Authors : Jelene Mae F. Agustin; Belen L. Dominguiano

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/2xv6ss5b

Scribd : https://tinyurl.com/y28mub68

DOI : https://doi.org/10.38124/ijisrt/26mar208

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the factors influencing the English-speaking proficiency of Grade 10 students using English as a second language, with emphasis on learners’ experiences, anxieties, classroom practices, and challenges. Employing a descriptive research design, data were collected through surveys, classroom observations, and interviews with selected students. Findings indicated that learners’ experiences encompassed both challenges and achievements. Many students reported nervousness and speech blockage due to limited vocabulary, code-switching, and pronunciation difficulties, while successful communication elicited a sense of pride and accomplishment. Speaking anxiety emerged as a prominent barrier, driven by fear of grammatical errors, peer judgment, and ridicule, often resulting in avoidance of English-speaking situations. Classroom strategies included interactive activities such as role-playing, oral presentations, and game-based tasks; however, systematic support for vocabulary development, pronunciation practice, and authentic communication exposure was limited. To address these gaps, the study recommends implementing fluency-building exercises, contextualized vocabulary instruction, peer-assisted collaboration, and low-anxiety learning environments reinforced by mindfulness and positive feedback. Effective enhancement of speaking proficiency, therefore, requires integrated attention to linguistic competence, affective factors, and motivational support. The study emphasizes the need for learner-centered pedagogy, teacher training in communicative approaches, and increased opportunities for authentic English use. Cultivating an inclusive, supportive classroom environment is essential to enable Grade 10 learners to develop sustained oral competence, confidence, and communicative resilience in English.

Keywords : Second Language, English Speaking Proficiency, Grade 10 Learners, Language Anxiety, Affective Factors.

References :

1. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
2. Bautista, M. L. S. (2015). English in the Philippines: Functions and features. *World Englishes, 34*(2), 191–205. [https://doi.org/10.1111/weng.12112](https://doi.org/10.1111/weng.12112)
3. Bernardo, A. B. I. (2010). Exploring Filipino learners’ perceptions of English language use and identity. Philippine Journal of Linguistics, 41(1), 1–20.
4. Bernardo, A. B. I., & Mendoza, R. M. (2022). Speaking anxiety and oral participation of Filipino secondary learners. Philippine Journal of Psychology, 55(1), 45–67.
5. Cook, V. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.
6. Cook, V. (2016). Second language learning and language teaching (5th ed.). Routledge.
7. Creswell, J. W., & Creswell, J. D. (2018). *Research design: Qualitative, quantitative, and mixed methods approaches* (5th ed.). SAGE Publications.
8. De Vera, M. A., & Gonzales, R. D. (2021). Code-switching and oral fluency among Bicolano ESL learners. Asia Pacific Journal of Multilingual Education, 8(2), 91–109.
9. Department of Education. (2020). National Achievement Test (NAT) 2019 results and analysis. Department of Education, Republic of the Philippines.
10. Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
11. Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
12. EF Education First. (2023). EF English Proficiency Index 2023. EF Education First. https://www.ef.com/epi/
13. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
14. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
15. Genesee, F. (2004). What do we know about bilingual education for majority-language students? In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 547–576). Blackwell Publishing.
16. Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on language learners’ individuality: From premise to practice. Multilingual Matters.
    Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
17. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
18. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
19. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. *The Modern Language Journal, 70*(2), 125–132. [https://doi.org/10.1111/j.1540-4781.1986.tb05256.x](https://doi.org/10.1111/j.1540-4781.1986.tb05256.x)
20. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
21. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
22. Krashen, S. D. (1982). *Principles and practice in second language acquisition*. Pergamon Press.
23. Macaro, E. (2001). Learning strategies in foreign and second language classrooms. Continuum.
    Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
24. MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
25. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
26. Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226
27. Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226
28. Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press.
29. Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8). http://iteslj.org/Articles/Sert-CodeSwitching.html
30. Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: From theory and research to practice. Palgrave Macmillan.
31. Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: From theory and research to practice. Palgrave Macmillan.
32. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125–144). Oxford University Press.
33. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
34. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
35. Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press.
    Thornbury, S. (2002). How to teach vocabulary. Pearson Education.