Assessment of English Speaking Challenges (Philippine Christian University) PDF

College of Arts and Sciences i Department of Languages and Mass Communication Assessment on the English Speaking Challenges among English Majors at Philippine Christian University College of Arts and Sciences Philippine Christian University Taft Avenue, Manila In Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in English Language Studies Researchers: Acosta, Arachelle L. Allado, Ma. Franchesca Luis B. Lapatha, Daryll J. Raña, Wynona Rose M. December 2024 Adviser: Rosanna M. Macuha, MA.Ed. A.Y. 2024 - 2025 College of Arts and Sciences ii Department of Languages and Mass Communication APPROVAL SHEET This thesis, entitled "ASSESSMENT OF THE ENGLISH SPEAKING CHALLENGES AMONG ENGLISH MAJORS AT PHILIPPINE CHRISTIAN UNIVERSITY," prepared and submitted by ARACHELLE L. ACOSTA, MA. FRANCHESCA LUIS B. ALLADO, DARYLL J. LAPATHA, AND WYNONA ROSE M. RAÑA, in partial fulfillment of the requirements for the degree of Bachelor of Arts in English Language Studies at Philippine Christian University, has been reviewed and approved for acceptance and defense. Panel Member Panel Member Panel Chair Research Adviser Accepted and approved in partial fulfillment of the requirements for the degree of Bachelor of Arts in English Language Studies. Dean, College of Arts and Sciences Philippine Christian University College of Arts and Sciences iii Department of Languages and Mass Communication ACKNOWLEDGMENT First and foremost, praise God Almighty for guiding us throughout this endeavor. Without His mercy and benevolence, we would not have been able to carry out such a rigorous task. The researchers would also like to give their appreciation to the professors and advisers who served as counsel, overlooking the research process step by step. Without their consistent assistance and direction, the researchers would not have arrived at a better output. Their patience, accommodation, and encouragement served as a compass for all the little details that concern this research paper. Our research professor, Ms. Jennieva Gabarda, MA.Ed, for guiding us for two semesters; for providing an honest and thorough review of our material. We also extend our gratitude to each of our classmates whom we shared this humbling experience with. The participants of this study—AB-English and BSE-English students; for their participation and eagerness to contribute to our cause. Their input and feedback truly are the basis and backbone of this paper. Next, we bestow our deepest gratitude to our families and friends who stood by us throughout this journey. Lastly, to ourselves, the researchers. Our fellow group mates. The road may have been rough but we were able to push through and work amidst each other’s shortcomings, different personalities and pacing. To God be all the glory! College of Arts and Sciences iv Department of Languages and Mass Communication Table of Contents Title Page............................................................................................................................. i Approval Sheet..................................................................................................................... ii Acknowledgment.................................................................................................................iii Table of Contents.................................................................................................................iv Abstract............................................................................................................................... vi Chapter I: Introduction Background of the Study.....................................................................................................1 Statement of the Problem..................................................................................................3 Theoretical Framework......................................................................................................4 Conceptual Framework......................................................................................................7 Scope and Limitations.......................................................................................................8 Research Locale...................................................................................................................8 Significance of the Study.................................................................................................. 9 Definition of Terms............................................................................................................10 Chapter II: Review of Related Literature Review of Related Literature........................................................................................... 12 Foreign Studies Local Studies Synthesis........................................................................................................................... 24 College of Arts and Sciences v Department of Languages and Mass Communication Chapter III: Research Methodology Research Design................................................................................................................. 26 Respondents of the study................................................................................................... 27 Research Instruments......................................................................................................... 28 Validation of Research Instrument.............................................................................. …28 Data Gathering Procedure..................................................................................................29 Ethical Consideration.........................................................................................................30 Treatment and Analysis of Data........................................................................................30 Chapter IV: Results and Discussion Results..................................................................................................................................31 Thematic Analysis.................................................................................................... 33 Overall Essence........................................................................................................ 72 Chapter V: Summary of Findings, Conclusion, and Recommendations Summary of Findings.......................................................................................................73 Conclusion........................................................................................................................ 77 Recommendations........................................................................................................... 79 References...................................................................................................................... 81 Appendices Appendix A............................................................................................................... 90 Appendix B..................................................................................................................... Appendix C.................................................................................................................... College of Arts and Sciences vi Department of Languages and Mass Communication ABSTRACT Title: The English-Speaking Challenges among English Majors at Philippine Christian University Authors: Arachelle L. Acosta Ma. Franchesca Luis B. Allado Daryll J. Lapatha Wynona Rose M. Raña This study was conducted to understand the various factors that hinder the English-speaking skills of students, along with the goal of giving light to their perspectives on its usage. This study followed a trend in the data analysis, establishing the key points to be resolved such as the troubles that the students face, circumstances they find tricky, instances requiring them to speak in the aforementioned language, and their outlook on the matter. The scope of this study solely covers the speaking aspect among the four basic language macro skills. The methods primarily utilized in this study are qualitative design, descriptive approach, structured written interview as a research instrument, coding, and thematic analysis. Data emerging from this research exhibited that the students were affected by numerous difficulties ranging from psychological and social factors to linguistic challenges as a cognitive aspect of language learning leading to situational speaking; by which psychological factors serve as the prime issue particularly when participating in lectures, discussions, and presentations. This barrier creates a vicious cycle, leading to anxiety from the fear of public speaking, fear of being judged and committing mistakes, a lack of confidence, and mental blocks. Moreover, this study touched upon the goal of the students to practice and enhance their verbal abilities. From the responses derived, it was blatant that the challenges the students attributed had pointed to and revolved around the overall ten clustered themes yielded. Other challenges include inhibition due to social and cultural pressures, translation difficulties related to vocabulary limitations, expression conflict, the ongoing learning process, unfamiliarity with specific topics, and noise distractions in the learning environment. College of Arts and Sciences Department of Languages and Mass Communication CHAPTER I INTRODUCTION Background of the Study Assimilating in a culture different from one’s own is already a hurdle, more so speaking a different tongue than an individual’s vernacular. Bueno, Madrid, and McLaren (2006; cited in Rao, 2019) stated that “speaking is one of the most difficult skills language learners have to face. It is also considered the most important among the four macro-skills”. In addition, Chania and Amri (2019) stated that the aforementioned is the most challenging one to acquire. Considered a crucial skill that enables communication in vast aspects and fields, speaking is deemed difficult because it necessitates students to diligently practice and attain proficiency in grammar, content, structure, and pronunciation. Thus, for second-language learners, speaking seems challenging as they have to produce sentences on the spur of the moment. According to Ladouse (1991) as cited by Valenthine (2018), speaking is a way for individuals to express themselves, report events or situations accurately using specific words, and fluently communicate a series of ideas. Therefore, without profound knowledge of its grammatical structure, adequate vocabulary, and attitude in utilizing it, learners may face conflicts in using English especially considering its dominant role in communication. As stated by Kirkpatrick & Deterding (2011), referenced in Dela Cruz (2022), English is regarded as a secondary language in the Philippines, where it is used to govern various facets of society such as administration, law, business, education, and the media. It has taken up the Filipino consciousness to the extent that the Philippine educational system requires English as a medium of instruction at all levels, and it is expected that every student should not only learn College of Arts and Sciences 2 Department of Languages and Mass Communication the English language but also efficiently comprehend data in academic subjects utilizing the said language. Therefore, it can become a potential for a stronger understanding of English as a Second language. However, Separa L.A, et. al. (2020) professed that the aforementioned language still needs to be commonly used in socializing in various academic institutions and relationship-building at home. In this way, the situation where learning the English language will not just halt inside the classroom, limiting the growth and improvements of the students through incorporating its usage with formality and social status. Santos et al. (2022) cite Marias (2021) as saying that two-thirds of the people in the Philippines speak English fluently. Consequently, the aforementioned country is among the top locations for English as a Second Language (ESL) students. On the contrary, there is still a gradual deterioration and inconsistencies that can be observed based on the English First (EF) English Proficiency Index (EPI) ranking over the past few years: 13th place in 2016, 14th in 2018, 20th in 2019, 27th in 2020, 18th in 2021 (Santos et.al., 2022) and 22nd place out of 111 countries in the 2022 edition of EF EPI. Additionally, the Republic of the Philippines, Philippine Institute for Development Studies or PIDS (2023) claims that our country must amplify its efforts to cease the decline in English proficiency as its gradual slide could adversely impact the country’s reputation and global competitiveness. The PIDS also reports that many teachers revealed their concerns about students struggling to form simple and coherent English statements, clearly stating the difficulty of the students in speaking the said language. Interconnectedly, their academic achievement is impacted by the fact that many students struggle to communicate in English. Low levels of English competence in speaking can be caused by a variety of factors, including the perception of Filipinos towards the language, their consciousness of the sounds they produce, the appropriateness of vocabulary, the correctness of grammar, the perception of College of Arts and Sciences 3 Department of Languages and Mass Communication others, the exposure to the language, trouble expressing oneself, lack of socioeconomic situation, and cultural background. These factors encapsulate the uncertainties Filipinos or students might experience when participating in various communicative tasks requiring the English Language. Consequently, as English majors, communicating in English is a significant skill. It is also used as a medium of instruction and communication in the academic setting; thus, the language should be dominant in this community. However, the frequency of using the mentioned language among the English major students intrigued the proponents in investigating this matter. The researchers are determined to identify and comprehend the speaking difficulties and factors contributing to what students experience in using the English language. Statement of the Problem This study is concentrated on scrutinizing and understanding the speaking challenges and factors associated with the English Language among English majors at Philippine Christian University. Specifically, this research seeks to answer and understand the following questions: 1. The speaking challenges of the English major students at Philippine Christian University in English in terms of the following: 1.1 What factors contribute to the student’s English-speaking difficulties? 1.2 In which instances and contexts do the students encounter difficulties in utilizing the English language as a medium? College of Arts and Sciences 4 Department of Languages and Mass Communication 2. The students’ perception of English as a communicative task: 2.1 How do they perceive the use of English as a medium of communication? 2.2 Which circumstances necessitate their use of English? Theoretical Framework In the General Model Theory of Second Language Learning, Spolsky (1989) professed the interrelationship between the social contexts and linguistic/non-linguistic outcomes for the learner through formal and informal opportunities. Learning a language through institutionalized education is possible in formal settings. On the other hand, informal contexts are social settings that give language learners opportunities to communicate with speakers of the target language. In these contexts, they are gradually affected by attitudes, motivation, and other personal characteristics such as age, personality, capabilities, and previous knowledge leading to the creation of learning opportunities. This is supported by Ellis (1994) who pointed out that “social factors help to shape the learner’s attitude which, in turn, influence learning outcomes”. Therefore, the interplay between the learner and the certain situation they are in determines the outcomes shown through their competencies development in speaking the language. Canale and Swain (1980) explained that in second-language teaching and learning, four communicative competencies should be developed: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Stephen Krashen’s Affective Filter also provides a foundation for this study. It suggests that certain emotions can act as a filter or barrier for language acquisition and communication. In this theory, individuals who are anxious, stressed, or bored have a higher affective filter, which prevents them from acquiring and utilizing the language efficiently. College of Arts and Sciences 5 Department of Languages and Mass Communication On the contrary, learners who are more relaxed, confident, and motivated have a lower affective filter, which makes it easier for them to learn the language. Therefore, as to what Liu, X.K (2023) had professed, the level of one’s affective filter determines the language input and its transformation into language ability application. This can be supported by the Self-Determinaton Theory (SDT) of Edward Deci and Richard Ryan (2020). They professed that SDT provides a framework for comprehending human personality and motivation with how people interact and depend on their social environments — which have a direct relevance to educational settings. One of its core needs outlining the progress toward growth is competence, which is defined as the significant ability to perform a certain task or characterized as the state of possessing adequate knowledge, conviction, aptitude, and strength. As emphasized by Garrido (2021), and stated in Tapel (2023), an individual can engage or interact successfully in their surroundings when they feel competent and capable of attaining a particular goal or action. However, when someone is given difficult assignments and unfavorable criticism, these sentiments of competence could diminish affecting one’s attitude and motivation. According to Schumann's Theory, cited by Pinnegar S.E. & Teemant A. (2007), the Acculturation Model Theory, the social and psychological barrier that language learners create between themselves and the language affects how quickly they pick up the language. Eight social distance traits and four psychological distance characteristics were recognized by him. These include the relative superiority of the reference group for native language learners, the dichotomy between assimilation and preservation in values and lifestyles, the size of the community, strong intragroup contact within the native language community, low social enclosure in shared social facilities, and feelings of inadequacy, anxiety, and motivation. College of Arts and Sciences 6 Department of Languages and Mass Communication Learning is also influenced by one's degree of motivation and the belief that one's first language is rigid and set. In addition, Sampelolo et al. (2021) noted that speaking skills in a second or foreign language setting are challenging for learners as it requires knowing grammar, context, fluency, structure, vocabulary, and even language anxiety. The mentioned theories are considered the basis for an individual’s ability to use English in different situations or contexts. Thus, the theoretical framework suffices for the needed support in this study by incorporating the potential difficulties that learners may face during verbal tasks due to their attitude, capabilities, knowledge, or social contexts. Through investigating the context where English is used as a verbal medium in a classroom setting, the proponent aims to identify the speaking difficulties of the learners and also their attitude toward using the language. College of Arts and Sciences 7 Department of Languages and Mass Communication Conceptual Framework Figure 1. Conceptual Paradigm As stated by Wang, Y. (2018), McGrath introduced IPO, which stands for Input-Process- Output. This model focuses on integrating team interaction processes and serves as a groundwork for subsequent research. Using the IPO model as a conceptual framework, McGrath delved deeper into examining the factors that influence group interaction processes. This study will employ the Input-Process-Output Model (IPO) and a thematic approach research design. As demonstrated, the study includes visualizing each phase of the process along with identifying the variables. The diagram illustrates in the first panel how the primary goal of the study would serve as the framework for the study’s flow. The data collection procedures (process) would include written interviews that will be assessed using thematic analysis. Through these processes, for the College of Arts and Sciences 8 Department of Languages and Mass Communication output, the study seeks to yield and acquire information about the challenges faced by the English Student body regarding speaking in English. It will also look into the factors that contribute to the obstacles that the students experience when speaking the language. The interviewees' feedback would then be compiled and implemented by the proponents, as it will be of great assistance for formulating assessments and recommendations. Scope and Limitation The primary objective of this research is to identify the speaking challenges in which English majors encounter when utilizing or using the English language; focusing on the speaking macro-skill. The data will be collected from the twenty (20) English major students from Philippine Christian University for the academic year 2024-2025, excluding the researchers themselves, who will represent the population. This study will not cover unrelated issues that are not considered as one of the problems in assessing the speaking challenges of English Language Dominance among English Majors at Philippine Christian University. Furthermore, the research will exclusively focus on college students pursuing education degrees majoring in English, as well as those studying English Language Studies. Consequently, individuals from other academic disciplines will neither partake in the study nor be considered part of the research sample. The main source of the data will be the structured written interview. Research Locale The study is conducted at the Philippine Christian University. The proponents will focus on all the English Majors, except the researchers themselves, of the mentioned university. College of Arts and Sciences 9 Department of Languages and Mass Communication Significance of the Study This proposed research aims to determine and assess the challenges in speaking English as a medium for English Major students at Philippine Christian University. Given the usage and dominance of English as a second language in a classroom setting, understanding the challenges and their implications for learners is critical for developing efficient strategies. Specifically, the study will benefit and be of assistance to the following: The researchers themselves, who are English Majors may consider the thesis they will conduct as an adjuration to possible outcomes in solving and comprehending their difficulties in using English. To the current and future English majors, especially those who encounter factors of intricacy in speaking the language, are of great importance as well. This study will serve as a basis for providing a scope of possible challenges in communication with the usage of English. Consequently, utilizing its function will assist them in preparation and overcoming speaking impasse. The Professors and ESL Teachers. Through this, the acquired knowledge will help in planning and implementing English classes and pedagogical approaches to improve student’s language proficiency. Academic institutions and curriculum developers also play a crucial role as they execute the flow and regulations of the learning endeavors of the students. With this research, they can perform assessments to aid the students regarding their language struggles and what may be improved to enhance the learners; and even uplift the quality of English language teaching. College of Arts and Sciences 10 Department of Languages and Mass Communication To our government agencies such as the Department of Education (DepEd), the Commission on Higher Education (CHED), and other relevant departments to provide them insights about the outcome or experiences of the respondents that may be used to gather data and conduct new studies and projects. Therefore, a proper evaluation must be done to determine the efficiency of the English Language in an educational setting and formulate solutions. To future researchers; this research will aid them in their study endeavors serving as a reference for additional information. Future researchers may utilize the data in this paper for their literature review, as well as identify and analyze gaps, fortifying the need for more thorough research in the future with this research paper. Definition of Terms To facilitate the understanding of this study, different terms are defined herein: English as a Secondary Language. In this study, this term refers to "English as a Second Language" (ESL) describing the teaching or learning of the English language by non-native speakers in contexts where English is the primary language spoken. English Competence. This refers to a person's capacity to use the English language to comprehend, communicate, read, and write clearly and concisely. It includes knowledge of vocabulary, syntax, pronunciation, comprehension, and fluency. English First (EF) English Proficiency Index (EPI). As used in this study, this refers to the English language measured globally by English First (EF) using the English Proficiency Index (EPI). It ranks the proficiency levels of countries by evaluating competency using a variety of criteria, including speaking, reading, writing, and comprehension. College of Arts and Sciences 11 Department of Languages and Mass Communication International English Language Testing System (IELTS). The International English Language Testing System, or IELTS, is a well-known standardized exam that evaluates non- native English speakers' language competency. Philippine Institute for Development Studies (PIDS). It refers to the Government- funded Institution in the Philippines. The Philippine Institute for Development Studies (PIDS) carries out studies. It offers policy recommendations on a range of topics related to socioeconomic development in the nation including poverty, governance, health, education, and economic growth. Pedagogical Approaches. Refer to the several approaches and techniques that teachers use in the classroom to help students learn and succeed. These methods can differ greatly based on many variables, including the subject matter, age group, learning goals, and each student's unique learning style. English as Foreign Language (EFL). It refers to non-native English speakers studying the language in nations where it is not the official language. English Medium Instruction (EMI). The term "English Medium Instruction" (EMI) describes the practice of teaching academic courses in places where the majority language spoken is not English by using the English language as the medium of instruction, except English itself. Lingua Franca. A language used as a common means of communication between speakers of different native languages, typically for trade, diplomacy, or education. It serves as a bridge language to facilitate mutual understanding in multilingual contexts. Incidental Learning. Incidental Learning refers to learning that occurs unintentionally or without specific instruction, often as a byproduct of other activities or experiences. College of Arts and Sciences 12 Department of Languages and Mass Communication CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a review of related literature and studies that are connected to the proponents’ study. It aims to support, acquire a better understanding, and make the study relevant and significant. The Significance of Speaking The most important macro skill in the Philippines, where English is a second language, is speaking. Students have the opportunity to communicate effectively via the curriculum, but they still need to work on honing their abilities. Various factors impact and impede pupils' capacity to acquire a second language effectively. In the Philippines, English is taught extensively, yet there are still problems and limitations. According to research conducted by Cañete et al. in 2023, it was found that speaking plays an important and impactful role in the daily activities of the students. It is regarded as one of the primary means employed to verbally convey thoughts and messages effectively. The study emphasizes the importance of the language of communication in facilitating effective student engagement and interaction to ensure effective communication abilities are honed. As stated by a study conducted by Gillis in 2013, as mentioned by Leyaley in 2023, the development of effective speaking skills can significantly enrich one's personal life, facilitating a holistic and well-rounded growth that is desirable for individuals. It is crucial to recognize the significance of speaking skills as they possess the potential to open up various avenues leading College of Arts and Sciences 13 Department of Languages and Mass Communication to success. In support of this notion, Rao emphasized in 2019 that among the four language skills, speaking holds the utmost importance in ensuring effective global communication. Gillis, as cited by Ansary in 2019, went as far as to claim that the impact of proficient speaking skills can surpass that of a thousand words in conveying a positive image. According to Rebecca (2006), as cited by Cañete et al. (2023), verbal communication serves as the initial means by which children acquire language. It plays a significant role in the daily interactions of most individuals, as well as being the driving force behind linguistic evolution. Given the importance of speaking skills in the acquisition of a second language, it is inevitable that English learners face certain challenges when it comes to effective communication. Cañete et al. (2023) further support this notion, referencing Tsiplakides and Keramida's findings (2009), which indicate that language learners commonly experience discomfort, lack of motivation, unwillingness to participate, and subpar performance in their language education. As cited by Chand G.B. (2021), speaking appears to be the most significant and challenging of the four language skills for ESL and EFL learners (Ur, 2002). Once more, from Chand G.B. (2021), according to a different source from Richards & Renandya (2002), speakers of that language must typically participate in a variety of discussions and conversations, which calls for competence in speaking. They have said that a significant portion of language learners worldwide study the language to become proficient speakers. As a result, speech is seen to be the most crucial ability. College of Arts and Sciences 14 Department of Languages and Mass Communication Foreign Literature and Related Studies Individuals communicate daily using language as a medium of communication. It plays a vital role in achieving one’s objective. Interconnected with that, since communication is the main goal of language study, speaking is a language skill that students must acquire. However, as stated by Brown and Yule, cited in Rao (2019), “Speaking is the skill that the students will be judged upon most in real life situations”. This is deemed viable considering the global usage of English, which serves its purpose of communicating with people regardless of ethnicity. Furthermore, it is to be noted that the utilization of one’s speaking skills can be fully grasped through investigating the factors relevant to the challenges speakers might have in executing communication. This is supported by the study of Syakur et al. (2020) professing that students still generally struggle to use English correctly and fluently to communicate ideas, thoughts, inquiries, and so on. This frequently occurs for a variety of reasons, including insecurity, fear, and occasionally the fear of using incorrect grammar and vocabulary when expressing their thoughts. Factors Inhibiting Students in Speaking Using English language acquisition as a primary guideline, there are factors influencing speaking skills in foreign language environments. Especially for native learners of an L2 or FL (Second or Foreign Language), the eagerness to communicate ideas clearly and spontaneously is there. According to Hanifa (2018) and Humaera (2015), as cited in Suryani et. al., (2020), there are primarily two things hindering learners from speaking, specifically, affective and cognitive factors. The variables that prevent students from communicating are arranged College of Arts and Sciences 15 Department of Languages and Mass Communication according to their primary factors. The first factor in this study is the affective factor. As stated in the paper of Licaros, O. et al., (2022) citing Tuan & Mai (2015), this factor does occur as students get gradual negative results from learning English inside the academic institution. They also added that the development of this component will also be influenced by individual learners. In line with this, Kiruthiga and Christopher (2022) professed that affective factors such as lack of motivation and confidence are crucial in language acquisition — whereas negative affective factors hinder English speaking skills. Lack of Motivation and Self-Confidence In Turkey, Günes, Ç & Sarigöz, Ç. G. (2021) presented the Foreign Language Speaking Delay Inventory. This idea was applied to investigate the reasons behind the challenges young EFL learners face when speaking English. 88 young students were tested even though they had only taken English lessons from the second grade. Moreover, the research has shown that speaking ability is not significantly hampered by learner personality, practice, motivation, or anxiety. Positive characteristics are instead highlighted, such as a desire to practice, a readiness to contribute, and a lack of speaking fear. However, it’s also shown that a delay in speaking was caused by a variety of factors, including attitude, language aptitude, negative beliefs about one's speaking abilities, and interactional issues such as the lack of exposure to competent interlocutors and the drawback by reverting to one’s language at home when speaking to close friends and relatives. College of Arts and Sciences 16 Department of Languages and Mass Communication The data mentioned above is supported by another study by Inayah, R., & Lisdawati, I. (2021). Mainly focused on the academic speaking practices of STKIP Siliwangi Indonesian students, the study displayed the students’ behavior in utilizing the English language. It shows that individuals who experience difficulty speaking encounter internal issues such as motivation and self-confidence. As stated by Ahsanq M., et al. (2021), motivation is a crucial component that creates a desire, eagerness, and attitude in L2 learners to accomplish their aims and goals. Thus, the occurrence of speaking challenges like motivation limits the capability of the students to recognize their skills and potential due to the lack of personal and competitive ability. Furthermore, the same study claimed that low academic learners think that speaking the language is only necessary for pronouncing words correctly. They also spent less time engaging in different speaking activities unlike high academic achievers grasping the importance of comprehension, listening, and speaking in oral communication. Therefore, as Azlan et al., (2019) cited in Aziz & Kashinathan (2021) noted, the confidence and involvement of the students are crucial in English-speaking activities as they generate the eagerness and yearning of individuals in utilizing and learning the language. The aforementioned data can be verified through the research study of Valenthine (2018). She stated that motivation is one of the influences that will lead to a successful speaking performance in a student. Lack of motivation can be greatly affected when students find themselves at a loss for words. Various situations contribute to this lack of motivation, including a lack of understanding of the topic or encountering complex words that are difficult to grasp, particularly when dealing with a foreign language. In addition, as stated in the research conducted by Baker and Westrup (2003) as cited by Valenthine (2018), students often struggle College of Arts and Sciences 17 Department of Languages and Mass Communication to respond when questioned in a foreign language due to limited ideas, uncertainty about which vocabulary to utilize, and confusion regarding proper grammar usage. Therefore, one of the factors that may impede students' speaking performances in English is a lack of motivation on their end. Additionally, it is noted by Rosario (2019) that affective factors intercept the feelings of the learner before, during, and following a speaking action. This implies that the emotional readiness of an individual has an impact on learning and proficiency. Thus, students need to be mentally and emotionally ready as one’s oral proficiency can be influenced by elements such as motivation, self-restriction, and anxiety. In the study of Zulkarnain et al. (2023), they cited Situmorang (2022) whereas low levels of self-efficacy and confidence in students had an impact on their lives as well as their academic performance, particularly when it came to speaking abilities. Waddington (2023) professed that self-efficacy is a concept that centers on how well a person perceives their ability or inability to perform a task in a particular circumstance. This type of belief can influence decisions regarding the amount of effort and one’s involvement. This means that students who lack confidence in their ability to talk and who lack self-efficacy suffer not only in their personal lives but also in their academic careers and performance in school. Thus, learners’ academic performance may suffer greatly if they lack confidence in their abilities or in their capacity to communicate effectively. Zulkarnain et al. (2023) also cited Alawiyah's study, which found that students with low self-efficacy in speaking lose confidence quickly and suffer negative consequences. It causes students’ low self-esteem and self-efficacy to become major issues concerning their speaking performance. College of Arts and Sciences 18 Department of Languages and Mass Communication The other primary factor preventing learners from speaking is cognitive. It primarily addresses the English proficiency of the students. The impact of cognitive factors may be the cause of students' worry and anxiety. As stated by Kusumastuti and Utami (2022), errors in English speaking are caused by cognitive and linguistic issues such as anxiety over making mistakes and fear of mispronouncing words, grammar, and vocabulary. Anxiety and Fear of Mistakes In Indonesia, Chand, G.B (2021) conducted research regarding the different problems that students face while speaking in English, both gathered through questionnaires and interviews. Out of the 15 respondents, the findings concluded that the majority of the personal conflicts among the learners are comprised of a lack of confidence, hesitation, and anxiety while speaking. Additionally, there are social issues like class culture, fear of rejection, and guilt errors as major contributors to speaking challenges. Adult learners' speaking ability was also hindered by linguistic issues such as improper word pronunciation, difficulty starting a conversation, difficulty connecting sentences, interference from mother tongues, and a lack of suitable vocabulary. This is supported by another study by Sokip (2020), cited in Chand, G.B. (2021), on overcoming the problems of learning foreign language skills in the classroom, which found that in speaking skills students encounter mainly motivation problems, wherein students often worried about committing mistakes while speaking — which is similar to the study of Aziz & Kashinathan (2021). In their study also, fear of committing mistakes was found to be the main problem. When the learners think that expressing their opinions in English is difficult, they communicate in their vernacular instead of the target language. This is primarily due to the concept that fear is College of Arts and Sciences 19 Department of Languages and Mass Communication interconnected to the subject of correction and the possibility of negative evaluation of learners concerning speaking. Moreover, according to the study by Ahsanq et al. (2021), learners are greatly impacted by internalized fear and anxiety that they'll be ridiculed by their peers or receive negative feedback from their English teachers. Because of all of these demoralizing exercises, students typically cease taking part in engaging interaction. These studies can also be supported by a case study in a Muslim high School in the South of Thailand by Apichat, B. & Fatimah, N. (2022) where the interviewed respondents claimed that vocabulary is difficult, and they are worried about their accents, pronunciations, and fluency. Due to the learners feeling anxious, they often find themselves becoming frustrated and worsening their existing anxieties when they have to engage in conversations initiated by other people, as revealed by a study conducted by Alqahtani M.A. in 2019. This frustration directly results in students choosing to distance themselves from participating in activities that involve speaking in English or taking part in classroom discussions. By opting for silence, these learners may unknowingly forfeit important opportunities to improve and become proficient in their English communication skills. When conducting this study, it was also discovered that the language teachers carry responsibility for the insufficient training they provide and their adherence to outdated teaching methods. Consequently, these factors have led to poor learning outcomes among the students when it comes to using English as a medium of communication. Another research, by Milan, M.C. (2019), supports that students' English-Speaking Anxiety (ESA) is most evident when they find it difficult to recite concepts in English fluently, hesitate to speak because of grammatical and diction errors, and become agitated when they notice other students focusing on them in class. The reasons for ESA range from the students' convictions that the language will not be useful in their future careers to the significant impact College of Arts and Sciences 20 Department of Languages and Mass Communication of their native tongue at home to the minimal usage of English in the classroom. To manage their anxiety, students choose to either ignore it or recognize the importance of language and use it in all forms of communication. Additional classifications of anxiety according to Feifei (2021), cited by Niazi et al. (2024), include Facilitative anxiety and avoidance anxiety are the two types of anxiety that exist in learners. Favorable to face obstacles and complete learning tasks, anxiety can positively channel stress by transforming it into motivation, establishing a resolute attitude, and developing a positive mindset. Conversely, avoidance anxiety can cause resistance to or avoidance of learning, which can ultimately result in the inability to finish learning tasks or execute something. Local Literature and Studies The paragraphs below are structured similarly to those of Foreign Literature and Studies indicating the factors inhibiting the students with regard to speaking — lack of motivation and self-confidence, anxiety, and fear of mistakes. In the study of Rosario (2019), educators in Bontoc Central School are questioned about their student’s behavior in different subject areas in a classroom setting. The findings indicated that six (6) educators found out that their students were motivated, four (4) found their students were bored, and two (2) found their students were anxious. Interconnected with that, the study mentioned that the teachers have discovered that English language proficiency may not be the focus of students’ motivation. One explanation stated that it might be due to the instances that students are either deprived of opportunities to use the target language or when they do, they do so in front of the class, however, it puts them in a potentially stressful College of Arts and Sciences 21 Department of Languages and Mass Communication environment. Considering this, the students could become demotivated and lose interest in learning as a result. Therefore, the way that the students view themselves may potentially be the root of this. In addition to that, Rosario also found that six educators professed that their students lacked the motivation to communicate in English. They clarified that their students lacked training, vocabulary, and curiosity — the teachers also did not require their students to converse in English. Pinongpong, H. (2022) also revealed the findings in his study, where 68 third-year students of Notre Dame of Midsayap College are the respondents, that learners often experience anxiety when speaking the language due to the lack of confidence. As a strategy for overcoming their fear of speaking English as a second language, the students applied the repetition process of speaking out and listening to their own mistakes as part of their coping mechanisms. In line with supporting the aforementioned data, Bordios Jr., R. et. al. (2022) focus their study on the Level of Anxiety in Speaking English Among College Students at Notre Dame of Midsayap College. The findings indicated that the participants lacked confidence when speaking in English. They are afraid of receiving unfavorable feedback, so they are hesitant to voice their opinions in English. Mispronunciation, anxiety, sweaty hands, palpitations, and other uncontrollable bodily movements follow. To put it succinctly, people are reluctant to speak in the language because they believe they lack enough proficiency. A research, carried out by Docena, V.T. et al. (2023), also demonstrates that oral presentations, particularly in English major courses, might be frightening for first-year students. They feel tense and anxious because they are afraid of seeming foolish or drawing attention to themselves. The topic's intricacy and lack of preparation make this nervousness worse. College of Arts and Sciences 22 Department of Languages and Mass Communication Another big obstacle is public speaking as a lot of students struggle with shyness and feel uncomfortable speaking in front of big groups of people. Stage fright and anxiety can add to the tension of oral presentations. According to the study that was conducted at the College of Teacher Education, Cagayan State University by Villanueva et al. in 2022. The study revealed that out of the 30 student participants, only 13.33% chose English subjects. The main problem identified was that students felt apprehensive about speaking or communicating in English. They were worried about making mistakes and being ridiculed by their peers in the classroom. Lack of confidence further hindered their ability to communicate effectively in English. Another problem was their limited background knowledge of the language, leaving them feeling clueless. This resulted in a lack of English language usage for communication purposes. The students also reported that their teachers failed to deliver lessons that captured their attention. The absence of motivation and excitement from the teachers demotivated the students and prevented them from expanding their knowledge of the English language. Lastly, the study found that their English class lacked activities that required them to speak the language. This lack of encouragement or requirement to use English set them apart from other academic institutions that implemented an English-only policy or EOP, wherein every student was expected to communicate in English. The study concluded that these speaking challenges were predominantly experienced within the classroom setting. Lack of Vocabulary and Time Practicing Similarly, Manakan, P. et. al., (2023) emphasized in their research, titled English Speaking Skills: The Plight of Maguindanaon Students: a Phenomenology, that English College of Arts and Sciences 23 Department of Languages and Mass Communication Language Learners have faced difficulties in speaking such as grammar, pronunciation, and lack of confidence due to the factors of one’s comprehension level, lack of vocabulary, and lack of time practicing the English language. As stated in the study of Sacal, P. Y. & Potane, J. D. (2023), grammar is a vital foundation of communicative competence and fluency. Through gradual grasp and mastery of it, it enables individuals to communicate efficiently. Thus, this implies that grammar and speaking skills are interconnected with one another resulting in the possibility of students making mistakes as they attempt to formulate English words and phrases. Also, located in the study of Leyaley, R. (2023) at Kalinga State University in the Philippines, 54.1 percent of the respondents professed that learners’ proficiency in speaking the language is significantly impacted by the amount of practice they receive and how often they use it. The participants even emhpasizes in the study that practice is significant in improving one’s English communicational skills. It was mentioned that reading and regular English- language classroom communication help students become more proficient speakers and at the same time be more comfortable using the language. Different Nationality/Culture/Background In the qualitative study by Separa L.A, et. al. (2020) titled Situational Speaking Difficulties of English as Second Language Learners in the Philippines, where 41 3rd Year students studying Bachelor of Secondary Education Major in English at the Polytechnic University of the Philippines Bataan are the participants, one theme was generated related to their fear of foreigners. It was presented that the mere presence of native English speakers made other ESL learned to be less confident in speaking the language. College of Arts and Sciences 24 Department of Languages and Mass Communication Regardless of one’s role or rank in a communication setting, the feeling of inferiority of being a non-native speaker gets in the way of an ESL student in terms of speaking, making one party unsure and doubt their own communicative competence. Synthesis Up to this date, English continues to be an essential component of life and culture in the Philippines as one of its official languages. It is present in different aspects and disciplines like business, science, technology, mathematics, politics, education, and even media. Thus, as the global lingua franca, English serves as a crucial medium of communication and instruction. Consequently, the ability to communicate effectively in English can open up various avenues for success. As stated by the Social Weather Stations Survey last March 26 to 29, 2023, cited in the Philippine News Agency, Cervantes (2023), it revealed that 69 percent of the Filipino community write the language, while only 55 percent speak English as a medium of communication. There are also 9 percent of individuals who do not apply the mentioned skills. However, given the said high number, there are challenges that students face while learning and speaking English as a second or foreign language. The issue is complex and multifaceted, influenced by both internal and external factors. A significant impediment to students realizing their full potential in speaking English, as indicated by the various citations, is their reluctance and reservations about doing so. These can stem from a variety of reasons, including the fact that English is not likely to be their first language at home or from dissatisfaction with their teachers' teaching style. Furthermore, the majority of the determinants discussed have to do with or are impacted by internal conflict College of Arts and Sciences 25 Department of Languages and Mass Communication and diffidence, even though peer interaction, classroom engagement, and encouragement all play a significant role in a student's proficiency and conviction when speaking English. The internal challenges that the students face are typically related to emotions, including fear, anxiety, low motivation, and low self-esteem. These emotional obstacles and challenges often arise from worrying, self-consciousness, fear of making errors, particularly in grammar, pronunciation, and vocabulary, as well as the apprehension of being criticized or mocked by their peers. These feelings of unease can result in impairment and avoidance of activities that involve speaking English in class, thus restricting the students' chances to practice and enhance their skills. Hence, quite often, the practice of conversing in English does not translate outside the classrooms as the native tongue or local vernacular is upheld and commonly spoken. This also includes the feeling of inferiority due to the existence of native English speakers or to the diverse backgrounds in a classroom setting. Diminishing one’s confidence, it intervenes in the students’ urge to utilize the language in interacting resulting in passiveness or not interacting at all. Moreover, cognitive aspects can also be considered as one of their challenges in speaking the English language. Students frequently feel concerned about their grammar, vocabulary, and pronunciation, which consequently leads to increased anxiety and impedes their ability to communicate orally. In addition, a lack of motivation, oral practice, preparation time, performance pressure, audience size, motivation, comprehension, efficiency, and current acquired knowledge, influence one’s English proficiency. As such, the occurrence of speaking challenges like the aforementioned limits the capability of the students to recognize their skills and potential due to the lack of personal and competitive ability. College of Arts and Sciences 26 Department of Languages and Mass Communication CHAPTER III RESEARCH METHODOLOGY This part contained the methodology that will be applied in conducting the study. It covers the research design, respondents of the study, research instrument, validation of research instruments, significant data-gathering procedures, treatment and analysis of data. Research Design This study will employ a qualitative research design. The goal of this research design is to give a precise explanation, investigate the significance of human experiences, and develop the potential for change brought about by greater understanding and deliberate behavior (Taylor & Francis, 2013; cited by Tantog, A. et. al., 2022). It promotes rapport and close communication between the researchers and respondents, enabling researchers to obtain a more profound understanding of the information gathered. This study will also make use of the descriptive design method. According to Nazir (1988), cited by Irfiana (2020), the purpose of the aforementioned design is to make a description of the accurate facts, characteristics, and the relationship between the phenomena investigated. It is supported by Calderon (2006), cited by Rillo and Alieto (2018), who professed that it is a process of gathering, analyzing, and classifying data on its current conditions, practices, a system of thought, or a class event in the present. This falls under the goal of the proponents to determine the speaking challenges of the English Major students at Philippine Christian University. College of Arts and Sciences 27 Department of Languages and Mass Communication The researchers gathered and will gather information from diverse sources, like journal articles, previous academic works, thesis, and dissertations published by other professionals and researchers, allowing them to research and enhance their knowledge of the key English students' experiences or challenges through interviews. Researchers will utilize this method to present facts that would be beneficial to readers in understanding and recognizing the students’ circumstances taking part in this new study. Respondents of the Study Within the academic institution of Philippine Christian University-Manila, the respondents of this study will be English major students except the researchers themselves. The total number of participants is twenty (20) representing two different programs: 11 students from AB-English and 9 students from BSE-English. In this paper, purposeful or purposive sampling is the technique that researchers will use to select respondents or representatives that enunciate relevant data as part of the support and foundation of the study. Cited by Subedi (2021), Bertaux (1981) professed that in qualitative research, for general aspects, fifteen (15) is the smallest acceptable sample size. Additionally, purposive sampling is a widely used strategy for identifying and selecting information-rich cases interrelated to the topic of interest, especially in qualitative research. This entails identifying and choosing certain individuals who were genuinely informed about or experienced an existing phenomenon (Palinkas et al., 2013). Since the study is focused on English majors, the proponent purposely selected the mentioned bracket of respondents deemed qualified for the study. College of Arts and Sciences 28 Department of Languages and Mass Communication Research Instruments The primary research instruments to be employed in this study are structured interviews. According to George (2023), structured interviews enable researchers to ask predetermined questions in a set order without adding any supplementary follow-up questions during the interview. While structured interviews are less commonly used due to their closed-ended nature, it is still possible to integrate open-ended questions in it. By using open-ended questions, researchers can observe response patterns that help minimize research biases. These interviews will consist of six predetermined questions and will employ an open-ended questioning style. The proponents have decided to conduct the interview in a written format. This approach will provide participants with the opportunity to answer the questions in a way that is both easy for the participants and ensures their responses are accurate. By writing down their answers, participants can take their time to consider each question carefully, and they can express their thoughts clearly without the pressure of a verbal conversation. Once the written responses have been collected from the participants, the researchers will then take the necessary time to analyze the data thoroughly. The analysis of this qualitative data will aid the proponents in gaining a deeper understanding of the participants’ experiences and perceptions. This approach, in turn, will provide a more comprehensive view of the topic being studied. Validation of Research Instrument To procure the precision and appropriateness of the research instrument, the researchers will consult with their research adviser to validate and refine the questionnaires before its dissemination or dispersal to the selected respondents of the study. College of Arts and Sciences 29 Department of Languages and Mass Communication Data Gathering Procedure This research process involved drafting a formal request letter for the execution of the study. Once permission is obtained, the researchers will move forward with the development of open-ended questionnaires for the participants. The participants are twenty (20) English major students of Philippine Christian University-Manila. The design of these questionnaires will be carefully done to ensure that the proponents are capable of obtaining detailed and comprehensive responses from the participants. The actual interviews will be conducted in a setting that ensures the comfort and privacy of the participants. This is done to encourage the respondents to express their thoughts and experiences openly and honestly. The written interview process is designed to be as inclusive and detailed as possible, aiming to capture a wide range of perspectives and experiences. It will be held in a controlled environment to ensure a systematic approach among the participants. The collected data will then be subjected to a thorough thematic analysis (TA). The goal of this analysis is to identify and understand occurring themes and patterns in the data. Analyzing the data in this manner allows the researchers to extract meaningful insights and draw conclusions about the topic being studied. To verify the accuracy and validity of the data interpretation, a validation step will be implemented. During this step, participants will be allowed to review their answers. This provides a safeguard against potential bias or misinterpretation and enhances the credibility of the findings. Lastly, a final copy will be presented to the subject teacher for necessary corrections, evaluations, and recommendations. College of Arts and Sciences 30 Department of Languages and Mass Communication Ethical Consideration The researchers will follow the Code of Ethical Practice in research. As a part of the study, it is critically important for the proponent to thoroughly adhere to this ethical code in every aspect to establish professional direction. By informing the dean of the College of Arts and Sciences (CAS) at Philippine Christian University-Manila, the researchers will profess their purpose in conducting the study. The researchers will also build rapport with the respondents and will prioritize respect for the dignity of research participants. Prior to the study, full consent will also be obtained, or called voluntary participation, from the interviewees, and they have the right to withdraw from the study at any stage. Maintenance of high levels of objectivity, avoidance of unacceptable language, and privacy are of paramount importance and will be observed throughout the research study. Treatment and Analysis of Data The proponent will use data reduction also known as theme clustering wherein the statements will be turned into significant data that will be combined and diverted into themes or codes. This will be done through the Thematic Analysis (TA) approach. Willig and Rogers (2017) professed that it is a method for identifying themes in qualitative data. The researchers will follow their indicated six-phase analytic iterative and recursive process consisting of the following: familiarization, generating codes, constructing themes, reviewing potential themes, defining and naming themes, and producing the overall essence or report. Consequently, the overall essence will serve as the foundation for strengthening the analysis and the research itself. This will also be checked and validated through peer review and TA scholars or coders. College of Arts and Sciences 31 Department of Languages and Mass Communication CHAPTER IV RESULTS AND DISCUSSION This chapter is composed of the theme clustering and overall essence of the speaking challenges among English majors at Philippine Christian University. The proponents used the Thematic Analysis approach in presenting the data in this paper. Through following the six-phase analytic iterative process of the Thematic Analysis (TA) Approach (familiarization, generating codes, constructing themes, reviewing potential themes, defining and naming themes, and producing the overall essence or report), the researchers closely analyzed the related ideas or pattern and clustered them according to the statement of the problem. The theme clustering of this paper is shown below: Psychological and Social Factors - Fear of Public Speaking - Fear of making mistakes and to be judged - Lack of Confidence Linguistic Challenges as Cognitive Aspect of Language - Translation Difficulties related to Vocabulary Limitations - Thought Expression Conflict - Language Complexity Learning Environment and Development Factors - Ongoing Learning Process - Topic Unfamiliarity - Environmental Language Exposure College of Arts and Sciences 32 Department of Languages and Mass Communication Classroom-Based Context: Situational Speaking - Participating in lectures, discussions, and presentations - Impromptu and Time-Based Difficulty - EOP (English Only Policy) - Being talked to in English (Foreigners, classmates, etc..) English as a Challenging and Complicated Language - Language Barrier: not the native tongue - Topic and Language Complexity Global Competency and Better Opportunities - Job opportunities - Furthering education - Immigration Personal Development and Leisurely Activities - Boosting their confidence - Broader literary acquisition - Cultural immersion and travel Target Language Exposure and Building Diplomatic Relations - Foster Rapport - Combat language barrier - Establishes a more accommodating learning environment Overcoming Cognitive Barriers in English Communication - Code-Switching for Contextual Adaptation - Building Confidence Through Practice - Simplification for Clarity Under Pressure Situational Factors Driving the Need for English Communication - Educational Contexts (classrooms, academic writing) - Professional Environments - Cultural Diversity College of Arts and Sciences 33 Department of Languages and Mass Communication 1. Speaking challenges of the English major students at Philippine Christian University in English in terms of the following: 1.1 As for the factors that contribute to the student’s English speaking difficulties. Psychological and Social Factors. The speaking challenges of English major students are rooted in psychological mindsets and social factors, such as their concern about committing mistakes, nervousness, anxiety, lack of confidence, or experiences due to social pressure. The respondents revealed that they feel nervous when they speak English in front of the class. This anxiousness hinders their ability to profess their thoughts without stuttering or feeling too overwhelmed. Consequently, they lose focus and composure, becoming tongue-tied, or even forgetting some English words and getting a mental block. Some students even stated that what hinders them from speaking English is being afraid of making mistakes in terms of their grammar and pronunciation with the thought that people might laugh or judge them. Adding one’s lack of confidence in this situation results in a nonparticipating attitude and shy demeanor. This is evident in the following responses: “One of the biggest challenges I am facing in speaking English is my fear of public speaking. Whenever I feel nervous or anxious, I tend to forget some English words and get a mental block. I am also having a hard time when I am not familiar on a topic and needs to be explained thoroughly in English.” (Participant 3) “... My confidence affects my willingness to speak in English. I worry about my mistakes and sounding awkward or weird leading to hesitation in speaking…” (Participant 6) “sometimes I can't find the right word to express myself because my limited vocabulary, and I am not confident when speaking English, because I afraid that other people will laugh at me because my pronunciation or my grammar.” (Participant 9) College of Arts and Sciences 34 Department of Languages and Mass Communication “Now, I am a university English major and have come to realize that there are in fact difficulties when I speak English. One of the hardest challenges has been getting over my fear of making a fool out of myself in front of my peers, which can cause me to hold back and be less confident during class discussion… I suffer from social judgment anxiety, so hence finding it hard to articulate my thoughts properly…” (Participant 10) “...One of the challenges I have experienced and has burdened me for many years since I was a young kid is my social anxiety and language speaking anxiety. It has been really tough for me to speak my thoughts and opinions without stuttering or stumbling over my words and to present myself in public and deliver a speech or any oral task without feeling too overwhelmed and tongue-tied by nervousness, noticeable shaking, and intense fear that usually leads to failure, burnouts, frustration, and not being able to speak at all. I often resort to keeping silent than speak English even if I want to, in fear of making mistakes and enduring being laughed at and scrutinized in social settings…” (Participant 14) “One of my challenges in speaking English is that I am not fluent in English. I also feel that if I say something wrong, people will judge me. So sometimes you make a mistake in pronunciation, they will laugh at you so sometimes you are afraid to talk.” (Participant 17) “In my case, I think the pressure once you are in front and a lot of eyes are on you plays a crucial role in my anxiety. It leads to stuttering and difficulty continuing the talk once I lose focus and composure…” (Participant 18) “I think a major factor that hinders me in speaking the English language in a classroom setting is my fear of messing up. When I am tasked to speak in front, no matter how fluent I am, I will most likely stutter thanks to anxiety. It’s the expectations of the audience and my own that weighs on me whenever I have to speak.” (Participant 20) College of Arts and Sciences 35 Department of Languages and Mass Communication In addition, the presence of someone far superior to the speaker puts them on a pedestal of pressure and fear to be judged. A participant professed that “Aside from the lack of practice and vocabulary, the anxiety and fear of making mistakes hinder my performance and capability to thoroughly use the language. Even though I do not want to be conscious with my grammar and pronunciation, the fear to be judged and critique by someone far more superior terrifies me. It is more of an inferiority complex and preserving one’s image. Hopefully, I get to fix this attitude of mine and just use English comfortably.” (Participant 18) Even an experience due to social pressure can be a part of this psychological and social factor forcing the student to hold back with the language they wanted to use. This can be shown through the example below: “It tends to get embarrassing whenever someone talks in English in social situations that I encounter, so I try to avoid speaking in English and just express my ideas and thoughts in Filipino. I have been ‘smart-shamed’ before for speaking in English… people tend to ‘smart- shame’ those who speak English unprompted. This bias and the thought that those who speak English are just doing it to look smarter or better than those who do not should stop.” (Participant 19) Interconnected with that, a participant stated that being afraid of offending their classmates led to conversation avoidance due to one’s cultural difference. The respondent professed: “...Cultural difference is another problem to me, because I am not familiar with Filipino culture, sometimes I avoid conversation with them, because I afraid that I will offend them.” (Participant 9) College of Arts and Sciences 36 Department of Languages and Mass Communication In the study of Prasetyaningrum et al. (2023), they professed that the lack of confidence is the most frequent cause for speaking psychology issues. Students find it harder to talk effectively, especially those who have trouble with the English language, because they are afraid of making mistakes and receiving negative feedback from their peers. Their fear of making mistakes in front of the class and being criticized makes them even less confident. Due to this experience of difficulty while comprehending and communicating with others, students in class opt to remain silent and continue to be timid and worried. Linguistic Challenges as Cognitive Aspect of Language. In this theme, the participants revealed their linguistic difficulties. Utilizing the English language in the classroom, they tend to forget or recall certain terms when explaining something in front of the class. Although the students know what they want to convey in Filipino, they tend to pause searching for a certain translation relevant to their thoughts—restricting to professing one’s ideas or opting to use a different language. This translation and idea construction difficulty stems from the lack of exact wording translation, mental block, limited vocabulary, and worrying about mispronunciation or what to convey. Below are some of the evidences: “I encountered difficulties or challenges in speaking English when I forgot the term that I needed to use. Especially when explaining something important, and then I tend to pause looking or searching for that certain word to come out of my mouth but sometimes it just doesn’t. In addition, if someone asks me to translate a sentence or a phrase into my mother tongue (Tagalog) it’s giving me a hard time.” (Participant 1) “In some situations like recitations or impromptu I’m having a hard time to remember what’s the term called in english that you really know its Filipino translation but sometimes I’m College of Arts and Sciences 37 Department of Languages and Mass Communication being mental block so I keep forgetting the English term of it Another one is when you mispronounced the word.” (Participant 2) “I also worry about the pronunciation of some English words. Whenever I am having a mental block or feeling anxious, I tend to forget the terms in English and would rather continue in Filipino language.” (Participant 3) “As a Filipino, I think one of the reasons why I had difficulties in speaking in English is that when I have an idea that I thought of in Tagalog but I cannot convey it in English because there’s no exact translation. This happens to me often during presentations in school. I know I can explain it further, but can’t find the words to express it in English. This difficulty not only affects my confidence and rhythm but also makes it harder to convey my ideas effectively.” (Participant 6) “There are certain words in each language that does not have a particular translation to another language. For instance, there are words and/or slangs that are only applicable in the Filipino language, and the same goes with some English terminologies. This is a challenge I personally find difficulty with that refrains me to fully express what I am trying to say, if I were to only use either one of the languages (English or Filipino).” (Participant 7) “I usually struggle with expressing what I want to say in English. For example, the sentence (what I want to say) is already in my head but in my native language. I would sometimes struggle to translate it in English. There are terms that I forget, and at times, I become unsure about my grammar.” (Participant 20) College of Arts and Sciences 38 Department of Languages and Mass Communication The participant also revealed that language complexity like comprehending different accents, slang, and idiomatic expressions, lacking knowledge thereof, hinders their capability to execute and grasp the language efficiently. This is supported by the below responses: “I also have some difficulties with difficult words and idiomatic expressions and consequently, I cannot express my thoughts as clear as i want. I have struggled with speaking up on the spot during presentations and other real-time processes, which can be stressful. In the end of the day I still try to work, practice and discuss in Englishtoget better at speaking.” (Participant 10) “Most of the time, I would find myself struggling when I can't form a coherent thoughts. And there are times that I find myself having a hard time speaking when I can't understand an accent or a slang.” (Participant 11) “The difficulties I’ve experienced in speaking English is when speaking with foreigners that use a different kind of English where some aspects are different. An example is when I speak with foreign professors. In the Philippines the honorific used on professor is “Mam/Sir” but in other English-speaking countries is the honorific used on them is “professor”. I have to make an active effort to switch English types to account for the cultural-linguistic difference. (Participant 12) “My vocabulary is still lacking therefore it’s difficult for me to use words that exactly represents my thoughts. Also, I am not that familiar with the current slang and contemporary definition of some word and expressions because I don’t stay too long on social platforms.” (Participant 13) “I find it hard to speak in English when someone have different accent. It is hard to understand what they are saying because they often speak fast. I also experience mental block in class when participating in recitations.” (Participant 16) College of Arts and Sciences 39 Department of Languages and Mass Communication Interconnectedly, Maji et al. (2022) mentioned that having a limited grasp of the language’s linguistic features such as its vocabulary, slang, idiomatic expressions, and accents makes it difficult for second language learners to articulate their thoughts. Even if they feel comfortable speaking, they will struggle greatly while speaking English if they lack adequate vocabulary, diction or such. Learning Environment and Development Factors. Primarily affecting one’s capability to use English as a medium of communication in a classroom setting, learning and development factors protrude in this theme. This refers to the respondents’ recognition that their language skills are still developing; thus, restricting their capacity to speak the language efficiently in terms of sentence construction, grammar, vocabulary, and pronunciation. This includes the lack of preparation or their unfamiliarity with the subject matter. Some participants even revealed that the complexity of the material and lacking familiar knowledge gave them a hard time constructing and explaining their thoughts — which led to becoming flustered in discussions and difficulty speaking the language. Here are the relevant responses: “May times na nahihirapan ako dahil nasa stage pa rin ako ng learning sa pag aaral at salita ng english may mga ilang vocabulary na hindi ko maexpress kung paano ko to sasabihin lalo na kapag reporting, nawawala ako sa focus kapag hindi ko alam ang specific word na gagamitin because as an english major kailangan din maging selective sa mga words na sasabihin to avoid misunderstanding.” (Participant 4) “Based on my experiences, I am having difficulties speaking fluently in English for the reason that I am still improving my English skills. Also, one of my difficulties in speaking in English is College of Arts and Sciences 40 Department of Languages and Mass Communication I am having a hard time constructing what I want to say if I will participate in recitations or activities. Lastly, I am afraid to speak with the wrong grammar so it hinders me from speaking in English.” (Participant 5) “Also, not knowing some academic language or other complex material can lead to me becoming flustered in discussions. This resulted in it being difficult at times to reply on the fly in classroom discussion.” (Participant 10) “One of the biggest challenges I am facing in speaking English is my fear of public speaking. Whenever I feel nervous or anxious, I tend to forget some English words and get a mental block. I am also having a hard time when I am not familiar on a topic and needs to be explained thoroughly in English.” (Participant 3) In addition, an ineffective learning environment has an adverse impact on students’ learning progress. This involves the lack of exposure to the target language (either within or outside their household), and the fear of judgment and harsh criticism — as it hinders individuals from grasping and utilizing the language fully. This is evident in the student’s response below stating their experience: “Aside from personal concerns of anxiety, I have also grown not being very much exposed to the English language and books, aside from my free pass any time to the good library that I have taken advantage of as part of the reading club in my previous years. In our household, the language spoken is usually Bisaya and Tagalog, and English is hardly spoken and taught by our parents, because they have limited knowledge in the use of English as they grew up in the provinces and have not been able to complete education. College of Arts and Sciences 41 Department of Languages and Mass Communication I also admit that I have not been very good at English with my comprehension being so low that I am trying my best to improve over the years, but in my younger years, I barely participate in classroom discussions due to my lack of confidence, fear of judgments and harsh criticisms, and exposure to classroom environment that has not always been a safe and effective place for me, which I believe has hindered my progress in English speaking.” (Participant 14) Cited by Al Zoubi (2018) in his language research, Peregoy & Boyle (2005) professed that language exposure can directly enhance the target language as a result of social interaction or engagement. This includes classroom and incidental learning where practicing the language inside and outside the classroom is a significant technique for development and progress. Orge et al. (2024) attest to this thought. They stated that insufficient exposure to English hinders the students’ personal development and language acquisition even more; thus, it is significant to prepare and engage with various resources not only to enhance one’s speaking abilities and self- assurance but also to widen the grasp for complex topics or subject matter. Furthermore, distraction also participates in the problem that the participants are facing when it comes to speaking English. Certain types of environments can cause problems to the students when they are trying to speak in English and oftentimes it gives them a hard time to focus and therefore creates spiraling mistakes such as forgetting the terms suddenly or being confused on what they are about to say. “Classroom noise: If it is loud, I can’t focus on what to say.” (Participant 8) ”…it would be distracting noise from my surroundings. I tend to be easily distracted which gives me a hard time when I’m in class as there are people who can’t help but talk to each other during class.” (Participant 11) College of Arts and Sciences 42 Department of Languages and Mass Communication According to De Andrade (2016) as cited by Goldschagg and Bekker (2021), noise from outside or inside the classroom increases the distraction from the students that are learning; lowering their motivation and concentration. As a result, learners' complex cognitive and learning abilities lower. Additionally, Goldschagg and Bekker (2021) stated in their overall study that the students who are aware of their learning environment induce a reaction of annoyance and discomfort, especially if this disrupts their learning. It also stated in their study that learners who are learning a second language are more vulnerable to noises as this affects their auditory processing demands. 1.2 As for the instances and contexts where students encounter difficulties in utilizing the English language as a medium. Classroom-Based Context: Situational Speaking. As students navigate their way through the academic journey, they often find themselves participating in various activities such as lectures, discussions, and presentations. These are not only optional but it is an essential way of learning that is required and must be fulfilled as a part of their educational experience. Most of the time, professors or teachers may encourage them to communicate using the English language because this will help them build their confidence and communication skills, which are valuable both in and outside of the academic institution. Participants find themselves participating in various activities such as lectures, discussions, and presentations for several reasons. First and foremost engaging in activities helps them to express their professionalism and dedication. Additionally, the participants find themselves needing to speak in English while doing these activities. This contributes to their confidence and allows them to develop a skill and to interact for their future endeavors. It can be seen in the following responses of the respondents: College of Arts and Sciences 43 Department of Languages and Mass Communication “...participating in lectures, discussions, and presentations.” (Participant 1) “...I am participating in class, communicating with my professors, and reporting… If I am participating in class I speak in English as it shows professionalism.” (Participant 5) “I feel the need to speak in English when I’m…— during presentations and meetings,” (Participant 6) “I need to speak English in the classroom when I need to make the presentation, or…since there are many English subjects.” (Participant 9) “I frequently have to give literary analyses and discuss text in class discussions… English acts as the prime medium for expressing oneself effectively among classmates while doing group projects or presentation together.” (Participant 10) “...engaging in classroom discussion.” (Participant 11) “I find myself speaking English when it is needed like in formal meetings and classroom discussions….” (Participant 14) “I speak English in class when the language of the subject is English. For example, there is a math subject that can be taught in either Filipino or English. I also speak English in class to improve my fluency in English.” (Participant 16) “...it is necessary to speak English when there is an English Only Policy (EOP) in the classroom which is usually for English subjects, and also if you are going to share your answer in class… As an English major, we are required by the English Only Policy (EOP) where we are not allowed to speak Tagalog in order to further hone our English speaking skills, but for someone like me who is not good at speaking English there are times when I have difficulty.” (Participant 17) College of Arts and Sciences 44 Department of Languages and Mass Communication “I find myself needing to speaking in English during presentations/reportings, speeches…” (Participant 19) “The need to fulfill the rules set by the professor urges me to speak English in a classroom setting, An example of this would be the EOP or the English Only Policy.” (Participant 18) However, students frequently have significant challenges in completely utilizing the English language, which is generally caused by a variety of circumstances related to their cultural differences and fluency in the second language. Even Filipino students who have decently grasped bilingualism in the English language; frequently struggle to compose sentences or find the correct words and translations, whether in a classroom recitation, presenting their work in class, or simply having a casual discussion in an academic context. Thus, resulting in them pausing or stuttering in the middle of their presentation to think of the suitable words to speak. The participants describe this situation as a challenge. They find it hard to think in a fast manner to translate a certain word and speak, yet still fail to do so, especially when they are reporting in front of the class or presenting their work. According to them, they also tend to forget the words and therefore have a hard time finishing. This usually happens during impromptu and time-based speaking. It can be seen in the following response: “…when I forgot the term that I needed to use. Especially when explaining something important, and then I tend to pause looking or searching for certain words to come out of my mouth but sometimes it just doesn’t. In addition, if someone asks me to translate a sentence or a phrase into my mother tongue (Tagalog) it’s giving me a hard time.” (Participant 1) College of Arts and Sciences 45 Department of Languages and Mass Communication “In some situations like recitations or impromptu I’m having a hard time to remember what’s the term called in english that you really know its Filipino translation but sometimes I’m being mental block so I keep forgetting the English term of it…” (Participant 2) “…may mga ilang vocabulary na hindi ko maexpress kung paano ko to sasabihin lalo na kapag reporting, nawawala ako sa focus kapag hindi ko alam ang specific word na gagamitin.” (Participant 4) “…when I have an idea that I thought of in Tagalog but I cannot convey it in English because there’s no exact translation. This happens to me often during presentations in school. I know I can explain it further, but can’t find the words to express it in English… This difficulty not only affects my confidence and rhythm but aso makes it harder to convey my ideas effectively” (Participant 6) “There are certain words in each language that does not have a particular translation to another language. For instance, there are words and/or slangs that are only applicable in the Filipino language, and the same goes with some English terminologies.” (Participant 7) ”… sometimes I forget words or use the wrong ones. I feel nervous when talking in front of the class. This challenges make me feel shy…” (Participant 8) “...I cannot express my thoughts as clear as i want. I have struggled with speaking up on the spot during presentations and other real-time processes, which can be stressful…” (Participant 10) College of Arts and Sciences 46 Department of Languages and Mass Communication “In my case, I think the pressure once you are in front and a lot of eyes are on you plays a crucial role in my anxiety. It leads to stuttering and difficulty continuing the talk once I lost focus and composure. There was also a time where we have only limited time to present our speeches/symposium leading to an increase in nervousness, difficulty formulating my thoughts and the lack of vocabulary. I just tried to blurt out whatever comes to mind and talk really fast (affecting my performanc

Assessment of English Speaking Challenges (Philippine Christian University) PDF

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