https://www.journal.qiteplanguage.org/index.php/sjle <p>SEAQIL Journal of Language Education is a scientific publication of the Southeast Asian Ministers of Education Organization (SEAMEO) Quality Improvement for Teachers and Education Personnel (QITEP) in Language. The journal publishes articles in the broad areas of language education.</p> <p>Articles published in the journal are papers reporting results of original research, reviews on specific topics not available elsewhere in up-to-date form and short communication in which advances in knowledge of significance are briefly announced.</p> <p>Submission of paper is taken to imply that it has not been submitted to other journals or not under review and that, if accepted, will not be published elsewhere. All papers submitted for publication in SEAQIL Journal of Language Education are evaluated by subject matter experts and go through editorial revision. Authors may suggest names of potential reviewers. SEAQIL Journal of Language Education uses anonymous reviewing, in which the identities of authors and reviewers are kept confidential.</p> SEAMEO QITEP in Language en-US SEAQIL Journal of Language Education 2963-623X https://www.journal.qiteplanguage.org/index.php/sjle/article/view/122 <p>This study evaluated the effectiveness of the Story-Based Learning Approach in enhancing English achievement among Grade 4 learners at Banus Elementary School, Oriental Mindoro, Philippines. The study employed a quasi-experimental pretest-posttest control group design involving 48 learners from two intact sections. Twenty-five learners comprised the experimental group, which received instruction through Story-Based Learning, while 23 learners formed the control group, which was taught using conventional English instruction. The intervention integrated storytelling, guided reading, vocabulary enrichment, comprehension activities, collaborative discussion, and reflective tasks. Data were gathered using a researcher-made English Achievement Test based on Grade 4 English competencies. The instrument was validated by five Master Teachers and three School Principals and yielded a test-retest reliability coefficient of 0.87. Descriptive statistics, paired-samples t-tests, an independent-samples t-test, and Cohen’s d were used for analysis. Results showed that both groups improved significantly from pretest to posttest; however, the experimental group obtained a greater mean gain. Its mean score increased from 62.40 to 85.60, whereas the control group’s mean score increased from 61.90 to 74.80. The paired-samples t-test indicated a significant improvement in the experimental group, <em>t</em>(24) = 12.45, <em>p</em> &lt; .001, while the independent-samples t-test revealed a significant difference between the posttest scores of the two groups,<em> t</em>(46) = 5.32, <em>p</em> &lt; .001. Effect size analysis showed a very high practical impact for Story-Based Learning. The findings suggest that Story-Based Learning is an effective instructional intervention for elementary English instruction because it situates vocabulary, comprehension, language use, and classroom interaction within meaningful narrative contexts.</p> Joshua Luis Copyright (c) 2026 SEAQIL Journal of Language Education https://creativecommons.org/licenses/by-sa/4.0 2026-07-13 2026-07-13 5 1 338 350 10.70046/sjle.5.1.338--350 https://www.journal.qiteplanguage.org/index.php/sjle/article/view/120 <p>This phenomenological study explored the lived experiences and meaning-making processes of Ilokano mothers as they navigate multilingual parenting in the context of their children’s early childhood English language learning. Ten purposively selected Ilokano mothers participated in semi-structured interviews, and the data were analyzed using Colaizzi’s phenomenological method adapted within an interpretive framework. Findings revealed that mothers’ language practices were shaped by caregiving responsibilities, family relationships, digital media exposure, schooling experiences, and community interactions. Mothers negotiated English and Ilokano as complementary languages with distinct social and emotional meanings: English was associated with confidence, educational opportunities, social mobility, and imagined futures, while Ilokano was connected to cultural identity, emotional belonging, and intergenerational relationships. The findings further revealed that mothers’ language decisions were influenced by their personal histories, social expectations, and aspirations for their children’s linguistic futures. Rather than viewing multilingualism as a choice between competing languages, mothers interpreted multilingual practices as a way of supporting children’s adaptability, social connection, and cultural continuity. The study contributes to understanding multilingual motherhood by highlighting how language learning in early childhood is a relational and identity-driven process shaped by family practices, cultural negotiation, and everyday experiences. These insights provide implications for educators, families, and policymakers in supporting bilingual development while sustaining heritage languages in multilingual communities.</p> Maxene Janel Batangan Ryan Roi Domingo Copyright (c) 2026 SEAQIL Journal of Language Education https://creativecommons.org/licenses/by-sa/4.0 2026-07-13 2026-07-13 5 1 351 364