Factors Affecting the Acquisition of English Language

of Second Year College of Education in

St. Anthony College of Calapan City Inc.

A Research
Presented to Mr. Johnmer G. Avelino
Subject Instructor of College of Education
ST. ANTHONY COLLEGE CALAPAN CITY, INC.

In Partial Fulfillment
Of the Requirements for the Subject
English 10: Language Research
For the Degree of BACHELOR OF SECONDARY EDUCATION
Major in English

By:
KIMBERLY M. CALAHATI
Researcher

MAY 2021
 APPROVAL SHEET

This research entitled Factors Affecting the Acquisition of English Language

of Second Year College of Education prepared and submitted by Kimberly M.
Calahati in partial fulfilment of the requirements for the subject English 10 - Language
Research for the Degree of Bachelor of Secondary Education major in English has been
examined and is recommended for approval and acceptance.

MR. JOHNMER G. AVELINO

Research Instructor
 Acknowledgement

The researchers wish to extend their appreciation and gratitude to all those people

who gave their invaluable assistance in the process of conducting this study.

To MR. JOHNMER G. AVELINO, the researchers’ adviser for all the advice,

encouragement and unconditional guidance to finish the research study despite all

challenges that the researchers encountered;

To the RESPONDENTS, for cooperating and honestly answering and providing the

date needed to complete this study;

To the researchers’ thoughtful CLASSMATES AND COLLEAGUES, for the

encouragement they extended to finish this study;

To MS. MICHEL MOTOL, for helping the researchers’ in terms of grammar and

computation.

To the researchers’ loving PARENTS AND GUARDIANS, for their continuous

support especially for financial need, guidance and understanding which served as an

inspiration to them to give their best in accomplishing this research study;

And above all, to the ALMIGHTY GOD, for the everlasting love, strength, peace of

mind when things are not as expected to be, for the knowledge, understanding, hope and

perseverance to go through rough times, for the blessings and guidance bestowed upon us.

The Researcher
 TABLE OF
CONTENTS

TITLE PAGE..................................................................................................................................i

ACKNOWLEDGEMENT ..............................................................................................................ii

DEDICATION ...............................................................................................................................iii

APPROVAL SHEET .....................................................................................................................iv

TABLE OF CONTENTS....................................................................................................v
LIST OF TABLE………………………………………………………………………vi
Chapter
I. Introduction..................................................................................................................1
Statement of the Problem...............................................................................5
Research Locale...........................................................................................................5
Theoretical Framework...............................................................................................6
Conceptual Framework................................................................................................11
Hypotheses..................................................................................................................12
Scope/Delimitation and Limitations of the Study.......................................................12
Significance of the Study............................................................................................13
Definition of Terms......................................................................................................14
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature .......................................................................................................16
Local Literature...................................................................................................16
Foreign Literature................................................................................................18
Related Studies...........................................................................................................23
Local Study.........................................................................................................23
Foreign Study......................................................................................................24
Synthesis......................................................................................................................26
III. RESEARCH METHODOLOGY AND DESIGN

4
 Research Design.........................................................................................................28
Sampling Techniques...................................................................................................28
Research Instrument....................................................................................................29
Procedure of Gathering Data........................................................................................30
Statistical Measure.......................................................................................................31
VI. Presentation, Analysis, and Interpretation of Data............................................................32
V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings...................................................................................................46
Conclusion...................................................................................................................48
Recommendation.........................................................................................................49
Bibliography………………………………………………………….……49
Appendices
Transmittal Letter ........................................................................................................56
Questionnaire ..............................................................................................................57
Curriculum Vitae.........................................................................................................59
Documentation.............................................................................................................66

List of Tables
Table 1. Factors that Affects the Acquisition of English Language of Students and
Students’ Performance Questionnaire
Table 2. Numerical Value and Statistical Limits
Table 1.1 Weighted Mean, Percentage and Rank of the Factors that Affects the
Acquisition of English Language of Students
Table 1.2 Weighted Mean, Percentage and Rank of the Factors that Affects the
Acquisition of English Language of Students
Table 1.3 Weighted Mean, Percentage and Rank of the Factors that Affects the
Acquisition of English Language of Students
Table 2.1 Weighted Mean, Percentage and Rank of the students’ level of
performance by the factors
Table 2.2 Weighted Mean, Percentage and Rank of the students’ level of
performance by the factors
Table 3. Relationship between the Factors Affecting of Acquisition in English
language and students

5
 Chapter One

The Problem and Its Background

Introduction

English language is the universal language in the world as it is commonly used by the

people around the world. They use it to communicate with the other countries. English

language also serves as the second language in the Philippines. English language is

spoken by more than 14 million Filipinos in the country. It was introduced to the

Filipinos during 1762 by British invaders and implement English language as the media

of instructions starts with the language provision in the 1987 constitution of Republic of

the Philippines that is embodied in Article XIV, section 6 and 7 provided the legal basis

for the various language policies that are being implemented in the country. This

language was introduced to the formal educational system when our country got

colonialized by the United States of America and serves as the primary medium of

instruction in education. In K-12 program, English will be taught as subject areas in grade

1 and will be introduced as media of instruction in grade 4 to 6. It will become one of the

primary language of instruction at junior high school and senior high school. Speaking in

English is one of the advancement of Filipino people and many are learning it.

Second language acquisition is learning a second language after first language is already

established. Learning the English language after learning your native language is a

second language acquisition. People usually learn English to use as a medium of

communication with the other countries. Learners encounter different factors when

6
acquiring the English language. It may affect them in different ways, either help them to

success in acquiring the language or failed on it.

There are factors that affects the acquisition of English language to the people

specifically to the students in college which are the first language, age, motivation,

learning environment, teaching strategies, students personality. First language might

influence the learners in acquiring the English language as their second language, either

by acting source for the learner to understand how the language works or by being a

factor of interference.

The age of the learners also affects the acquisition of the English language as their second

language as everybody agrees that age is a crucial factor. According to Lennerberg,

bilingual language acquisition can only happen during the critical period of age two to

puberty. The critical period hypothesis is associated with neurophysiological

mechanisms suggesting that in late bilinguals the early and the late acquired languages

are represented in spatially separated parts of the brain (Broca’s area). In early bilinguals,

however, a similar activation in Broca’s area takes place for both languages. This loss of

the brain´s plasticity explains why adults may need more time and effort compared to

children in second language learning.

According to scientific surveys, language aspects such as pronunciation and intonation

can be acquired easier during childhood, due to neuromuscular mechanisms which are

only active until to the age of 12. Another possible explanation of children’s accent-free

pronunciation is their increased capability for imitation. This capability fades away

significantly after puberty. Other factors that we should take into consideration are

children’s flexibility, spontaneity and tolerance to new experiences. Kids are more

7
willing to communicate with people than adults, they are curious and they are not afraid

of making mistakes. They handle difficulties (such as missing vocabulary) very easily by

using creative methods to communicate, such as non-verbal means of communication and

use of onomatopoetic words. Also the idea of a foreign civilization is not formed in their

minds yet.

However, some researcher said that older learners have a greater knowledge base of

vocabulary, ideas, and concepts that used to build new understandings. Therefore, adults

may be able to acquire an additional language more quickly than the younger learners.

Though older learners tend to face difficulty in acquiring the English language or a

second language because they get embarrassed by their lack of mastery of the language

and may develop a sense of inadequacy after experiences of frustration in trying to say

what they exactly mean. They are anxious to practice or try speaking in English because

they are afraid that they might say the wrong word and create many errors in their

grammar. Especially here in the Philippines, which many people see someone who can

speak fluently in English as highly and educated. Being surrounded by people whom you

feel that will judge you if you try to speak using the English language.

Motivation serves as an important factor in learners’ readiness in learning the language. It

is a desire of the learners to learn and keep going. Learners that stay motivated can help

them in acquiring the English language. There are many things that gives motivation to

the learners such as goals and expectations to increased motivation, which in turn leads to

a higher level of language competence.

According to the research on motivation, it is considered to be an internal process that

gives behavior energy, direction and persistence. In other words, motivation gives

8
strength, purpose, and sustainability to the learners. The positive learners which are those

who are motivated are more likely to achieve success in acquiring the English language

which is that opposite if the learners are pessimistic towards it.

The learning environment of the learners is also one of the factors that affects the

acquisition of English language. The comfortability that the classroom atmosphere gives

to the learners is also needs to be considered. Every person has their own preferred kind

of environment to learn without distraction and being comfortable with their learning

environment helps them in learning the language. It makes them comfortable when they

feel belongingness and respected for their beliefs and culture to their learning

environment. It can also be the reason for the leaners to stay motivated. It gives the

learners a positive mind and comfortability to learn.

There are different strategies use when teaching lessons to the students as well as in

teaching the English language. The teaching strategies that are going to used should be at

the level of the learners’ developmental level. Teaching strategies helps the teacher to

help the students understand the concept of language. If the chosen strategies were not

chosen wisely it may affect the learners.

Every learner has their own preferred learning style or what kind of teaching strategies

that works best on them. If the teacher chooses one strategy on teaching his/her students

in teaching the language, it will not cover all the students. Some students might learn

faster and other were going to be leave out.

Another factor that may affects the learners in the acquisition of the English language is

the student personality. There are two types of personality; the introverts and extroverts.

9
According to the Merriam-Webster, introvert is one whose attention and interests are

directed toward one’s own thoughts and feelings. They learn by studying in quiet mental

reflection. Mostly introverted students are more likely to take longer in acquiring the

language because they are more hesitant to make mistakes. On the other hand, extrovert

is one whose attention and interests are directed wholly or predominantly toward what is

outside the self, according to the Merriam-Webster. These kind of learners are more

likely to be quicker in acquiring the language because they will try out their newly

learned vocabulary. These two types of personality have something to do with the

teaching strategies to used and the learners’ way of acquiring the language.

According to new research personality affects the way a person speaks. Personalities that

are introvert tend to use language that is precise whereas extroverts have a tendency to be

vague.

There are learners who are afraid to take risks and encounter failures on learning. They

are anxious to what the people might say and think about them if they failed. According

to some research, good learners take risks. In learning the language, you will surely make

mistakes in order to learn because students who don’t get corrective feedback will not

improve unlike those learners who encounters mistakes.

According to the other researcher like L.M Beebe’s 1983 study found that high-motivated

learners are often moderate risk-takers; these learners make intelligent guesses. It is also

widely thought that language learners with high global self-esteem take more risks,

unwillingness to take risks can learn to fossilization of errors, and teachers should

encourage students to take risks.

10
Based on multiple studies, it found that anxiety may impede language-learning. Language

learners can feel anxious due to their sense of “self,” differences between their culture

and the culture of the target language, and fear of losing self-identity.

According to the renowned linguist and educator Stephen Krashen’s Affective Filter

hypothesis states that affective variables such as fear, nervousness, resistance to change,

and boredom can filter out information (or raise the affective filter) and prevent language

input from reaching the brain’s language processing faculties. He claims that learners that

have high motivation, self-confidence, a good self-image, and a low level of anxiety are

better equipped for language-learning success.

Understanding and learning the different factors that affects the learners in acquiring the

English language is important for them to be aware and minimize some of the negative

factors so that it will maximize learning of the English language.

Learning the English language can help the learners gain self-esteem, enhancing the

cognitive and thinking skills. As this language is widely used all over the world and even

in our country, the Philippines which we used as a media of instructions in education.

11
Statement of the Problem

The purposed of this study is to focused on the factors that affects the acquisition of

English language of second year college of education.

Specifically, it sought to answer the following questions:

1. What is the level of factors that affects the acquisition in English of students?

a. Age

b. Motivation

c. Student personality

2. What is the level of performance of students in acquisition of English language?

a. Knowledge

b. Performance conditions

3. Is there any significant relationship between the factors affecting of acquisition in

English language and students?

12
Research Locale

The study was conducted in Bayanan I, Calapan City specifically in St. Anthony College

Calapan City Inc. during the Academic Year 2020-2021.

The St. Anthony College Calapan City Inc. as part of Calapan City, is an institution that

is committed on giving a high quality education to its learners even in the sight of

pandemic by providing different kind of learning for them with unwavering support of

the parents, community and the public sectors, with a strong faith in God and inspired by

the caring leaders of the Commission On Higher Education.

St. Anthony College Calapan City Inc. staffs provides quality educationa and services to

every learner and parents that will help their children to have a better future and develop

and enhanced their creative thinking skills in terms of different tracks and courses.

13
Framework of the Study

Theoretical Framework

To study the factors that affects the acquisition of English language of students in second

year college of education, the researcher may apply the Stephen Krashen Theory of

Second Language Acquisition.

According to Stephen Krashen Theory, there are five main hypotheses consists on second

language acquisition which are the acquisition-learning hypothesis; the monitor

hypothesis; the input hypothesis; the affective filter hypothesis; and the natural order

hypothesis.

The Acquisition-Learning distinction is the most fundamental of the five hypotheses in

Krashen's theory and the most widely known among linguists and language teachers.

According to Krashen there are two independent systems of foreign language

performance: 'the acquired system' and 'the learned system'. The 'acquired system' or

'acquisition' is the product of a subconscious process very similar to the process children

undergo when they acquire their first language. It requires meaningful interaction in the

target language - natural communication - in which speakers are concentrated not in the

form of their utterances, but in the communicative act.

The "learned system" or "learning" is the product of formal instruction and it comprises a

conscious process which results in conscious knowledge 'about' the language, for

example knowledge of grammar rules. A deductive approach in a teacher-centered setting

14
produces "learning", while an inductive approach in a student-centered setting leads to

"acquisition".

The Monitor hypothesis explains the relationship between acquisition and learning and

defines the influence of the latter on the former. The monitoring function is the practical

result of the learned grammar. According to Krashen, the acquisition system is the

utterance initiator, while the learning system performs the role of the 'monitor' or the

'editor'. The 'monitor' acts in a planning, editing and correcting function when three

specific conditions are met: the second language learner has sufficient time at their

disposal, they focus on form or think about correctness, they know the rule.

The Input hypothesis is Krashen's attempt to explain how the learner acquires a second

language – how second language acquisition takes place. The Input hypothesis is only

concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner

improves and progresses along the 'natural order' when he/she receives second language

'input' that is one step beyond his/her current stage of linguistic competence. For

example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed

to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be

at the same level of linguistic competence at the same time, Krashen suggests that natural

communicative input is the key to designing a syllabus, ensuring in this way that each

learner will receive some 'i + 1' input that is appropriate for his/her current stage of

linguistic competence.

The Affective Filter hypothesis embodies Krashen's view that a number of 'affective

variables' play a facilitative, but non-causal, role in second language acquisition. These

variables include: motivation, self-confidence, anxiety and personality traits. Krashen

15
claims that learners with high motivation, self-confidence, a good self-image, a low level

of anxiety and extroversion are better equipped for success in second language

acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can

raise the affective filter and form a 'mental block' that prevents comprehensible input

from being used for acquisition. In other words, when the filter is 'up' it impedes language

acquisition. On the other hand, positive affect is necessary, but not sufficient on its own,

for acquisition to take place.

Finally, the less important Natural Order hypothesis is based on research findings (Dulay

& Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested

that the acquisition of grammatical structures follows a 'natural order' which is

predictable. For a given language, some grammatical structures tend to be acquired early

while others late. This order seemed to be independent of the learners' age, L1

background, conditions of exposure, and although the agreement between individual

acquirers was not always 100% in the studies, there were statistically significant

similarities that reinforced the existence of a Natural Order of language acquisition.

Krashen however points out that the implication of the natural order hypothesis is not that

a language program syllabus should be based on the order found in the studies. In fact, he

rejects grammatical sequencing when the goal is language acquisition.

16
Conceptual Framework

INPUT PROCESS OUTPUT

1. Affective
Factors
a. Age Strategies on
b. Motivation how to
c. Students strengthen the
personality Questionnaires positive factors
2. Level of of acquisition of
performance English
a. Knowledge language.
b. Performance
conditions

Figure 1

Research Paradigm

Figure 1 presents the conceptual paradigm of the study. The input is shown in the first

box which contains the affective factors in acquisition of English language in terms of

age, motivation, and students personality. And the level of performance of students in

terms of knowledge and performance conditions.

The second box contains the instruments to be utilized by the researcher in the conduct of

the investigation this includes the survey questionnaires.

The third box contains the expected output of the study which is the strategies on how to

strengthen the positive factors of acquisition of English language.

17
Hypothesis
1. There is no significant relationship between the factors affecting and students’

acquisition of English language.

Scope/Delimitation and Limitations of the Study

This study will be limited only to 20 students randomly selected in second year college of

Education at St. Anthony College Calapan City Inc. Academic Year 2020-2021.

This research study is focused only on the factors that affects the acquisition of English

language of second year college of Education at St. Anthony College Calapan City Inc.

Academic Year 2020-2021. The information needed will be gathered using the research-

made questionnaire.

Significance of the Study

The following will benefit from the results of the study:

Students. This study will help the students the factors that they need to consider on

acquiring the English language and find the best learning style that will be beneficial for

them in learning the language.

Teachers. This study will help the teachers to be knowledgeable about that factors that

may affect the students in acquiring the English language and to provide teaching

strategies that will help the learners.

18
Parents. This study will help the parents to be aware of the factors that affects the

learners in acquiring the English language and help their children on how they can

support and help them learn the language.

Future Researcher. This study will help the future researchers as their guide in

determining factors that affect the learners in acquiring the English language.

Definition of Terms

 Factors – a circumstance, fact, or influence that contributes to a result or

outcome.

-component that affects in the acquisition of English language.

 Acquisition – the learning or developing of a skill, habit, or quality.

-learning a language.

19
 Motivation –the reason one has for acting or behaving in a particular way.

- an internal process that gives behavior energy, direction and

persistence in acquiring the language.

 Age -the length of time that a person has lived or a thing has existed.

-level of the learner in acquiring the language.

 Personality –quality or state of being a person.

-refers to individual differences in characteristic and attitude towards

learning.

 Environment –the surroundings or conditions in which a person, anima, or plants

lives.

-the place where the learners learn the language.

20
 Chapter II

Review of Related Literature and Studies

Related Literature

Foreign Studies

According to Leong Lai Mei and Ahmadi Seyehdeh Masoumeh Analysis of

Factors influencing learners’ English speaking skill from International Journal of

Research in English Education 2017, volume 2, number 1; page(s) 34 To 41,

speaking is one of the most important skills to be developed and enhanced as

means of effective communication. Speaking skill is regarded one of the most

difficult aspects of language learning. Many language learners find it difficult to

express themselves in spoken language. They are generally facing problems to use

the foreign language to express their thoughts effectively. They stop talking

because they face psychological obstacles or cannot find the suitable words and

expressions. The modern world of media and mass communication requires good

knowledge of spoken English. This paper aims at establishing the need to focus

on the factors affecting on language learners’ English speaking skill. This review

paper traces out the body of research concerning the term speaking, the

importance of speaking, characteristics of speaking performance, speaking

problems, and factors affecting speaking performance. According to the review of

literature, appropriate speaking instruction was found to be the learners’ priority

and a field in which they need more attention. This study can be useful to teachers

21
and researchers to consider their language learners’ speaking needs in English

language teaching and learning context.

Local

According to the Journal of English Education and Applied Linguistics v8 n2

p127-143 Oct 2019, learning English as a foreign/second language is never a

straightforward process. Several constraints may come along the way that tend to

hinder students' learning. Studies have shown that the successes and failures of L2

learners in an English language classroom are dependent upon various

psychological and social factors including anxiety. This study examined the

English language learning anxiety of Filipino college students. The Foreign

Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope

(1986) was administered to a group of 150 students randomly selected from 5

programs at a private university in the Philippines to identify students' anxiety

level in terms of fear of negative evaluation, communication apprehension, fear of

test, and anxiety of English class and to determine which factor is most probable

to cause anxiety among them. The results indicated that the students expressed

different levels of anxiety among the four factors as majority provided answers

ranging from neutral to strongly agree. However, it was discovered that fear of

negative evaluation and communication apprehension were the most probable to

cause anxiety among them. The study offers practical implications as to how L2

teachers can help students overcome their English anxiety and thus be successful

in the learning of the target language.

22
Related Studies

Foreign

According to Siti Khasinah Factors Influencing Second Language Acquisition

study, Motivation, attitude, age, intelligence, aptitude, cognitive style, and

personality are considered as factors that greatly influence someone in the process

of his or her second language acquisition. Experts state that those factors give a

more dominant contribution in SLA to learners variedly, depend on who the

learners are, their age, how they behave toward the language, their cognitive

ability, and also the way they learn.

Based from the English Language Teaching; Vol. 11, No. 6; 2018 “What Are the

Factors Affecting the Use of English Language in English-only Classrooms:

Student’s Perspectives in Pakistan”, English as a medium of instruction and

communication is becoming a central pedagogy in various countries in

the world. In Pakistan, most of the advanced academic institutions use English as

their medium of instruction, however students and teachers have been observed

communicating in their first languages, especially Urdu, in the classrooms. This

study was conducted at the Institute of Communication and Cultural Studies,

University of Management and Technology, to examine the factors that limit

students and teachers from communicating in English. Qualitative research

methods were employed to find the factors affecting the use of English in

English-only classrooms. A total of 130 participants were included in this study.

Among them, 68 participants were engaged in student questionnaires. The

participants were students of four native languages (Urdu, Punjabi, Siraiki and

23
Pushto) with different level of English language proficiency. Required literature

search was performed using key databases and journals, related to applied

linguistics, English language and education. Our results demonstrated that most of

the students like to communicate in English and be a part of the English-only

environment, however they acknowledged some key factors that prevented them

from speaking English in the classrooms. Fundamental factors included

linguistics, individual, social, psychological and institutional which were largely

based upon their beliefs, assumptions, needs and desires. This study may provide

insights to the policymakers to work on issues related to communications and

medium of instructions in Pakistan. It may also help teachers and educators to

understand the underlying factors that compel students to speak their first

languages instead of English.

Local

According to the Oral English Proficiency: Factors Affecting the Learners’

Development of Willow F. Pangket, to be proficient in language could be the

greatest achievement of a language teacher to a learner, but before achieving such

goal, understanding the factors affecting the oral proficiency of learners are

worthy of attention. This study aimed to investigate the factors affecting the oral

English proficiency of the grade 5 pupils of Bontoc Central School. The study

used a sequential mixed method. A questionnaire for teachers and Focus Group

Discussion were used in identifying the factors affecting the oral proficiency of

the pupils. There were 12 teachers who participated in the study. Two speaking

activities were used to evaluate the pupils’ oral proficiency to validate the

24
teachers’ observation on the factors affecting the pupils’ proficiency. Thematic

analysis was employed in the analysis of the data gathered from the teachers. The

result showed that the main factors affecting the oral proficiency of the pupils are

motivation, vocabulary, pronunciation, and grammar. Teaching strategies and

curriculum are contributory factors. Based on the analysis of data, the

contributory factors are sequentially affecting the performance of teachers and

pupils. The teaching strategies and curriculum are not carefully planned and

properly executed to suit the learners’ needs which resulted to poor performance

of the pupils.

25
 Chapter Three

Methods and Procedure

Research Methodology

The research methodology includes the research design, sampling technique,

research instrument and validation, procedure of data gathering, statistical

treatment of data.

Research Design

The descriptive method of research design is used by the researcher in the study in

order to generate data relevant to determine whether the factors in acquisition of

English language would provide greater gains in students’ learning of English

language in St. Anthony College Calapan City.

As mentioned by Calderon and Gonzales (2004) descriptive method was a process

of gathering, analyzing, clarifying and tabulating data about the prevailing

conditions, practices, beliefs, processes, trends and cause and effect relationships

and then making adequate interpretation about such data. It includes studies that

seek to present fact concerning the status of anything, group of persons, acts,

conditions and any other phenomenon

Sampling Technique

All second year college of education who are enrolled in this Academic Year

2020-2021 in St. Anthony College Calapan City Inc. were taken as the population

of the study. Since the number of respondents was manageable, the researcher

will use a random sampling.

26
 Research Instruments and Validation

The instrument used in this study is a researcher-made-questionnaire-checklist.

This is constructed for the student respondents. A set of questionnaire-checklist

with 20 items with responses gathered on a 4 checkbox (see Table 1). It is

categorized in two parts: Part I dealt with the level of factors that affects the

acquisition of English language in terms of age, motivation, and student

personality. Part II dealt with the level of performance of students in terms of

knowledge and performance condition.

Table 1

Factors that Affects the Acquisition of English Language of Students and Students’

Performance

I. Factors 4 3 2 1
A. Age
1. I’ve seen a three year old speak in English.
2. Children can speak in English better than me.
3. I know a lot more vocabularies than a child.
4. College like me can acquire language faster than the younger
ones.
B. Motivation
1. My parents motivates me to learn the English language.
2. My goals is the reason why I’m learning the language.
3. I believe that being positive is one of the way to success.
4. I can’t learn properly when I’m not motivated.
C. Student Personality
1. I’m an introvert person.
2. I’m an extrovert person.
3. I learn quickly by socializing with others.
4. I find it hard when I’m learning on my own.
II. Students’ level of performance by the factors
A. Knowledge
1. I know the basic English.

27
 2. I know when the grammar is wrong.
3. I forget some of the rules in English language.
4. I know how to create a compound sentence.
B. Performance conditions
1. I can speak in English without grammar errors.
2. I can think of an English word about something if someone asks
me.
3. I can translate a Filipino sentence in English.
4. I understand English passage.

To determine the factors in acquisition of English language of students, the

following rank and interpretation is utilized:

4-Always

3-Sometimes

2-Rarely

1-Never

The questionnaire-checklist is presented to the teachers and expert on English for

comments, corrections, and suggestions on the content.

Reliability and Validity of the Instrument

To test the reliability of the instrument, the researcher will conduct a test-re-test method.

The survey will give to selected respondents, then after five days of interval, they will

administer again with the same questionnaire. This is to determine of the respondents the

same answer.

On the other hand, to test the validity of the instruments, the researcher will consult (3)

experts who will validate it.

28
Tabulation and Scoring of Data

For scaling and quantification, the researcher will utilize a 4-point scale to describe the

mean responses of respondents such as:

Table 2 presents the numerical values, statistical limit and verbal description concerning

the Use of Social Media in Enhancing English language skills of Bachelor of Secondary

Education students in St. Anthony College of Calapan City Inc.

Table 2

Numerical Value Statistical Limit Verbal Description

4 3.50 – 4.00 Always
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
1 1.00 – 1.49 Never
Numerical Value and Statistical Limits

Procedure of Data Gathering

The researcher sought permission from the Dean of Academic Affairs of Bachelor of

Secondary Education in St. Anthony College Calapan City Inc. to allow the conduct of

study.

After the approval or the Dean, the questionnaire will be distributed to the respondents

through the use of social media. After the students answer the questionnaire, the

researcher will retrieve the answers. Through these gathered data, the researcher will then

29
analyze whether the factors in acquisition of English language would provide greater

gains in students’ learning of English language in St. Anthony College Calapan City.

Statistical Treatment of Data

The following statistical data will be utilized in this study.

Descriptive Statistics

For Descriptive Statistics, the researcher will use the Arithmetic Mean to

determine the average responses of the respondents for each indicator.

The formula is as follows:

μ=ΣX/N

Where,

μ = arithmetic mean

X = score or value of each item

ΣX = sum of all the scores

30
 N = population size

Inferential Statistics

For inferential Statistics, Pearson’s Product Moment Coefficient of Correlation or

Pearson’s r will be used to test the null hypothesis.

The formula is as follows:

"r"=(NΣxy-(Σx)(Σy) )/√(〖〖[NΣx〗^2-(Σx)^2][NΣy〗^2-(Σy)^2])

Where,

r = Pearson’s r

Σx = sum of all the x values

Σx = sum of all the y values

(Σx)^2 = square of the sum of all x’s

(Σy)^2 = square of the sum of all y’s

〖Σx〗^2 = sum of all the square of x

〖Σy〗^2 = sum of all the square of y

Σxy = sum of all the product of x and y

N = number of cases

31
 Chapter Four

Presentation, Analysis, and Interpretation of Data

This chapter presents the discussion of the data gathered together with tabular

presentation and discussion

I. Factors that Affects the Acquisition of English Language of

Students.

1.1 Age

Table 1.1 Weighted Mean, Percentage and Rank of the Factors that Affects

the Acquisition of English Language of Students.

Weighte Percenta Verbal

Rank
A. Age d Mean ge Interpretation

32
 1. I’ve seen a three year old
speak in English. 2.95 73.75% 3 Sometimes

2. Children can speak in English 2.60 65% 4 Sometimes

better than me.
3. I know a lot more 3.20 80% 2 Sometimes
vocabularies than a child.
4. College can acquire language 3.40 85% 1 Always
faster than the younger ones.

The factors that affects the acquisition of English language of students in terms of age.

The number item 4 (four) ranked 1 with the highest average mean of 3.40 and 85%

implies of the factor a college students can acquire language faster than the younger ones.

Followed of item number (3) indicates the students know a lot more vocabularies than a

child with a calculated mean of 3.20 with a percentage of 80% with the description of

sometimes. Thirdly, students can affect of the factor of knowing a three years old who

speak in English with a total mean of 2.95 and with 73.75% that determines as

sometimes. With the lowest average of mean, it shows that a children can speak in

English better than the respondents is a factor with a computed mean of 2.60 and with

65%.

1.2 Motivation

Table 1.2 Weighted Mean, Percentage and Rank of the Factors that Affects

the Acquisition of English Language of Students.

Weighte Percenta Verbal

Rank
B. Motivation d Mean ge Interpretation

1. My parents motivate me to
learn the English language. 2.85 71.25% 4 Sometimes

33
 2. My goals are the reason why 3.45 86.25% 2 Sometimes
I’m learning the language.
3. I believe that being positive is 3.50 87.50% 1 Always
one of the way to success.
4. I can’t learn properly when I’m 3.10 77.50% 3 Sometimes
not motivated.

In terms of the factor of motivation the number item with a highest weighted mean of

3.50 is (3) with 87.50% that falls under the description of sometimes wherein students

believe that being positive is one of the way to success. Item number (2) two ranked 2

demonstrates that goals are the reason why students are learning English language, with a

computed mean of 3.45 and percentage of 86.25%. Ranked 3 is item number (4) with an

average of 3.10 weighted mean and description of sometimes that is 77.50%. Lastly,

weighted mean of 3.50 and 87.50% wherein parents are motivating the students to learn

English language.

1.3 Student Personality

Table 1.3 Weighted Mean, Percentage and Rank of the Factors that Affects

the Acquisition of English Language of Students.

Weighte Percenta Verbal

Rank
C. Student Personality d Mean ge Interpretation

1. I’m an introvert person.

3.00 75% 3 Sometimes

2. I’m an extrovert person. 2.75 68.75% 4 Sometimes

3. I learn quickly by socializing 3.35 83.75% 1 Always

with others.

34
 4. I find it hard when I’m learning 3.10 77.50% 2 Sometimes
on my own.

The third factors that affects the acquisition of English language of the students are

students personality. With the highest weighted mean of 3.35 and 83.75% it indicates that

students can learn quickly by socializing with others with a description of always. It

followed by means of students find it hard when learning by their own with a total

average mean of 3.10 and 77.50%. On the other hand, it shows that students who are

introvert person can learn English language with a calculated mean of 3.00 and with 75%.

And with the lowest weighted mean of 2.75 with a percentage of 68.75% it implies that

students are more an extrovert personality that falls under the description of sometimes.

II. Students’ level of performance by the factors.

II.1 Knowledge

Table 2.1 Weighted Mean, Percentage and Rank of the students’ level of

performance by the factors.

Weighte Percenta Verbal

A. Knowled Rank
d Mean ge Interpretation
ge
1. I know the basic English.
3.25 81.25% 1 Always

2. I know when the grammar is 2.80 70% 3.5 Sometimes

wrong.
3. I forget some of the rules in 2.80 70% 3.5 Sometimes
English language.
4. I know how to create a 2.95 73.75% 2 Sometimes
compound sentence.

35
In students level of performance by the factors in terms of knowledge. It implies that

through the students performance they know the basic English with highest calculated

mean of 3.25 and with 81.25% that the interpretation is always. It was then followed by

students skills of knowing how to create a compound sentence. The third one with the

same of item number (2) two and (3) three obtained an average score of 3.5 and with a

percentage of 70% indicates that students know when their grammar is wrong and

sometimes forget some of the rules in English language.

II.2 Performance Condition

Table 2.2 Weighted Mean, Percentage and Rank of the students’ level of

performance by the factors.

B. Perform Weighte Percenta Verbal

ance Rank
d Mean ge Interpretation
Conditio
n
1. I can speak in English without
grammar errors. 2.80 70% 4 Sometimes

2. I can think of an English word

about something if someone asks 2.85 71.25% 3 Sometimes
me.
3. I can translate a Filipino 2.90 72.50% 1.5 Always
sentence in English.
4. I understand English passage. 2.90 72.50% 1.5 Always

The students level of performance by the factors in terms of performance condition. With

the highest weighted mean of 2.90 and 72.50% item number (3) three and (4) ranked 1

36
with a same interpretation of always. Thirdly, students can think of an English word

about something if someone asks them with a total average of 2.85 and with 71.50% that

describes as sometimes. Lastly, with a computed weighted mean of 2.80 and with 70% a

students can speak in English without grammar errors with a verbal interpretation of

sometimes.

III. A Significant Relationship between the Factors Affecting of

Acquisition in English language and students.

Table 3. Relationship between the Factors Affecting of Acquisition in English language

and students

Paired t-test p-value Decision Remarks

value
Relationship
between the
Factors of
2.100 0.55 Accept No significant
Acquisition in
English language
of students

The table shows the significant relationship between the factors of Acquisition and

English language of students. It shows that in result of paired t-test value of 2.100 with a

p-value of 0.55 therefore, it is accepted and the evidence indicates that there is no

significant relationship between the factors that affect the acquisition of English language

of students.

37
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the research findings, conclusions and

recommendations.

Summary

Listed below are the findings from the presented data and tables.

I. Factors that Affect the Acquisition of English Language of Students.

1.1 Age

The factors that affect the acquisition of English language of students in terms of age,

with a highest weighted mean of 3.40 with a percentage of 85% it indicates that students

in college can acquire language faster than the younger ones.

1.2 Motivation

In terms of motivation under the factors that affect the acquisition of English language of

students, item number (3) ranked 1. It imposed that students in college believe that being

positive is one of the way to success with the highest calculated mean of 3.50 with

87.50%, which is verbally interpreted as always.

1.3 Student Personality

38
In terms of student personality under the factors that affect the acquisition of English

language of students, item number (3) ranked 1. It describe that students in college learn

quickly by socializing with others with the highest calculated mean of 3.35 with 83.75%,

which is verbally interpreted as always.

II. Students’ level of performance by the factors.

2.1 Knowledge

In students’ level of performance in terms of knowledge it implies that students in

college know the basic English language with an average mean of 3.25 with 81.25% that

classified in a verbal description of always.

2.2 Performance Condition

In terms of performance condition, the item numbers three and four are ranked number

1.5 with a calculated mean of 2.90 and 72.50% that falls under the description of always,

shows that students in college under the level of their performance by the factors can

translate a Filipino sentence in English and understand English passage.

39
Conclusion

1. The factors that affect the acquisition of English language of students in terms of

age, indicates that students in college can acquire language faster than the younger ones,

in terms of motivation imposed that students in college believe that being positive is one

of the way to success, and in terms of student personality describe that students in college

learn quickly by socializing with others.

2. The students’ level of performance in terms of knowledge implies that students in

college know the basic English language while on performance condition shows that

students in college can translate a Filipino sentence in English and understand English

passage.

3. There is no significant relationship between factors that affects the acquisition of

English language of students.

Recommendation

Based on the findings and conclusion of the study, the following

recommendations are offered by the researchers.

40
1. The teaching of the formal aspects of the linguistic code of English

should still be emphasized.

2. The age of the learners is to be taken as an indirect marker of ability.

Learners should be kept motivated with the age and peer group.

3. Students should be encouraged to read as much as possible in English,

particularly for their own pleasure. Reading for pleasure should also be

facilitated and encouraged particularly in the school environment.

4. Students should be encouraged to use English as much as possible in their

communication at school and also at home, if possible.

5. Both teachers and students should be made aware of the complexity of the

process of English language learning at school, and the high involvement

of non-linguistic factors as much as the linguistic factors, and thereby plan

the learning activities accordingly to facilitate learning.

Bibliography

41
 https://www.eurolondon.com/news-and-blog/is-your-personality-affecting-your-

language-and-learning-ability/

 https://eric.ed.gov/?id=ED605001

 https://www.grin.com/document/491327

 http://ijsmsjournal.org/2019/volume-2%20issue-2/ijsms-v2i2p112.pdf

 https://www.researchgate.net/publication/314633842_English_Language_Educati

on_in_the_Philippines_Policies_Problems_and_Prospects

 https://www.sid.ir/en/journal/ViewPaper.aspx?ID=520992

 https://www.sk.com.br/sk-krash-english.html#:~:text=The%20Affective%20Filter

%20hypothesis%20embodies,confidence%2C%20anxiety%20and%20personality

%20traits.

 https://study.com/academy/lesson/factors-affecting-english-language-

acquisition.html

 https://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1738184

 https://www.teachinghouse.com/blog/how-your-personality-can-affect-your-

ability-to-learn-a-new-language/

42
Appendices

43
10 May 2021

Dr. Marietto C. Sevilla

Dean of Bachelor of Secondary Education
St. Anthony College Calapan Inc.

Dear Dr. Sevilla:

The St. Anthony College Calapan Inc. through the Bachelor of Secondary Education specializing in the field of English has its on-going research
entitled The Use of Social Media in Enhancing English Proficiency of Students as a partial requirement for the subject English 10: Language
Research.

Additionally, our school, St. Anthony College Calapan Inc., has been selected as the research locale of our study. Relative to this, we would like to
request your good office to allow us to distribute our questionnaires to your college students base on their availability. Rest assured that all data
gathered would be treated with the utmost confidentiality and will be used for academic purposes only.

We are hoping for your kind consideration for this matter.

Thank you and God bless!

Respectfully yours,

44
Kimberly M. Calahati
Researcher

Noted by:

Johnmer G. Avelino
Research Instructor

Encl. Copy of questionnaire.

ST. ANTHONY COLLEGE

CALAPAN CITY, INC.

Curriculum Vitae

Calahati, Kimberly Magparangalan

Dulangan I, Baco, Oriental Mindoro,5201
kimcalahati@gmail.com
09954229646
PERSONAL INFORMATION

Sex : Female
Age: 20

45
Date of Birth: August 08,1984
Place of Birth: Dulangan I, Baco, Oriental Mindoro
Weight: 49kg
Height: 5’
Marital Status: Single
Religion: Iglesia Ni Cristo
Nationality: Filipino
Father: Allan Calahati
Mother: Daisy Calahati

EDUCATIONAL ATTAINMENT

Tertiary: Bachelor of Secondary Education

St. Anthony College Calapan City, Inc.
Bayanan 1, Calapan City Oriental Mindoro
2019-present

Secondary: Anastacio Dela Chica High School

Elementary: Dulangan II Elementary School

Documentation

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