Filipino Education Majors’ Academic Vocabulary Interpretation Experiences Toward Inclusive Language Learning Support in Leyte Province

Abstract

This study explored Filipino education majors’ academic vocabulary interpretation experiences toward inclusive language learning support in Leyte Province. Using a descriptive single case study design, ten first-year Filipino Education majors were purposively selected to participate in a focus group discussion during School Year 2025–2026. The gathered data were analyzed through reflexive thematic analysis. Findings revealed three major experience themes: mixed academic vocabulary experience, technical vocabulary encounter, and contextual vocabulary confusion. The challenges encountered by the participants included limited contextual clues, context-based meaning confusion, and multilingual vocabulary adjustment. Meanwhile, their coping mechanisms involved digital and reference-based vocabulary support, contextual and social clarification strategies, and self-directed vocabulary development. The findings showed that academic vocabulary interpretation was influenced by word familiarity, subject-specific language, context, regional language variation, and multilingual exposure. The study emphasized the need for inclusive, contextualized, and multilingual vocabulary support in higher education institutions. Such support may help Filipino education majors strengthen their vocabulary comprehension, improve class participation, and prepare them as inclusive future language teachers.