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Research Capability Program: Readiness and Challenges of BAELS
Students in Conducting Language Research
Dr. Jimboy B. Pagalilauan
College of Arts and Sciences-Department of Humanities, Cavite State University, Indang, Cavite,
Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100147
Received: 12 November 2025; Accepted: 21 November 2025; Published: 03 December 2025
ABSTRACT
This study was conducted to determine the readiness and challenges of Bachelor of Arts in English Language
Studies (BAELS) students in doing language research. This was deemed important, as language research requires
students to apply their knowledge in language and to develop other skills. The descriptive-comparative-
correlational research design was used in the study to answer the following questions: (1) what is the level of
students’ readiness, (2) what are the challenges they encountered, (3) what is the relationship between students’
readiness and challenges, and (4) are these variables similar among students with different demographic profiles?
Open-ended questions were added to the descriptive-comparative-correlational design to get students’ responses
on their perceptions and suggestions on research difficulties and interventions to address these.
Fifty-eight (58) Bachelor of Arts in English Language Studies (BAELS) students participated in the study.
Quantitative results showed that the students have good understanding of language research as regards ethical
considerations and language research principles, but they have limited preparedness in practical aspects of
research such as writing major sections of a research paper, synthesis of literature, designing methodologies, and
analysis of data. Challenges were moderate. The two most challenging tasks were time management and
literature review. Descriptive answers also showed that BAELS students need structured and hands-on
interventions through workshops, writing clinics, and guided consultations to enhance their research
competencies.
Hence, it revealed that there were no significant differences in readiness and challenges of the students with
regard to gender, age, type of senior high school, and parents’ educational attainment. There was negatively
correlated between readiness and challenges, it indicates that students who feels more ready do not experience
many difficulties in doing their research. Therefore, the answer to the research question based on the result of
statistical analysis was, BAELS students’ understanding of the concept of language research is good, but they
need to be guided in terms of practical skill. Research writing, methodology, data analysis and time management
intervention at program level will improve them to be more confident and competent in doing language research.
Keywords: Language research, research readiness, research challenges, BAELS students.
INTRODUCTION
In today’s academic environment, the ability to conduct meaningful research is an essential skill that every
college student must develop, especially those in the field of language and communication. Research serves as
a foundation for innovation, critical thinking, and informed decision-making in both academic and professional
contexts. For students pursuing the Bachelor of Arts in English Language Studies (BAELS), research is not just
an academic requirement, it is a means of understanding how language functions in society and how linguistic
knowledge can be applied in real-world contexts such as education, media, and intercultural communication.
At Cavite State University - Main Campus, the BAELS program is designed to produce graduates who are
competent in English language structure, use, and analysis, as well as in the practical applications of linguistics.
The program emphasizes proficiency in the four macro-skills of communication listening, speaking, reading,
and writing while fostering analytical and research-oriented thinking. Through courses such as Language
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Research 1 & 2, Applied Linguistics, and other major courses, students are trained to identify linguistic problems,
conduct data-driven inquiries, and present their findings in academically acceptable formats. These experiences
are intended to prepare students for diverse career paths, including teaching, research, publishing, and corporate
communication.
However, despite the inclusion of research-related courses in the curriculum, many language students still
encounter challenges when conducting independent research. Several factors contribute to these difficulties, such
as limited exposure to academic writing, lack of confidence in using research methodologies, and difficulty
formulating research problems relevant to language studies. In some cases, these challenges are compounded by
limited access to research materials, insufficient mentoring, or lack of familiarity with proper citation and
formatting conventions. As a result, students may experience anxiety or hesitation when asked to carry out their
undergraduate research projects.
The readiness of BAELS students to conduct research is an important indicator of the program’s effectiveness
in cultivating scholarly skills. Readiness encompasses not only the students’ knowledge of research concepts
and techniques but also their motivation, confidence, and institutional support. It involves understanding how to
organize ideas, analyze data, and write in a clear and scholarly manner. Challenges, on the other hand, refer to
the barriers or constraints that prevent students from performing these tasks efficiently, whether cognitive,
technical, or environmental.
Given these concerns, the present study, titled “Research Capability Program: Readiness and Challenges of
BAELS Students in Conducting Language Research,” aims to evaluate how prepared BAELS students of Cavite
State University - Main Campus are in undertaking language-related research and what challenges they
commonly face. It also seeks to explore how factors such as age, gender, senior high school background, and
parents’ educational attainment influence students’ research readiness and experiences. Moreover, by identifying
both strengths and areas for improvement, the study hopes to propose strategies or interventions that will enhance
the research capability of BAELS students, ultimately contributing to the development of a stronger culture of
inquiry within the university.
Review of Related Literature
Developing research capability among students has become an essential part of higher education, especially in
language and communication programs. For English Language Studies (BAELS) students, the ability to design
and complete a research project reflects not only their mastery of academic writing and inquiry but also their
readiness for future professional and scholarly work. Understanding how prepared they are and what difficulties
they encounter, helps institutions provide targeted support and training.
In the Philippine academic context, several studies have shown that many students demonstrate only a moderate
level of readiness when it comes to conducting research. For instance, Pangket, Pangesfan, Cayabas, and
Madjaco (2023) found that while graduate students were familiar with the basic steps of research, they often
struggled to identify research problems and organize their literature reviews. This suggests that conceptualization
and technical writing remain persistent areas of difficulty for many learners, particularly when they must
synthesize information from multiple sources.
A similar pattern was observed in a descriptive-correlational study on undergraduate students from Eastern
Samar State University, which reported that most respondents possessed only moderate readiness in conducting
research (Students’ Readiness in Conducting Research, 2025). The researchers pointed out that students who
had more prior exposure to research tasks or received stronger mentoring tended to perform better. This
highlights the value of both institutional guidance and experience-based learning in improving students’
preparedness.
The challenges encountered by students are not limited to the Philippines. Dantic (2024) documented the
common struggles of students working on research projects during the period of online and blended learning.
The study emphasized that many learners faced problems in selecting topics, gathering data, and analyzing
results, difficulties that were often made worse by limited access to libraries, unreliable internet connections,
and lack of direct supervision. Such findings underline that readiness is not only a matter of knowledge but also
of access and environment.
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Research writing skills also play a significant role in how students approach their research work. The Formosa
Journal of Multidisciplinary Research (2023) published a study on students’ knowledge of manuscript writing
and their readiness to conduct research. The results showed that those who were more familiar with the structure
and language of academic papers felt more confident and capable throughout the research process. In contrast,
students who lacked such exposure often experienced anxiety and self-doubt, leading to lower productivity and
weaker outputs.
Beyond technical skills, attitudes and confidence have also been identified as key components of readiness. Igpit
and Alpuerto (2022) found that competence and positive attitudes significantly predicted teachers’ readiness for
digitized instruction. Although their study focused on digital learning, the results are relevant to research
readiness as well suggesting that self-efficacy and motivation influence how individuals adapt to complex
academic tasks such as writing and data analysis.
Taken together, these studies show that readiness to conduct research is multidimensional. It involves not only
knowing the methods and formats of research but also having the right mindset, sufficient institutional support,
and opportunities for practical engagement. For language-studies students, this readiness extends further: they
must be able to analyze linguistic data, interpret findings critically, and communicate results through well-
structured academic writing. Despite the growing interest in research capability among students, few studies
have focused on the unique experiences of undergraduate language majors in the Philippines. Addressing this
gap, the present study explores the readiness and challenges of BAELS students in conducting language research,
taking into account their demographic background and academic experiences.
Objectives of the study
In line with this, the specific objectives of the study are as follows:
1. Determined the profile of the respondents in terms of age, gender, senior high school attended, and
parents’ highest educational attainment.
2. Assessed the level of readiness of BAELS students in conducting language research in terms of (a)
knowledge and understanding of language research concepts and methodologies; (b) technical aspects of
research writing (grammar, coherence, citation, and formatting); and (c) writing and organization of the
major parts of a language research paper (Introduction, Methodology, Results and Discussion,
Conclusion and Recommendations, References and Citations, Abstract).
3. Identified the challenges encountered by BAELS students in conducting language research, particularly
in the areas of topic formulation, data collection, language analysis, and research writing.
4. Determined if there is a significant difference in the level of readiness and the challenges encountered by
BAELS students when grouped according to their profile variables (age, gender, Senior High School
attended, and parents’ highest educational attainment).
5. Examined the relationship between the students’ level of research readiness and the challenges they
experience in conducting language research.
6. Proposed an action plan that will enhance the research readiness and capability of BAELS students in
conducting language-related studies.
METHODOLOGY
Research Design
This study adopted a descriptive–comparative–correlational research design to examine the readiness and
challenges of Bachelor of Arts in English Language Studies (BAELS) students in conducting language research.
The descriptive part of the design aimed to present a clear picture of the students’ level of readiness and to
identify the common challenges they faced throughout the research process, including topic selection, data
collection, and writing. The comparative aspect, on the other hand, sought to find out whether there were
significant differences in the students’ levels of readiness and challenges when grouped according to their profile
variables such as age, gender, senior high school background, and parents’ highest educational attainment.
Finally, the correlational part of the study examined the possible relationship between the students’ readiness
and the challenges they encountered in conducting research.
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To provide a deeper understanding of the findings, two open-ended questions were also included in the survey.
These questions allowed the participants to freely share their most common challenges and to suggest possible
intervention plans that could help improve their research skills. Their answers were carefully summarized and
thematized, and the results were discussed separately to complement and support the quantitative data.
This design was selected because it offers a clear and comprehensive way to understand the experiences of
BAELS students without manipulating any variables. It enabled the researcher to describe the current situation,
compare variations among different groups, and explore how certain factors might be related. As Bhandari
(2022) noted, descriptive–correlational designs are well suited for studies that aim to identify existing
relationships and patterns among naturally occurring variables. Adding a comparative element made the design
more fitting for determining both relationships and differences, while the inclusion of open-ended responses
enriched the analysis by offering the students’ perspectives in their own words.
Participants
The participants of this study were all fourth year BAELS students at Cavite State University–Main Campus
during the Academic Year 2025-2026.
A total population sampling was used in which every member of a group is studied. This was to make sure that
the data reflected the entire view of the cohort without a bias in sampling.
It would be a benefit to bring in the population as a whole, for a more holistic view of preparedness and
challenges faced investigating language learning, it allowed for an overall picture of where all students were
academically; collectively what they are ready for or blocked from doing.
The respondents' demographic variables were their age, sex, senior high school attended, and the highest
educational attainment of parents. These factors were introduced to test whether readiness and challenges varied
among demographic populations.
Instrumentation
The primary instrument used in this study was a researcher-made survey questionnaire, developed based on
validated tools from de Guzman and Tan (2023) and Pura and Janer (2024). These references guided the
development of survey items aligned with the objectives of the study, specifically, assessing research readiness
and identifying challenges faced by students in language research.
The questionnaire consisted of three major parts:
1. Section A: Respondents’ demographic profile (age, gender, senior high school attended, and parents’
highest educational attainment).
2. Section B: Level of readiness in conducting language research, focusing on (1) knowledge and
understanding of language research concepts and methodologies, (2) technical aspects of research writing
(grammar, coherence, citation, and formatting), and (3) organization of the major parts of a language
research paper (introduction, methodology, results and discussion, conclusion, recommendations,
references, and abstract).
3. Section C: Challenges encountered by BAELS students in topic formulation, data collection, linguistic
analysis, and writing of research reports.
4. Section D: Open-ended questions on their challenges and proposed intervention plan
Each item was measured using a 4-point Likert scale, as follows:
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
The instrument underwent content validation by three experts in language research and English education to
ensure clarity, relevance, and accuracy.
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RESULTS AND DISCUSSIONS
Table 1. Profile of the respondents
Variable
Category
Frequency
Percentage
Age
21
25
43.10%
22
20
34.48%
23
5
8.62%
24
4
6.90%
Others (20, 25–26)
4
6.90%
Total
58
100%
Gender
Female
47
81.03%
Male
11
18.97%
Total
58
100%
Senior High School Attended
Private
32
55.17%
Public
26
44.83%
Total
58
100%
Mother’s Educational Attainment
High School
20
34.48%
College Undergraduate
16
27.59%
College Graduate
13
22.41%
Vocational
5
8.62%
Elementary
3
5.17%
Postgraduate
1
1.72%
Total
58
100%
Father’s Educational Attainment
High School
23
39.66%
College Undergraduate
10
17.24%
College Graduate
17
29.31%
Vocational
3
5.17%
Elementary
5
8.62%
Postgraduate
1
1.72%
Total
58
100%
The data in Table 1 show the description of the BAELS students participated in the study on their readiness and
challenges in conducting language research.
In terms of age, most of the respondents were 21 years old (43.10%). The other percentages were 34.48% for 22
years old, 8.62% for 23 years old, 6.90% for 24 years old, and 6.90% for “others” (20, 25–26 years old). This
result shows that majority respondents were in their early twenties, which is common for college students in
their last two years of senior high school.
Concerning gender, majority of the respondents were female (81.03%). The other percentage was for male
(18.97%). This result shows that females are dominant in BAELS program, which is common for language and
communication-related programs.
Most of the respondents graduated from senior high school types (55.17% private and 44.83% public) (see Table
1). The nearly balanced percentage shows that the students in the BAELS program came from various kinds of
senior high schools and may have different learning experiences and academic achievements.
Most of the respondents’ mothers’ education was high school graduate (34.48%), college undergraduate
(27.59%), and college graduate (22.41%) (see Table 1). The other percentages were vocational course (8.62%),
elementary school (5.17%), and postgraduate (1.72%). This result shows that most of the respondents came from
families with average educational achievements, which may influence their academic motivation and family
supports for them to conduct research.
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The result for the father’s education was almost the same as for the mother’s education. The highest percentage
was high school graduate (39.66%), college graduate (29.31%), and college undergraduate (17.24%) (see Table
1). The other percentages were vocational course (5.17%), elementary school (8.62%), and postgraduate
(1.72%). These results show that although some of the students in the BAELS program have parents with college
education, many of them came from families with low higher education achievements.
In addition, the results for the respondents’ profiles show that most of the BAELS students were young women
from families with average educational achievements. These factors may influence their readiness level and
kinds of challenges in conducting language research, which are possibly influenced by family educational
supports and their previous academic experiences.
Table 2. Readiness of the respondents in doing Language Research
Knowledge and Understanding of Language Research
No.
Statement
Mean
Verbal
Interpretation
1
I understand the key concepts and principles of language research.
3.38
Agree
2
I am familiar with various research methods used in language
studies.
3.10
Agree
3
I can formulate research questions or hypotheses related to language
use.
3.10
Agree
4
I can identify appropriate linguistic theories for my research
framework.
2.90
Agree
5
I understand the ethical considerations involved in language
research.
3.55
Strongly Agree
Category Mean
3.21
Agree
Technical Aspects of Research Writing
6
I can write clearly and coherently using academic English.
2.90
Agree
7
I can apply correct grammar, punctuation, and formatting in
research writing.
3.00
Agree
8
I am familiar with the APA referencing and citation style.
3.17
Agree
9
I can summarize and synthesize related literature effectively.
2.79
Agree
10
I can organize my research paper logically from introduction to
conclusion.
2.86
Agree
Category Mean
3.02
Agree
Writing the Major Parts of a Language Research Paper
11
I can write an introduction that presents the background, rationale,
and objectives.
2.86
Agree
12
I can design an appropriate methodology for a language research
study.
2.79
Agree
13
I can collect and analyze language data (e.g., interviews, written
texts).
3.17
Agree
14
I can interpret and discuss results based on linguistic data.
2.86
Agree
15
I can write a conclusion and provide meaningful recommendations.
2.66
Agree
16
I can write an abstract that summarizes the entire paper accurately.
3.00
Agree
Category Mean
2.87
Agree
Overall Mean
2.97
Agree
The results displayed in Table 2 revealed that BAELS students have a good understanding of the concepts of
language research in terms of knowledge and understanding. However, they are not so confident about applying
this knowledge when they write research papers and deal with methodology. In terms of the three components,
the students scored the highest for “Knowledge and Understanding of Language Research” with a category mean
of 3.21. This means that they know the principles and major concepts that guide language research as well as the
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ethical considerations with its highest mean of 3.55 which means that the students are quite aware of this aspect
of language research; that is, they feel confident about this aspect of language research.
On the other hand, the two technical and practical aspects of research got relatively low means. The technical
aspects of research writing, that is, “Technical Aspects of Research Writing” got a mean score of 3.02 while the
lowest mean was recorded for “Writing the Major Parts of a Language Research Paper” with a mean of 2.87.
The results of the study revealed that students may have understood the theoretical aspect of research but they
have some difficulties in writing clearly, organizing their papers, summarizing and synthesizing related studies,
and designing appropriate methodologies for their studies. The lowest means for writing conclusions and
recommendations (mean=2.66), designing methodologies (mean=2.79), and synthesizing related literature
(mean=2.79) were recorded. This is a common finding among language students as they know what research
ideas are, but they have some difficulties in converting these ideas into a language research paper.
From the above results, it is clear that the program needs to focus on the practical aspects of research. It would
be helpful if instructors and advisers provide more opportunities for guided practice in writing, organizing
research papers, handling data, and so on. Practical workshops on applying research methods, academic writing
in APA style, summarizing related literature, among others would help students to be more confident in
conducting their studies.
Alghamdi and Deraney (2018) also found that when provided with active learning and scaffolded instruction,
students’ practical research skills and confidence improved. Mandernach, Zafonte and Taylor (2016) also
stressed that focused instruction in academic writing and citation practices help students to overcome the
technical aspects of conducting research. In addition, Crane et al. (2017) found that incorporating research ethics
into real-life learning experiences helped students to understand better and apply more effectively the principles
of research ethics.
Based on the results, it can be implied that while BAELS students know well what language research is, they
still need to be provided with structured guidance and guided practice in writing research papers and designing
appropriate methodologies for research. More interactive and experience-based learning activities such as peer
writing workshops, mini research projects, and guided data analysis should be designed to increase students’
readiness and confidence in conducting language research.
Table 3. Challenges of the respondents in doing Language Research
Statement
Mean
Verbal Interpretation
1. I find it difficult to choose a suitable language research topic
2.43
Disagree
2. I struggle to formulate clear research questions or hypotheses
2.34
Disagree
3. I experience difficulty in reviewing and synthesizing related
literature
2.50
Agree
4. I have limited access to language-related resources and references
2.48
Disagree
5. I find it challenging to analyze and interpret language data
2.33
Disagree
6. Writing the results and discussion section is difficult for me
2.14
Disagree
7. I find it hard to maintain an academic writing style and tone
2.36
Disagree
8. Time management is a problem when conducting and writing my
research
2.50
Agree
9. I lack sufficient guidance or supervision in conducting language
research
2.24
Disagree
10. I find it difficult to organize and format my research paper
properly
2.19
Disagree
Overall Mean
2.35
Disagree
As gleaned in Table 3, it shows that BAELS students don't seem to have many serious problems with their
language research projects. With an overall average of 2.35 (which falls under "Disagree"), most students don't
think the items listed are major roadblocks. Only two issues got an "Agree" response: struggling with reviewing
and combining related literature and having trouble managing time during research and writing, both scoring
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2.50. This shows that participants generally handle their research well, but finding literature reviews, studies,
and time management are the most challenging for them all throughout the process.
Other potential problems like picking research topics with a mean of 2.43, developing research questions (2.34),
analyzing data (2.33), writing results sections (2.14), and organizing/formatting papers (2.19) all scored below
the middle point, meaning students don't see these as big issues. The same goes for concerns about not having
enough resources, writing style difficulties, and supervision problems. Generally speaking, participants are
prepared for research work, especially during the beginning and structural phases.
Hence, the fact that literature review and time management stand out as the toughest challenges is significant.
Writing a good literature review needs critical reading skills, the ability to synthesize information, and
connecting ideas from different sources - abilities that usually take time and practice to build. Managing time
during research can also be tough, especially when students are juggling other schoolwork and personal
commitments. These findings point to a need for more organized support in these areas. The program might
think about offering workshops on how to read, analyze, and combine scholarly sources effectively, plus training
sessions on research planning and scheduling to help students stay on track.
On the other hand, research backs up these observations. Khalid & Muhammad (2023) published in Education
Sciences found that many undergraduates have trouble creating coherent literature reviews because of limited
experience, weak reading strategies, and not having enough time. Similarly, Al Fadda (2019) discovered that
students in English-related programs often face challenges with literature reviews and time management when
working on research papers. Also, Khan (2024) pointed out that time pressure, limited feedback, and lack of
writing practice continue to be ongoing obstacles in undergraduate research writing.
In conclusion, while BAELS students generally feel confident handling most parts of their language research,
they still run into difficulties when it comes to combining literature and managing their time well. Addressing
these areas through guided practice, writing help, and time management support could improve their research
skills and better prepare them for independent academic work.
Thematic Discussion of Open-Ended Responses (Most Challenging Part of Conducting Language Research &
Suggested Trainings or Interventions to Improve Readiness)
The open-ended responses from BAELS students gave a clearer picture of their real struggles in doing language
research and what kind of support they think would help them be better prepared. Based on their responses, the
researcher analyzed it by themes, and found six main challenge areas.
Time management was the biggest challenge, students brought up - ten of them specifically said this was their
main struggle. They explained how tough it is to fit research work around their other classes and responsibilities.
This really shows that doing research well takes serious planning and juggling multiple things at once. Data
analysis was another major headache for nine students. Many said they had trouble figuring out what their
interview data, written texts, and other sources actually meant. This points to a gap between understanding
research ideas in class versus actually using those skills in real research. Nine students also said the literature
review was tough, explaining they had trouble tracking down relevant studies, reading through them, and
connecting different research together. Seven students found it hard to choose their research topic - figuring out
what specific language area to focus on or how to narrow it down properly. Five students mentioned writing
difficulties, especially when it came to putting together their results and discussion sections. Only two students
said they had trouble identifying research gaps or connecting their studies to existing theories, but this is still
worth noting.
Looking at what kind of help they want, most students (twenty of them) specifically asked for seminars and
workshops. They described these as practical, guided opportunities to learn and practice research skills. Eight
students wanted help with research writing - focusing on making their writing clearer, more organized, and more
academic. Five students asked for data analysis training, showing they really need hands-on help working with
qualitative or quantitative data. Five others wanted methodology workshops, showing they're interested in
understanding the bigger picture of how research works and how to design studies properly. Only a couple of
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students mentioned needing help with APA formatting, and one student wanted more guidance on applying
theory, suggesting these aren't seen as big obstacles but still matter for being fully prepared.
What does this all mean? BAELS students find the practical parts of research most challenging - managing their
time, analyzing data, and putting together literature. They also believe structured, interactive learning
experiences would help them most.
Table 4. Significant Difference in the Level of Readiness and Challenges According to Profile Variables
Profile Variable
Dependent Variable
Test
t / F
p
Interpretation
Gender
Readiness
Independent t-test
-
> .05
No significant difference
Challenges
Independent t-test
-
> .05
No significant difference
Senior High
Attended
Readiness
Independent t-test
-
> .05
No significant difference
Challenges
Independent t-test
-
> .05
No significant difference
Age
Readiness
One-Way ANOVA
-
> .05
No significant difference
Challenges
One-Way ANOVA
-
> .05
No significant difference
Mother’s
Education
Readiness
One-Way ANOVA
-
> .05
No significant difference
Challenges
One-Way ANOVA
-
> .05
No significant difference
Father’s
Education
Readiness
One-Way ANOVA
-
> .05
No significant difference
Challenges
One-Way ANOVA
-
> .05
No significant difference
As shown in Table 4, it indicates that students' backgrounds didn't make much difference in how ready they are
or what challenges they faced with language research. comparison of male and female students, both groups
reported the same levels of readiness and challenges, with p-values above 0.05 showing no significant
difference. Similarly, whether students came from private or public high schools didn't affect their research
readiness or challenges, according to the t-test results.
Age and parents' education levels didn't matter either. The ANOVA results showed that students of different
ages, and those with mothers or fathers who had different education levels, all felt about the same regarding
their research readiness and challenges. This suggests that personal and family background factors like gender,
previous schooling, and parents' education didn't really shape how confident students felt or what problems they
ran into with their research.
These findings point to a consistent picture among BAELS students - their research readiness and challenges
were similar regardless of their personal or family backgrounds. This implies that the factors influencing
students' research readiness and the challenges they face are more closely connected to their academic
experiences within the program, the quality of instruction they receive, and their level of exposure to research
practices, rather than their individual demographic characteristics. This matches what other studies have found
- that research confidence and academic challenges are usually more influenced by the quality of instruction,
hands-on practice, and mentorship rather than gender, age, or parents' education levels (Alghamdi & Deraney,
2018; Mandernach, Zafonte, & Taylor, 2016).
The data also suggests that programs can design research support and interventions for all students together
without needing to create different strategies for different groups. A whole-program approach focusing on
practical training, guided writing help, data analysis workshops, and time management strategies would
probably help all students equally.
Table 5. Relationship Between Level of Readiness and Challenges in Conducting Language Research
Variables
Test
r
p
Interpretation
Level of Readiness vs
Challenges
Pearson
Correlation
-0.50
< .05
Significant negative relationship: higher
readiness is associated with fewer challenges
Table 5 presents the relationship between the BAELS students’ level of readiness and the challenges they
encounter in conducting language research. The Pearson correlation coefficient was -0.50, which is statistically
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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significant at p < .05. This indicates a moderate negative relationship, meaning that as students’ readiness
increases, the challenges they experience tend to decrease. In other words, students who feel more prepared,
knowledgeable, and confident in conducting research report encountering fewer difficulties in tasks such as
designing methodology, analyzing data, synthesizing literature, and writing research papers.
This finding is consistent with the idea that research self-efficacy and preparedness are closely tied to perceived
research challenges. When students possess stronger conceptual understanding, practical skills, and familiarity
with research processes, they are likely to approach tasks more confidently and encounter fewer obstacles. On
the contrary, students who feel less ready may perceive even minor difficulties as significant challenges, which
can affect their performance and motivation.
Several published studies support this relationship. For example, Alghamdi and Deraney (2018) found that
undergraduate students who participated in guided research training and active learning interventions not only
improved their research skills but also reported fewer challenges in completing research tasks. Similarly,
Mandernach, Zafonte, and Taylor (2016) reported that students with higher confidence in their academic writing
and APA skills experienced fewer difficulties in organizing and composing research papers. These studies align
with the current findings, emphasizing that strengthening readiness through practical training and skill
development can effectively reduce the challenges faced by students in conducting language research.
In summary, the negative correlation between readiness and challenges highlights the importance of fostering
students’ preparedness through targeted interventions. It is noted that by improving knowledge, technical skills,
and research experience, programs can help students overcome common obstacles, thereby enhancing both the
quality and efficiency of their research.
Comprehensive Action Plan for Addressing Challenges in Conducting Language Research
Challenge /
Issue
Objective
Proposed Action
Responsible Party
Timeline
Success Indicator
Time
Management
Help students
manage research
tasks efficiently
alongside
academic
responsibilities
Conduct Time
Management Seminar
Research
Coordinator /
Guidance Office
Month 1
At least 80% of
participants report
improved planning
skills
Provide Research
Timeline Template
and milestone tracker
Research
Coordinator
Month 1–2
Students submit
structured research
timeline
Schedule weekly
consultation or
progress check-ins
Research Adviser
Throughout
semester
Improved
adherence to
research milestones
Data Analysis
Improve
students’ ability
to analyze and
interpret
linguistic data
accurately
Conduct Data Analysis
Workshops
(qualitative &
quantitative)
Research
Coordinator /
Statistics Instructor
Month 2–3
Students
demonstrate correct
application of
analysis methods
Provide step-by-step
guides/cheat sheets for
analyzing data
Research Adviser/
Technical Critic
Ongoing
Reduced errors in
data analysis
sections
Organize peer review
sessions focused on
data interpretation
Student Peer
Leaders
Every 2
weeks
Peer feedback
shows improvement
in interpretation
skills
Literature
Review
Strengthen
students’ ability
to locate, review,
Library and Database
Orientation sessions
Librarian /
Research
Coordinator
Month 1
Students
demonstrate ability
to locate credible
sources
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and synthesize
literature
Step-by-step literature
synthesis workshops
Research
Adviser/Technical
Critic
Month 1–2
Students submit
well-synthesized
literature review
drafts
Provide literature
review template
Research
Coordinator
Month 1
Template used by at
least 80% of
students in drafts
Topic
Selection
Assist students
in selecting
relevant,
feasible,
researchable
topics
Conduct Topic
Selection Seminar
Research
Coordinator /
Faculty Panel
Month 1
At least 90% of
students finalize
research topics
Provide consultation
hours for topic
refinement
Research Adviser
Ongoing
Fewer students
submit
inappropriate or
broad topics
Develop list of
suggested research
topics with sample
frameworks
Research
Coordinator
Month 1
List used as guide
for students
Writing
Difficulties
(Results,
Discussion,
Formatting)
Enhance
students’
research writing
skills and
academic
standards
Conduct Research
Writing Workshops
Research
Coordinator /
English Faculty
Month 2–3
Improvement in
draft paper ratings
Provide APA
formatting and citation
guides
Librarian /
Research Adviser
Month 1
Reduced
citation/formatting
errors
Organize writing
clinics or peer-editing
sessions
Technical Critic/
Student Peer
Leaders
Every 2
weeks
Increased clarity
and academic tone
in papers
Research Gap
/ Framework
Assist students
in identifying
appropriate
theoretical
frameworks
Conduct Theoretical
Framework Seminar
Research
Coordinator /
Faculty Panel
Month 1
Students submit
clearly defined
research framework
Provide examples of
previous research with
frameworks
Research Adviser
Ongoing
Proper framework
application in draft
papers
General
Research
Readiness &
Skills
Improve overall
research
readiness,
technical skills,
and confidence
Conduct
Seminars/Workshops
on research process,
writing, and data
analysis
Research
Coordinator
Month 1–3
Students
demonstrate
improved research
readiness
Training on Research
Writing Skills
Research Adviser /
English Faculty
Month 2–3
Better coherence,
grammar, and
organization in
papers
Data Analysis
Training
Research
Coordinator /
Statistics Instructor
Month 2–3
Correct application
of analysis methods
Research Methodology
Training
Research
Coordinator
Month 1–2
Students can design
appropriate
methodology
APA & Formatting
guidance
Librarian /
Research Adviser
Month 1
Reduced formatting
errors
Theory Application
Guidance
Research Adviser/
Technical Critic
Ongoing
Proper use of
linguistic theories in
research
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CONCLUSION
The findings of this study reveal that BAELS students generally have a satisfactory level of readiness in
conducting language research, particularly in terms of understanding key concepts, principles, and ethical
considerations. Students rated themselves highest in knowledge and understanding, indicating familiarity with
research methods and ethical requirements, while they were less confident in practical aspects, such as
organizing research papers, synthesizing literature, designing methodologies, and writing conclusions and
recommendations.
Challenges in conducting research were generally moderate, with the highest difficulties observed in reviewing
and synthesizing literature and managing time effectively. Other aspects, such as topic selection, data analysis,
and writing results and discussion, were less problematic, suggesting that students feel fairly competent in many
areas of the research process. Thematic analysis of open-ended responses reinforced these findings, highlighting
that time management, literature review, and data analysis are perceived as the most demanding tasks, while
students strongly expressed the need for structured, hands-on interventions such as workshops, writing clinics,
and guided practice.
The study also found that demographic factors, including gender, age, prior schooling, and parents’ educational
attainment, did not significantly influence students’ readiness or challenges. This implies that these aspects of
the students’ profiles are not major determinants of research capability, and interventions can be implemented
uniformly across the student body. Additionally, a significant negative correlation between readiness and
challenges indicates that students who feel more prepared encounter fewer difficulties. This emphasizes the
importance of enhancing research readiness through targeted support and skills development.
Thus, the study underscores that while BAELS students have a strong conceptual foundation in language
research, they require more structured support in translating this knowledge into practical research skills.
Addressing the challenges in literature review, time management, data analysis, and research writing, programs
can significantly improve students’ competence, confidence, and success in conducting independent research.
RECOMMENDATIONS
Based on the findings, the following recommendations are proposed to enhance the research readiness of
BAELS students:
1. Workshops and Seminars – Conduct hands-on sessions on research writing, literature review, data
analysis, and research methodology.
2. Time Management Support – Teach students how to plan and schedule their research tasks effectively.
Provide templates and check-ins to help them stay on track.
3. Writing and Technical Skills – Offer writing clinics and guidance on APA formatting, citations, and
structuring research papers.
4. Mentorship and Guidance – Provide regular consultations with advisers for help with topic selection,
methodology, and theoretical frameworks. Encourage peer mentoring for additional support.
5. Practical Application of Ethics and Theory – Include examples, case studies, and exercises to
strengthen understanding of ethical research practices and proper use of linguistic theories.
6. Program-Wide Support – Implement interventions that benefit all students, since demographic factors
do not significantly affect readiness or challenges.
7. Incorporate feedback from faculty or program administrators could provide a more balanced view of the
challenges and support systems in place. A larger and more diverse sample would also allow for more
robust conclusions about the generalizability of the findings.
8. Future studies could consider tracking the long-term effects of the suggested interventions, such as
workshops and writing clinics, to determine their efficacy in improving students' research competencies.
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