Asian Journal of Language, Literature and Culture Studies

Gender, Social Justice and Sustainable Futures: A Literary Examination of the God of Small Things

Gulam Ali Rahmani — 2026-03-30

The idea of sustainable development has increasingly been understood as a social and cultural process that needs fairness, justice, and inclusion rather than just being about the environment or economic concerns . Literature plays a significant role in shaping social awareness by giving voice to marginalised communities and interrogating structures of inequality. This paper examines the interaction of gender, caste, and social justice through a critical reading of The God of Small Things. The novel foregrounds entrenched caste hierarchies and patriarchal norms in the Indian context, illustrating how these structures marginalize women and socially disadvantaged groups. Through the experiences of characters such as Ammu and Velutha, the narrative exposes the consequences of transgressing rigid social boundaries. The study adopts qualitative interpretive approach, employing feminist and socio-cultural critical framework to analyse the text. Furthermore, the paper situates the narrative within the broader discourse of sustainable development by demonstrating that gender equality, social justice, and human dignity are essential to building inclusive and sustainable societies. The study contributes by linking literary critique with the discourse of sustainable development, showing how cultural narratives illuminate the ethical dimensions of inequality. Finally, the study underscores the role of literature in fostering critical consciousness and enabling more just and sustainable futures.

Code-switching in Philippine English Classrooms: A Systematic Review of Pedagogical Functions and Outcomes (2005–2026)

Marguerite Alofa P. O’Brien-Melford — 2026-05-01

This systematic review synthesizes empirical studies on code-switching in Philippine English classrooms published between 2005 and 2026, focusing on its pedagogical functions and learning outcomes. Guided by the PRISMA 2020 framework, studies were identified through searches of major international and local databases, yielding 38 eligible studies for narrative synthesis. The review aimed to (1) identify the predominant pedagogical functions of code-switching and (2) examine its effects on cognitive, linguistic, and affective outcomes. Findings indicate that code-switching functions in three main domains: instructional (clarification and scaffolding), managerial (classroom organization), and interpersonal (rapport-building and anxiety reduction). Evidence consistently supports cognitive and affective benefits, particularly improved comprehension, engagement, and communicative ease. However, findings on academic achievement and English proficiency remain mixed, largely due to methodological variability and reliance on perception-based measures. The review concludes that code-switching is most effective when used strategically while maintaining English as the primary medium of instruction. Further longitudinal and experimental studies are recommended to clarify its long-term impact on language development.

Visualizing Igbo Folklore: Linguistic Symbolism and Oral Narratives in Contemporary Art Practices in Southeast Nigeria

Georgenia Chinwe Ahamefula — 2026-03-25

This study examined how Igbo folklore, oral traditions, and indigenous narrative forms are visually interpreted and re-imagined within contemporary Igbo art practices in Southeast Nigeria. Grounded in folklore studies, visual anthropology, and linguistic symbolism, the research analyzed the translation of folktales, myths, proverbs, praise poetry, and ritual narratives from spoken Igbo language into visual forms such as painting, textile art, sculpture, illustration, and mixed media installations. A qualitative-dominant mixed-methods approach was adopted, combining visual narrative analysis of selected artworks with oral history interviews involving artists, storytellers, and cultural custodians, alongside participant observation during festivals, storytelling sessions, and ritual performances. Data were analyzed using thematic and semiotic frameworks to trace narrative structures, symbolic motifs, and linguistic metaphors embedded in visual compositions. Findings revealed that contemporary Igbo artists function as visual storytellers who actively preserve, reinterpret, and adapt folklore narratives to address present-day realities while maintaining continuity with indigenous epistemologies. The study concludes that visual art serves as an effective medium for sustaining Igbo linguistic symbolism and oral heritage within contemporary cultural contexts. The research contributes to scholarship on visual storytelling, folklore preservation, and indigenous knowledge transmission, while offering insights relevant to art education, heritage documentation, and cultural policy development in Nigeria.

Sources of Stress, Self-Efficacy and Turnover Intention among English Language Teachers: A Correlation Analysis

Wenjele R. Moquerio — 2026-03-27

Aims: This study aimed to determine the relationship between sources of stress, self-efficacy, and turnover intention among English language teachers.

Study Design: Quantitative descriptive–correlational research design was employed.

Place and Duration of Study: The study was conducted among English language teachers of selected schools in Davao City during the 2025 academic year.

Methodology: A total of 215 English language teachers were selected through simple random sampling. Standardized survey questionnaires were used to measure sources of stress, self-efficacy, and turnover intention. Descriptive statistics were used to determine the levels of the variables, while Pearson correlation analysis was employed to examine the relationships among them.

Results: The findings revealed that teachers experienced a high level of stress, a very high level of self-efficacy, and a low level of turnover intention. Correlation analysis indicated that sources of stress and self-efficacy were not significantly related to teachers’ turnover intention (p > .05), showing very weak relationships among the variables.

Conclusion: Sources of stress and self-efficacy do not significantly correlate with turnover intention among the respondents. The findings do not fully support the assumptions of Social Cognitive Theory in this context, suggesting that other factors may better explain teachers’ turnover intention. Further studies are recommended to explore other predictors.

Correlation between Research Self-Efficacy, Student Engagement, and Research Mentoring and the Writing Skills of College Students on Non-Board Courses

Jhon Mark Dawa — 2026-03-28

Aims: To determine the significance of the relationship between research self-efficacy, student engagement, and research mentoring, and the writing skills.

Study Design: This study employed correlation design.

Place and Duration of Study: The study was conducted at Samal Island City College, a recognized higher education institution.

Methodology: The study was participated by 218 respondents selected through simple random sampling. Statistical tools, including mean, and Pearson-r, were employed to analayze the data.

Results: Results revealed no link between determinants and criterion variables.

Conclusion: Bandura’s Social Cognitive Theory describing human functioning as the interaction of environmental, behavioral, and personal cognitive factors, emphasizing the roles of observational learning, self-efficacy, and self-regulation in shaping behavior, is completely denied. Thus, future research may be explored using other variables not covered in this study to further examine Social Cognitive Theory. Mixed-method or exploratory study may be undertaken to generate themes that may be utilized as variables intended to the above mentioned recommendations. Institutions may consider redirecting or modifying the focus on the aforementioned variables within school programs to develop more effective resources and strategies for improving students’ writing skills.

English-speaking Anxiety across MBTI Personality Types: A Descriptive-Comparative Study of Philippine Senior High School Students

Lawrence Ivan L. Braquel — 2026-03-28

Purpose: This study examined differences in English-speaking anxiety levels across the 16 Myers-Briggs Type Indicator (MBTI) personality types among Senior High School students in a public secondary school in Davao Occidental during the School Year 2024–2025.

Design: A quantitative, non-experimental descriptive-comparative design was employed. Data were collected from 143 students using the Personality Identity Estimator (PIE) and an adapted Foreign Language Classroom Anxiety Scale (FLCAS)-based questionnaire. Descriptive statistics were used to summarize personality distribution and anxiety levels, while one-way analysis of variance (ANOVA) was used to examine differences in English-speaking anxiety across personality types.

Findings: Virtuosos (ISTP) and Campaigners (ENFP) were the most prevalent personality types. Significant differences in English-speaking anxiety were found across MBTI personality types, F(15, 127) = 2.148, p = 0.011, with Defenders (ISFJ) showing the highest anxiety and Entertainers (ESFP) the lowest. Overall, students exhibited a moderate level of English-speaking anxiety (M = 3.40, SD = 0.28), with test anxiety emerging as the highest domain.

Conclusion: This study contributes Philippine evidence on the relationship between personality type and English-speaking anxiety in senior high school learners. The findings support personality-sensitive, learner-centered strategies that may reduce anxiety and strengthen students’ oral communication confidence.

Cultural Competence of English Teachers and Their Perceptions towards Mother Tongue-Based Multilingual Education

Ligaya B. Sia — 2026-04-11

Aims: This study determined which domain(s) of cultural competence among English teachers influence their perceptions of Mother Tongue-Based Multilingual Education (MTB-MLE).

Study Design: A quantitative, non-experimental correlational design was employed.

Place and Duration of Study: The study was conducted in San Francisco Districts I–IV, Agusan del Sur, Philippines, from June to July 2018.

Methodology: Data were collected from 159 English teachers in Grades 1–3 using a validated survey questionnaire. Mean, Pearson r, and regression analysis were used.

Results: Teachers demonstrated a high level of cultural competence. However, statistical analysis revealed no significant relationship between cultural competence and teachers’ perceptions of MTB-MLE. Furthermore, no domain of cultural competence significantly influenced these perceptions.

Conclusion: Cultural competence does not significantly affect teachers’ perceptions of MTB-MLE. The findings suggest that other factors, such as institutional support and resources, may play a more critical role. It is recommended that teachers receive training focused on practical implementation strategies for MTB-MLE. Future studies should adopt mixed-methods approaches and include a broader range of geographical areas.

Vowel Systems in English and Maithili: A Contrastive Phonological Analysis

Mohammad Asad — 2026-04-14

This study provides a descriptive and contrastive phonological analysis of the vowel systems of English and Maithili, identifying segmental convergences and divergences with pedagogical and theoretical significance. While English (Germanic) possesses an extensive inventory of monophthongs and diphthongs distinguished by height, backness, and length, Maithili (Indo-Aryan) features a more restricted inventory. Notably, Maithili lacks phonemic vowel length but utilizes nasalization as a primary distinctive feature. Drawing on phonemic data from standard varieties of both languages, this research evaluates pure vowel phonemes, syllabic distribution, and the presence of complex nuclei such as diphthongs and triphthongs. The findings indicate that while both languages share a fundamental vowel framework, significant disparities in vowel quality, quantity, and phonotactic behaviour lead to substantial cross-linguistic interference. These phonetic misalignments often manifest as pronunciation challenges for Maithili speakers acquiring English as a second language. Ultimately, this systematic analysis offers actionable insights for pronunciation pedagogy, speech-language pathology, lexicography, and the development of language technologies.

The Influence of English Language Skills Self-efficacy and Achievement Motivation on the Academic Performance of First-Year College Students

Jerica P. Labador — 2026-04-17

Background: Low academic performance may lead to repeated course failures, lower overall GPA, decreased engagement in classroom activities, diminished confidence in learning abilities, higher likelihood of academic probation or dropout, restricted eligibility for scholarships or honors programs, and reduced competitiveness for future career or educational opportunities.

Aim: This study determined the significance of English language skills self-efficacy and achievement motivation on the academic performance of first-year college students.

Study Design: Quantitative diagnostic research design.

Place and Duration of Study: Samal Island City College, Island Garden City of Samal, Davao del Norte, Philippines, during the Academic Year 2025–2026.

Methodology: The study involved 169 first-year college students selected through simple random sampling. Data were collected using validated survey instruments, including an English Language Skills Self-Efficacy scale and an Achievement Motivation Inventory. Academic performance was measured using students’ scores in exams, quizzes, and oral recitations. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression.

Results: The findings revealed that English language skills self-efficacy and achievement motivation significantly correlated with academic performance (P = .001). However, in regression analysis, only English language skills self-efficacy significantly influenced academic performance (β = 0.788, P = .001), while achievement motivation did not (P = .474). The combined variables explained 63.9% of the variance in academic performance.

Conclusion: English language skills self-efficacy is a significant predictor of academic performance, while achievement motivation is not when taken independently. The findings partially affirm Self-Efficacy Theory. Educational institutions are encouraged to strengthen programs that enhance students’ self-efficacy in English language skills.

Learning Engagement and Satisfaction in Online English Classes among BSEd-English Students

Jay D. Ontal — 2026-05-05

Background: Poor student satisfaction in online English classes reflects challenges in engagement, interaction, and instructional quality, impacting overall learning outcomes in higher education.

Aim: This study aimed to examine the relationship between learning engagement and satisfaction in online English classes among BSED-English students, focusing on skills, emotional, participation/interaction, and performance engagement as predictors of satisfaction in terms of instruction, internet connectivity, and LMS convenience.

Study Design: A quantitative descriptive-correlational research design was employed.

Place and Duration of the Study: The study was conducted in private colleges in Davao City during the academic year 2022-2023.

Methodology: A total of 222 respondents were simple randomly selected. Data were collected using a structured survey questionnaire and analyzed using descriptive and inferential statistical tools, including mean, Pearson correlation, and regression analysis.

Results: The findings showed that respondents exhibited a generally high level of learning engagement and satisfaction, reflecting positive online learning experiences. Significant positive relationships were found between all dimensions of engagement and satisfaction, with participation/interaction engagement emerging as the strongest predictor. Regression results further confirmed that engagement significantly predicts satisfaction.

Conclusion: The study concluded that enhancing student engagement, particularly through active participation and emotional involvement, is essential in improving satisfaction and strengthening the effectiveness of online English learning environments.

Negotiating Languages and Identities: India’s Plurilingualism in a Sociolinguistic Perspective

J. John Sekar — 2026-05-15

India is a highly plurilingual society where diverse languages coexist and are flexibly used across social, cultural, educational, and communicative domains, making sociolinguistic analysis essential for understanding language use, identity, and social integration.This research explores the sociolinguistic mechanisms of plurilingualism in India through an analysis of language, identity, education, and social mobility as experienced among multilingual speakers. While it is well known that India is a land of languages, not much systematic investigation has been done on the interplay of English, Hindi, and the so–called regional languages in the different spheres of everyday life and how such interplay is influenced by social stratification, education policies, and new media communication. Based on Fishman’s (1972) domain theory, Blom and Gumperz’s (1972) code-switching theory and Haugen’s (1972) language ecology model, the research follows a mixed method approach by conducting quantitative surveys (n = 400) and qualitative semi-structured interviews (n = 40) in five Indian states representing geographical diversity. The quantitative data were analysed through descriptive statistical analysis such as frequency distribution, percentage analysis, mean score of comparisons while qualitative data analyses for interviews and observations involved thematic codification to examine recurring sociolinguistic themes regarding language choice, identity negotiation and perceptions of policy. The validity and reliability of the results were fortified by the triangulation of data sources and tools. The findings show a clear domain-specific pattern of languages, with regional languages being predominant in the home and community, English dominating in education and the workplace, and Hindi serving as a link language at the inter-regional level of communication. Findings also show that are not linguistic deficient but rather socially meaningful practices of identity negotiation. Digital media promote linguistic hybridisation, yet limited access to language resources and disparities in multilingual policy execution continue to foster linguistic hierarchies. The research advances the sociolinguistic literature by providing a rich empirically informed account of plurilingual competence as a socially shaped and strategically negotiated practice in the context of contemporary India. It also has bearings for multilingual education, language policy and the safeguarding of regional and minority languages.

Students’ Experiences in Impromptu Speaking: Evaluating Emotional Responses, Challenges Encountered, Coping Strategies, Confidence Development, and Preferred Speech Delivery Methods

Jellow S. Painagan — 2026-05-20

Background: Impromptu speaking activities help develop students’ communication skills and confidence, yet many college students experience speaking anxiety and nervousness when required to speak spontaneously in English.

Aims: This study aimed to explore students' experiences with impromptu speaking, particularly their emotional responses, challenges encountered, coping strategies, confidence development, and preferred speech delivery methods.

Study Design: This study utilized a phenomenological qualitative research design employing thematic analysis.

Place and Duration of Study: The study was conducted among college students in Bohol, Philippines, enrolled in communication-related classes during the Academic Year 2025–2026. The participants were aged 18–21 years old and commonly used Cebuano and Filipino in daily conversations, while English was primarily used in academic and classroom speaking activities.

Methodology: A purposive sampling technique was used to select eight college students who had experienced impromptu speaking activities. Participants commonly encountered challenges in speaking English, including nervousness, fear of grammatical mistakes, limited vocabulary, pronunciation difficulties, low self-confidence, and speaking anxiety during classroom discussions and oral presentations. Data were gathered through a semi-structured interview guide containing open-ended questions about participants’ thoughts, emotions, coping mechanisms, communication strategies, and speaking preferences. The interviews were transcribed, translated into English when necessary, and analyzed using Braun and Clarke’s six-phase thematic analysis framework.

Results: The findings revealed six major themes: (1) Emotional Challenges During Impromptu Speaking, (2) Self-Regulation Strategies for Managing Anxiety, (3) Confidence Development Through Repeated Speaking Experiences, (4) Authentic and Natural Self-Expression, (5) Cognitive and Organizational Strategies in On-the-Spot Speaking, and (6) Preference for Structured and Prepared Speech Formats. Participants commonly experienced nervousness, fear, pressure, and mental block during impromptu speaking. To manage anxiety, participants used deep breathing, positive thinking, prayer, and self-encouragement. The study also found that repeated exposure to impromptu speaking improved confidence, communication skills, adaptability, and critical thinking. Participants viewed impromptu speaking as an opportunity for genuine self-expression and audience connection, although many still preferred memorized or extemporaneous speeches due to preparation and structure.

Conclusion: Impromptu speaking presents emotional and cognitive challenges among students; however, it also contributes positively to confidence building, communication competence, and authentic self-expression. The findings suggest that supportive speaking activities and strategic preparation techniques may help students improve their impromptu speaking performance and reduce speaking anxiety.

Writing-related Activities, Ability to Perform, and Contextual Influences as Determinants of Student Writing Self-efficacy

Niño B. Dela Salde — 2026-05-20

Across educational contexts, many students perceive writing as challenging and consequently exhibit low writing self-efficacy, which negatively affects their engagement in writing tasks. This study aimed to determine the predictive influence of writing-related activities, ability to perform, and contextual influences on students’ writing self-efficacy. Specifically, it sought to assess the levels of these variables, examine their relationships, and determine their combined predictive strength on writing self-efficacy. The study was conducted during the academic year 2025–2026 in a selected private college in Toril, Davao City, Philippines. The respondents consisted of 300 second- and third-year Bachelor of Science in Criminology students, selected through complete enumeration sampling. Data were gathered using an adapted and validated survey questionnaire designed to measure writing-related activities, ability to perform, contextual influences, and writing self-efficacy. Using a predictive research design and multiple linear regression analysis, the findings revealed that the model significantly predicts writing self-efficacy, explaining 50.5% of its variance, indicating a moderate level of predictive strength and supporting Social Cognitive Theory. The results suggest that while the identified variables play a substantial role, other factors may also contribute to students’ writing self-efficacy. It is recommended that further studies explore additional variables and that instructional programs be implemented to enhance writing engagement and supportive learning environments.

Pedagogical Expertise of English Teachers and its Relation to Students’ Linguistic Competence

Jade Chilly Rei Cosal — 2026-05-28

Teachers play a central role in shaping students’ language development, particularly in contexts where English is learned as a second or foreign language. This study examined the relationship between English teachers’ pedagogical expertise and students’ linguistic competence among Bachelor of Secondary Education (BSED) English major students at UM Tagum College. Using a quantitative, correlational research design, data were collected from 190 students via a validated survey measuring teachers’ pedagogical expertise and students’ linguistic competence in grammar, reading comprehension, and vocabulary. Descriptive statistics and Pearson’s r were employed for data analysis. Findings revealed that English teachers demonstrated a very high level of pedagogical expertise across all indicators. In contrast, students’ linguistic competence was found to be at a moderate level, with relatively stronger performance in grammar than in vocabulary and reading comprehension. Results further showed that there was no significant relationship between teachers’ pedagogical expertise and students’ linguistic competence. This suggests that while teachers exhibit strong pedagogical practices, other factors beyond classroom instruction may influence students’ language development. The study highlights the need for diversified instructional strategies, enhanced assessment practices, and increased learner engagement to support students’ linguistic growth better. Implications for teaching, curriculum planning, and future research are discussed.

Disability Representation in Violet Evergarden (2018): Moving beyond Narrative Prosthesis and Literary Tropes

Arannya Bag — 2026-04-25

Background: Violet Evergarden presents a nuanced portrayal of disability through its protagonist’s prosthetic arms, challenging the traditional concept of Narrative Prosthesis where disability serves merely as a plot device. Instead, the series foregrounds emotional recovery, identity formation, and human connection, moving beyond reductive literary tropes.

Aim: This study investigates the representation of disability in the anime series Violet Evergarden (2018), an adaptation of the light novel series by Kana Akatsuki and Akiko Takase (2015–2020). The research aims to contribute to the discourse on disability depictions within contemporary Japanese literature while addressing the dialogues of rejecting narrative prosthesis and conventional literary tropes. Hence, it offers a more nuanced understanding of disability as it relates to the broader spectrum of human experience.

Study Design: This research employs a qualitative methodology, utilizing close reading and interpretive analysis to explore the narrative structures and thematic content of the series.

Methodology: Guided by Critical Disability Theory (CDT) and the Social Model of Disability, the analysis investigates how Violet Evergarden, navigates and transcends traditional representations of disability. The study focuses on the text’s ability to challenge normative expectations and resist reductive portrayals.

Results: The findings reveal that Violet Evergarden offers a complex depiction of disability, without using it as a mere metaphor or narrative device. Instead, the series centers the lived experience, and subjectivity of its protagonist to link disability with ‘humanity’.

Cconclusion: Violet Evergarden forms a significant intervention in the literary and cultural representation of disability within Japanese media. By rejecting narrative prosthesis and embracing a multidimensional portrayal of its disabled protagonist, the series aligns with contemporary disability-informed approach and expands the possibilities for inclusive storytelling.