Abstract
In the Philippines, learning a language aside from the vernacular is widely supported. It was all evident from the phase of implementing the Bilingual Education Policy in 1974, appointing English as one of the media of instruction, to DepEd establishing in 2009 a Special Program in Foreign Language (SPFL). In addition to this, CHED also issued a Memorandum Order No. 24 Series of 2017, which is the Policies, Standards, and Guidelines for the Bachelor of Arts in English Language (ABEL) students, a memorandum implementing the inclusion of foreign languages into their program. Learning a foreign language is an interesting academic endeavor for some people. Aside from how it leads people to become multilingual, it also brings people benefits. To name one, according to the World Economic Forum (2017), studying a foreign language makes people tolerant or flexible when it comes to recognizing the diversity of world views. There are factors, however, such as anxiety, that can interfere with learning foreign languages, according to Stephen Krashen’s Affective Filter Hypothesis. Using a descriptive research design and stratified random sampling, the researchers sought to understand the perceptions of Bachelor of Arts in English Language (ABEL) students regarding the inclusion of foreign languages in their curriculum.
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