Emotional and Cognitive Landscapes of EFL Learners Living in the Philippines: A Phenomenological Study

Abstract

This study examined the emotional and cognitive experiences of Southeast Asian EFL learners in the Philippines as they navigated language learning challenges. Grounded in Vygotsky's Sociocultural Theory and Krashen's Affective Filter Hypothesis, the analysis examined the roles of social interaction, scaffolding, and emotional readiness in language development. Using a phenomenological design, in-depth interviews were conducted with learners from Vietnam, Myanmar, and Indonesia to capture their lived academic and social experiences. Findings indicated pronounced speaking anxiety and fear of negative evaluation, intensified by cultural adjustment challenges. Despite these barriers, supportive interactions with peers, teachers, and institutions fostered emotional resilience and sustained motivation. Learners employed cognitive strategies such as planning, self-monitoring, resource-based learning, and adaptive practice to manage academic demands and improve proficiency. Peer collaboration, teacher responsiveness, and culturally sensitive institutional support further enhanced learner confidence and engagement. The study underscores the interdependence of emotional and cognitive processes in second language acquisition and highlights the importance of social scaffolding and affective support. It recommends holistic pedagogical approaches that address both cognitive development and emotional well-being to promote academic, social, and emotional success among Southeast Asian EFL learners.