1

The Attitude towards English Language

Among Grade Nine Students in Siena School of Naga
Mel Jean T. Laput1 and Ferdinand T. Abocejo2
1 Siena School of Naga and Cebu Normal University Graduate Studies
2Cebu Normal University Center for Research and Development

ABSTRACT

Attitude to language explains linguistic behavior in particular. It may be positive or

negative. It varies from favorably to unfavorably or vice-versa in language learning and acquisition.
Thus, this study aimed at investigating the attitude towards English language of grade nine students
of Siena School of Naga (SSN), S.Y. 2014-2015. The data of this study were collected through a
standardized questionnaire survey administered upon a total of 104 students. Upon the completion
of the collection of data, these were statistically analyzed, computed and tabulated. The findings
revealed that students in general have very favorable attitude towards English language regardless
of their gender and section. It has also been found out that there was no statistically significant
difference in the students’ attitude regarding gender and section variables. It is recommended that
similar studies be conducted on other population in other schools in the City of Naga to confirm or
refute the hypothesis.

Key words: attitudes, gender, English language, behavior, section

I. Introduction

For several years, the Filipinos have been enjoying the prestige of English in the country. As
an international language, English has brought many Filipinos in every corner of the world. As an
official second language, it is used in almost all aspects in the Philippine society. It is the medium of
instruction in school and therefore, the vehicle for the transmission of knowledge. It is the language
of the business sector. In Cebu, Business Process Outsourcing (BPO) industry continues to flourish
which in turn, gives a raise to the local economy. This is an indication that Cebuanos’ English skills
have been acceptable to global standards. With English language becoming more significant each
day due to globalization, there has been an effort by the Department of Education (DepEd) to
improve and strengthen English language learning. In fact, the division of the City of Naga
forwarded a memorandum inviting schools to join the I Speak English Club (ISEC), a National
English Academic Club. The club aims to develop English proficiency among high school students.
Moreover, the K12 curriculum presents a detailed plan which targets to improve English
competencies among high school students making them communicative in English.

In the language learning process, many factors have to be considered. Among different
factors that influence the foreign language learning, affective variables such as attitudes,
motivation, and anxiety play a crucial factor. Learners’ attitude towards language learning is
considered as one of the key factors in motivating the learners to learn that language (Zainol
Abidin, 2012). This supports the idea that if someone has a positive attitude towards learning a
foreign language, there is a high chance of learning that language effectively. Moreover, Emir (2010)
emphasized that positive attitude towards learning English language would create a student who
has a will to learn the language and thereby make more progress in learning than those who do not
have such a positive attitude. Many studies have produced parallel results regarding the
significance of having a positive attitude with regard to learning English language. Mirici (2010)
further added that when students develop a positive attitude or self-confidence, they can then be
persuaded to take part in classroom activities, and thus, learning can be facilitated.
 2

Furthermore, Al-Tamimi and Shuib (2009) assert that language teachers and students
should acknowledge that high motivation and positive attitude of students facilitate second
language learning. Thus, if a learner does not have the interest and tendency in acquiring the target
language to communicate with others, this learner will possess a negative attitude and will not be
motivated and enthusiastic in learning the language. Therefore, learners’ attitudes could
incorporate in language learning because it may influence their performance in acquiring the target
language. Cognitive performance can be achieved if the learners possess positive attitudes and
enjoy acquiring the target language. For that reason, the affective perspective, especially attitude,
should be considered in language research.

The researcher believes that studying attitudes helps language teachers obtain greater
understanding of the language learning and teaching process. In addition, an attitude study was not
yet conducted among SSN students towards English. Thus, this study is of great relevance to
identify the attitude towards English language among grade nine students in Siena School of Naga
(SSN), S.Y. 2014-2015. This study primarily focuses on the students’ attitude towards English
language. There are other factors which can be considered in this study like motivation and
parental encouragement. However, these factors are beyond the scope of this study.

Theoretical and Conceptual Framework

This study is anchored on Skinner’s Behaviorist Theory. Skinner (1974) said that verbal
behavior is controlled by its consequences. When consequences are rewarding, behavior is
maintained and is increased in strength and perhaps frequency. When consequences are punishing,
or when there is lack of reinforcement entirely, the behavior is weakened and eventually
extinguished.

Language is a fundamental part of total human behavior and behaviorists have examined it
as such and sought to formulate consistent theories of language acquisition. The behavioristic
approach focuses on the immediately perceptible aspects of linguistic behavior—publicly
observable responses and the relationships or associations between those responses and events in
the world surrounding them. A behaviorist might consider effective language behavior to be the
production of correct responses to stimuli. If a particular response is reinforced, it then becomes
habitual, or conditioned.

Behaviorist Theory Gender Attitudes towards

Skinner (1974) Section English Language

Figure 1. Theoretical and Conceptual Framework of the Study

Young (2006) suggested that the learners’ positive attitudes may lead to increased
motivation which, in turn, may lead to successful attainment of proficiency due to increased input
and interaction. If students have positive attitude, there is a high chance of good linguistic
performance. Under the principle of behaviorism, if this is rewarded, successful language learning
can be at hand. On the other hand, a negative attitude could lead to poor linguistic performance.
However, the presence of teacher reinforcement can help mend the problem. Indeed, this further
supports the idea of Zainol Abiden (2012) that attitude towards language learning play a crucial
role in language learning as it influences learners’ success or failure.
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Main Objective

This research determined the attitude towards English language among grade nine students
of Siena School of Naga, S.Y. 2014-2015.

Specific Objectives

Specifically, the research seeks to answer the following questions:

1. What is the attitude towards English language among grade nine students in terms of:
1.1 Gender
1.2 Section

2. Is there a significant difference in the attitude towards English language among grade nine
students in terms of:
1.1 Gender
1.2 Section

Hypothesis

Ho1: There is no significant difference in the attitude towards English language among grade nine
students of Siena School of Naga, S.Y. 2014- 2015 in terms of:
1.1 Gender
1.2 Section

II. Literature Review

Kara (2009) stated that attitudes towards learning besides opinions and beliefs have an
obvious influence on students’ behaviors and consequently on their performance. It is argued that
those students who possess positive beliefs about language learning have a tendency to increase
more positive attitudes towards language learning. This supports the idea of Holmes (2008) that
people are more highly motivated, and consequently often more successful, in acquiring a second
language when they feel positive towards using it. Zainol Abiden (2012) further added that
achievement in a target language relies not only on intellectual capacity, but also in the learner’s
attitudes towards language learning.

In the fields of psychology and education, there are several definitions of attitude which
mention different meanings from different contexts and perspectives (Alhmali, 2007). Based on the
theory of planned behavior, Montano and Kasprzyk (2008) maintained that attitude is determined
by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral
beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong
beliefs that positively valued outcomes will result from performing the behavior will have a positive
attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued
outcomes will result from the behavior will have a negative attitude.”

As attitude is one of the key predominant factors for success in language learning,
numerous studies have already been conducted in the field of language attitude (Alhmali, 2007;
Ghazali, Setia, Muthusamy & Jusoff, 2009). In addition, Saidat (2010) mentions that language
attitude research has been considered in the previous 50 years because of the growing relation
between the importance of the language use and the nature of individuals. Most of the researches
 4

on this issue have revealed that the students’ attitudes towards learning a foreign language is an
integral part of learning and that it should be an essential component of foreign language learning
pedagogy (Emir, 2010).

For instance, Shams (2008) conducted a study attempting to investigate students’ attitudes,
motivation and anxiety towards the learning of English. The findings underlined that the students
had affirmative attitudes and high enthusiasm towards English. This also highlighted that most of
them showed positive attitudes towards English language and its learning which, in turn,
emphasized the value of English language efficiency in the daily life.

The findings of study by Al-Tamimi and Shuib (2009) revealed that students had positive
attitudes towards the use of English in the Yemeni social and educational contexts. They also
showed affirmative attitude towards the culture of the English speaking world.

Thang, Ting, and Nurjanah (2011) found that students have positive attitudes towards
learning English. They found that realization of the importance of English boosts attitude which in
turn spurs the desire to learn the language.

Tella, Indoshi, and Othuon (2010) investigated that negative attitude towards English is the
most affective and psychological factor that results in the students’ poor performance in English
among the secondary schools in Kenya.

Similarly, Csizer and Dornyei (2005) concluded attitude as an important factor in language
learning in their study on the internal structure of language learning motivation and its relationship
with language choice and learning effort, which was put forward previously as the Process Model of
L2 Motivation.

Regarding the gender variable, Fakeye (2010) investigated the correlation between attitude
and achievement in English among 400 senior secondary students selected randomly from five
secondary schools. The findings revealed that there was a significant relationship between attitude
and achievement. Additionally, it was explored that students’ attitude is not gender-related. Thus,
there was not a statistically significant difference in the attitudes of male and female students.

III. Research Methodology

Research Design

The design of this study was quantitative and descriptive. Thus, a standardized
questionnaire was employed as a measuring instrument. The participants were required to answer
all the items of the questionnaire honestly, giving their own perception about their attitude towards
English language. The data were gathered through a survey questionnaire. In preparing the
questionnaire, caution was exercised to ensure the standard and quality of the questions.

Research Environment

The research was conducted in Siena School of Naga located at East Poblacion, City of Naga,
Cebu. The school is a private-sectarian institution run by the Archdiocese of Cebu under the
leadership of Archbishop Jose S. Palma.
 5

Research Participants

The total number of participants in this study was one hundred four (104). All of them were
grade nine students of SSN. The sectioning was homogeneous which was based on their average of
the previous grade level. The distribution of the respondents as per gender and section is given in
table 1 below.

Table 1. Distribution of Research Participants

Number of Students
Section Total Percentage
Male Female
Our Lady of Lourdes (OLL) 12 18 30 28.85%
Our Lady of Mt. Carmel (OLMC) 20 17 37 35.57%
Our Lady of Nativity (OLN) 21 16 37 35.57%
TOTAL 53 51 104 100%

Research Instruments

The measuring instrument for this study was an attitude questionnaire. The items posed in
the questionnaire are adapted from the questionnaire used by Mamun, Rahman, Rahman, &
Hossain (2012) in their study on Students’ Attitudes towards English: The Case of Life Science
School of Khulna University which was modified to meet the goals of the study. Section A, obtains
information about respondents profile (gender and section) while Section B gathers information
about Student’s Attitude towards English Language.

On the whole, there were 17 items concerning language attitudes. The items were put in a
6-point Likert scale from Strongly agree to strongly disagree. The data gathered via the
questionnaire has been converted to empirically verifiable numerical values. The numerical values
of +6, +5, +4, +3, +2 and +1 were assigned to Strongly agree, Agree, Tends to agree, Tends to
disagree, Disagree, and Strongly disagree, respectively.

Research Procedures

The researcher administered the instrument per section. Before administering the
instrument to students, the researcher explained to them the significance of their attitude towards
the English language. She further emphasized that there is no correct or wrong answer to every
item on it based on how they feel towards the language.

Gathering of Data

The data collection took place during the first quarter of the school year 2014-2015.
Procedures for data collection simply include handing out the questionnaire, instructing the
participants to complete the questionnaire and hand it in personally to the researcher. Participants
were requested to check the box that most closely represented their reaction to each of the items
on the questionnaire. Participants were asked to fill in the information about their gender and
section.

Treatment of Data

The collected data was analyzed statistically to answer the research questions
quantitatively. To answer the first research question, (sub-question 1) descriptive statistics was
 6

conducted to determine the frequency, the mean, and the standard deviation of the gathered data.
Besides, the independent sample T- test was conducted. In addition, the One-way ANOVA analysis
test was the other type of statistical analysis to examine sub-question 2. The findings are indicated
in the next section.

IV. Discussion of Results

The descriptive statistics was employed to answer the first and second sub-questions
concerning the differences in the participants’ attitude towards English language by gender and
section variable. In tabulating the data, the following 6-point scale was utilized. The ranges for the
weighted mean with the corresponding descriptive equivalent for each category or scale is found
below.

Ranges for the weighted mean

1.000 - 1.833 Strongly Unfavorable (SUF)

1.834 - 2.666 Very Unfavorable (VUF)
2.667 - 3.499 Somewhat Unfavorable (SWU)
3.500 - 4.332 Somewhat Favorable (SWF)
4.333 - 5.165 Very Favorable (VF)
5.166 - 6.000 Strongly Favorable (SF)

Likert Scaling (Source: http://www.socialresearchmethods.net/kb/scallik.php)

The results in Table 2 below show that the mean score of language attitude among male
students is 4.590 and standard deviation is 1.315 while the mean score of female students is 4.491,
1.403 respectively. These descriptive results show that male students attitude towards English are
slightly higher than that of females. However, both genders have a very favorable attitude which
means that students are well-aware of the importance of English.

Table 2. Attitude towards English Language by Gender

Gender Mean SD Description

Male 4.590 1.315 VF
Female 4.491 1.403 VF

The scatter of the scores between the two genders is very close to each other which means
that majority of the students agree to most items in the attitude questionnaire. On the other hand,
the result implies that despite their awareness of the importance of English language, there is still a
room for improvement for their attitude. This could be reinforced by preparing language activities
related to their interests like sports and computer games for males while topics about fashion,
show business, and many others for females.

Graph 1 below clearly indicates that there is a very minimal difference between the mean
scores of both genders. However, this does not mean that males are more enthusiastic to learn the
language as compared to female students. This result is not in line with the study by Shoaib and
Dornyei (2005). They advocated that gender is an important perspective under second language
learning investigations and concluded that females show more interests, positive behaviors and
performances compared with the males. This finding does not go commensurately with prior
 7

research on gender differences favoring women over men in terms of aptitude, attitude, and
motivation in language learning.

Graph 1. Mean Scores of Students’ Attitude (Gender Variable)

The second research sub-question deals with the attitude towards English language among
grade nine students of SSN by section variable.

Table 3. Attitude towards English Language by Section

Section Gender Mean SD Description

OLL 4.653 1.223 VF
Male 4.613 1.336 VF
Female 4.680 1.143 VF
OLMC 4.605 1.239 VF
Male 4.633 1.260 VF
Female 4.665 1.276 VF
OLN 4.512 1.342 VF
Male 4.721 1.115 VF
Female 4.353 1.474 VF
OVERALL 4.602 1.292 VF

Table 3 depicts the mean scores of the three sections. The first section, OLL has a mean of
4.653, OLMC has 4.605, and lastly, OLN has a mean of 4.512. The mean scores are so close that all
sections have very favorable attitude towards the English language. This means that regardless of
their section, students in general have very positive attitude towards English language. They realize
the importance of English and they have the desire and motivation to learn and improve their
proficiency in the language. The results confirm the findings of Melor and Nur Rashidah (2011) that
students have positive attitudes towards English and the learning of the language. However, this
result does not assure better performance because even though students were highly motivated to
learn English, they still tend to labor minimal efforts in their learning process (Melor and Nur
Rashidah, 2011). This could be attributed to several factors in the students’ environment.

Graph 2 illustrates that the first section (OLL) has the highest mean score among the three
sections. This normally follows the idea that section 1 should have the most favorable attitude and
the last one should have the least. Nonetheless, all three sections have the same attitude.
 8

Graph 2. Mean Scores of Students’ Attitude (Section Variable)

To answer the second research question, inferential statistics was used. T-test was used to
compare the gender variable while One-Way Anova (F-Test) was used to compare the section
variable.

Table 4. Independent Sample T-test by Gender Variable

Gender n Mean SD T-Value P-Value
Male 53 4.590 1.315
0.370ns 0.711
Female 51 4.491 1.403
ns - not significant

The independent sample T-test analysis was carried out to explore the probability of the
difference in the participants’ attitudes towards English by gender. Table 4 shows that level of
significance (𝛼 )(0.05) < P-Value (0.711). Hence, the first research hypothesis was accepted. There
was no significant difference in the attitudes towards English language between male and female
grade nine students of SSN, S.Y. 2014-2015. This implies that both genders have positive attitude
towards the language. This result refutes the findings of Aldosari (2014) in his research which
highlights the highly significant difference in the attitudes towards English language between males
and females. He reported that females have more tendencies in motivation towards learning
English more than males do.

Table 5. ANOVA TEST (F-Test)

One-way ANOVA: Section1, Section2, Section3

Source DF SS MS F-Value P-Value

Factor 2 0.464 0.232 0.560 ns 0.573
Error 101 41.918 0.415
Total 103 42.382
ns - not significant

One-way ANOVA analysis was to look into the differences in the attitudes of participants
towards English in terms of section. Table 5 above shows that 𝛼(0.05) < P-Value (0.573). There was
no significant difference in the language attitude among the three grade nine sections. Accordingly,
the second research hypothesis was accepted. The three grade nine sections in SSN have the same
attitude towards English language regardless of their section. This implies that homogeneous
sectioning has no bearing in this study.
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V. Conclusion and Recommendations

In the light of the findings of the study, the grade nine students of SSN, S.Y. 2014-2015, hold
a very favorable attitude towards English language. This signals a strong indication that students
are well aware of the importance of English in their lives. This further implies that they realize that
knowledge of English offers advantages in this era of globalization when getting a good job,
securing a better social position and personal establishment. They agree to the notion that learning
English is beneficial for them and that they are willing to learn the necessary skills in English
language.

The findings of this study have many implications to English teachers. First, English
teachers should respect and think about students’ feelings, beliefs and behaviors before the
cognitive abilities. Second, English curriculum and classroom activities should involve affective
aims according to the students’ needs and their individual differences to build up positive attitudes
towards English. Third, learning should always be reinforced through praises and rewards. Fourth,
students should also be informed about their progress through constant feedbacks. Furthermore,
students should be given the opportunities to use the language and express themselves in the
classroom without being threatened and humiliated. Moreover, teachers should consider the role of
gender perspective in language learning, exposing various approaches to improve the students’
attitudes, motivation and language performance as well. Finally, the researcher recommends that
similar studies be conducted on other population in other schools in the City of Naga to confirm or
refute the hypothesis.

VI. Literature Cited

Aldosari, H. S. (2014). The entwined effects of attitude, motivation and gender on EFL
learning: A correlation study. Studies in Literature and Language, 8 (1), 1-5.
Retrieved from http://www.cscanada.net/index.php/sll/article/view/j.sll.1923156320140
801.4183

Alhmali, J. (2007). Student attitudes in the context of the curriculum in Libyan education in middle
and high schools. (Doctoral Dissertation, University of Glasgow)

Al-Tamimi, A. & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of
petroleum engineering undergraduates at Hadhramout University of Sciences and
Technology. GEMA Online Journal of Language Studies, 9(2), 29-55. Retrieved from
http://www.ukm.edu.my/ppbl/Gema/pp%2029_55.pdf

Csizer, K. & Dornyei, Z. (2005). The internal structure of language learning motivation and its
relationship with language choice and learning effort. The Modern Language Journal, 89,19-
36

Emir, S. E. (2010). A study on the affective attitudes of students at Gazi educational faculty
towards English classes. Ekev Akademi Dergisiİ Y ıl: 14 Sayı, 45,129. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4cc28198-74e7- 4787-
909b-4447058a86cc%40se ssionmgr111&vid=1&hid=113

Fakeye, D. (2010). Students’ personal variables as correlates of academic achievement in English

as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211
 10

Ghazali, S., Setia, R., Muthusamy, C. & Jusoff, K. (2009). ESL Students’ attitude towards texts and
teaching methods used in literature classes. English Language Teaching, 2(4), 51-56.
Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/445/3786

Holmes, J. (2008). An Introduction to Sociolinguistics. Learning about Language (3rd ed.). Pearson
Education Limited.

Kara, A. (2009). The effect of a learning theories unit on students’ attitudes towards learning.
Australian Journal of Teacher Education, 34(3), 100-113. Retrieved from
http://ro.ecu.edu.au/ajte/vol34/iss3/5

Melor, M. Y. & Nur Rashidah, K. R. (2011). Motivation and attitudes for learning English among year
six students in Primary Rural School. Procedia Social and Behavioural Sciences, 15, 2631-
2636

Mirici, I. H. (2010). Influence of prestudy on foreign language learning attitude. Social Behavior and
Personality,38(2),187-196.Retrieved from http://dx.doi.org/10.2224/sbp.2010.38.2.187

Montano, D. E. & Kasprzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and
the integrated behavioral model. Health behavior and health education: Theory, research,
and practice. San Francisco, CA: Jossey-Bass, 67-96

Mamun, A., Rahman, M.,Rahman, R.,& Hossain, A. (2012). Students’ attitudes towards English: The
case of life science school of Khulna University. International Review of Social Sciences and
Humanities, 3 (1), 200-209

Saidat, A, M. (2010). Language attitude: The case of Jordan. International Journal of Academic
Research, 2, 235–243. Retrieved from http://www.ijar.lit.az/pdf/8/2010%286-
37%29.pdf

Shams, M. (2008). Students’ attitudes, motivation and anxiety towards English language learning.
Journal of Research, 2(2), 121-144

Tella, J., Indoshi, F., & Othuon, L. A. (2010). Relationship between students’ perspectives on the
secondary school English curriculum and their academic achievement in Kenya. Educational
Research, 1(9), 390-395. Retrieved from http://www.interesjournals.org/ER

Thang, S. M., Ting, S. L., & Nurjanah, M. J. (2011). Attitudes and motivation of Malaysian secondary
students towards learning English as a second language: A case study. 3L: The Southeast
Asian Journal of English Language Studies, 17(1), 40-54. Retrieved from
http://www.ukm.my/ppbl/3L/3L%20vol%2017%20(1)%202011/Vol%2017(1)Ful
apers.%20pdf/5.% 203LVol17(1)2011Thang%20Siew%20Ming%20et%20al%20doc.pdf

Young, M.Y.C. (2006). Macao students’ attitudes toward English: A post-1999 survey. World
Englishes, 25(34), 479-490. Retrieved from http://web.ebscohost.com /ehost/ pdfviewer/
pdfviewer?sid=d04ddd50-8a8c-4632-835c 5afb9491a690%sessionmgr111&vid=1& hid=
113

Zainol Abidin, M.J. (2012). EFL students’ attitudes towards learning English
language: The case of Libyan secondary school students. Asian Social Science, 8, 119
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Appendix Table 1: Survey Questionnaire

Attitudes towards English among grade 9 students in Siena School of Naga, S.Y. 2014-2015
Dear student,
The main goal of this study is to investigate the attitude towards English language among
grade 9 students of Siena School of Naga for school year 2014-2015 in terms of gender and section.
Directions: Please check the appropriate option.
Section A:
A. Gender
1- Male
2- Female
B. Section
1- Our Lady of Lourdes (OLL)
2- Our Lady of Mount Carmel (OLMC)
3- Our Lady of Nativity (OLN)
Section B:
To what extent do you agree with the following items? The following items ask about your
attitudes toward the English language. Remember there is no right or wrong answer, just answer as
accurately as possible. Please read the statements below carefully and check the appropriate
choices that reflect your attitudes towards English language.
Use the scale below to answer the questionnaire items.
SA- Strongly Agree A-Agree TA-Tends to Agree
TD-Tends to Disagree D-Disagree SD-Strongly Disagree
Note: Check only one option for each item in the questionnaire.

Participants’ Attitudes towards English

SA A TA TD D SD
St. No.
Statements (6) (5) (4) (3) (2) (1)
1
I like speaking English.
2
I like people who speak to me in English.
We need to increase the use of English
3 in this era of globalization.

4 Knowledge of English offers advantages

in seeking good jobs.
I would like to read more newspapers and
5 magazines in English language.
If an academic text is available in English and
6 in Filipino, I will read the text in English.

7
I would like to study more English.
8
Speaking English is an advantage.
There should be more TV and radio programs
9
in English.
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Table 1: Continued

St. SA A TA TD D SD
No. Statements (6) (5) (4) (3) (2) (1)

10 Only English must be used in advertisements,

public signs, maps,etc.

All official documents should be in

11

both English and in Filipino.

I need English in order to succeed

12

in higher education.

13 When someone speaks English, it creates

a good impression for him or her.

14 English should be the medium of instruction

in schools.

15 When someone speaks English,

I think he is educated.

16 English is an important lingua franca

in globalization.
17 English should be used in most forms of
media.
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Curriculum Vitae

Mel Jean T. Laput

Proper Lutac, City of Naga, Cebu
meljeanlaput@yahoo.com

WORK EXPERIENCES
Secondary School English Teacher
Siena School of Naga
East Poblacion, City of Naga, Cebu
2013-present

English as a Second Language Instructor

Life Cebu English Academy
Juana Osmeña, Escario, Cebu City
2012-2013

Customer Service Professional

Stream Global Services
5/F i1 Bldg., J.M. Del Mar Avenue Asiatown I.T. Park , Apas Cebu City 6000
2011-2012

EDUCATIONAL ATTAINMENT
GRADUATE SCHOOL
SCHOOL : Cebu Normal University
ADDRESS : Osmeña Blvd., Cebu City
COURSE : Master of Arts in Education
MAJOR : English Language Teaching
YEAR GRADUATED : 2012- present
COLLEGE
SCHOOL : Cebu Normal University
ADDRESS : Osmeña Blvd., Cebu City
COURSE : Bachelor of Arts
MAJOR : English Language
YEAR GRADUATED : 2011
HIGH SCHOOL
SCHOOL : Siena School of Naga
ADDRESS : East Poblacion, City of Naga, Cebu
YEAR GRADUATED : 2007
ELEMENTARY
SCHOOL : Lutac Elementary School
ADDRESS : Proper Lutac, City of Naga, Cebu
YEAR GRADUATED : 2003

ELIGIBILITY
Licensed Professional Teacher (September 2011)
PERSONAL
DATE OF BIRTH : January 29, 1991
PLACE OF BIRTH : Proper Lutac, City of Naga, Cebu
CIVIL STATUS : Single