Learning English Language: Voices from the Learners

English is considered the second official language and the dominant medium of instruction in the Philippines. It has a significant role in the Filipino students' academic progress and global competitiveness. This phenomenological study aimed at exploring the lived experiences of Madridejos National High School Grade 8 students in using English as a medium of instruction under the Revised K to 12 Curriculum. Extreme variation sampling was used to select 10 participants purposively. The data collected from one-on-one interviews were analyzed thematically using Braun and Clarke's six-phase framework and were supported by Miles and Huberman's model. The findings of this revealed a theme of language learning experiences with communication and learning opportunities, mixed levels of difficulty and comfort, and emotional and cognitive struggles as the sub-themes. Those sub-themes suggest that English learning can be both easy and challenging, depending on factors such as vocabulary, teacher pacing, and lesson complexity. Students' coping strategies revealed that they were seeking support and guidance, actively practicing and exposing themselves to learning English, and they have a mindset and motivation toward improvement. Nevertheless, they desire supportive and simplified teaching; call for institutional support; and envision interactive and enjoyable learning environments. In general, emotion, cognition, and instruction are aspects that not only influence English learners' proficiency but also their class participation. The findings call for scaffolding, engaging teaching strategies, and institutional support to make English learning more inclusive and sustainable in multilingual classrooms.