Understanding Cognitive Learning Experiences and Aspirations in English Language Education Amidst Armed Conflict: A Qualitative Inquiry

This study explores the impact of armed conflict on the teaching and learning of English as a Second Language (ESL) among senior high school students at Paglat National High School. Using a Transcendental Phenomenological approach, it captures the students' cognitive experiences, perceptions, and expectations during conflict. Thematic analysis revealed fifteen key themes, including challenges such as fear, trauma, and disrupted education, as well as adaptive responses like resourcefulness and internal motivation. English was viewed as a vital tool for global communication, career advancement, and community contribution. Social support from peers and teachers, digital tools, and community assistance also played significant roles in sustaining learning. Despite adverse conditions, students exhibited resilience, enhanced self-confidence, and a strong academic identity. The findings highlight the urgent need for trauma-informed, flexible educational strategies and support systems tailored for conflict-affected zones to ensure learning continuity and personal growth among students.