We communicate our thoughts and ideas through language.

It is a systematic system of

communication made up of blended sounds that are necessary to reveal the structure of

a word. Language is the primary tool we use in communication to both convey and be

understood. Moreover, as language consists of a variety of traits or qualities, there are

many ways to decode an information in the direction of the recipient. As stated by Noren

(2022), systemic nature is one of language's primary attributes. He goes on to say that it

can be utilized for writing as well as a variety of noises, symbols, and signs. Since

language is a system of systems, information can be communicated or conveyed

verbally.

Therefore, this study seeks to identify the preference of the students from Bachelor of

Arts in English Language in Cebu Normal University. The medium of data collection is

presented through google forms comprising of questions to collectively gather the

factors that affect their level of preference over the other. Thus, the use of a descriptive

research design aids in collecting the experiences of the respondents to assess the

barrier towards adhering a preferred modality instead of utilizing the two in balance.

Many of the study participants felt that writing was a more expressive medium than

speaking, and that writing helped them communicate their thoughts and feelings more

clearly and nuancedly (Flower & Hayes, 1980). According to Murray (1972), these

students often wrote poetry and autobiographical narratives, viewing writing as a tool for

introspection and self-reflection. In addition, a number of participants believed that

writing was a helpful practice since it helped them improve their vocabulary, sentence

structure, and grammar, which is consistent with the observations made by Graham and

Harris (2003). On the other hand, not everyone had a positive writing experience. A

significant number of participants experienced inadequate vocabulary, which impeded

their ability to communicate because of a small vocabulary or trouble remembering

pertinent terminology (Krashen, 1982). The findings of Raimes (1985) were reflected in

participant reports, which showed difficulties in creating coherent sentences and

paragraphs, leading to fragmented writing with subpar grammar. According to Flower

and Hayes (1980), a number of participants observed that their writing lacked clarity and

flow due to repetitious word usage and improper punctuation.

As a result, the factors mentioned above leads to surpass the other modality from the

other one. Therefore, this study presents based from the analyzed data that the

formulation of modality preferences occurs. The study found a strong correlation

between people's preferences for speaking or writing and their ability to acquire these

skills. Those who consistently wrote showed greater improvement in writing proficiency,

while speaking-oriented individuals neglected writing, leading to stalling or deterioration.

Some participants reported that their preference for speaking negatively affected their

writing abilities, emphasizing the importance of balanced practice in both modalities.

However, this occuring phenomena needs to be addressed to at least intervene it from

continuously arising. Some various strategies shall be imposed especially in the

classroom setting to apply either a positive and negative reinforcement for the learners

to acquire effectivity in both modalities of language acquisition. Hence, According to the

study, participants employed a variety of techniques to enhance their writing and

speaking abilities in English. Three main categories were used to group these practices:

balanced practice, active practice, and content consumption. Consuming content

required reading a variety of books to improve vocabulary, grammar, and

comprehension. To increase fluency and clarity, active practice included regular writing

assignments like journaling, essay writing, and creative writing. Improving spoken

English abilities also required overcoming public speaking anxieties. To become

proficient in both speaking and writing, balanced practice required regular, balanced use

of both modalities. This all-encompassing method acknowledges the connections

between these abilities, guaranteeing a comprehensive development that closes the

gap between oral and written competency.