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Abstract
This study aimed to determine the effectiveness of the cognitive academic language learning approach in the enhancement of figurative language comprehension and to examine the significant difference between the pre-test and post-test scores of the students before and after applying the Cognitive Academic Language Learning Approach in figurative language comprehension. A quantitative pre – experimental research design was utilized to gather the data. There is no significant difference in figurative language comprehension in terms of simile and metaphor before and after the application of cognitive academic language learning approach while there is a significant difference in the figurative language comprehension in terms of personification, hyperbole and oxymoron before and after the application of cognitive academic language learning approach. Since the null hypothesis that there is no significant difference between the pre-test and post-test scores of the students before and after applying CALLA in figurative language comprehension is partially rejected, it suggests to allocate resources to support the implementation of the CALLA across different classrooms and grade levels. Encourage collaboration and sharing of best practices among teachers who are implementing CALLA. Provide ongoing professional development and support for teachers to enhance their understanding and implementation of CALLA. Similar research may be done to identify more teaching methods that may influence students' performance level and figurative language comprehension.
