English Newscast Watching Habits and Reflective Experiences of Special Program in Journalism Learners: Toward Development of Affective Broadcast-Speaking (ABS) Instructional Framework

Abstract

This study employed an Explanatory Mixed Method Design to investigate the habits of Special Program in Journalism (SPJ) learners in a school in Cagayan regarding their consumption of English newscasts and the impact on their English as a Second Language (ESL) speaking skills. The quantitative phase involved a structured survey, employing descriptive-correlational analysis using simple statistics and correlation. In contrast, the qualitative phase utilized a phenomenological approach, conducting semi structured interviews and employing thematic analysis to complement the quantitative results. The findings indicated that SPJ learners exhibited minimal engagement with English newscasts, mainly due to irregular viewing frequency and short durations. However, those who watched more frequently and for longer durations reported more favorable reflective experiences and benefits in ESL speaking skills, showcasing an affective attitude towards learning and higher confidence in adopting newscasting style. Despite limited journalism experience among most learners, those involved in broadcasting demonstrated better instrumental motivation, attitude, confidence in newscasting, and reflective speaking development. Additionally, learners with higher journalism grades displayed more positive instrumental motivation and attitudes towards speaking, as well as improved speaking abilities. Qualitative data suggested that the SPJ curriculum, home language, journalism experiences, grades, and grade level influenced learners' interest in watching news. Overall, the study's insights, derived from both quantitative and qualitative findings, led to the development of an affective-broadcasting instructional framework. This framework emphasizes the importance of nurturing affective attitudes, building newscasting confidence, promoting reflective experiences, and enhancing newscasting skills, with learner attributes such as viewing habits, audio-visual technology use, journalism experiences, grades, home language, and grade level playing key roles, all anchored within the SPJ curriculum.