Factors Affecting the Oral Proficiency of

the Second Language Learners in an Online

or Distant Learning

Loreen Agulan
Research Adviser

Group 1
Amican, Kesia Krizel B.
Angeles, Kimberly
Driza, Kriselle A.
Emperado, Ralyn A.
Lebaste, Jerwin John O.
FACTORS AFFECTING THE ORAL PROFICIENCY OF THE SECOND LANGUAGE
LEARNERS IN AN ONLINE OR DISTANT LEARNING

INTRODUCTION
The Philippines have two official languages that include the
English language that is considered the global language. Most of
the Filipinos second language is English, and second language
learners often encounter difficulties and hindrances in acquiring
proficiency in the second language. English being the Filipino
second language has become a helpful medium that allows Filipinos
to be globally competitive. In the acquisition of the second
language, the second language learners could be greatly
influenced by many factors that could affect the learning of
English proficiency, especially the oral proficiency of the said
language.
English is considered as the international language, it is the
lingua franca of different people across the globe, it became one
of the official languages of many countries including the
Philippines under the 1987 constitution, along with that is the
implementation of the executive order 210 "establishing the
policy to strengthen the use of English as the medium of
instruction in the educational system" have formally made the
English language as the medium of instructions in the selected
grade levels and subjects from elementary to tertiary level in
every school, because of the executive order 210, English became
the second language of the students after acquiring mother tongue
language which could be the national language or one of the
native languages in the Philippines. While some students are
already exposed to the English language even before attending
school and considered English as the learner's mother tongue
language. However, even students were exposed early to the
student's second language, difficulties may still arise while
developing proficiency of the second language especially the oral
proficiency of the students. According to Ommagio (1986), “oral
proficiency includes the ability to communicate verbally
functionally and accurately in the target language”. This means
that in able for the learners to communicate well, there is a
need for the learners to use it in a precise way. And as
emphasized in a Journal “oral proficiency describes how well you
can speak a language in the real world, regardless of your
textbook, grades, or class goals.” It’s not just referring to
what you know but also to what you can speak fluently.

Difficulties in acquiring second language proficiency are caused

by various factors. A strong foundation of the learner's mother
tongue language is essential to build a bridge to successfully
acquire second language proficiency. The absence of mastery in
the mother tongue language of the second language learners would
affect the process of learning the second language. Fluency is
also important especially in delivering messages flawlessly.
However, understanding the context in learning the language is
more important. Proficiency can be described as a high degree of
expertise or skill and knowledge in a certain skill or subject.
People learn in various ways depending on the learners learning
style and approach. Some second language learners tend to develop
first proficiency in writing through the second language before
acquiring proficiency in oral mastery. Most of the Filipino
students are more comfortable writing in the second language
rather than orally reciting it. Students lack the confidence to
speak in the second language because of the fear of judgment and
criticism that results in a low percentage of the oral
proficiency of the students. In teaching English language
learners, there is a need for lively talk, intonation, and
manners of concrete behavior. And for the teachers to achieve
this active participation with the learners, developing
strategies is indeed necessary.
In learning, there will be different skills that should be
equipped. It includes the ability to read, write, listen, and to
speak. As stated by Koran (2015), one of the most important
skills by language learners is speaking. Learners measure their
success in language learning by the extent to which they can use
their spoken English. Nevertheless, in language instruction, this
always tends to be the most neglected skill. Most students do not
even have the opportunity to speak in the classroom or outside of
it due to a lack of courage to use the second language which
results in the decrease of the oral proficiency of the second
language learners.
As stated by Cabigon (2015) in his Philippine daily inquirer
article that "there is a decline of quality of English in the
Philippines and the growing number of unfilled jobs in various
industries that require a certain level of English communication
skills". the article clearly mentioned that lack of oral
proficiency in communicating with the English language or the
second language of most of the Filipino could increase the
unemployment rate in the Philippines. if only oral proficiency in
the second language is developed, the opportunity in applying for
jobs will increase.
Similar to the article is the report of Raffy Tima (20180 in the
GMA news that " the English proficiency of the Filipino students
and teachers are lagging according to a survey conducted by
Hopskens international partners." The report also stated both the
students and teachers are lagging in English proficiency which is
basically the second language of the students. It is indicated
that using Filipino as the medium of instruction in teaching math
and science is one of the reasons for the lagging.
The status of the English language which is the second language
of the Filipino students in the Philippines is not at a good rate
and that is evident in the reports and articles that have been
mentioned. In today's education system where teaching and
learning are online, the possible decrease in the oral
proficiency of the second language learners would be very
possible, to think the fact that online learning is more on self-
study and assessment. As Distance Learning or Oral Learning
encompasses the current Education Setup in the Philippines, the
student's adjustment in developing their macro-skills,
particularly the oral proficiency may be affected. In the
current situation, face-to-face classes are suspended. However,
according to a school organization online, distance education
programs have become more sophisticated and accessible due to the
proliferation of the web and digital technology. Elite
institutions around the world now offer open courseware, online
degrees, and online classes that are both legitimizing and
popularizing the idea of education from a computer. It means that
this program is also favorable most especially in today’s world
condition.
Technology is inevitably used as an instructional material in
schools since it was discovered. This can operate Online Learning
and/or Distance Learning with the involvement of Internet
Connection to make the Education accessible for all. What is the
difference between Online Learning and Distance Learning? Online
learning and Distance Learning vary in location, interaction, and
intention (Stauffer, Bri, 2020). Online Learning is “e-learning”
that supports the innovative teaching style of a teacher in a
classroom setup without excluding the personal interaction of a
teacher with the students. Distance Learning, on the other hand,
is accessed through only the digital interaction of a teacher and
the students at their homes. Under CHED Memorandum No. 35 Series
of 2000, Art. II of Section 8, it stated that “Distance Education
(DE) is a mode of educational delivery whereby teacher and
learner are separated in time and space and instruction is
delivered through specially designed materials and methods and
supported by organizational and administrative structures and
arrangement.” Due to the Pandemic, the Higher Education
Institutions (HEI’s) switched the Education to Online Learning
and Distance Learning that prevents the face-to-face classes.
Different studies showed overwhelmingly positive effects of
Distance Learning on the English Language. But on the other hand,
it will not be easier for the learners to understand a certain
language comprehensively without the connection of face-to-face
and distance learning during the learning process. The oral
proficiency of the students was at a low percentage when the
class set up is still face to face, now that online or distant
learning is the new way to learn and acquire proficiency in the
second language, factors that could hinder the acquisition of the
second language is still present and it could affect the oral
proficiency of the students that is why determining the factors
that affect the oral proficiency of the second language learners
in online learning must be considered and focus on to assist the
students to be more globally competitive with the proficiency in
writing and speaking the second language. identifying the factors
would help the teachers and the school to make a relevant
adjustment in the teaching strategies, approaches, and even in
the classroom activities and teaching materials to be able to
resolve the factors that affect the acquisition of oral
proficiency of the second language in an online learning class.
 Chapter 2
Review of Related Literature
This chapter includes the ideas or opinion, finished thesis,
conclusions, methodologies and others. Those people who are
included in this chapter serves as an instrument to expand the
knowledge and familiarize the researchers in different relevant
topic to the present study.
In this day and age, face-to-face is not necessary for the
students to learn. In addition, many educational institutions in
the world have been required to close down. Therefore, language
teachers and learners have been prompted to teach and learn
languages online on a global scale. (Elsevier) However, the
government provides temporary program for students until these
circumstances are solved. Online education is becoming more and
more popular and accepted as a legitimate method of education as
well as becoming an important part of our educational
landscape(Unicaf). With regard to online learning, it can be seen
that technology has a big role in education. Although there are
teachers still deep-seated doubts as to whether or not a hybrid
course, much less a completely distance-learning class, could
provide L2 learners with a way to reach linguistic proficiency,
especially with respect to oral proficiency. Blake et.al (2008).
Furthermore, a study shows factors can affect second language
learners such as motivation, attitude, age, intelligence,
aptitude, cognitive style, and personality.

These are considered as factors that greatly influence students

in learning and acquiring second language(Khasinah). According to
other studies there are issues that the students faced in using
online language materials that can also affect the students’
learning. The new normal has posed a challenge for teachers who
had to shift their approach overnight from in-person teaching to
virtual teaching having to adapt to the complex digital world and
imbibing the technical expertise. The role of the teacher in the
new normal plays a big part on the teaching and learning process
using the chosen modality. The role is expanded as compared to
the normal classroom setup. In the new normal, the teachers must
be available at all times even though they are working at home.
Although a bit burden for the teachers, they need to be available
online at all times in case of queries from the students and
parents. Therefore, it can be said that online learning has a
huge impact in learning a language.

This study, which is also a work in progress, has shown that

after being instructed to go on the internet
on their own and utilize web-based language learning materials
to facilitate their learning, students are
able to give both positive and negative feedbacks based on these
activities.
Firstly, most of the students were motivated to attempt web-based
online learning materials even when
this activity was no longer required for the purpose of
assessment. Less than a half of the students would
619
Zarlina Mohd Zamari et al. / Procedia - Social and Behavioral
Sciences 67 ( 2012 ) 611 – 620
not carry out these online learning activities if they were not
part of the course requirement. Since the
implementation of web-based learning activities is still new,
students who lack knowledge of the internet
and were not previously exposed to online learning would
definitely display some form of apprehension
towards it. Lecturers must, in future, be more selective in
suggesting beneficial and functional web-based
language learning materials for the students to create more
interest and encourage maximum
participation.
In addition, interestingly enough, when asked to give reasons
for their online language learning attempts,
there was almost equal number of students between those who did
them because they were course
requirement and those who went online for self-fulfillment. Only
a fraction confessed that they went
online because the lecturers asked them to do so. In short, most
of these students have an internal
motivation to use internet to facilitate their learning. These
support Young (2003) and Pino‟s (2008)
findings that web-based instructions remove the barrier of
anxiety and encourage the students to attempt
language tasks at their own pace.
Next, as mentioned earlier, the introduction of web-based online
learning as an assessment criterion to
replace marks allocated for attendance was done at the beginning
of the semester. Both lecturers and
students were faced with several challenges and confusion. The
latter’s feedback from the questionnaire
highlights the undeniable obstacle which was – the internet
connection. Web-based online learning
materials are getting more advanced with the application of
multimedia interactive capabilities.
Thus, a consistent and fast connection is needed to support the
system used at many language learning
websites. Most students reported that their main challenge was
the internet connection thus, this issue has
to be resolved in order to provide maximum online learning
experiences for the students. As ruled out by
LeLoup and Ponterio (2002) as well as Chantel (2002), internet
accessibility is the backbone of online
learning. Without stable and efficient connection, students will
only face a lot of frustrations instead of
developing and enhancing literacy based on the new technology.
Since students were also asked to print
out results of their web-based language learning exercises,
other facilities such as computers and printers
also came into the picture. Access to computer labs, with proper
monitoring, must be provided to ensure
that students could print out their results, in future.
Another important aspect to consider would be the choice of web-
based language learning materials.
Some students reported that several websites that are supposed
to aid language learning pose challenging
questions. Most of the students, however, chose their language
learning websites based on the search
results from Google search engine. Lack of monitoring in their
choice of websites would lead to non-
standardized selection of materials. Lecturers must acknowledge
and guide these students in choosing the
websites, which could give them good language learning
exercises.
At the same time, they need to be challenged in order to improve
their literacy skills. Kasper (2002)
has suggested that internet enables the students to interact
with language in new and varied ways and
helps them develop and hone the range of literacy skills they
need to succeed both in college and in our
digital age of information. Thus, lecturers have to guide
students in choosing the right language learning
websites and materials so that they can maximize the use of
internet to improve their command of the
langua
STATEMENT OF THE PROBLEM
General question: This study aims to determine the Factors
Affecting the Oral Proficiency of Second Language Learners in
Distant of Online Learning. More specifically it seeks to find
the answers to the following questions:
a. How does the profile of the student respondents be described
in terms of:
1.a.1 age:
1.a.2 sex; and
1.a.3 year level.

Does the online or distant learning platform help in improving

and developing the student’s second -language?
What are the challenges and difficulties that the second language
learners have encountered in coping with online or distant
learning?
What are the ways to promote oral proficiency in the second
language in the online learning environment?
What is the most affecting factor in the oral proficiency of
second language learners?
What are the advantage and disadvantages of online learning on
the oral proficiency of second language learners?
Does the mother tongue language of the learners affect the
learner’s acquisition of oral proficiency in the second language?

HYPOTHESIS
Specific question: Is there a significant relationship between
online/distant learning and the oral proficiency of second
language learners?
Statement of hypothesis: The oral proficiency of the second
language learners have a significant relationship in
online/distant learning

ASSUMPTIONS OF THE STUDY

i. Second language learners encounter various factors that
affect and hinder the process of acquiring oral
proficiency of the L2 in online learning set up.

ii. The teachers and the school administrators have a huge

influence on the development of the oral proficiency of
second language learners.

iii. Online/distant learning increases the factors that affect

second language learners to acquire oral proficiency.

THEORETICAL FRAMEWORK
Krashen’s theory of Second Language Acquisition informed this
research study. In Krashen's (1985) theory of second language
acquisition, he argues that neither extensive use of grammatical
rules nor tedious drill is required in the acquisition of the L2
but instead the acquisition of the L2 requires a meaningful
interaction and exposure to the L2 which is more concern on the
message that the speaker is conveying rather than the speaker’s
utterances. He also believes that the best technique to acquire
the language efficiently and immediately is to supply
comprehensive input in a low anxiety situation. Along with that
he also suggests that teaching L2 should contain relevant and
interesting messages that the learners want to hear.
Comprehensive input is the process where learners understand the
meaning/message of the language even though the learners are not
knowledgeable about the grammar rules and structures of the
language. Krashen also points out that second language learners
should not be forced by these methods to acquire knowledge and
proficiency in the L2 but rather, learners should learn
voluntarily.
The second language acquisition theory of Krashen focuses on the
exposure or in the interaction to the input instead of exposing
learners to the grammatical practice of the L2, ex. Communicating
using the L2 or the target language even with grammar
inconsistencies. Krashen strongly believes that acquisition could
only be possible if the learners comprehend the message in the
target language. He also proposed three (3) main hypotheses, the
input, the monitor, and the affective filter hypothesis.
a. Monitor hypothesis
This hypothesis believes that learners monitor their own progress
and are generally aware of their own process in acquiring L2.
Internalizing the grammatical rules of the L2 or the target
language and using that knowledge to correct and monitor their
errors. The variables in this study that fits the monitor
hypothesis include the teaching approach, method, and technique
of the teacher and the school language policy.

b. Input hypothesis
It focuses more on acquisition than on learning. It highlights
the importance of using and speaking the L2 instead of learning
its grammar rules and language structures. This hypothesis occurs
one step beyond the learner’s current language ability to allow
the learners to develop progress in their L2. Variables that suit
this hypothesis include the curriculum/ course content that is
disseminated during the learning process. The content of the
learning process should be disseminated using simple codes to be
able to facilitate easy comprehension. Furthermore, instructional
resources that will be used in the teaching and learning process
of the L2 must be accessible and available for the part of the
students and the teachers. More exposure to the L2 increases the
possibility of becoming fluent in speaking and writing in the L2.

c. Affective Filter hypothesis

This hypothesis includes the emotional variables that could
affect or influence the acquisition of L2. According to Krashen,
one obstacle that manifests itself during language acquisition is
the affective filter, that is why it is important to promote a
positive classroom environment in which learners are free from
anxiety and can commit mistakes without fear of negative
criticisms. Motivation, peer influence, and students learning
environment (home) are the variables that fall under the
affective filter hypothesis.

CONCEPTUAL FRAMEWORK

Independent Intervening
Variables Variables
Dependent
*Teaching Variables
approach, *Learners
method, learning
techniques environment Second
*School (home) Language Oral
language Proficiency
*Learners
policy learning
*Instructiona resources
l resources *Vocabulary
*Curriculum/C *Motivation
ourse content
*Peers
*Age
*Learners
learning
style

Comprehensible input

SCOPE AND DELIMITATIONS

This study will determine and analyze the factors affecting the
student’s oral proficiency in the second language along with the
distant or online platform of education. This study limits its
coverage to the third year English major students only.
The respondents of this study will be consisting of 20, 3rd year
students at the College of Education major in English at Nueva
Ecija University of Science and Technology (NEUST). The
respondents will be pick randomly between the 2 sections of the
3rd year English major students. This study will be conducted
during the 1st semester, A.Y. 2020-2921 inside the campus of
NEUST, Sumacab campus.
Each of the respondents will be given the same survey questioners
to answer. The survey questioners will be the instrument to be
used to gather concrete responses for the study.

SIGNIFICANCE OF THE STUDY

The findings of this study will benefit the following groups:
Students – this study will serve as a guide for the students.
Identifying the factors that affect the oral proficiency of the
second language learners in the online learning setup will be a
huge help to assist the students who struggle in acquiring oral
proficiency of the second language. once the factors were
determined, adjustments can be done to avoid these factors and
acquire oral proficiency more easily.
Teachers – this study will assist the teachers in choosing the
proper approach and techniques in teaching second language
learners in an online learning setup. The efficiency and
effectiveness of their teaching style will be more evident.
Teachers will be aware of the adjustments that they need to do to
serve quality education even in an online learning setup.
School administrators of the school/s who offer online course/s –
the output of this research could serve as an eye-opener for the
school authorities to recognize the factors that affect the oral
proficiency of the second language learners in online learning
platform to come up with a solution to resolve and lessen the
struggles of the second language learners in acquiring oral
proficiency in online learning set up.
Curriculum planner - This study could also be a guide to the
curriculum planner in modifying the curriculum to be able to
emphasize and improve the oral proficiency of the second language
learners even in online learning set up.
Future Researchers – The result of this study could encourage
various researchers to dig deeper into the factors that affect
oral proficiency. Also, this study could be a basis for the
upcoming researchers who deal with determining factors that
affect the student's proficiency. this research could be a great
source of information about the factors that affect the oral
proficiency

of English major students of the college of education at Nueva

Ecija University of Science and Technology.

DEFINITION OF TERMS:
Mother Tongue language – A first language, native tongue, native
language, or mother/father/parent tongue, is a language that a
person has been exposed to from birth or within the critical
period.
Target language - Target language is simply the language you aim
to present in a lesson
Second language – A person's second language, or L2, is a
language that is not the native language of the speaker, but is
learned later.
Oral proficiency – Oral proficiency is a student's ability to
speak a language in real-life settings, outside of the classroom.
Curriculum planner – A curriculum planner is a person/s help
organizing various elements of a curriculum, such as the core
objectives (e.g., a competency to achieve), subject, unit
definitions, activities, assessments, and resources
Curriculum – the subjects comprising a course of study in a
school or college.
Online learning – Online learning is education that takes place
over the Internet. It is often referred to as “e- learning” among
other terms. However, online learning is just one type of
“distance learning” - the umbrella term for any learning that
takes place across distance and not in a traditional classroom.
Distant learning – a method of study where teachers and students
do not meet in a classroom but use the Internet, e-mail, mail,
etc., to have classes.
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De Bot, K., Lowie, W., Verspoor, M. (2006). Second language
acquisition. Routledge, Canada
Blake R. (2008), Measuring Oral Proficiency in Distance, Face-to-
face, and Blended Classrooms, Measuring Oral Proficiency in
Distance, Face-to-Face, and Blended Classrooms (hawaii.edu)

Elsevier (n.d.), Teaching and learning languages online:

Challenges and responses, Teaching and learning languages online:
Challenges and responses - Call for Papers - Elsevier

Khasinah S. (2014), Factors Influencing Second Language

Acquisition, (PDF) FACTORS INFLUENCING SECOND LANGUAGE
ACQUISITION (researchgate.net)

Kuruvilla, A (2020). Virtual Learning: The ‘New Normal’ in

Imparting Lessons to the Students, Available online at
www.indianexpress.com, Date Accessed, 17 February 2021

Mitchel, R., Myles, F., Masdem, E. (2013). Second language

learning theories: Interaction in second language learning.
Routledge, London
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Factors Influencing Learners’ English Speaking Skill. ,
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Stanley, G. (2010) Language learning with technology. Cambridge,
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Unicaf (n.d.), Why Is Online Learning Important? The importance
of e-Learning (unicaf.org)

Zamari et. Al . (2012), Students’ Perception of using Online

Language Learning Materials (PDF) Students’ Perception of using
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