FLT Journal

In Italy, English learning primarily occurs within the confines of the classroom rather than through everyday communication. Consequently, Italian learners of English often lack opportunities to utilize the language as a means of daily communication outside educational settings, thereby emphasizing the pivotal role of formal instruction in shaping their English proficiency. Given the concerning proficiency levels reported in both European and national assessments, this study aims to explore the challenges encountered by students of English as a foreign language (EFL) and their underlying causes. A total of 447 first-year undergraduates, not majoring in English, participated in the study. Data were collected via an open-ended question and a questionnaire, and subsequently analyzed using thematic coding. The findings revealed that students predominantly face barriers of linguistic, instructional, and affective nature, compounded by limited opportunities for practical application beyond the classroom. Based on these results, the study offers insights into potential factors contributing to these challenges and provides recommendations aimed at assisting educators and learners in overcoming barriers associated with EFL instruction in Italy.

This study examines the linguistic and rhetorical strategies
employed by President Tinubu in his 1st October 2024
Independence Day Speech and how it has helped in shaping public
perception and national identity. Using Fairclough's threedimensional model of discourse analysis, textual analysis,
discursive practice, and social practice, and Leech and Short's
framework which focuses on analysing literary devices by
examining how they are used to convey meaning, and understand
speaker's intent, this research explores the power dynamics,
ideological underpinnings, and persuasive elements used in the
speech. The study also investigates how Tinubu's language choices
reflect power dynamics, governance priorities, and efforts to foster
national unity. The study uses a qualitative research approach and
the methodology involves several steps to systematically analyse
the speech and identify the rhetorical devices used by the president
in his Independence Day speech. The findings of the study reveal
that President Tinubu employed a range of rhetorical devices in his
speech, including metaphors, personifications, hyperboles,
parallelisms, similes, antitheses, anaphora among others. These
rhetorical elements employed in the speech are used by the
president to establish trust, inspire hope, outline policy priorities,
and promote national unity

The proportion of ESL/EFL learners across greater Kuwait is skyrocketing. Earlier scholars in the field of education have applied insights and techniques from corpus technology to advance English learners' learning and writing abilities. The research setting for this study is a high school in greater Kuwait. The research setting was a classroom context where the proposed Corpus-Based Program (CBP) curriculum was integrated into the mainstream learning for one term. The research identified 44 subjects who volunteered to enroll and contribute toward this accomplishment. For quantitative analysis, the project utilized a pre-and-post EFL Writing Test to examine the students' mastery of the language and proficiency in writing using a rubric score to analyze individual performance. I administered a Semi-Structured Interview (SSI) during both the pre-and-post the CBP implementation to document the students' performance before and after implementing CBP. Using a Questionnaire on Corpus Use (QOCU), the identification of students' attitudes and perceptions concerning the corpus and whether it was essential in nurturing their mastery and proficiency of the English language was made. The Evaluative Questionnaire (EQ) was developed to investigate the respondents' attitudes and views toward the CBP. The results indicate that students present positive perceptions and attitudes toward corpus use to nurture their competency in the English language vocabulary

This paper presents a Virtual-Suspect system designed for use in police interrogation training simulations. The system allows users to preconfigure various scenarios based on real cases, as well as different suspect histories and personality types. The responses given by the Virtual-Suspect during the interrogation are selected based on context and the suspect’s psychological state, which changes in response to each interrogator’s statement. Experiments with 24 subjects have shown that the Virtual-Suspect’s responses in an interrogation scenario are similar to those of a human respondent.

Contrastive rhetoric is the field that studies how language and writing styles differ between cultures and how these differences affect second language learning. The article attempted to critically synthesize the existing literature on contrastive rhetoric and its implications for intercultural second language learning. As a branch of comparative linguistics, contrastive rhetoric involves the structured study of a combination of languages in order to solve the problems that learners face in transferring rhetorical patterns from a first language to a second language, thereby identifying their structural differences and similarities. However, the question of whether a learner's first language influences foreign language learning or not has remained a mystery to many second language acquisition scholars and researchers for many years. The article uses a systematic review approach methodology to discuss the origins and development of contrastive analysis, its theoretical foundations and assumptions, its applications and benefits to learning second languages and other fields, and the theory of contrastive analysis. The research shows that although contrastive rhetoric has been widely criticized for being overly simplistic and narrow, it has evolved to include interdisciplinary perspectives and approaches that serve to address linguistic diversity and inclusivity. The research shows that contrastive rhetoric is not only a starting point for educators but also a tool for addressing the rhetorical challenges that students face when transferring rhetorical patterns from their native languages.

This study examines how Egyptian learners of Hebrew as a second language realize the speech act of apology compared to native Israeli Hebrew speakers. While apologies have been extensively studied in English and Arabic, Hebrew remains underexplored in interlanguage pragmatics, particularly in Arabic-Hebrew pragmatic transfer. Data were collected from 30 Egyptian learners at the

The reported study highlights the importance of an L2 curriculum integrating authentic linguistic and cultural input to promote learners' linguistic, communicative, and cultural competencies. Through content analysis, the researchers evaluated the linguistic and cultural authenticity of the Grades K-6 Mandarin Matrix Curriculum designed for Chinese DLI and Chinese bilingual students across Asia, the UK, and North America. The analyses revealed a high level of linguistic authenticity in coded word usage, word order, and situational representations (>90%). Over 92% of illustrated scenarios and character behaviors were coded as culturally authentic. Notably, overall linguistic and cultural authenticity increases across Grades K-6 books (88%-99%). However, the illustrated settings in K-5 books exhibited lower authenticity (43%-58%), while the newly revised Grade 6 books' rich emphasis on Chinese history was deemed more authentic. These results offer valuable insights into the significance of highly authentic texts with a developmental sequence to support Chinese language learning.

Higher education in Portugal suffered a deep transformation due to a new educational model introduced by the Bologna Process. This European guideline also fostered internationalization and the exchange of students and lecturers. As a result, a common communication language was imperative and English became a required course unit within higher education programs. In some institutions, English was already included while in others it was introduced in the new study plans. Considering that these students are adults and that many have low skills in English language, interference of the mother tongue, Portuguese, is recurrent. Based on a written essay with the topic "Write about the person who has influenced you the most", a list of examples of different types of interference was collected. False friends appeared as one of the most significant types, therefore becoming the first focus of research due to potentially leading to misunderstandings in cross-linguistic communication . As studies on interference are scarce in Portugal, we aim to develop a project on this matter, thus opening up new possibilities for research, contributing to educators' awareness and proposing new methodologies towards a rethinking of teaching and learning English as a second language within higher education.

Tourism terminology, the subject matter of this study, is not relatively uniform as  far as  the content is  concerned, and represents a special strand of terminological research , due to the fact that tourism is  a field which is in a continuous change , new words and expressions being adopted. False friends have received worldwide lexicographic consideration. The fact that similar words in different languages do not necessarily overlap semantically has inspired many linguists to identify false friends in different languages and provide a lexical description of them in dictionaries. This paper aims at raising awareness of the existence of Lexical FF-s in English and Romanian  tourism context  and the actual difference  arise  from  the various cognitive patterns at work in the two languages, which sometimes do not allow for cultural patterns  to be transmitted directly.

This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were selected throughlocusofcontrolquestionnaireanditisfollowedbyOSORSquestionnairetomeasureonline metacognitivestrategiesusedbystudents.Theresultsofstudyrevealedthatonlinemetacognitive readingstrategiesusedmostlybyinternallocusofcontrolstudentsratherthanexternallocusofcontrol students.Therewereclearinterrelationshipsamongtypesofmetacognitivereadingstrategiesused andinternallocusofcontrolcharacteristics.Amongthreesubcategoriesofmetacognitivestrategies, studentswithinternallocusofcontrolaremoreinterestedtouseglobalstrategies,whereasstudents withexternallocusofcontroltendlesstousethisstrategy.Also,therewasnosignificantdifference inusingproblem-solvingandsupportivestrategiesusedbythestudents.

Teacher belief-practice dichotomy is an enduring issue in the field of English language pedagogy. This paper aims to explore the frequently observed incongruity between EFL/ESL teachers' perceptions and their actual classroom practices. This research being library-based and qualitative in approach, the nature, causes, and implications of this discrepancy is examined here followed by a few suggestions for mitigating the gap. Synthesizing the thematic discussions available in the existing literature, the paper highlights how teachers' pedagogical notions are overturned by their classroom experiences due to institutional constraints, insufficient training, and other sociocultural aspects. These drawbacks have the potential to weaken instructional effectiveness and teacher development. As argued in the article, teachers can critically assess and realign their perspectives and practices if they are engaged in reflective practice. The argument is drawn by synthesizing a wide range of scholarly sources. Finally, the emphasis of the paper is upon critical reflection and supportive teacher education, through which one can better align pedagogical notions with classroom experiences, leading to more coherent and effective EFL/ESL teaching practices.

This paper delves into Athol Fugard's play, Sizwe Banzi is Dead, to examine the representation of apartheid and its far-reaching consequences on individuals and society. The paper illuminates how apartheid perpetuates systemic oppression, erases identities and undermines human dignity. The objective of the paper is to critically examine the play through the lens of Critical Race Theory and Intersectionality, highlighting the intersections of race, class and power. By employing Critical Race Theory, the paper examines the structural and institutional dimensions of apartheid, while Intersectionality unfurls the multiplicative effects of oppression on individuals. The paper reveals that Sizwe Banzi's experiences exemplify the dehumanising effects of apartheid, including forced assimilation, economic exploitation and psychological trauma. The intersections of race, class and gender compound the forms of oppression faced by Black South Africans, reinforcing the significance of Intersectionality in understanding these complex dynamics. The analysis demonstrates the significance of Critical Race Theory and Intersectionality in understanding the complex dynamics of oppression and resistance. Sizwe Banzi is Dead serves as a powerful critique of apartheid, exposing its destructive legacy.

This study investigates the possible cause(s) of English spelling errors by Arabic learners of English (ALEs). Studies show that ALEs make significantly more English spelling errors than other English second-language learner groups. Studies also show ALEs make more errors with vowels. The omission of short vowels in Arabic writing has been proposed to cause vowel blindness in English, resulting in the poorer spelling performance. This study evaluates this claim by comparing the distribution of short and long-vowel errors and vowel and consonant error types from handwritten texts by ALEs. While this study found more vowel than consonant errors, only the distribution of vowel graph-choice and insertion errors significantly differed from the number of consonant errors by subcategory. Graph-choice errors, not omission errors, were exceedingly the most common error type. Vowel length was not significantly associated with either vowel omission or graph-choice as expected under the vowel blindness hypothesis. The results, thus, did not indicate a missing vowel orthographic transfer effect as the primary reason for ALE orthographic production difficulty in English. Instead, this paper proposes an underdeveloped lexical-orthographic-representation hypothesis to account for both the degree and range of errors found. This study also found that low and high proficiency groups only significantly differed in consonant graphchoice and silent-graph error categories, with the advanced group performing better. These results suggest that ALE spelling skills are not markedly improving with the advancement of other writing skills and that ALEs may need explicit spelling instruction, especially to connect vowel phonemes with multiple graphemes.

This study examines the intra-cultural realization of apology strategies as produced by na-tive speakers of Saudi Hijazi Arabic from both genders. The following variables are taken into account in the present study: gender, age, and level of education. A discourse completion task (DCT) consisting of ten different role-play situations was used to elicit the responses. The partic-ipants (n=110; 55 Females and 55 Males) were aged between 15 and 60 at the beginning of the study. All subjects were born and raised in Hijaz cities. Olshtain and Cohen’s coding formula (1983) was adopted to mark out the gleaned data. The study results revealed that Saudi Hijazi employed a wide range of apology with multiple strategies was also prevalent throughout the study. Illocutionary force-indicating devices and acknowledging-responsibility (lack of intent) tools were the most frequently employed strategies by the study subjects. Conversely, explana-tions and a promise of forbearance were the least used by the participating Hijazi speakers. In addition, cultural-specific strategies such as invoking God’s name in an oath, local Hijazi address terms, repetitive apology, and common proverbs that indicate the sincerity of apology and mini-mize the severity of the offence. One of the more significant findings to emerge from this study is that young participants tended to employ humor in their apologies. This study has also found that generally Saudi females provided more apologies than males with educated females and males being more conscious regarding the choice/length of apology expressions. This work contributes to existing knowledge on pragmatics by providing additional evidence with respect to Hijazi Arabic speakers in Saudi Arabia.

Through the contact of languages, the literature of languages is in consistent contact and convergence. This is a pioneering discussion on this phenomenon of literature in contact and convergence in Bharat, primarily based on Malayalam. Firstly, the sociolinguistic context of language contact in which literature comes into contact and convergence are presented. Further, Contact and convergence literature is defined, and contact and convergence literary studies is presented based on convergence literature in Malayalam. Based on this, Bharat is defined as a literary area, and the primary methodology of contact and convergence study of literature is also introduced.

Apologies are vital forms of speech embedded within diverse sociocultural contexts, significantly influencing effective communication and conflict resolution, particularly within academic communities. This study employs a mixed-methods approach to delve into the intricate dynamics of apology strategies among undergraduates at Ahmadu Bello University (ABU), Zaria. The research aims to understand how cultural factors shape the selection of apology strategies, considering local norms, personal beliefs, and the broader repercussions of transgressions. By addressing the research questions on socio-cultural influences and social class dynamics, the study navigates the complexities of apology phenomena within the university setting. The analysis draws on Brown and Levinson's Politeness Theory, examining politeness strategies, linguistic variables, and social variables in apologies. Findings reveal nuanced interplays of linguistic and social elements, reflecting diverse levels of formality, sincerity, and interpersonal relationships. The study underscores the significance of cultural norms and social dynamics in shaping communicative behaviors, offering insights for navigating face-threatening situations like apologizing within ABU, Zaria, and beyond. In social interaction, apology serves as a vital form of expressive speech, serving as an act of communication with profound implications. Its role in fostering harmony between individuals underscores its significance in interpersonal relationships. Scholars recognize its diverse strategies, from direct to implicit, serving varied communicative ends. Examining apology situations at Ahmadu Bello University, this study delves into undergraduates' strategies. Blending qualitative and quantitative methods, it unveils how local norms and values influence apology behaviors. Cultural context profoundly shapes apologies, offering insights into academic conflict resolution and communication. Understanding these interplay aids reconciliation efforts, informing stakeholders in fostering constructive resolution within academic settings.

The paper describes the process involved in developing the Malaysian Corpus of Financial English (MaCFE); a specialized online corpus, which will contain a wide range of written texts obtained from various financial institutions in Malaysia. This corpus will also be the first sub-corpus to contribute to the development of the Malaysian Corpus of English for Specific Purposes. It is built using the corpus linguistics methodology involving four main research activities; (i) Digital Database Construction, (ii) Annotation, (iii) Web Interface Development and (iv) Data Web Release. Once completed the corpus will not only be an important source of reference for research, teaching, and learning of ESP in Malaysia, but it will also serve as a major resource for the training of future financial services professionals.

Teachers wish their learners not to take all provided information for granted; rather, they expect to enable their learners to develop higher order thinking skills and to be reflective. When applied to academic contexts, critical discourse analysis seems to play an undeniable role in the development of reflective thoughts by students. The current study investigated the effect of Critical Discourse Analysis (CDA) on English as a Foreign Language (EFL) learner’s critical thinking (CT) ability in economic translation texts classes. To this end, 60 undergraduate English translation students at the intermediate level of proficiency were selected and assigned into two groups of experimental and control. The experimental group received instruction in order to make critical analysis both on articles handed out by teacher as well as follow-up CDA based presentations. The control group learners, on the other hand, received neither instruction nor any practice with respect to critical discours...

This study rigorously analyzes the attributes of technical-vocational graduates in the Maasim, Sarangani Province, emphasizing their skills, curriculum completion, employability, and correlation with college course enrollment. The study employed a purposive sampling method to survey 119 participants from three senior high schools. A descriptivecorrelational study methodology was utilized to evaluate the correlations between the graduates' profiles and the important factors. The results indicated no substantial association among competency, employability, the finished track, and the students' current college courses. The National Career Assessment Examination (NCAE) demonstrated a substantial correlation with the alignment of students' selected college courses. This indicates that the choice of senior high school tracks ought to be based on the outcomes of the NCAE, the High School Occupational Inventory of Interest, and the National Career Achievement Examination. The research reveals that students selecting pathways closely matched with their prospective college courses, especially the General Academic Strand and Humanities and Social Sciences, are more favorably positioned for future professional success. This highlights the necessity for a comprehensive and data-informed methodology in the selection of senior high school tracks, guaranteeing congruence with students' academic and occupational objectives. The study emphasizes the shortcomings of providing educational courses simply based on the geographic location of schools, indicating that programs in remote locations, such as agriculture and technical-vocational education, may insufficiently equip students for higher education. This misalignment can pose difficulties for students transitioning to more demanding academic programs, highlighting the necessity of a curriculum that facilitates both short-term and long-term academic and career goals.

This article explores the development of sociocultural competence among senior secondary school students through the use of authentic songs in English language classes. Amidst evolving socio-political and educational reforms, there is a heightened emphasis on integrating foreign language proficiency into core educational competencies. Sociocultural competence, a crucial component of communicative skills, involves understanding cultural nuances and effectively engaging in intercultural communication. The study examines how music, specifically authentic songs, can be utilized as a pedagogical tool to foster students' socio-cultural awareness and linguistic capabilities. By analyzing song lyrics, students gain exposure to cultural symbols, historical references, and language variations that enhance their intercultural understanding and communicative abilities. Empirical studies from Kazakhstan, Russia, and technical universities show that music-based methods effectively engage students, reduce stress, and foster an inclusive environment conducive to learning. This approach supports not only linguistic growth but also emotional and social development, contributing to students' overall motivation and selfefficacy. The findings suggest that integrating songs into language education can create a more immersive and meaningful learning experience that prepares students for real-world intercultural interactions.

This study rigorously analyzes the attributes of technical-vocational graduates in the Maasim, Sarangani Province, emphasizing their skills, curriculum completion, employability, and correlation with college course enrollment. The study employed a purposive sampling method to survey 119 participants from three senior high schools. A descriptivecorrelational study methodology was utilized to evaluate the correlations between the graduates' profiles and the important factors. The results indicated no substantial association among competency, employability, the finished track, and the students' current college courses. The National Career Assessment Examination (NCAE) demonstrated a substantial correlation with the alignment of students' selected college courses. This indicates that the choice of senior high school tracks ought to be based on the outcomes of the NCAE, the High School Occupational Inventory of Interest, and the National Career Achievement Examination. The research reveals that students selecting pathways closely matched with their prospective college courses, especially the General Academic Strand and Humanities and Social Sciences, are more favorably positioned for future professional success. This highlights the necessity for a comprehensive and data-informed methodology in the selection of senior high school tracks, guaranteeing congruence with students' academic and occupational objectives. The study emphasizes the shortcomings of providing educational courses simply based on the geographic location of schools, indicating that programs in remote locations, such as agriculture and technical-vocational education, may insufficiently equip students for higher education. This misalignment can pose difficulties for students transitioning to more demanding academic programs, highlighting the necessity of a curriculum that facilitates both short-term and long-term academic and career goals.

“A ki piangsak khempeuh lakpan a masa pen,” Colossian 1:15 (ZNV):
Amah kan a Vanglian omlo Zeisu
Dr.Thang Suan Sum, PhD

Thu kong honna
Paul in Topa Zeisu pen “a ki piangsak khempeuh lakpan a masa pen,” ci-in
Colossians 1:15 ah a gen hi. Hih Laisiangtho mun simna tungtawnin mi pawlkhat in “Topa
Zeisu pen Pa Pasian in mihing teng khempeuh a bawlma Zeisu a bawl hi,” cih thu khupna
nei uh hi. Topa Zeisu pen “piansak teng khempeuh lak pan a lianpen” (Patzia and Petrotta,
2002, p. 16), cih Arianism ngaihsutna pen khang kizom tatsat lo-in huzap ong nei hi. Tua
ahih man in Colossian 1:15 pen a nung a ma a thu om tungtawn in telcian ding kisam hi.

Hrang Nawl (1934 – 2004) was a prominent intellectual among the Chins, and one of the world’s youngest Parliamentarians elected in the 1956 ‘Burmese General Election’. He was merely 21 years of age when he was elected to the Chamber of Nationalities, the Upper House of Parliament of Burma (now Myanmar) in 1956. He was also the first Chin revolutionary leader who revolted against General Ne Win’s 1962 military coup. He was a political prisoner or prisoner of war subjected to all forms of torture in Burma. In his after-prison life, he became a uniquely born-again Christian and a free-of-charge evangelist by complete faith in Christ. He established ‘the Church’ that adheres to the beliefs and practices of the early Christian community in the time of the Apostles. Before becoming a born-again Christian, he authored ‘Ka Zahpi Lo’ book which is one of the greatest Lai (Hakha Chin) Christian books all time. He was also a great song writer as well as a song composer in the Lai language.

Assuming that the information provided by dictionary definitions should indicate that language use depends on the pragmatic situation of discourse as well as the social relation between the speaker and the hearer, dictionaries frequently employ special conventions. As particularly important from the perspective of a language learner, the manner of adopting different conventions should not be too complicated for him. Obviously enough, the knowledge of the difference between semantics and pragmatic meaning, especially when the dictionary user comes from different culture seems to be of prime importance. When consulting dictionaries, the advanced foreign learner needs clear instruction in formal language use as well as neutral usage that is not informal in order to avoid the wrong style – choice consequences (here understood as miscommunication and /or misunderstanding).

Patterns of spelling errors by EFL learners can reflect both intra- and inter-lingual influences. On the intra-lingual part, spelling errors may reflect poor linguistic competence on different levels, including phonological awareness, and knowledge of orthography, vocabulary, morphological and semantic relationships, and mental orthographic images (Apel & Masterson, 2001; Apel, Masterson, & Niessen, 2004). On the interlingual part, patterns of spelling errors can also manifest differences between the first language (L1) and the second language (L2) as research shows that previously acquired L1 literacy skills influence EFL word recognition (Akamatsu, 2003; Koda, 2005) and spelling skills (Figueredo, 2006). The present error analysis study aims to identify patterns of spelling errors among Saudi high-school female graduates who learn English as a foreign language. The participants were asked to compose a paragraph on a given topic, and spelling errors were identified and analyzed. Pa...

This paper discusses the cultural knowledge of Thadou-Kuki which constitutes one of the least explored genres of language use, with the hope that it will remain a source of information for future generation speakers and scholars. The paper provides examples of the vast pool of knowledge that lies underneath the traditional culture. It discusses two types of cultural knowledge in Thadou-Kuki, namely, material and oral culture transmitted from one generation of speakers to the other; these have not received the kind of attention that they deserve. The study shows how both material and oral culture are fast disappearing due to onslaughts from different quarters: the shift from traditional to a more sedentary lifestyle, the shift from traditional religion to Christianity, and finally the shift from traditional modes of entertainment to modern forms of entertainment. Many of the phenomena discussed in the paper apply to many of the other languages spoken in the hills of Northeast India, which are faced with similar threats.

Language, culture, and education are intricately linked in the Indian context, where diverse linguistic and cultural backgrounds shape educational experiences and outcomes. This study examines how language and culture influence education in India, focusing on the interplay between linguistic diversity and cultural heritage.  The primary objectives are: To explore the impact of linguistic diversity on educational practices in India. To understand the role of cultural heritage in shaping educational content and pedagogy. To identify challenges and opportunities in integrating language and culture in education. Method A qualitative approach is used, involving content analysis of educational policies, textbooks, and curricula. In-depth analysis of documents is conducted to gather insights on the influence of language and culture in education. The study finds that: Linguistic diversity enriches educational content but poses challenges in standardization. Cultural heritage plays a crucial role in shaping educational practices and student engagement. Integration of local languages and cultural contexts enhances learning outcomes and fosters cultural pride. The findings suggest that while linguistic diversity presents challenges, it also offers opportunities for a richer educational experience. Emphasizing cultural heritage in education fosters a sense of identity and belonging among students. However, balancing standardization with cultural relevance remains a key challenge.  Integrating language and culture in education is vital for creating inclusive and effective educational environments in India. Policymakers and educators must work together to address the challenges and leverage the opportunities presented by India's linguistic and cultural diversity.

International Journal of Multidisciplinary Educational Research and Innovation is an international peer-reviewed academic journal that highly values the importance of developing knowledge in the field of multidisciplinary educational and innovative research. The journal's scope is broad, with the goals of disseminating information and providing a place for discussion, theoretical inquiry, practical applications, research discoveries, and experimentations in the field of education.

International Journal of Multidisciplinary Educational Research and Innovation is an international peer-reviewed academic journal that highly values the importance of developing knowledge in the field of multidisciplinary educational and innovative research. The journal's scope is broad, with the goals of disseminating information and providing a place for discussion, theoretical inquiry, practical applications, research discoveries, and experimentations in the field of education.

This study accentuated on the determinants of senior high school tracks and strands inclination of Grade 10 students of the five (5) secondary schools in  Municipality of Alabel: Alabel National High School, Alabel Integrated SPED Center, Alegria National High School, Kawas National High School, and Tokawal National High School. It used a quantitative descriptive-survey method of research that involved 788 respondents utilizing a descriptive survey method of research to gather the data needed. Frequencies and percentages were utilized to verify the respondents’ tracks and strands preferences. Based on the findings of the study, the majority of the preferred senior high school tracks and strands of the Grade 10 students were not included in the offerings of the five secondary schools in the Municipality of Alabel. With these results an Intervention Program Matrix was made in order to help the schools to open senior high school tracks and strands based on the needs of the communities. Through this, students will be able to be ready to enroll in college programs that are aligned with their senior high school tracks and strands. Based on the findings of the study, it is highly recommended that every school must have intensive career advocacy on the parents and students for proper guidance.