Retrospect 2024: The English Speech Festival

𝑨𝑷𝑷𝑹𝑬𝑪𝑰𝑨𝑻𝑰𝑶𝑵 𝑷𝑶𝑺𝑻

Our sincere appreciation to 𝐄𝐥𝐲𝐬𝐡𝐚𝐡 𝐅𝐚𝐲𝐞 𝐂𝐢𝐧𝐜𝐨, a 𝐁𝐒𝐄𝐝 𝐄𝐧𝐠𝐥𝐢𝐬𝐡 𝟐 student, for graciously volunteering as the host of VOX 2026.

Your confidence, presence, and ability to carry the program with clarity and energy ensured a smooth and engaging flow from start to finish. You set the tone of the event, guided every transition with ease, and kept the audience and presenters aligned throughout the program.

Your professionalism and composure under pressure reflected not only strong leadership but also a genuine commitment to making the colloquium a success. As a representative of BSEd English 2, your performance speaks volumes about your capability and potential. More than just leading the program, you created an atmosphere that was both organized and welcoming, allowing every segment to unfold seamlessly. Your contribution played a vital role in bringing the event to life, and for that, we are truly grateful.

𝐁𝐒𝐄𝐝 𝐄𝐧𝐠𝐥𝐢𝐬𝐡 𝟒 𝐂𝐨𝐧𝐝𝐮𝐜𝐭𝐬 𝐕𝐎𝐗 𝟐𝟎𝟐𝟔 𝐂𝐨𝐥𝐥𝐨𝐪𝐮𝐢𝐮𝐦 𝐨𝐧 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦-𝐁𝐚𝐬𝐞𝐝 𝐀𝐜𝐭𝐢𝐨𝐧 𝐑𝐞𝐬𝐞𝐚𝐫𝐜𝐡

The fourth-year Bachelor of Secondary Education major in English students successfully conducted VOX 2026, a colloquium showcasing their Classroom-Based Action Research (CBAR), aimed at strengthening research-driven teaching practices and reflective inquiry in English language education.

The event brought together student-researchers and panel reactors on a structured academic platform where studies grounded in real classroom contexts were presented and evaluated. Using the 5-Minute CBAR Pitch format, each researcher delivered concise, focused presentations, followed by critical feedback from faculty evaluators.

During the feedback session, panel reactors from the English Language Department provided comments and recommendations to enhance the clarity, rigor, and overall impact of the studies.

Ms. Ponce emphasized that success in CBAR is not solely measured by whether an intervention works, noting that outcomes that fall short of expectations remain valuable as they foster reflection and professional growth among future educators.

Reinforcing this perspective, Dr. Dalman highlighted the importance of honesty and ethical responsibility in research. She stressed that regardless of the results, researchers must uphold ethical considerations, emphasizing that an intervention that does not meet its intended standards does not equate to a failed study.

Mr. Pacatang delivered detailed feedback to each presenter, underscoring the importance of accuracy, the integration of mixed-method analysis, and the meaningful use of reflection within the research process.

Further strengthening the evaluative phase, Dr. Serrano provided insights into both the strengths and areas for improvement of the studies. She emphasized the importance of crafting engaging and classroom-grounded research titles, as well as the critical role of reflection in shaping meaningful conclusions. She also congratulated the BSEd English fourth-year students for successfully completing their CBAR, recognizing it as a strong foundation for their future roles as educators.

VOX 2026 stands as a testament to the role of classroom-based research in advancing quality education, highlighting that research is not merely a requirement but a tool for continuous learning, reflection, and transformation in the teaching profession.

𝐂𝐔𝐑𝐑𝐄𝐍𝐓𝐋𝐘 𝐇𝐀𝐏𝐏𝐄𝐍𝐈𝐍𝐆

Panel reactors from the English Language Department are currently delivering comments and recommendations to student researchers, aiming to strengthen the clarity, rigor, and impact of their classroom-based action research.

During the session, Ms. Ponce emphasized that success in CBAR is not solely determined by the effectiveness of an intervention. She noted that outcomes that do not meet expectations remain valuable, as they provide opportunities for reflection and professional growth among future educators.

Mr. Pacatang followed with detailed feedback for each presenter, underscoring the importance of accuracy, the use of mixed-method analysis, and the integration of reflective insights within the research process.

The feedback session remains ongoing, with two more panel reactors expected to deliver their evaluations.

𝐓𝐇𝐄 𝐁𝐋𝐔𝐄𝐏𝐑𝐈𝐍𝐓 𝐎𝐅 𝐕𝐎𝐗 𝟐𝟎𝟐𝟔

VOX 2026 follows a carefully designed program flow to ensure efficiency, clarity, and academic rigor throughout the event. Each segment—from opening protocols to the CBAR presentations—is structured to maximize time, engagement, and learning. With defined roles and standardized mechanics, the colloquium upholds professionalism while fostering meaningful research exchange.

Event details and order of presentation are provided below for your reference. Please take time to review the schedule, mechanics, and flow to ensure a seamless participation.

𝐖𝐇𝐄𝐑𝐄 𝐑𝐄𝐒𝐄𝐀𝐑𝐂𝐇 𝐈𝐒 𝐏𝐔𝐓 𝐓𝐎 𝐓𝐇𝐄 𝐓𝐄𝐒𝐓

Meet the panel of reactors who will examine, challenge, and refine the research of VOX 2026. Composed of esteemed evaluators, this panel brings critical insight and academic rigor to each presentation, ensuring that every study meets standards of quality, relevance, and impact. Their role goes beyond assessment—they help shape ideas, strengthen methodologies, and elevate classroom-based action research. With their guidance, research becomes sharper, clearer, and more meaningful.

𝙈𝙖𝙮 𝙤𝙪𝙧 𝙙𝙖𝙩𝙖 𝙨𝙥𝙚𝙖𝙠 𝙡𝙤𝙪𝙙𝙚𝙧 𝙩𝙝𝙖𝙣 𝙤𝙪𝙧 𝙠𝙖𝙗𝙖.

See you tomorrow!

𝐌𝐄𝐄𝐓 𝐓𝐇𝐄 𝐕𝐎𝐗 𝟐𝟎𝟐𝟔 𝐑𝐄𝐒𝐄𝐀𝐑𝐂𝐇𝐄𝐑𝐒

Behind every title is a question pursued, a problem examined, and a classroom transformed. These researchers of VOX 2026 present classroom-based action studies that reflect critical inquiry, purposeful reflection, and evidence-based practice in English language teaching.

Rooted in real classroom contexts, their work responds to diverse learner needs, challenges existing practices, and proposes informed strategies for improvement. Each study represents not only academic effort, but a commitment to creating more inclusive, responsive, and effective learning environments.

Together, these works stand as meaningful contributions to improving learning outcomes and advancing quality education. They embody the process of turning observation into insight and insight into action—where research does not remain on paper, but lives within the classroom. This is research in motion.

𝐕𝐎𝐗 𝟐𝟎𝟐𝟔: 𝐓𝐡𝐞 𝐁𝐒𝐄𝐝 𝐄𝐧𝐠𝐥𝐢𝐬𝐡 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦-𝐁𝐚𝐬𝐞𝐝 𝐀𝐜𝐭𝐢𝐨𝐧 𝐑𝐞𝐬𝐞𝐚𝐫𝐜𝐡 𝐂𝐨𝐥𝐥𝐨𝐪𝐮𝐢𝐮𝐦

Research is not meant to stay on paper—it is meant to move, transform, and impact.

VOX 2026 gathers 4th year BSEd English majors in a colloquium that foregrounds reflection, innovation, and evidence-based teaching practices. Through classroom-based action research, we take part in advancing quality and inclusive education.

See you on April 30, 2026 | 8:30 AM via Google Meet.

𝐓𝐀𝐘𝐌𝐒𝐀, 𝐂𝐎𝐋𝐋𝐎𝐐𝐔𝐈𝐔𝐌 𝐒𝐀 𝐓𝐀!

𝑼𝒈𝒎𝒂 𝒏𝒂! 📚

A showcase of Classroom-Based Action Research—grounded, relevant, and action-driven.

Be with us as we share findings, exchange ideas, and engage in conversations that shape better classroom practices.

𝗘𝗫𝗜𝗧 𝗖𝗢𝗡𝗙𝗘𝗥𝗘𝗡𝗖𝗘 | 𝗞𝗲𝘆 𝗧𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀 𝗼𝗳 𝗣𝗿𝗲-𝗦𝗲𝗿𝘃𝗶𝗰𝗲 𝗧𝗲𝗮𝗰𝗵𝗲𝗿

To Jessa, teaching is both a passion and a profession—it is guiding, sacrificing, and choosing to stay despite the challenges.

𝗥𝗲𝗮𝗱 𝗝𝗲𝘀𝘀𝗮'𝘀 𝗞𝗲𝘆 𝗧𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀 𝗵𝗲𝗿𝗲:
I remember wanting to become a teacher at a young age because I thought that teaching is just all about teaching 123s and ABCs. Yet, being immersed in a real-life school environment, I have realized that teaching is not just teaching; it is guiding, motivating, and even sacrificing.

During my teaching internship, I was able to teach students with varying personalities every day. With that, I have encountered a lot of challenges. I remember there was one time when I cried the moment I got home from school because I was told by my student, “may pag manilhig nalang ka diha ma’am arun naa pud kay pulos.” I knew it was just a joke, but having not more than 2 hours of sleep because I was preparing for their lessons the night before, I was really hurt.

Nevertheless, throughout my teaching internship journey, I have had a lot of realizations. And through the experiences I have encountered, I was able to see the realities of being an educator.
This internship has taught me the value of patience, perseverance, and passion. Teaching is not limited to explaining; it is making sure that students understand the lessons and ensuring that they are all included despite their differences and diverse interests/needs. Dealing with individuals possessing varying personalities is never easy; that is why, as a teacher, patience is always a virtue.

Through these experiences, I came to appreciate that teaching is both a passion and a profession. This journey has inspired me to pursue this profession with dedication and to continuously strive to become the kind of teacher we once needed—the type of teacher that you, our resource teachers, inspired us to be—and to be an educator who can positively influence the lives of our future learners.

𝗘𝗫𝗜𝗧 𝗖𝗢𝗡𝗙𝗘𝗥𝗘𝗡𝗖𝗘 | 𝗞𝗲𝘆 𝗧𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀 𝗼𝗳 𝗣𝗿𝗲-𝗦𝗲𝗿𝘃𝗶𝗰𝗲 𝗧𝗲𝗮𝗰𝗵𝗲𝗿

To Rick, teaching is more than the classroom—it is the unseen work, the patience behind the scenes, and the strength to keep going even when it’s exhausting.

𝗥𝗲𝗮𝗱 𝗥𝗶𝗰𝗸'𝘀 𝗞𝗲𝘆 𝗧𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀 𝗵𝗲𝗿𝗲:

My internship made me realize that being a public school teacher goes beyond teaching inside the four corners of the classroom. There are many responsibilities behind the scenes, such as accomplishing school forms, organizing records, and preparing materials. As a student teacher of an adviser, I witnessed how these tasks require time, patience, and organization. (Especially sa SF na website nga grabe jud ka loading)

Being assigned to the Reading Center also deepened this realization. I helped sort modules for the ARAL Program, checked for defects, and ensured everything was properly arranged. These experiences showed me that teachers do not just teach; they also take on organizational, administrative, and support roles that help ensure learning materials are accessible and ready for students.

As a student teacher, I also experienced that some students do not give the same level of respect they give to the cooperating teacher. Although this can be exhausting, being appreciated even by one student makes everything worthwhile and motivates me to continue growing as a future educator.

𝘽𝙎𝙀𝙙 𝙀𝙣𝙜𝙡𝙞𝙨𝙝 𝟰 𝙁𝙤𝙧𝙢𝙖𝙡𝙡𝙮 𝘿𝙚𝙥𝙡𝙤𝙮𝙚𝙙 𝙛𝙤𝙧 𝙏𝙚𝙖𝙘𝙝𝙞𝙣𝙜 𝙄𝙣𝙩𝙚𝙧𝙣𝙨𝙝𝙞𝙥 𝙖𝙩 𝘿𝙖𝙫𝙖𝙤 𝘾𝙞𝙩𝙮 𝙉𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝙃𝙞𝙜𝙝 𝙎𝙘𝙝𝙤𝙤𝙡

On January 26, 2026, the Bachelor of Secondary Education (BSEd) major in English fourth-year students were formally inducted and endorsed for their Teaching Internship at Davao City National High School.

The induction was led by Dr. Ruby A. Serrano, Program Head of BSEd, together with Ms. Mary Rose J. Ponce, College Internship Supervisor of BSEd English. The activity was conducted to establish the readiness of pre-service teachers as they transition from academic preparation to actual classroom practice.

During the induction, the students were given a brief orientation highlighting professional expectations, responsibilities, ethical conduct, and the essential dos and don’ts of practice teaching. Emphasis was placed on maintaining professionalism, upholding the values of the teaching profession, and embodying the competencies expected of future educators.

The formal endorsement signified the students’ preparedness to engage in real classroom settings and marked an important milestone in their journey toward becoming licensed professional teachers.