Lived Experiences of the Alternative Learning System Learners on the Use of Translational Vocabulary Approach

The purpose of this study is to describe the lived experiences of Alternative Learning System (ALS) learners in using the Translational Vocabulary Approach (TVA) of Alternative Learning System (ALS) learners in Pagayawan and Rupagan Community Learning Centers, Bacolod District, Lanao del Norte, during the first semester of School Year 2025–2026. Using a one-group descriptive research design, the study explored learners’ demographic profiles, experiences, challenges, insights, and suggestions regarding the use of TVA. Twelve ALS learners were selected through purposive sampling and participated in focus group discussions and in-depth interviews. Data were analyzed using descriptive thematic analysis to identify recurring patterns and insights. Findings revealed that TVA significantly supported learners’ vocabulary development and reading comprehension by translating unfamiliar English words into their mother tongue, Filipino. This approach enabled learners to understand texts better, increased their confidence, and reduced anxiety during reading activities. Participants reported that translation made lessons more accessible and meaningful, particularly for those with limited English proficiency. However, despite these improvements, learners continued to experience difficulties in identifying main ideas, making inferences, and applying critical thinking skills. Pronunciation issues and limited vocabulary also remained key challenges. The study concludes that while TVA is an effective instructional strategy for enhancing comprehension, its success depends on structured implementation, continuous teacher guidance, and the integration of varied and contextualized learning activities. An action plan was developed further to strengthen learners’ vocabulary and reading comprehension skills.