Final Manuscript

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MABALACAT CITY COLLEGE

APPROVAL SHEET
This thesis is entitled On Speaking English as a Second Language: Third-year
English Major Students’ Oral Participation Challenges and Strategies, prepared and
submitted by Mark Ryan G. Lipalam, Misly B. Mallete, Jelly Ann M. Miranda, Shania D.
Terrenio, and Edrei S. Yupo has been examined and recommended for oral examination.
RALFH EMERSON MACAPAGAL, LPT
Research Adviser
ARVINA D. SARMIENTO, LPT, Ed.D.
Chairperson
KARLO S. TOLENTINO, LPT, MAEd MICHAEL A. MESA, LPT, PhD
Member Member
Approved in partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education Major in English.
Date: _____________________ RALFH EMERSON MACAPAGAL, LPT
Program Head
Date: _____________________ ARVINA D. SARMIENTO, LPT, Ed.D.
Dean
Institute of Teacher Education Oral Participation Problems and Strategies

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On Speaking English as a Second Language: Third-year English Major Students’
Oral Participation Challenges and Strategies
A Thesis Presented to the Faculty of the Institute of Teacher Education
Mabalacat City College
Mabalacat City, Pampanga
In Partial Fulfilment of the Requirements for the Degree
Bachelor of Secondary Education major in English
By:
Lipalam, Mark Ryan G.
Mallete, Misly B.
Miranda, Jelly Ann M.
Terrenio, Shania D.
Yupo, Edrei S.
January 2023

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ABSTRACT
This study aims to identify and examine the challenges that affect students' oral
participation in speaking English as a second language. The participants of this study are
students with a Bachelor of Secondary Education major in English, and the researchers
collected data from thirty-six respondents using paper and pencil survey questionnaires.
This study is quantitative research in which the researchers collected numerical data from
the respondents and analyzed it using the mean as a measure of central tendency. As
evidenced by their agreement with 9 out of 10 statements, the students agreed that student-
related challenges are affecting their oral participation, while they disagreed with teacher-
related challenges. The results also showed that students used multiple strategies to
improve their oral participation. Based on the results of the study, the researchers proposed
program enhancements such as encouraging the use of multiple modalities of learning to
improve the oral participation of the students in speaking English as a second language
Keywords: English as a Second Language, Oral Participation, Challenges, Strategies

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ACKNOWLEDGEMENT
First and foremost, praises and glory to God, the Almighty, for His guidance throughout
our journey in completing this study. This study would not have been possible without the
help of the following professionals who dedicated their time and effort to impart their
knowledge in this study.
To the research instructor, Mr. Jayson G. Pineda. Thank you, sir, for the knowledge
and information you shared with us in succeeding in our research study.
To the research adviser, Mr. Ralfh Emerson Macapagal. Thank you, sir, for your
advice, guidance, and help in completing our research study.
To the statistician, Ms. Irene Christy M. Bacolod. Thank you for your advice and
help in checking and finalizing the research instrument and analyzing the data gathered for
this study.
To the grammarian Ms. Arcelyn M. Adriano. Thank you for proofreading our study
and addressing the grammar lapses that help us encourage the proper use of grammar in
our research.
To the validators of the questionnaires, Ms. Jaira Mae O. Hipolito, Ms. Irene
Christy M. Bacolod, and Mr. Ricardo C. Poral III. Thank you, everyone, for validating
and checking the questionnaires. Also, for analyzing the data gathered in completing our
research study.

To the panelist, Ms. Arvina D. Sarmiento, Mr. Michael A. Mesa, and Mr.
Karlo S. Tolentino. Thank you, everyone for giving us wonderful insights and helpful
suggestions to improve our research study.

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DEDICATION
This study is dedicated to our devoted, hardworking parents who, from the start,
supported us in every way possible—financially, morally, spiritually, emotionally, and
most importantly—by being a constant source of inspiration and strength. Their
unwavering love was what kept us going the most.
To our mentors, siblings, friends, and fellow researchers who voluntarily offered
their kind words of wisdom to motivate us to complete this research.
Finally, we thank our Almighty God, to whom we are eternally grateful, for the
success of this study. We praise Him for providing us with direction, courage, wisdom,
talent, and unending protection. We offer all of these for the honor of your name.

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TABLE OF CONTENTS
Page
Approval Sheet ………………………………………………………………………...... i
Title Page ……………………………………………………………………………....... ii
Abstract .......................................................................................................................…...iii
Acknowledgement …………………………………………………………….…….........v
Dedication ……………………………………………………………………….….........vi
Table of Contents………………………………………………………………………...vii
Chapter 1. The Problem and Review of Related Literature
Introduction……………………………………………………………………….1
Review of Related Literature……………………………………………………..4
Synthesis…………………………………………………………………………10
Conceptual Framework…………………………………………………………..12
Statement of the Problem………………………………………………………..13
Scope and Limitation…………………………………………………………….14
Significance of the Study…………………………………………………...……14
Definition of Terms………………………………………………………………16
Chapter 2. Methodology
Research Design…………………………………………………………………18
Research Locale…………………………………………………………………19
Respondents……………………………………………………………..………21
Sampling Design……………………………………………………………..….21
Research Instrument………………………………………………………..……22
Data Collection……………………………………………………..……………24
Statistical Treatment or Analysis……………………………………………...…25
Ethical Consideration…………………………………………………………….26
Chapter 3. Results……………………………………………………………..…….… 28

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Chapter 4. Discussion, Conclusion and Recommendation
Discussion………………………………………………………………………..34
Conclusion……………………………………………………………………….43
Recommendation………………………………………………………………...44
References..................................................................................................…........46
APPENDICES
A. Appointment of Thesis Adviser………………………………………………….56
B. Appointment of Statistician……………………………………………………...57
C. Appointment of Proofreader……………………………………………………..58
D. Letter to Validators………………………………………………………………59
E. Letter of Request for Panelist………………………………...………………….60
F. Survey Questionnaire…………………………………………………………….62
G. Certificate of Validation…………...……………………………………….……64
H. Consent letter to Data gather…………………………………………………….65
I. Revision notes……………………………………………………………………66
J. Curriculum Vitae……………………………………………...…….………...…69

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Chapter 1
BACKGROUND OF THE STUDY
Introduction
In a classroom, learning takes place in a variety of ways, which can improve the
students’ skills and abilities. Communication skills are one of the important skills that a
learner must develop. McMillan (2021) claimed that communication is one of the most
important life skills to learn; they must be able to communicate well at all stages of
schooling. Students who lack well-developed communication skills risk falling behind
their peers, getting emotionally overwhelmed, or even quitting from school. Kaufman
(2022), stated that a person must practice speaking a lot in order to speak well, he also
stated that the more words you know is a sign of fluency in speaking the language. This
indicates that speaking is the most crucial ability in learning any language, and their
evaluation of their proficiency in learning a language is based on their achievements in oral
skills.
One of the most effective ways of developing the students’ communication skills
is oral participation. As stated by Barrios & Garay (2020), Oral participation encourages
independent learning, which should represent students' capacity to build communication
skills, which may be improved with new teaching aids. Though oral participation is an
effective way for students to develop their communication skills, there are challenges in
encouraging students to engage in this type of strategy, especially in utilizing the English
language. Oral participation using the English language is difficult for some students,
particularly with students who has English classes and English as a medium of instruction.
The study of Oducado et al. (2018) proved that in nursing courses English proficiency has

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an impact on the students’ academic performance. Therefore, students who have a good
command of English are most likely to perform better in reading, speaking, writing and
understanding the lesson in professional nursing courses. This only means that the struggle
of speaking and understanding the English language is prevalent even in other courses.
It has been proven in some studies that there are challenges that affect their
participation, these challenges have something to do with the students’ attitudes towards
oral participation. One of the problem indicated in the study of Weda and Sakti (2018)
stated that anxiety has something to do with the oral participation of the students.
It is also not new in some studies that the lecturers’ strategies can also influence the
oral participation, Fitriati, Isfara, and Trisanti (2017) their study findings suggest that
teachers need to be mindful of how their asking strategies can affect students' oral answers
during interactions in the classroom. Teachers can use questioning techniques that feel
natural and are suitable for the learners and the situation in the class. As a result, several
instructional objectives of inquiry can be accomplished, such as increasing students'
competency in English, assessing their skills, and encouraging them to speak the language.
Therefore, the Institute of Teacher Education (ITE) students in Mabalacat City College,
specifically student-teacher and pre-service teachers in language education must be
knowledgeable on how to teach English language effectively.
This study addresses the challenges that students experience in English oral
participation. Some of these challenges are anxiety, limited vocabulary words, poor
pronunciation and others that are elaborated throughout this study. The study will
contribute knowledge on how to improve the oral participation in English which can be

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beneficial for many students who are having difficulties in using English as a second
language, this will also help the student-teachers to enhance their skill in speaking English
which can help them in teaching the language.
The researchers sought to determine the challenges affecting oral participation in
using the English language among third-year English major students and the strategies to
improve their oral participation. The researchers believe that by identifying the challenges
that affect the oral participation of the students can be helpful to easily address these issues.
Hence, this study helps to improve the oral participation in using the English language
among students who take English classes.

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REVIEW OF RELATED LITERATURE
Foreign Studies
The study of Astuti (2018) included the four English skills based on Competence
Based Curriculum, and revealed that speaking is a competence which the learners should
gain. The students’ speaking abilities have the main role in communication. In line with
this, Mulyani (2021) stated that being able to communicate both orally and in writing in
the target language is the main goal of learning a language. However, oral communication,
or speaking, is frequently seen as the most crucial component since it enables people to
directly communicate thoughts, transmit meaning, and even transfer information. Fluency
in speaking the target language, however, is not something that can be attained easily. Even
though many students have studied English for years, they still struggle to speak it
confidently and clearly.
Sha’ar (2021) believed that the students' concern is tied to a few other things as
well, like their poor pronunciation and inappropriate language choices. The flow of
learners' conversations is hindered by their limited vocabulary since they are unable to
discuss topics that interest them. Any interaction is delayed since the learners want to
express something but lack the words to do so.
The study of Weda and Sakti (2018) identified some contributing problems to
students’ anxiety in the English as a Foreign Language classroom at higher education in
Indonesia. These problems are students’ self-confidence, lecturers’ role in the classroom,
students’ beliefs about material, and lecturers’ arrogance in the teaching-learning process
in which the teacher presents the material very quickly without considering students’
situation.

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Khan, et.al (2018) discovered that EFL students and instructors pay close attention
to the importance of vocabulary in speaking in particular. The results suggest that the
primary causes of speaking problems are a lack of vocabulary knowledge plus issues with
pronouncing or conveying what EFL students have already learned or are thinking. The
majority of EFL instructors agree that a fundamental problem with speaking English is a
lack of vocabulary.
It was also found in some of the studies that teacher related challenges may affect
the oral participation of the students. Accordant with, Thi Mai (2019) what a teacher knows
is one of the most important influences on what is done in classrooms and ultimately on
what students learn. This only means that a teacher’s knowledge is also an important
problem especially in teaching the language. As claimed by Barrios and Garay (2020) in
their study entitled “Suggestions to increase oral participation in an at-risk Chilean public
primary EFL classroom” stated some of the suggestions that may increase the oral
participation of the students and one of them is involving the students in classroom
discussion and not just the teacher do all the talking. They also revealed that a safe
environment where a student can feel safe in making mistakes is one of the ways to lessen
the anxiety of students in oral participation. This only mean that there is a need in changing
the role of teacher in a classroom and how they approach their students in order to achieve
an active oral participation among the students. In line with this, it is important to consider
how student-teacher relationship affects learning in a classroom.
Some strategies that students may use is read aloud technique, It has been proven
in the study of Setiawan (2017) that for teenagers, reading aloud serves as the most
successful reading strategy that can train a child's brain to acquire knowledge, introduce

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new words, and associate reading with enjoyable activities. Reading aloud has a number
of advantages, including: promoting more optimal brain development, introducing and
practicing listening skills, increasing vocabulary, sharpening concentration and memory,
teaching uncommon words, teaching word meanings, introducing the idea of print and
writing media, introducing images and illustrations, ability to calm down, stimulating the
creativeness and other senses, and introducing print and writing media.
Pursuant to Yükselir and Kömür (2017) the use of online videos in the English
classroom allows students to communicate and interact in a proper way to develop the
competence to transmit messages in an easy way. In accordance, the five types of language
learning activities that are supported by the use of technology had a positive impact in
improving the skills of the students such as speaking, writing, reading, vocabulary, and
grammar skills, as well as their 21 century skills (Shadiev and Wang 2022).
st
As reported by Isanaini and Aminatun (2021) the results of the questionnaire and
the interview demonstrated that English songs assist students in developing their
vocabulary and English proficiency. The students also believe that English songs have a
significant impact on their English skills because they have a habit of listening to English
music on a daily basis. Additionally, the students believe that English songs are engaging
and enjoyable as a medium for them to learn new vocabulary, obscure vocabulary, and
proper word pronunciation. Thus, it can ultimately help them develop their vocabulary.
Students will try to comprehend the English song lyrics and determine the meaning of the
words. Following that, students incorporate them into their daily written or spoken English,
eventually becoming more accustomed to the words and utilize them.

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Indari and Subartaki (2022) revealed that the self-talk technique has a significant
favorable impact on students' speaking abilities in grade XI, as accordance to the study and
discussion findings. It can be seen from the experimental class's high scores on the pre-
test, which were 33 and 51, and the post-test, which had a low score of 64 and a high score
of 69. In the control class, the low pre-test score was 37, the high pre-test score was 48, the
low post-test score was 50, and the high post-test score was 57. This demonstrates that
speaking skills utilizing the self-talk strategy outperform speaking skills utilizing the
lecture method. In the study of Shadinger, et.al (2019) showed that the group recitation of
the self-affirming phrase played a role in reducing each participant's anxiety and fear about
giving a formal speech. When they returned from reciting the statement and then gave their
scheduled speech, the students' demeanors were generally calmer. According to this study,
saying a self-affirming remark aloud to people before giving a speech or presentation can
result in a decrease in speaking anxiety.
In accordance, Nashta and Rahimy (2018) stated that students can practice a variety
of abilities, including hearing, analyzing, and processing speech, using shadowing
strategies. The phrase "developing listening abilities" in this context also refers to
initiatives to raise knowledge and phonemic perception with regard to pronunciation.
Learning through shadowing aids in adapting to the English sentence structure. After
utilizing the shadowing technique, the experimental group in this study outperformed the
control group in terms of performance. As evidenced by the outcomes, higher tone, fluency,
and pronunciation have all performance improvements as a whole. Accordingly, Win
(2020) believed that students can first shadow the listening and then replicate or shadow
the hearing with regards to the texts, the shadowing technique is considered an excellent

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way to teach listening and speaking. As participants are required to express what they hear,
it can also combine speaking and listening abilities.
Local Studies
It was revealed in the study of Pangket (2019) that getting students to respond or
speak in a language class is a problem that many teachers face. Such a problem impedes
learners' progress toward improving their oral fluency and accuracy, necessitating
increased effort on the part of teachers in their teaching strategies so that learners can
demonstrate proficiency in Basic English skills at the elementary level. To challenge
students to use the target language, teachers must explicitly teach speaking in language
classrooms. The use of the target language is a dynamic skill that involves concurrent
processes that require the speaker's knowledge and skills to be activated in real-world
speaking.
Maquidato (2021) revealed that their problem speaking is another aspect that shows
up in the statistics. The participants typically struggle with their speech and, in most cases,
find it difficult to speak during the verbal discourse when they are unable to control their
anxiety and nervousness, particularly in front of an on-the-spot speaking examination.
Technically speaking, these respondents appeared silly and inept in front of the class
because they were unable to articulate themselves or because it was very difficult for them
to speak.
Ahmad (2021) stated that one of the challenges with students' reluctance to
participate in classroom discussion is related to their perceived English language
proficiency. Due to their poor pronunciation and limited English vocabulary, which are
necessary for effectively communicating their opinions during group discussions, they are

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hesitant to participate in class discussions. They are also turned off by the teacher's critical
remarks and unfavorable body language. In accordance to this, Jugo (2020) stated that the
concerned thoughts of Filipino learners about speaking keep them focused on their learning
difficulties, which may hinder their learning process. The distraction generated by negative
thoughts prevents them from focusing on the work at hand, resulting in an inability to
comprehend, continue, or finish a train of thought and even communicate it.
Jugo (2020) stated that the relationship between English language skill and anxiety
is noticeably inverse. English language anxiety can be used to predict performance, and it
is reflected in their English language class, where Filipino students frequently experience
nervousness more in scenarios involving the output process of learning the language.
Speaking activities anxiety is a strong predictor of English proficiency, implying that a
more anxious student tended to have a lower English proficiency performance. The
emotional issue of humiliation fear has had a profound impact on the participants. The
chosen participants grew wary of speaking and interacting in an English classroom because
they realized they might at any moment look foolish in front of others. When they made
grammatical mistakes or spoke incorrectly, they felt too guilty and degraded (Maquidato,
2021).
The study of Pontillas and Talaue (2021) found out that their participants' exposure
to debates, oratorical competitions, and other classroom activities aided her in developing
her confidence and oral communication skills. Reading is a beneficial practice for
developing the other macro abilities, it is advised that students spend time reading in order
to obtain knowledge and expand their vocabulary for speaking engagement (Bagalay,
Bayan, Caliboso, & Batang, 2021).

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Synthesis
The review of relevant literature shows the challenges of oral participation and
speaking fluently in a second language. The researchers used these pieces of literature
because they are connected and relevant to the topic. The offered literature provides an
insight into the oral participation of the student using the English language.
Weda and Sakti (2018); Maquidato (2021); and Jugo (2020) all agreed that anxiety
is a prevalent issue among the students in terms of oral participation. It is also shown in the
study of Weda and Sakti (2018) that lack of vocabulary words is also an issue which was
agreed by Sha’ar (2020) by revealing that the flow of conversation of learners were
hindered by lack of vocabulary words and could not express their ideas. It was emphasized
in the study of Khan, et.al (2018) that students’ lack of vocabulary knowledge hinders the
speaking of students in which they pay more attention to their vocabulary.
Some of the challenges were stated in the literatures that the researchers used
are; poor pronunciation, inappropriate language choices, self-confidence, lecturers’ role in
the classroom, students’ beliefs about material, and lecturers’ arrogance in the teaching-
learning process, nervousness, teacher's critical remarks, unfavorable body language,
negative thoughts, emotional issue of humiliation fear and grammatical mistakes.
The current study is similar to the literature in terms of identifying problems in oral
participation of the students. The researchers of this study want to understand and identify
the problems and issues that influence students' oral participation in the classroom. The
difference between the previous literature and the current study is that the focus of this
study is not just challenges themselves. The researchers ought to find out the strategies that
can be utilized in improving the oral participation of the students who take English classes.

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Some of the strategies that can be used by the students are stated in the foreign
studies such as; shadowing, reading aloud, online videos and video chat with native
speakers, listening skills, watching English movies, listening to music and self-talk
technique.

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Conceptual Framework
This study was conceptualized to know the challenges and strategies of the third-
year English major students in oral participation in speaking the second language. Active
oral participation helps students in developing their speaking skills and confidence in
speaking the language they are learning. Research supports this, with studies such as Kör
and Semiz (2020) finding that participation as a component of engagement in the classroom
is generally considered to be a necessary feature for learning, and this participation is
believed to be oral. In addition, Kör and Semiz (2020) also mentioned in their study that
oral participation is a sign of good engagement of students since teachers or instructors do
not have enough time to observe and interpret other engagement styles in the classroom.
The researchers utilized the validated survey questionnaires, which have been modified
and adapted from a study conducted by Kriangkrai and Siriluck in 2012, in order to identify
the challenges faced by the participants in their oral participation. Through the data
acquired, the researchers determined the most prevalent and effective oral participation
strategies used by the participants. After gathering the data, the researchers thoroughly
analyzed the results and used them to develop program enhancements that aims to improve
oral participation in a second language.

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Figure 1. The Research Paradigm
Statement of the Problem
The purpose of this study is to determine the challenges and strategies in oral
participation in English of third-year English major students. Specifically, this study seeks
to answer the following question:
1. What is the demographic profile of the respondents: in terms of:
1. age;
2. gender; and
3. first language

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2. What are the challenges that students experience that affect their oral participation
in English? in terms of:
1.1 Student-related challenges
1.2 Teacher-related challenges
3. What are the strategies that students use to resolve these issues with oral
participation in English?
4. Which of the following strategies are mostly used by the students as an effective
way to improve their oral participation in English?
5. What program enhancements can be proposed to improve oral participation in
speaking English as a second language?
Scope and Delimitation
This study focuses only on speaking the second language: third-year English major
students’ oral participation challenges and strategies. The researchers utilized total
population sampling technique in data gathering. The data collection was conducted at
Mabalacat City College A.Y. 2022-2023. The respondents of the study are third-year
English major students. Those who do not belong in the target group are not considered as
respondents of this study.
Significance of the Study
The results of this study will be beneficial to the researchers and to the following:
To the students, who takes English classes, this study will provide information
about the challenges that affect their oral participation in using the English language, which

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hinders their participation in class, and how they might use the given strategies to
overcome them.
To the researchers, the results of this study will help the researchers to broaden
their knowledge about the challenges that students encounter in oral participation and will
have enough knowledge to deal with them which may be helpful for them.
To the teachers, who teaches English as second language, it will help them to
determine the challenges that affect their students’ oral participation and to help the
students in resolving the issues.
To the administrators, this study will be beneficial to the administrators as they
provide an effective learning environment for quality education and to address this issue
for the better learning of the students.
To the future researchers, this study will serve as a reference in studying
challenges influencing learners' or students' oral participation.
To the community, this study will serve as a guide in enhancing the English-
speaking abilities of individuals to have better communication with people that surround
them from different backgrounds and cultures.

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Definition of Terms
Challenges
(Conceptual) – Something which creates difficulties or that is challenging to deal with
(Cambridge Dictionary, n.d.).
(Operational) – It is what hinders the students from utilizing the language to participate
orally in the classroom.
Communication
(Conceptual) – Is the act of communicating — either orally or in writing, listening or
reading — and exchanging information (Common Sense Media, 2020).
(Operational) - In this study, communication refers to how the student interacts with their
teacher and classmates inside the classroom setup.
English-major students
(Conceptual) - Students who major in English can experience English studies in a variety
of contexts by selecting courses that emphasize writing, linguistics, and literature from a
variety of eras and genres (University of Northern Iowa, n.d.).
(Operational) - In this study, they are the students who choose to acquire English as their
major in teaching.
Language
(Conceptual) – A methodical way of expressing thoughts or emotions by the use of
standardized signs, sounds, gestures, or markers with clear meanings (Merriam-Webster,
2022).
(Operational) – In this study, it is the students’ way of expressing themselves, in this case,
using the English language.

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Oral Participation
(Conceptual) – When students have the chance to participate and speak up in class, they
become more motivated, set higher goals, and demonstrate democratic competency
(Skolverket, 2022).
(Operational) – In this study, oral participation is the way in which the teachers assess their
students' whether they are listening to the presented topic.
Second Language
(Conceptual) – It pertains to either their second language or the one they are presently
acquiring (International TEFL and TESOL Training, n.d.).
(Operational) – Based on this study, it refers to the students’ second language acquisition,
which in this case is the English language.
Speaking
(Conceptual) - The practice of presenting a speech in front of an audience (Cambridge
Dictionary, 2022).
(Operational) - In this study, speaking seems to be one of the crucial skills a student needs
to develop.
Strategy
(Conceptual) - Moving on to an even more generic definition, strategy may be described
as a "decision" that an organization makes, as opposed to one that it must make. Strategic
choices are ones that the organization voluntarily makes (Macpherson, 2018).
(Operational) – In this study, it is what the students used to cope with a certain class
participation

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Chapter 2
METHODOLOGY
Research Design
The research design of this study utilized a quantitative descriptive approach to
determine the problems in oral participation of third-year English major students at
Mabalacat City College for the academic year 2022-2023. According to McCombes
(2022), the goal of descriptive research is to accurately and thoroughly describe a
population, situation, or phenomenon. It can answer the questions of what, where, when,
and how, but not why.
The researchers chose quantitative descriptive design in order to collect
quantifiable data to support the study. Specifically, a descriptive survey that allows
researchers to determine the problems in oral participation of third-year English major
students and their strategies to resolve these issues. It is appropriate in this study because
when the goal of the research is to identify characteristics, frequencies, trends, and
categories, descriptive research is an excellent choice. It is useful when little is known
about a topic or problem. According to Aggarwal and Ranganathan (2019) stated that of
the various observational study designs, the descriptive design is the simplest. It allows the
researcher to study and describe the distribution of one or more variables, without regard
to any causal or other hypotheses.
The researchers were able to gather the necessary data to support the goal of the
study, which was to identify the challenges that students experienced that affected their
oral participation as well as the strategies that are helpful for improving oral participation
in English as a second language.

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Research Locale
The study was conducted at Mabalacat City College, which is located on Rizal
Street in Brgy. Dolores, Mabalacat City, Pampanga. The researchers selected this
institution to collect data on the challenges of oral participation, particularly among third-
year English major students. The study was carried out during the Academic Year 2022-
2023.
Mabalacat City College (MCC) started in 2008 in Atlu Bola, where the Northville
16 Elementary School is now located. In 2009, the college moved to the third floor of the
Dona Asuncion Lee Integrated School (DALIS) in Xevera, Tabun. In 2010, MCC held
classes in the old municipal hall in Poblacion, Mabalacat Pampanga. In 2011, MCC finally
found a permanent home on Rizal Street in Dolores, Mabalacat City. In 2013, the
Mabalacat City College Extension also received a permanent location in Dapdap,
Mabalacat City. Construction and improvements have been ongoing at both the main and
extension sites.
The researchers chose the Mabalacat City College, firstly, the College is Located
at Mabalacat City, Pampanga, Philippines. Mabalacat City College offers a range of
academic programs, including an English major program, making it an ideal location to
study third-year English major students' oral participation challenges. Conducting research
in this specific context can provide a more focused and nuanced understanding of the
challenges faced by English majors in their academic journey. The accessibility and
willingness of Mabalacat City College to participate in the study could also be a
contributing factor in choosing it as the locale of the study.

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Mabalacat City College
Source: https://www.google.com/maps/place/Mabalacat+City+College
Source:https://www.google.com/url?sa=i&url=https%3A%2F%2Fmcc.edu.ph%2F
about-mcc%2Fmcc-history&psig

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Respondents
The respondents of the study were the 43 third-year English major students who
were studying at Mabalacat City College during the Academic Year 2022-2023. However,
the researchers themselves were part of the target group but did not participate in the
survey. Therefore, a total of 36 students from the third-year English major program were
considered as respondents for the study. Any individuals who did not belong to the target
group were excluded from being respondents. Additionally, two of the irregular students
who were part of the target group refused to answer the survey, but they were not forced
to participate as part of ethical considerations.
The researchers chose the English major student because, first and foremost, as
English majors, they have had considerable exposure to the language, allowing them to
better appreciate the intricacies and complexity of speaking English as a second language.
They are also more likely to have gained a better level of proficiency in the language,
making them more capable of analyzing and providing insight on the obstacles of oral
engagement. Furthermore, their academic knowledge in the subject area provides them
with a distinct perspective on the topic, allowing them to provide informed and insightful
comments. As a result, having English major students as respondents can substantially
enrich the research and provide valuable insights into the issues faced by people learning
English as a second language.
Sampling Design
The researchers utilized total population sampling in gathering the data. In line with
Canonizado (2021) total population sampling is a sort of purposeful sampling that involves
looking at the complete population that has a specific set of attributes. As a result of the

22

entire population being so small and well-defined, and a portion of which may not measure
what is necessary, researchers frequently utilize this sampling technique. By using
sampling techniques, it can reduce any possible bias, but aside from that, it is not really
necessary to use up extra time and resources.
Research Instrument
The researchers used paper and pencil as an instrument for gathering data from the
third-year English major students. They provided survey questions in the form of a Likert
scale, which consisted of questions related to challenges and strategies in oral participation.
Before administering the questionnaire, it had undergone validation to ensure the validity
and reliability of the data. (See Appendix D, page 60).
To gather the data needed for this study, the research instrument consisted of three
parts that used a Likert scale. The study asked for the respondents' personal information,
such as their age, gender, program, year, and section, with the name being optional and not
required. The researchers took the necessary steps to protect the students' personal
information.
Part 1.1 focuses on challenges of the students in oral participation using second
language, Student Challenges: anxiety, lack of vocabulary, poor pronunciation,
inappropriate language choices, self-confidence, students’ beliefs about material,
nervousness, unfavorable body language, negative thoughts, emotional issue of humiliation
fear and grammatical mistakes. It is adapted from Public Speaking Class Anxiety Scale
(PCAS). This instrument was developed by Kriangkrai and Siriluck (2012) the purpose of
PCAS is to measure anxiety in English as a foreign language (EFL) public speaking in
class. The PCAS included components in communication apprehension, test anxiety, fear

23

of negative evaluation, and comfort in using English in a public speaking class. An
example of their items include; “I never feel quite sure of myself while I am speaking
English.” In a speaking class, I can get so nervous I forget things I know.``
Part 1.2 focuses on the Teacher-related challenges that may cause poor oral participation
of the students: lecturers’ role in the classroom, lecturers’ arrogance in the teaching-
learning process, teacher's critical remarks, and unfavorable body language, teacher’s
knowledge and teacher’s attitude.
Part 2 focuses on strategies that students use to improve their oral participation, reading
aloud, extensive reading, self-motivation, and self-practice.
Part 1.2 and Part 2 is a self-made questionnaire formulated by the researchers based on
the related literature that are used in this study. (See Appendix F, page 63).

24

Data Collection Procedure
Figure 2. Data Collection Procedure
The researchers obtained a letter of permission from the Dean of the Institute of
Teacher Education (ITE) before conducting a survey questionnaire among third-year
students taking up Bachelor of Secondary Education Major in English (BSED ENG) to
conduct a study on speaking the second language: third-year English major students’ oral
participation problems and strategies. (See Appendix H, page 66).
The researchers constructed a survey questionnaire to the 36 respondents of the
third-year English major at Mabalacat City College by utilizing a Likert scale form of
questionnaire that was distributed face to face. The constructed questionnaires have
undergone validation of the three validators. The researchers provided a letter of consent
to the respondents from third-year English major students to inform them that they are the
target respondents of the study. After that, the respondents answered the questionnaire, the

25
collected data were analyzed by the researchers to get the results of this study. (See
Appendix G, page 65).
Statistical Treatment or Analysis
To analyze the information the researchers gathered during the data gathering. The
best way to describe the data is to measure its central tendencies. Mean is a commonly used
measure of central tendency in statistical analysis that represents the average value of a
dataset. It is calculated by dividing the sum of all values by the number of observations in
the dataset" (Hair Jr. et al., 2021,). It is calculated using the ΣΧ / N formula. In other words,
the data gathered are added together to get the total (ΣΧ) and divided to the number of
respondents that represents N.
To interpret the data, the researchers used 4-point scale that are ranked as follows:
4- Strongly Agree, 3-Agree, 2- Disagree, 1-Strongly Disagree.
The scale range indicated below are used to interpret the challenges that the
respondents’ experience in using English as a second language in oral participation. This
also helped the researchers to identify if the challenges are a result of a student-related or
a teacher-related experience. The same process goes in order to identify the appropriate
strategies to recommend based on the data gathered.
4-Point Scale Scale Range Interpretation

4 3.75-4.0 Strongly Agree
3 2.25-3.75 Agree
2 1.75-2.25 Disagree
1 1.0-1.75 Strongly Disagree
Padama. (2021, August 6). HOW TO COMPUTE THE INTERVAL OF A FOUR
POINT LIKERT SCALE [Video]. YouTube.
https://www.youtube.com/watch?v=BaB_UKUaRbg

26
Ethical Consideration
The study was carried out at Mabalacat City College in Pampanga after receiving
the required ethical approval. Moreover, the respondents of the study are presented with a
letter of consent explaining the reason for the research, entitled "On Speaking the Second
Language: Third-year English Major students’ oral participation challenges and
strategies".
According to Ethical Principles in Rough and General Summary (Resnik, 2020),
there are a variety of reasons why it is crucial to follow ethical standards when doing
research. First, guidelines promote the objectives of research, including knowledge, truth,
and error prevention. Also, ethics encourages the values that are vital to collaborative work,
such as trust, accountability, mutual respect, and fairness, as research frequently involves
a lot of cooperation and coordination among many different people in various fields and
institutions. The researchers ensured the following to give the respondents full
transparency:
Transparency
The researchers adhered to the proper procedures, resources, and findings that are
needed for the evaluation of the study. The researchers did not carry out procedures at their
leisure, but must first consult with a professional or the adviser before carrying out any
study-related activities.
Accountability
The researchers prepared to give their own explanation or justification of what they
have done to the study and must accept the responsibility given to them. If one member is
not doing anything or is not contributing to the study, they must report it to their adviser.

27

The researchers made sure that all members are given responsibilities and must follow the
tasks assigned to them.
Intellectual Property
The researchers followed the proper citation of the references used in their study.
They must abide by any copyrights, patents, and other types of intellectual property of
others with the authorization given to them. The researchers made sure that they never used
any resources or materials that are unpublished and that all the authors of the related
literature and studies are properly cited, credited, and acknowledged. In addition, the study
made sure that it avoids using any plagiarized works from other studies.
Confidentiality
The researchers also assured that their respondents' identities, answers, and
opinions are strictly confidential and will be implemented or utilized for research purposes
only. The researchers presented the chosen respondents with a letter of consent to make
sure that their answers are utilized properly and will not force them to answer the given
survey questions or leak their answers or identities outside the research study.

28

Chapter 3
RESULTS
This chapter deals with the results and interpretation of the gathered data to
understand the challenges that the respondents experience in using English as a second
language in oral participation, challenges that affect their participation, and strategies that
they use in order to improve their skills in speaking the English language.
Table 1
Demographic Profile of Respondents
The researchers conducted surveys with a wide range of people from various age
groups, genders, and first languages in order to acquire a thorough grasp of their knowledge
and opinions on the subject at hand.
Age F* Sex F* FL F*
20 years old 17 Male 6 Filipino/Tagalog 26
21 years old 15 Female 30 Kapampangan 10

22 years old 2
23 years old 2
N 36 36 36
F*= frequency, FL*= first language, N= total number of respondents
Table 1 shows the results show that the respondents are aged between 20 and 23
years old, with the majority being 21 years old. Specifically, 17 of the respondents are 21
years old, while 15 are 20 years old. The remaining two respondents are 22 years old and
the other two are 23 years old. This study also shows that out of the 36 respondents, the
majority are females, with a total of 30 and males represent only a small portion of the

29

sample, with only 6 respondents. The result of the respondent’s first language shows that
among the 36 respondents, the majority of them reported that their first language is Filipino
or Tagalog, with a total of 26 respondents. In contrast, 10 respondents indicated that their
first language is Kapampangan.
Table 1.1
Student-related challenges in English oral participation
Indicators Mean Interpretation
1. I get nervous, which makes me stutter during oral

3.17 Agree
participation.
2. I often practice the content of what I want to say, but when 3.08
Agree
I speak with the class, I forget it.
3. I seldom take part in oral participation because I become

2.75 Agree
nervous when I stand in front of my classmates and teachers.
4. I have butterflies in my stomach, and I mentally block

3.11 Agree
when my teacher selects one of the index cards randomly.
5. I am having a hard time expressing myself because I fear 3.11

Agree
making grammatical mistakes.
6. I do not participate much because of my insufficient

2.53 Agree
vocabulary.
7. I have pronunciation lapses. 2.78 Agree
8. I am poor at sentence construction. 2.42 Disagree
9. I tend to choose the wrong words during oral participation. 2.69 Agree
10. I kept comparing myself to others who are fluent in

3.11 Agree
English.
Total 2.88 Agree
Table 1.1 shows that student-related challenges have a significant impact on
students' oral participation in a second language. The students' nervousness, lack of

30
0
vocabulary, poor pronunciation, and inappropriate word choice did affect their oral
participation in class. Based on Table 1.1, the average mean of the student-related
challenges is 2.88, which implies an "agree" based on the four-point scale present. Indicator
number 1, got the highest mean of 3.17, revealing that the participants agreed that
nervousness during oral participation in class affects them, which leads them to stutter. In
addition, indicator numbers 4, 5, and 10 have the same mean of 3.11, indicating that these
following challenges have a significant effect on their oral participation performance. In
contrast, indicator number 8 is the only challenges that does not affect the respondents, as
it has a mean of 2.42, implying "disagree" on the four-point scale. It is the only statement
that the respondents disagreed with as a challenge that affected their oral participation.
This result is supported by the study of Mashwani and Damio (2022), they revealed
that the utmost significance is the role that learners play in mastering communication.
While the teacher and the surroundings do aid learners in learning to talk, the student is
also the main focus of speaking instruction. The survey found that pupils had positive
sentiments toward the English language. Yet, individual challenges had a significant
impact on them. They were reluctant to strike up a dialogue in English. When
communicating in English, they felt insecure and shy. Speaking in public and in class made
them nervous and uneasy because they were anxious about making mistakes and speaking
in English. Similar to this, their command of grammar was inadequate, and they rarely
managed to speak English without making mistakes. The students first draft their content
in their native tongue before translating it word-by-word into English. When speaking in
English, they frequently halt. These were a few of the elements that impacted their ability
to talk.

31
0
Table 1.2
Teacher-related challenges in English oral participation

1. The teacher is strict at teaching the language. 2.98 Agree
2. The teacher shows inappropriate body language and it makes the 2.08 Disagree
student uncomfortable.
3. The teacher does not give speaking activities to improve the 2.08 Disagree
student’s oral participation.
4. The teacher has an improper approach of correcting the 2.25 Disagree

lapses of the student.
5. The teacher gives the students difficult speaking activities 2.33 Disagree
that are not easy to follow.
6. The teacher does not correct the students’ grammatical 1.83 Disagree
lapses in oral participation.
7. The teacher talks all the time and does not give 1.92 Disagree
opportunities for the students to speak.
8. The teacher has a dictator-type attitude that hinders the 2.42 Disagree
students’ engagement in oral participation.
9. The teacher uses an ineffective teaching method that does 2.08 Disagree
not polish the students’ use of the English language.
10. The teacher’s command of the English language is 1.83 Disagree

inadequate.
Total 2.18 Disagree
Table 1.2 shows that the teacher-related challenges have a significant impact on
students' oral participation in a second language. The teacher's attitude, teaching style,
techniques, and approach can greatly influence students' involvement in oral participation
during class. According to Table 1.2, the average mean of teacher-related challenges is
2.18, indicating a "disagree" on the four-point scale. This suggests that the average number

32
0
of participants does not agree that teacher-related challenges affect their oral participation.
Statement number 1 received the highest mean of 2.98, which indicates that the participants
agreed with statement number 1, the only statement that the participants agreed with as a
challenge that affected their oral participation. On the other hand, statements numbers 6
and 10 had the lowest mean of 1.83, which indicates "disagree" with teacher-related
challenges affecting their oral participation.
This finding is supported by the study of Atifnigar, Hamza, Bawar, and Hamid
(2022), which stated, as previously stated in the results, which teacher-related challenges
were not the most influential challenge influencing students' oral participation; in fact,
these challenges ranked second.
Table 2
Students’ strategies in improving their use of English in oral participation.

1. I am reading books to learn new vocabulary that can Strongly
help me construct sentences. 3.33
Agree
2. I am listening to English music to enhance my Strongly
vocabulary and pronunciation. 3.56
Agree
3. I watch speaking activities online and repeat the way
they pronounce their words. 3.14 Agree
4. I am practicing speaking the English language in

front of the mirror to improve my confidence in 3.08 Agree
speaking.
5. I let my friends correct my grammar errors to Strongly
improve my command of English. 3.5
Agree
6. I am watching English movies to improve my
Strongly
fluency and make me sound more native when 3.5
Agree
speaking English.

33
7. I am practicing reading to develop my

understanding and comprehension of words so that I Strongly
3.53
can use them properly when I am speaking or Agree
participating in class using the English language.
8. I read stories aloud to improve my pronunciation Strongly
and fluency in speaking the English language. 3.36
Agree
9. I am doing self-correction when I make grammatical
Strongly
mistakes so that I can lessen or reduce the possibility 3.42
Agree
of being wrong again.
10. I talk to native speakers through video chat to
improve my use of English language. 2.5 Disagree
Total 3.29 Agree
Table 2 shows that the strategies that students use to resolve their issues in oral
participation using English as a second language involve activities such as reading books,
listening to music, speaking, watching, reading aloud, peer correction, self-correction and
interacting with native speakers. In table 2, the average mean of the strategies is 3.29 which
indicate “Agree.” Therefore, most of the respondents agreed with the indicators. The
strategy with the highest mean is item number 8 with an average mean of 3.56 which
indicates “Strongly Agree" with listening to music as one of the strategies they use in
improving their English language. Second to the highest is item number 7 with an average
of 3.53 that indicates practice reading. Third to the highest is the strategy self-correction
with an average 3.42 that the respondents agreed. While, the lowest average mean among
the indicators is item number 10 with an average mean of 2.5 that falls under the category
“Disagree.

34
0
Chapter 4
DISCUSSION, CONCLUSION AND RECOMMENDATION
Discussion
The purpose of this research was to determine the challenges that the students
experience in using English as a second language in oral participation. In addition, it
examines the strategies that the respondent used in improving their oral participation skills.
The researchers used an adapted survey questionnaire from Public Speaking Class
Anxiety Scale (PCAS) and a modified survey questionnaire to collect data.
The respondents of this study are Bachelor of Secondary Education Major in
English students. The researchers used Total Population Sampling which means that all
third-year English major students are required to answer. For the statement of the problem
number one, the demographic profile of the respondents and are divided into three:
As for the respondents' ages, seventeen respondents are 21 years old, fifteen are 20
years old, and both 22- and 23-year-olds have two respondents. Moreover, most of the
respondents are female, with 30 respondents, while 6 respondents are male. Furthermore,
most of the respondents' first language is Filipino or Tagalog, with 26 respondents; whilst,
10 of the respondents are Kapampangan.
Student-related challenges described
The second statement of the problem focuses on the student-related challenges that
affect their oral participation. 9 out of 10 indicators have the interpretation of agree, which
reveals that those indicators affect the respondents' oral participation in class. To support
the indicators 1 “I get nervous, which makes me stutter during oral participation.”, 2 “I

35

often practice the content of what I want to say, but when I speak with the class, I forget
it.”, 3 “I seldom take part in oral participation because I become nervous when I stand in
front of my classmates and teachers.”, and 4 “I have butterflies in my stomach, and I
mentally block when my teacher selects one of the index cards randomly.”, the studies of
Ekvall, Seif (2022), and Ghani, Azhar (2017) both agreed that nervousness, stress, or
anxiety, and linguistic self-confidence contribute to the reluctance of students to speak
English. In addition, indicators 5 “I am having a hard time expressing myself because I
fear making a grammatical mistake.”, 6 “I do not participate much because of my
insufficient vocabulary.”, 7 “I have pronunciation lapses.”, and 9 “I tend to choose the
wrong words during oral participation.” are supported by Patau (2018), which revealed
that the speaking abilities of the students play a vital role in communicating in English; the
lack of basic language abilities such as vocabulary use and correct grammar use hinders
their willingness to participate.
Furthermore, indicator 10 “I kept comparing myself to others who are fluent in
English.” is supported by Better Help (2022), which states that when you evaluate yourself
in relation to other people, your self-esteem and self-image may suffer. You can feel awful
about why you're not like the person you're comparing yourself to rather than focusing on
your qualities. On the other hand, indicator 8 "I am poor at sentence construction." is the
only challenge that does not affect the respondents when it comes to participating orally in
class.
Teacher-related challenges described
The second statement of the problem also focuses on teacher-related challenges that
may affect the oral participation of respondents. However, only one out of the ten indicators

36

showed that students agreed that teacher-related challenges presented a challenge to their
oral participation. This is reflected in the study by Atifnigar, Hamza, Bawar, and Hamid
(2022), which found that teacher-related challenges were not the main influential problem
affecting students' oral participation; in fact, these problems only ranked as the second
problem. The study's results showed that respondents agreed with the result, indicating that
teacher-related challenges are not the main challenges they face during oral participation.
To support the first indicator, “The teacher is strict at teaching the
language” which was identified as the only teacher-related challenge affecting oral
participation. In a study conducted by Dewaele (2019), described that participants reported
less foreign language classroom anxiety (FLCA) - the strongest negative predictor of
willingness to communicate (WTC) - when they had teachers who were not overly strict.
Student strategies in oral participation described
The third and the fourth statement of the problem supports table 2 in order to
determine the strategies that respondents use to improve their English-speaking skill.
Hence, this mainly ranks the strategies according to the number of respondents who utilize
the strategy. Out of ten indicators, most of the respondents answered “Strongly Agree” and
“Agree”, only one indicator was disagreed by most of the respondents.
The indicator that has the highest average mean 3.56 is “I am listening to English
music to enhance my vocabulary and pronunciation” that falls under the category
“Strongly Agree.” This means that most of the respondents find it easier to enhance their
vocabulary and pronunciation by listening to music. To support this statement, Busse et. al

37

(2018) revealed in their study that students showed positive improvement in terms of
pronunciation and vocabulary that were taught with music or singing.
Second to the highest with an average of 3.53 states “I am practicing reading to
develop my understanding and comprehension of words so that I can use them properly
when I am speaking or participating in class using the English language.” Most of the
respondents answered “Strongly Agree” in this statement wherein they enhance their
comprehension by reading. The advantage of students who are engaged in reading is that
they are most likely to gain more knowledge, especially in learning the language. They
encounter new vocabulary that can be easily understood in reading a book. Students who
are reading independently are mostly great at school and have a good comprehension
among others (Auld, 2019).
The next indicator that follows has an average of 3.5, the statement is “I let my
friends correct my grammar errors to improve my command of English.” Which means
that respondents strongly agreed that they are open to criticism and correction from their
peers. Peer correction has been proven in some studies that it is effective in enhancing
learner’s English-speaking skills, this is relevant to the study of Luna Lopez et. al (2022)
in which their study shows that it enhances the pronunciation and vocabulary of the
students by peer collaborative activities. This also promotes an independent learning
wherein the learners are open to suggestions from their peers in order to improve their
command of English language.
The next indicator has the same average as the previous indicator of 3.5, it states “I
am watching English movies to improve my fluency and make me sound more native when

38

speaking English.” The respondents of these studies expressed themselves with “Strongly
agree” that English movies can also be helpful in improving their fluency. English films
improve the listening skills, speaking skills, pronunciation and vocabulary. In this case,
learners’ who watch movies are able to hear how a native speaker speaks the language and
it can improve their speaking ability by practicing (How Watching Movies Can Improve
Your English, n.d.)
With an average of 3.42, which also falls under the category “Strongly Agree.” The
number 9 indicates “I am doing self-correction when I make grammatical mistakes so that
I can lessen or reduce the possibility of being wrong again.” The respondents are also
observing their own errors in grammar to correct themselves; this method has been proven
effective by Khosa et. al (2017) their study has revealed that self-correction promotes
independent learning and improves linguistic competence. The respondents of their study
mostly corrected their mistakes in terms of grammar, vocabulary and pronunciation which
makes them responsible for their own learning.
Next, an average of 3.36 which indicates “Strongly Agree” wherein the respondents
agreed to the statement “I read stories aloud to improve my pronunciation and fluency in
speaking the English language.” In the article posted by Anil (2019) there are many
benefits of reading aloud, these are; clarity to voice, improves pronunciation, boosts
confidence and others that includes speaking ability. Which only means that the strategy
of reading aloud is an effective tool to improve one’s speaking.
Following, “I am reading books to learn new vocabulary that can help me construct
sentences'' has an average 3.33 falls under the category “Strongly Agree.” In the previous

39

indicator “I am practicing reading to develop my understanding and comprehension of
words so that I can use them properly when I am speaking or participating in class using
the English language.” Relevant to each other wherein it clearly stated the benefits and
advantages of reading. With this, the article written by Hansen (2019) states that reading a
book is an easy way to learn new vocabulary compared to reading a dictionary because it
is contextual.
The next statement is “I watch speaking activities online and repeat the way they
pronounce their words.” This indicator has an average of 3.14 which means it falls under
the category “Agree.” The respondents of this study use online videos to help them improve
and address lapses in learning the English language. The use of YouTube in the EFL
classroom was used in the study of Saed et.al (2021) wherein they showed the positive
outcome of learning through videos of the students and improved their speaking ability.
The statement “I am practicing speaking the English language in front of the mirror
to improve my confidence in speaking.” Which also falls under the category “Agree” has
an average of 3.08, the least mean among the indicators from “Strongly Agree” to “Agree.”
This only means that some students are using mirror technique in which they practice
speaking in front of a mirror to build up their confidence. An article published in an online
website Speech works (2019), about speaking in front of a mirror suggests that it can help
to prepare yourself and to know what you look like while speaking.
However, one of the indicators did not show a positive result. “I talk to native
speakers through video chat to improve my use of English language” got the lowest mean
of 2.5, most of the studies show how speaking with native speakers can help to improve in

40

fluency and speaking ability. Asc English (2020) states that speaking to native speakers
can help to correct your mistakes and a good way to learn is by listening.
Hence, the researchers came up with a program that caters the multiple learning
styles of the respondents relevant to the strategies that they use in improving their use of
English in oral participation. The multi-modal program improves the students’ engagement
in the classroom. This approach, according to Lewis (2019), can accommodate different
learning styles and promote multimodal learning. Overall, by implementing these program
enhancements, this aims to increase students' oral participation, promote a supportive
learning environment, and enhance their overall learning experience. As mentioned in the
study of Nair (2022) it points out that English as a second language (ESL) teachers have a
critical role in their English language learner (ELL) students' success, not only as language-
learning resources but also as facilitators of new opportunities and materials. With that, the
researchers decided that a multimodal program is suitable in improving the English-
speaking skills of the students, especially in oral participation.

41

The Multi-Modal Program
Strategy: The strategy will involve a multi-modal program that was proposed by the
researchers. It incorporates visual, auditory, kinesthetic, and tactile learning activities to
improve students' oral participation. The program will also focus on developing
communication skills, building confidence, and creating a supportive and engaging
environment for all students.
Timetable:
Week 1-2: Introduction to the program, including a discussion of the different modes of
learning and how they can be used to improve oral participation. Activities will include
watching videos, listening to podcasts, and participating in group discussions that was
proven to be a good strategy to improve the student’s oral participation.
Week 3-4: Visual learning, which encourages students' oral participation. Mayer, R. E.
(2009) stated that pictures, movies, and animations may help grab learners' attention,
leading to increased motivation and participation. He also claims that using visual aids can
help students understand and retain material more efficiently, leading to more confident
and successful speech communication.
Week 5-6: Auditory learning activities, including role-plays, debates, listening exercises,
and activities including shadowing, which, according to P. Santhosh (2017), is a process
of repetition and practice that helps students improve their language skills, especially their
oral communication. Students will work in pairs or small groups to practice their speaking
and listening skills.
Week 7-8: Kinesthetic learning activities, including drama, improvisation, and games, can
help students develop muscle memory and refine their gestures. By repeatedly practicing

42

movements and gestures, students can develop more fluid communication, which can
encourage them to participate more orally.
Week 9-10: Tactile learning activities, including writing exercises, storytelling, and
creative projects, can encourage students to be more active and engaged than passive
learning, which can be an effective way to promote engagement and participation among
students. Students will work individually, in pairs, or in groups to create and share their
own ideas.
Manpower:
 School administrator and Instructors - responsible for designing the program and
facilitating classroom activities, and responsible for providing support during
classroom activities and assisting students as needed.
 Assessment coordinator - responsible for assessing and evaluating student progress
and providing feedback to the instructor for further improvements.
 IT support staff - responsible for setting up and maintaining the technological
resources needed for visual and auditory learning activities and assisting instructors
with technical stuff.
Evaluation and Adjustment:
After the lesson, Instructors can gather feedback from students and observe their level of
engagement to evaluate the effectiveness of the strategy. Adjustments can be made to the
timetable, modalities, and resources based on this feedback to improve the lesson for future
interactions. Adjustment can be made as well depending on the result of the assessment
and feedback of the assessment coordinator to the instructor.

43

By implementing this multi-modal program, students will have opportunities to engage in
a variety of learning activities and develop their oral participation skills in a supportive and
engaging environment. The program's timetable and manpower plan will ensure that
students receive the necessary support and resources to succeed.
Conclusion
To conclude, the oral participation of third-year English major students are
reflected in the following based on the results of this study.
1. Most of the respondents are female, which also means that the Bachelor of
Secondary Education Major in English course is dominated by females. This means
that most of the female respondents of this study are affected by the challenges in
English oral participation.
2. The challenges that the respondents experience include their limited vocabulary,
pronunciation lapses, nervousness, mental block, short-term memory, grammatical
mistakes, anxiety, and self-comparison to others.
3. The respondents only experience reluctance in oral participation when the teacher
is being strict at teaching the language
4. Most of the strategies that respondents use are different learning styles to improve
their use of English in oral participation involving listening to music, watching
videos, watching English movies, speaking activities, reading-aloud, shadowing
technique, and reading books.

44

The researchers proposed a program that caters to the different learning styles of the
students in order to have active student learning participants, especially during classroom
oral participation.
Recommendation
The following are the suggestions made by the respondents based on the conclusion
of this study.
1. The researchers strongly recommend that students actively practice using English
as a second language to address any challenges they may be facing in oral
participation. Regular practice can improve their language skills and help build
their confidence in speaking up in class.
2. The researchers also strongly recommend that teachers incorporate effective
teaching methods that are appropriate for the students' level of proficiency, such as
role-playing, group discussions, and language games. These activities can provide
students with opportunities to practice speaking in a safe and supportive
environment, which can help build their confidence and overcome any barriers they
may be facing.
3. The researchers suggest that teachers should also create a supportive and inclusive
classroom environment that builds positive relationships with their students. This
can help students feel more comfortable expressing themselves in class and seeking
help when needed.
4. Furthermore, the researchers are fully aware that this study has its limitations and
would want to recommend another study related to the observation of improvement

45

regarding the oral participation of the students after incorporating the program
enhancements of this study.
5. The researchers propose a follow-up study to investigate effective strategies for
improving students' oral participation in the classroom. This study will examine the
different techniques and approaches employed by students to enhance their
engagement in oral discussions and will explore how these strategies can be
integrated into teaching practices. The results of this study will provide valuable
insights into promoting active and meaningful participation in the classroom, and
may contribute to the development of more effective teaching methods.
6. The researchers suggest that another study should be conducted that utilizes a
qualitative approach which can help to further interpret the study.
7. The researchers would like to have a wider range of participants in the future
studies, especially with other courses that experience the same difficulties in using
English as a second language in oral participation.
8. If given an opportunity, the researchers would also like to have a wider scope of
locale, which can be the whole province of Pampanga. This can help to address the
difficulties of the students in other educational institutions in terms of using English
language in oral participation.

46

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APPENDICES

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Appendix A
APPOINTMENT OF THESIS ADVISER

57

Appendix B
APPOINTMENT OF STATISTICIAN

58

Appendix C
APPOINTMENT OF MANUSCRIPT PROOFREADER

59

Appendix D
LETTER TO VALIDATORS

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Appendix E
LETTER OF REQUEST FOR PANELIST

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Appendix F
SURVEY QUESTIONNAIRE

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Appendix G
CERTIFICATE OF VALIDATED INSTRUMENT

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Appendix H
CONSENT LETTER TO CONDUCT DATA GATHERING

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Appendix I
REVISION NOTES

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Appendix J
CURRICULUM VIATE

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i

MABALACAT CITY COLLEGE

This thesis is entitled On Speaking English as a Second Language: Third-year

RALFH EMERSON MACAPAGAL, LPT

ARVINA D. SARMIENTO, LPT, Ed.D.

KARLO S. TOLENTINO, LPT, MAEd MICHAEL A. MESA, LPT, PhD

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in English.

Date: _____________________ RALFH EMERSON MACAPAGAL, LPT

Date: _____________________ ARVINA D. SARMIENTO, LPT, Ed.D.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

Oral Participation Challenges and Strategies

A Thesis Presented to the Faculty of the Institute of Teacher Education

Mabalacat City College

Mabalacat City, Pampanga

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education major in English

Lipalam, Mark Ryan G.

Miranda, Jelly Ann M.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

program enhancements such as encouraging the use of multiple modalities of learning to

Keywords: English as a Second Language, Oral Participation, Challenges, Strategies

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

knowledge in this study.

and information you shared with us in succeeding in our research study.

advice, guidance, and help in completing our research study.

Institute of Teacher Education Oral Participation Problems and Strategies

suggestions to improve our research study.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

supported us in every way possible—financially, morally, spiritually, emotionally, and

most importantly—by being a constant source of inspiration and strength. Their

unwavering love was what kept us going the most.

their kind words of wisdom to motivate us to complete this research.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

Review of Related Literature……………………………………………………..4

Statement of the Problem………………………………………………………..13

Scope and Limitation…………………………………………………………….14

Significance of the Study…………………………………………………...……14

Statistical Treatment or Analysis……………………………………………...…25

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

BACKGROUND OF THE STUDY

evaluation of their proficiency in learning a language is based on their achievements in oral

independent learning, which should represent students' capacity to build communication

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

instructional objectives of inquiry can be accomplished, such as increasing students'

specifically student-teacher and pre-service teachers in language education must be

knowledgeable on how to teach English language effectively.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE

which can help them in teaching the language.

The researchers sought to determine the challenges affecting oral participation in

among students who take English classes.

Institute of Teacher Education Oral Participation Problems and Strategies

MABALACAT CITY COLLEGE