TASK 1: Research matrix based on empirical literature and personal learning

Read and carefully analyse the materials given below about educational
research, identification and writing research introduction and review of related
literature. After which, accomplish the research matrix using the format.

ANSWER SHEET
Make a list of pertinent information and their corresponding literature basis. Please
input your answers at the space provided below. The number of research
problem would depend on your research objectives. Utilize extra sheets of paper
when needed.
 Introduction Literature Research Literature
Problem
Rationale of the Research
Study Problem 1

Language is a Speaking is a big 1. What are the Aydin (1999; as

system considered part of people’s challenges cited in Paaki,
to be part of social life and encountered 2013) was able to
communication in that makes an when speaking see anxiety as an
such that it is individual visible the English effect of personal
evident that (Basic, 2011). language? matters. For an
communication instance, a
skills are major part Ur (1996; as cited person has a
of learning a in Basic, 2011) negative
certain language. stated that the assessment on
Many fail or speaking skill is himself when it
hesitant in the most comes to
communicating important one learning, it will
with other people since foreign then reflect on his
because of the language performance
language they learners are when he speaks in
use. With that, mostly interested front of the class.
identifying the in becoming
challenges people actual speakers
encounter in of a language.
speaking the
language is a The challenges
great that the students
achievement encounter in
which open doors speaking the
of many new English Language
opportunities and affect their
experiences in communication.
terms of Individual has a
education, job or habitual
career, and even personality trait
just for a daily such as quietness,
basis. shyness, and
hesitations as
some reasons for
communication
anxiety (Horwitz
et al, 1986).

Introduction Literature Research Literature

Problem
Research Gap Research
Problem 2

Most teachers find English is taught as 2. What causes MacIntyre &

it easier to teach in a subject in the challenges Gardner (1991; as
Filipino, yet, oral primary school encountered by cited in
and written English but gradually and the students Paaki, 2013)
is used in used partly also as when speaking stated that public
education. a medium of the English speaking falls
Language?
instruction. At the under state
secondary level, anxiety.
English is not only
a subject but also Foreign
the medium of Language
instruction. Anxiety is also one
Although English is of the reasons
the official why students
medium of have negative
instruction, both in reaction to
primary and language
secondary learning since the
schools, it is not language they
really in practice study is no longer
(Tskau, 1991; inherent. This can
as cited in Latu, also be
1994). associated with
infantile second
language
communicative
abilities (Horwitz,
Horwitz, & Cope,
1986; as cited in
Paaki, 2013).
 Introduction Literature Research Literature
Problem
Significance of the Research
Study Problem 3

• The study would MacIntyre & 3. What are the Phipps, et al.
be able to Gardner (1991; as preferred (1988; as cited in
identify the cited in teaching Chang, 2010) also
causes of Paaki, 2013) strategies of the defined “good
students’ stated that public students in teaching” or
difficulty in speaking falls learning the “effective
speaking the under state English teaching” as “the
English anxiety. language? direction of the
language. learning process,
• The study would Foreign so that desirable
raise awareness Language changes of a
and provide Anxiety is also one relatively
other teaching of the reasons permanent
methods that why students nature are
would help in have negative brought about
improving the reaction to within the learner
performance of language as a result of the
the students learning since the instruction”.
when speaking language they
the English study is no longer Palacios (1998; as
Language. inherent. This can cited in
also be Paaki, 2013)
associated with puzzled out that
infantile second teachers’ support
language have a strong
communicative correlation with
abilities (Horwitz, the
Horwitz, & Cope, students feeling of
1986; as cited in anxiety since
Paaki, 2013). teachers play a
major role in
Phipps, et al. helping the
(1988; as cited in school to have a
Chang, 2010) also friendly
defined “good environment.
teaching” or
“effective
teaching” as “the
direction of the
learning process,
so that desirable
changes of a
relatively
permanent
nature are
brought about
within the learner
as a result of the
instruction”.
 Introduction Literature Research Literature
Problem
Scope and Theoretical
Limitations Framework

The researchers will Aydin (1999; as • Krashen’s It was proposed

identify the causes cited in Paaki, Theory of by Stephen
as to why speaking 2013) was able to Second Krashen. The first
a required see anxiety as an Language hypothesis of this
language aside effect of personal Acquisition theory was The
from their mother matters. For an Acquisition-
tongue is a instance, a Learning
challenging task person has a Distinction which
for them. negative is genetically
assessment on programmed
The study will also himself when it (LAD) to acquire
tackle the different comes to languages; it was
teaching learning, it will regarded as the
strategies that then reflect on his most
would help lessen performance fundamental
the difficulty when he speaks in hypothesis of
encountered by front of the class. Krashen. This
the students when hypothesis has
using the English Palacios (1998; as two independent
language. After cited in system of second
identifying the Paaki, 2013) language
challenges puzzled out that performance, the
and the students’ teachers’ support acquired system
preferred teaching have a strong which is the result
strategies, the correlation with of an individual’s
study will then the sub
provide students feeling of consciousness
implications to anxiety since process.
teaching. teachers play a
major role in
The study is also helping the
limited only to school to have a
recitations done friendly
by students in class environment.
regardless of the
subject.

Introduction Literature Research Literature

Problem
Definition of Terms Conceptual
Framework

• Communication It refers to an Challenges English is taught

Apprehension/ individual level of encountered as a subject in
Language fear or anxiety have to be primary school
Anxiety associated with identified as to but gradually and
• English either real or why learners find used partly also as
Language anticipated it difficult to speak a medium of
• Teaching communication using the English instruction. At the
Strategies with another language. With secondary level,
person or persons that, intervention English is not only
(Holbrook & like teachers’ a subject but also
Taylor, 1987). teaching the medium of
 strategies could instruction.
It refers to West help the students Although English
Germanic improve their is the official
language of the speaking skills. medium of
Indo- instruction, both in
European primary and
language family secondary
that is closely schools, it is not
related to Frisian, really in practice
German, and (Tskau, 1991;
Dutch languages as cited in Latu,
(Crystal & Potter, 1994).
2018).

It refers to a way
of making
decisions about a
course, an
individual class, or
even an entire
curriculum,
beginning with an
analysis of key
variables in the
teaching situation
(Teaching –
Learning Lab,
n.d.).
References:

Basic, L. (2011). Speaking anxiety: An obstacle to second language learning?

(Master’s Thesis). Retrieved from
https://www.divaportal.org/smash/get/diva2:453921/fulltext01.pd

Chang, Y. C. (2010). Students’ Perceptions of Teaching Styles and Use of Learning

Strategies (Master’s thesis). Retrieved from:
https://trace.tennessee.edu/utk_gradthes/782/

Crystal, D. & Potter, S. (2018, October 19). English Language. Retrieved from
https://www.britannica.com/topic/English-language

Holbrook, J. & Taylor, H. (1986, November 30). ERICDIGESTS.ORG. Retrieved from

https://www.ericdigests.org/pre-926/quiet.htm

Hortwitz, E. (1986). Exploring the Causes of English Language Speaking Anxiety

among Postgraduate Students of University of Balochistan, Pakistan.
University of Balochistan, Quetta, Pakistan: Canadian Center of
Science and Education.

Latu, M. (1994). Factors affecting the learning of English as a second language

macro skills among Tongan secondary students (Master’s Thesis).
Retrieved from https://ro.ecu.edu.au/theses/1110/

Paaki, H. (2013). Difficulties in Speaking English and Perceptions of Accents A

Comparative Study of Finnish and Japanese Adult Learners of English
(Master’s thesis, School of Humanities University of Eastern Finland).
Retrieved from: http://epublications.uef.fi/pub/urn_nbn_fi_uef-
20131057/urn_nbn_fi_uef-20131057.pdf
YOUR PROJECT
When you have finished going through the experiences and reading
resources contained in this module, you will write a research proposal in
your area/ major of study. You must utilize your research matrix as
reference.

I. Introduction
English language is beneficial for the development of one of the
essential skills of an individual which is communication. In a wide industry,
English is the most used language in the fields of science and professionals
in both local and international. Almost every second or every day, people
engage themselves with English language. It became the people’s means
of communication in speaking, or even in writing. However, most of the
students or learners have the fear or discomfort in using the English
language. They encounter different challenges when speaking the English
language. These challenges may either motivate or threaten them causing
them to hinder their achievement or development as an individual.
Speaking the English language has become one of the major causes
of anxiety, discomfort, or unease feelings of each student in classrooms.
Since this is an interconnected world, it is clearly seen that the number of
students who can communicate using the English language is increasing
and resulting in numerous challenges they encounter. Speaking the English
language diminishes the eagerness of the students to participate learning
certain activities with the use of English language. Bygate (1987) claims that
speaking deserves more attention due to its importance in students’ current
lives.
With that, the study aims to identify the challenges encountered by
the students when speaking the English language and identify their
preferred teaching strategies to be used by their teachers to improve their
skills.

Statement of the Problem

The study aims to answer the following questions:
1. What are the challenges encountered when speaking the English
language?

2. What causes the challenges encountered by the students when

speaking the English Language?

3. What are the preferred teaching strategies of the students in

learning the English language?

Significance of the Study

The study aims to identify the challenges encountered by the Grade
11 Senior High School students of National Teachers College and their
preferred teaching styles to provide implications to teaching in the
institution. The result of this study would benefit the following:

The students. The results of the study would be able to show the
causes of students’ difficulty in speaking the English language. This
study would be able to recommend ways on how to overcome and
improve their performance in speaking the English language. It would
also help them eradicate, or if not, lessen their struggle in using the
English Language in class especially during recitation.
 The teachers. The results of the study would help teachers to further
understand their students as they struggle in recitation using the
English language. They would identify possible reasons behind the
students’ difficulty when answering orally. Thus, it would raise
awareness and provide other teaching methods that would help to
improve the performance of the students when speaking the English
Language.

The future researchers. The results of the study serve as additional

information as well as a reference to those who are planning to
engage in the field of English language as a part of their future
researches. Filling out some of the inadequacy of this research would
greatly improve and be of help to other researchers as well.

Scope and Delimitation

This study focuses on the challenges encountered by the Grade 11
Senior High School students of National Teacher College when speaking
the English language and their preferred teaching strategies. The
researchers will identify the causes as to why speaking a required language
aside from their mother tongue is a challenging task for them. The study will
also tackle the different teaching strategies that would help lessen the
difficulty encountered by the students when using the English language.
The possible limitations of the study are the respondents that would
not put their honest answers when answering the questionnaires which
would put an effect in the study and could lead to unreliable results. The
study is also limited only to recitations done by students in class regardless
of the subject.
Definition of Terms
Communication Apprehension/Language Anxiety. This term refers to an
individual level of fear or anxiety associated with either real or anticipated
communication with another person or persons (Holbrook & Taylor, 1987).

English Language. This term refers to West Germanic language of the Indo-
European language family that is closely related to Frisian, German, and
Dutch languages (Crystal & Potter, 2018).

Teaching Strategies. This term refers to a way of making decisions about a

course, an individual class, or even an entire curriculum, beginning with an
analysis of key variables in the teaching situation (Teaching – Learning Lab,
n.d.).

II. Review of Related Literature

In school, students often feel nervous when asked to speak.

Sometimes when students recite, they do not feel confident about their
answers and the words they utter. Horwitz (1989 as cited in Paaki, 2013)
discussed the factors that have a negative influence on speech
production. Also, the researchers, teachers, as well as students are
interested in knowing whether anxiety can be caused by language (Howitz
2001 as cited in Paaki, 2013). Spielberger (1983 as cited in Paaki, 2013)
defined anxiety as subjective feeling of tension, nervousness, and worry. He
also distinguished the categories of anxiety and one of it is state anxiety
which is an anxiety caused by stressful encounters. MacIntyre & Gardner
(1991; as cited in Paaki, 2013) stated that public speaking falls under state
anxiety.
 Foreign Language Anxiety is also one of the reasons why students
have negative reaction to language learning since the language they
study is no longer inherent. This can also be associated with infantile second
language communicative abilities (Horwitz, Horwitz, & Cope, 1986; as cited
in Paaki, 2013). Also, Aydin (1999; as cited in Paaki, 2013) was able to see
anxiety as an effect of personal matters. For an instance, a person has a
negative assessment on himself when it comes to learning, it will then reflect
on his performance when he speaks in front of the class.
The demand of public speaking in the class, the fear of making a
mistake while reciting, and the lack of exposure in English Language are
just one of the major factors that triggers the learner’s anxiety to rise. The
demand of speaking in English such as in classroom setting or in public,
increase the learner’s anxiety, for they think that their weaknesses of
speaking ability would show. Also, an appropriate instruction in teaching
process can lead the learners to the problems relating to language anxiety.
Language anxiety may be experienced due to extrinsic motivators, such as
the differences in cultural and social environments. The anxiety doesn’t just
revolve around the learner but also to the teacher. The teacher would see
the learners in the making of the classroom progress and how it achieves to
speak the language, based on what teaching methods and strategies he
or she used (Herwanto, 2013).
On the hopeful prospect, Steinberg and Horwitz (1986; as cited in
Paaki, 2013) found out that students are more relaxed when they are using
elaborate and personal utterances. Lastly, teachers play a major role in the
eradication of anxiety when it comes to using a language in the school
setting. Palacios (1998; as cited in Paaki, 2013) puzzled out that teachers’
support have a strong correlation with the students feeling of anxiety since
teachers play a major role in helping the school to have a friendly
environment.
 Students go to school every day to learn lessons taught by teachers.
Some students find the teachers’ way of teaching fitting, but some do not.
Tyler (1969; as cited in Chang, 2010) stated that learning experience has a
profound influence on the students. An effective teaching was defined
after finding out the answer from three different perspectives namely,
teachers’ definition of effective teaching, students’ definition of effective
teaching, and professional views on effective teaching. Quina (1989; as
cited in Chang, 2010) summarized that the professional interpretation of
effective teaching stresses conscious analysis of cause-and-effect
relationships between the behavior of the teacher and the learner.
Phipps, et al. (1988; as cited in Chang, 2010) also defined "good
teaching" or "effective teaching" as "the direction of the learning process,
so that desirable changes of a relatively permanent nature are brought
about within the learner as a result of the instruction”. Effective teaching
results to the development of the students’ desirable attitudes, personality,
interest, appreciation, habits, and abilities.
Matching teaching styles and learning styles have a lot to do with
teaching-learning achievement and the students who have found the
perfect teaching style for their learning style has been shown to have
significantly higher grades that those who haven’t (Hudson, 1988; as cited
in Chang, 2010). Anderson (1994; as cited in Paaki, 2013) also pointed out
that the learning achievement of students heavily depend on the teacher’s
planning, methods, and activities while students rely on the speed, prior
knowledge, and environment.
The teaching styles used by teachers and the learning preference of
the students are very critical. Zeeb’s (2004; as cited in Chang, 2010)
research showed that aligning the learning styles of students and the
teaching styles of teachers could lead to academic success.
References:

Basic, L. (2011). Speaking anxiety: An obstacle to second language learning?

(Master’s Thesis). Retrieved from
https://www.divaportal.org/smash/get/diva2:453921/fulltext01.pd

Chang, Y. C. (2010). Students’ Perceptions of Teaching Styles and Use of Learning

Strategies (Master’s thesis). Retrieved from:
https://trace.tennessee.edu/utk_gradthes/782/

Crystal, D. & Potter, S. (2018, October 19). English Language. Retrieved from
https://www.britannica.com/topic/English-language

Holbrook, J. & Taylor, H. (1986, November 30). ERICDIGESTS.ORG. Retrieved from

https://www.ericdigests.org/pre-926/quiet.htm

Hortwitz, E. (1986). Exploring the Causes of English Language Speaking Anxiety

among Postgraduate Students of University of Balochistan, Pakistan.
University of Balochistan, Quetta, Pakistan: Canadian Center of
Science and Education.

Latu, M. (1994). Factors affecting the learning of English as a second language

macro skills among Tongan secondary students (Master’s Thesis).
Retrieved from https://ro.ecu.edu.au/theses/1110/

Paaki, H. (2013). Difficulties in Speaking English and Perceptions of Accents A

Comparative Study of Finnish and Japanese Adult Learners of English
(Master’s thesis, School of Humanities University of Eastern Finland).
Retrieved from: http://epublications.uef.fi/pub/urn_nbn_fi_uef-
20131057/urn_nbn_fi_uef-20131057.pdf