide a compelling rationale for expanding literacy initiatives that connect students’ lived experiences with national literary works, ensuring that Philippine literature becomes meaningful, accessible, and impactful. Keywords: Literary Engagement, Cultural Reflection, Student Motivation, Identity Formation

Exploring Gen-Z’s Appreciation of Filipino Figurative Language through the Songs of P-Pop Girl Group Bini: A Narrative Inquiry

Generation Z’s music practices also shows that streaming culture, social media, and visuals mediate how young people discover, interpret, and emotionally invest in lyrics, making songs powerful vectors for linguistic forms and cultural values. This study explored how Gen-Z secondary school students appreciated Filipino figurative language as encountered in the songs of the P-Pop girl group BINI, employing a narrative inquiry design. Recognizing that music, streaming culture, social media, and visuals shape how young people discover, interpret, and emotionally invest in lyrics, the study sought to understand how culturally relevant media influence language learning, identity, and socio-emotional development. Data were collected through interviews and focus group discussions, then analyzed using thematic techniques to uncover patterns in learners’ narratives. Findings revealed that BINI’s songs functioned as an engaging and effective medium for facilitating understanding of figurative language. Through exposure to song lyrics, learners connected abstract literary expressions to personal experiences, making meanings more relatable and comprehensible. The music fostered critical thinking, reflective interpretation, emotional engagement, and confidence, while also strengthening learners’ appreciation of the Filipino language, cultural heritage, and identity. Additionally, learners assigned personal, cultural, and emotional significance to figurative expressions, revitalizing interest in deep Filipino linguistic forms and encouraging advocacy for language preservation. The study also highlighted that music-based learning promoted practical application of figurative language in daily communication, enhancing both cognitive and socio-cultural development. The research concluded that contemporary, culturally grounded music can serve as a transformative educational tool, bridging abstract linguistic concepts with lived experiences while fostering identity, pride, and emotional investment among youth. The findings suggest that integrating popular media into language instruction can enhance comprehension, engagement, and cultural awareness. Keywords: narrative inquiry, culturally relevant pedagogy, linguistic revitalization, socio-emotional learning

Voices Of Leadership: Exploring The English Communication Challenges Of School Heads As A Basis For Public Speaking Development Program

Effective oral communication is central to school leadership, as principals and school heads rely on speech to set vision, manage staff, interact with parents, and represent their schools in public forums. This study explored the lived experiences and English communication challenges of school heads to inform the design of a context-sensitive Public Speaking Development Program among selected secondary schools in Norala, South Cotabato. Using a qualitative phenomenological approach, the study captured the personal and professional narratives of school heads through in-depth interviews and thematic analysis.The findings revealed that school heads faced multifaceted challenges shaped by emotional, cognitive, and contextual factors. Anxiety, fear of mistakes, and embarrassment frequently emerged during formal English communication, affecting fluency, clarity, and perceived leadership effectiveness. Limited exposure to English, inadequate preparation, and insufficient professional training further compounded these difficulties, particularly in high-stakes settings. Despite these barriers, school heads demonstrated resilience by employing coping strategies such as careful preparation and rehearsal, emotional self-regulation, adaptive language use, collaboration, and continuous self-improvement. Audience awareness and reflective practice emerged as key mechanisms to navigate linguistic challenges while maintaining leadership authority. Analysis of shared experiences highlighted critical elements for a development program, emphasizing confidence-building as central to reducing anxiety and enhancing self-efficacy. Practice-oriented, real-life leadership scenarios, supportive and non-threatening learning environments, leadership-centered and audience-aware English training, and inclusive, flexible program design were identified as essential for fostering authentic communication and leadership expression. The study concluded that English public speaking challenges among school heads extend beyond language proficiency, involving emotional resilience, identity, and contextual demands. Targeted interventions that combine structured support with opportunities for authentic practice can transform these challenges into growth opportunities, enhancing both communication competence and leadership effectiveness. Keywords: English communication, school leadership, public speaking, professional development

LITERACY BEYOND LETTERS: INTEGRATING LOCAL FOLKTALES IN DEVELOPING READING FLUENCY AMONG STRUGGLING READERS IN NORALA

Literacy is a foundational skill that supports lifelong learning, personal empowerment, and socio-economic development. In the Philippines, struggling readers often face difficulties in achieving reading fluency, which affects their overall academic performance. This study aimed to investigate the effectiveness of integrating local folktales as a culturally responsive intervention to improve reading fluency among struggling readers in selected elementary schools in Norala District, South Cotabato, during the school year 2025–2026. Specifically, it sought to determine the quality of the instructional intervention, assess learners’ reading fluency before and after the program, and examine the impact of folktale-based instruction on fluency outcomes. A quasi-experimental research design was employed, where struggling readers from Grades 4 to 6 participated in guided reading sessions using local folktales, while a control group continued with traditional reading materials. Data were collected using pretests and posttests to measure reading accuracy, speed, prosody, and comprehension. Statistical analyses, including mean scores and paired t-tests, were conducted to determine the significance of improvements. Findings revealed that the integration of local folktales was implemented with high quality, demonstrating effective instructional strategies, culturally relevant materials, and appropriate complexity. Struggling readers initially performed at developing levels of reading fluency, but post-intervention results indicated significant improvements across all domains, with students achieving proficient levels. The paired t-test confirmed that the intervention significantly enhanced learners’ reading fluency, indicating that culturally relevant texts and repeated guided reading can effectively improve accuracy, expressive reading, and comprehension. The study concluded that local folktales serve as an authentic and meaningful medium to strengthen literacy skills, engage learners, and connect classroom learning to cultural identity. It further suggested that reading programs incorporating culturally rooted texts can promote equitable literacy development among struggling learners. Keywords: Reading Fluency, Struggling Readers, Local Folktales, Culturally Responsive Instruction

LANGUAGE AND LEARNING: THE ROLE OF MAGUINDANAON LANGUAGE IN INTEGRATING CULTURAL VALUES AMIDST MULTICULTURAL CLASSROOMS IN LUTAYAN

Language serves as a critical conduit for learning, identity formation, and cultural transmission, particularly in multicultural and multilingual classrooms. This study aimed to explore the role of the Maguindanaon language in integrating cultural values within multicultural classrooms in Lutayan District, Sultan Kudarat during the school year 2025–2026. Specifically, it sought to understand how teachers utilized the Maguindanaon language to enhance learning, foster cultural identity, and promote inclusive and harmonious classroom interactions. Employing a qualitative research design grounded in transcendental phenomenology, the study gathered rich narratives through in-depth interviews and observations of selected teachers. Findings revealed that the use of the Maguindanaon language significantly strengthened learners’ cultural pride, identity, and sense of belonging, while enhancing comprehension, engagement, and teacher–learner relationships. Teachers reported that incorporating the mother tongue supported moral development, promoted inclusivity, and created a culturally responsive learning environment. Despite challenges such as balancing multiple languages, limited instructional materials, and difficulties in translating academic terms, educators continued to use Maguindanaon due to its evident educational and cultural value. The study also highlighted the pivotal role of teachers as cultural mediators, modeling respectful language use and guiding students in embracing their heritage while appreciating diversity. The integration of multilingual strategies, visual aids, and collaborative activities further ensured that learning remained meaningful and accessible for all students. In conclusion, the study demonstrated that integrating the Maguindanaon language in classroom instruction supports academic learning and preserves cultural heritage, fosters social and moral values, and strengthens inclusive and empowering learning environments. The findings underscore the importance of Indigenous language use in promoting both educational and socio-cultural development in multicultural settings. Keywords: Maguindanaon language, cultural identity, mother tongue instruction, multicultural classrooms