Republic of the Philippines

Department of Education
CARAGA Administrative Region
Division of Agusan del Sur
Esperanza District III
SALUG NATIONAL HIGH SCHOOL
School I.D. 317441

Factors Affecting English Speaking Performance Among

Senior High School Indigenous People Students
at Salug National High School
School Year 2024 – 2025
(School - Based Action Research)

MANNY A. MANPATILAN
SST-I

Noted:

DR. SUSAN M. CAÑETE DR. VIRGINIA T. TALIDRO

School Head Public Schools District In - Charge

Checked and Verified:

JECEL D. TARAY
Division Research Coordinator

Recommending Approval: Approved:

MARILOU A. LAURENCIO JOSITA B. CARMEN, PhD

Asst. Schools Division Superintendent Schools Division Superintendent

I. Context and Rationale

 In the context of Salug National High School, particularly amog Indigenous

Peoples Education (IPED) Senior High School students, English speaking

performance presents a unique challenge. These students, coming from diverse

Indigenous communities, often face several hurdles that affect their ability to

effectively communicate in English. These hurdles are deeply rooted in cultural,

linguistic, and psychological factors, which can hinder their academic performance,

especially in oral tasks that require fluency and confidence.

The English language is an essential tool for global communication, and

proficiency in it is increasingly demanded in both academic and professional

settings. However, many students from Indigenous backgrounds often speak their

native dialects as their first language, which creates a linguistic gap when learning

English. This gap, coupled with limited exposure to English outside the classroom,

significantly impacts their ability to speak fluently and confidently.

Indigenous language learners often face challenges related to their level of

confidence and comfort with speaking English, compounded by a gap in language

exposure. Their first language may have structural differences from English, which

can affect fluency and pronunciation (Dong, 2022; Shaikh et al., 2023). Furthermore,

motivation plays a crucial role in language learning. Research shows that learners

who are motivated by personal interests and a sense of identity are more likely to

engage in speaking tasks and improve their performance (Coleman, 2019; Gökcan &

Çobanoğlu Aktan, 2018). Additionally, educational strategies such as metacognitive

training have proven effective in helping learners plan, monitor, and evaluate their

speaking activities, which in turn enhances performance (Papaleontiou-Louca, 2008;

Bahruddina & Febriani, 2020).

 By addressing these factors and understanding the unique context of IPED

students, this research can inform tailored interventions aimed at improving speaking

skills through supportive teaching strategies and increased cultural relevance in

language instruction. This approach will not only enhance students' linguistic abilities

but also empower them to bridge the gap between their native languages and

English proficiency, thus fostering a more inclusive and effective learning

environment. The study aims to benefit the Department of Education (DepEd),

Education Researchers and Policymakers, other IPED Students Nationwide, IPED

Senior High School Students at Salug National High School, Teachers and School

Administrators at Salug National High School, Parents and the Local Community,

and Future IPED Students at Salug National High School.

II. Review of Related Literature

Indigenous People Education

A central theme in IPED is integrating Indigenous Knowledge Systems and

Practices (IKSP) into mainstream curricula. Studies indicate that including local

culture, traditions, and languages in the curriculum enhances learning outcomes and

engagement for Indigenous students, promoting their sense of identity and cultural

pride. A study by Calalang and Pangilinan (2020) emphasizes the importance of

curriculum frameworks that reflect the values, history, and worldview of Indigenous

communities.

Research also underscores the need for teacher training programs to

incorporate Indigenous perspectives. Teachers must be equipped with cultural

sensitivity, understanding of Indigenous history, and skills to deliver content that

resonates with Indigenous students' lived experiences. The work of Patiño (2021)
explores how culturally responsive teaching methods contribute to improved

academic performance and emotional well-being among Indigenous students.

Several studies suggest that community-based education models, where local

elders and community leaders actively participate in the learning process, are more

effective in bridging the gap between formal education and Indigenous cultural

practices. For instance, the work of Bores and Lopez (2019) discusses how

community engagement in schools can ensure that the education system serves as

a tool for empowerment and not assimilation.

Factors Affecting the English Speaking Performance of IPED Senior High

School Students

The English Speaking performance of Indigenous Peoples Education (IPED)

senior high school students is influenced by a combination of socio-cultural,

psychological, and educational factors. A review of recent literature highlights

several key elements that shape their proficiency in spoken English. Language

Background and

Proficiency in Native Languages: IPED students typically speak their

indigenous languages as their first language, which can significantly affect their

English fluency. According to Dong (2022), students who speak a language

structurally different from English face additional challenges in pronunciation and

sentence structure when learning English. The interference from their mother tongue

can inhibit their ability to master English speaking skills.

Motivation and Identity plays a central role in language learning, as noted by

Gökcan and Çobanoğlu Aktan (2018). For many IPED students, the relevance of

English to their daily lives may not be immediately clear. Studies show that students
who perceive English as important for their personal, educational, or professional

growth are more likely to engage actively in speaking tasks (Bailey & Fahad, 2021).

However, if they view English solely as a foreign language imposed on them, they

may show resistance or lack the intrinsic motivation needed to improve.

Socioeconomic and Educational Resources: Limited access to educational

resources, such as English language media or extra-curricular opportunities for

speaking practice, can impede learning. Research by Coleman (2019) points to the

lack of exposure to English outside the classroom as a key factor influencing

language proficiency. In many rural or underserved areas, IPED students may not

have the same level of access to English-language materials or immersive

environments as their non-Indigenous counterparts, further limiting their speaking

practice.

Teacher Support and Culturally Responsive Pedagogy: The teaching methods

employed in the classroom are critical in helping students overcome these

challenges. Recent studies (Bahruddina & Febriani, 2020; Papaleontiou-Louca,

2008) emphasize the importance of culturally relevant teaching strategies that

integrate students' backgrounds and experiences. By recognizing the students'

linguistic and cultural contexts, teachers can create a more supportive and engaging

learning environment that encourages English speaking without diminishing the

value of their native languages.

Language Anxiety and Cultural Influences Impact Students' Speaking

Skills
 Language anxiety and cultural influences are significant factors that impact

students' speaking skills, particularly in the context of learning English as a second

or foreign language. Research shows that anxiety can severely affect students'

fluency, pronunciation accuracy, and overall oral expression abilities. Students often

experience hesitations, speech disruptions, and a lack of vocabulary usage due to

fear of making mistakes or being negatively evaluated by others. This anxiety can

lead to self-censorship, limiting their ability to express themselves freely, and

diminishing their confidence in speaking English (Zheng & Cheng, 2018; Munir &

Rashid, 2021).

Cultural factors also play a role, as students from diverse backgrounds may

face unique pressures. For instance, cultural norms around language proficiency,

fear of losing face, and concerns about meeting societal expectations can

exacerbate anxiety (Wu & Zhang, 2019). In some cultures, students may feel

compelled to conform to specific linguistic and social norms, leading to additional

stress during speaking activities. This is particularly evident in environments where

language proficiency is seen as a gatekeeper for academic or professional success,

which may heighten the pressure on students to perform well.

Furthermore, external factors like the learning environment and assessment

practices can either reduce or increase anxiety levels. A supportive classroom

environment with positive reinforcement and ample opportunities for practice can

help alleviate anxiety. However, high-stakes exams or competitive classroom

settings may heighten anxiety, further impairing students' speaking performance

(Chen & Lai, 2017).

 Addressing these issues involves creating a supportive learning environment,

offering clear expectations, and promoting gradual exposure to speaking tasks.

Teachers can help by providing constructive feedback and fostering a growth

mindset, which can significantly reduce the negative effects of anxiety and cultural

influences on students' language learning (Awan, Azher, & Naz, 2021).

Strategies to be Implemented to Improve Students in Speaking English

To improve students' speaking skills in English, especially in the context of

language anxiety and cultural influences, several strategies can be implemented:

Create a Supportive Learning Environment - a supportive classroom

environment helps to alleviate anxiety and encourages students to participate.

Teachers can establish an atmosphere of trust and psychological safety, where

students feel comfortable making mistakes and learning from them. Regular positive

reinforcement, collaborative activities, and peer feedback can foster confidence

(Awan, Azher, & Naz, 2021). Additionally, encouraging open communication and

active listening in group discussions or class projects can empower students to use

English more freely.

Gradual Exposure to Speaking Tasks - introducing speaking activities

gradually can help reduce anxiety. Starting with small, manageable tasks, such as

pair discussions or short presentations, can build students' confidence. Over time,

more complex tasks can be introduced, allowing students to gain competence in

speaking without overwhelming them (Munir & Rashid, 2021). This approach

ensures that students have ample opportunities to practice in a low-stress

environment.
 Provide Clear Expectations and Feedback - setting clear goals and

expectations for speaking tasks can reduce uncertainty, which is a major source of

anxiety. Teachers can break down the speaking tasks into achievable steps and

provide detailed rubrics that outline specific areas of assessment (Chen & Lai, 2017).

Offering constructive feedback after each speaking exercise, focusing on

improvement rather than just mistakes, also helps build students’ confidence and

reduces fear of judgment.

Incorporate Cultural Relevance in Activities - to bridge the gap between

students’ cultural backgrounds and the language they are learning, teachers can

integrate culturally relevant topics and contexts into speaking activities. This allows

students to connect their own experiences with the English language and reduces

the feeling of cultural dissonance. For instance, discussing indigenous topics or local

traditions in English can make speaking tasks more meaningful and engaging

(Zheng & Cheng, 2018).

Peer Interaction and Group Work - Peer interactions provide students with

opportunities to practice speaking in a less formal setting. Group activities or

language games can reduce the pressure of speaking in front of the entire class,

which can be intimidating for anxious students. Collaborative activities also

encourage students to listen and respond to each other in English, fostering natural

communication skills (Wu & Zhang, 2019).

Promote a Growth Mindset - Encouraging a growth mindset, where students

view language learning as a process that requires practice and persistence, can help

reduce anxiety associated with performance. Teachers can emphasize the value of

effort and improvement over perfection, helping students see that making mistakes is
part of the learning process (Zheng & Cheng, 2018). By normalizing failure and

fostering resilience, students are more likely to take risks in speaking and continue

practicing.

III. Research Questions

This study aims to identify the factors affecting the English-speaking

performance of Senior High School Indigenous People students at Salug National

High School for the School Year 2024-2025. Specifically, it sought to answer the

following questions:

1. What is the previous rate of performance as to percentage among Senior High

School Indigenous People students in speaking English?

2. What are the factors that contribute to the low performance among Senior High

School Indigenous People students in speaking English at Salug National High

School?

3. Which among the factors that greatly affect the low performance of the Senior

High School Indigenous People students in speaking English?

4. What interventions can be developed to address the low performance of Senior

High School Indigenous People students in speaking English?

5. How effective are these interventions in addressing the low performance of Senior

High School Indigenous People students in speaking English?

IV. Scope and Limitation

This study will identify the factors affecting the English-speaking performance

of IPED Senior High School students at Salug National High School during the

School Year 2024-2025. It will focus on language anxiety, cultural influences, and
limited speaking opportunities, and examine their impact on students' fluency and

confidence. Data will be collected through survey, structured interview, and

classroom observations with the goal of identifying strategies to improve speaking

performance.

V. Methodology

This study will utilize a mixed-methods approach to gather both qualitative

and quantitative data on the factors affecting the English speaking performance of

IPED Senior High School students at Salug National High School. The methods

include surveys, interviews, and classroom observations to provide a comprehensive

understanding of the students’ speaking challenges.

The study will involve the total population of IPED Senior High School

Students, along with Subject teachers at Salug National High School. Universal

sampling method will be employed.

A structured survey will be administered to students to assess factors such as

language anxiety, self-reported speaking performance, motivation, and perceived

cultural influences on language learning. The survey will use a Likert scale to

quantify student attitudes and challenges; Semi-structured interviews will be

conducted with a subset of students and teachers. The interviews will explore more

in-depth views on how cultural influences and language anxiety impact speaking

performance. Teachers will also provide insights into their observations and any

strategies they use to address these issues.

The researcher will observe classroom activities, focusing on student

participation, interaction during speaking tasks, and the classroom environment’s

impact on student confidence and engagement. Observation notes will be analyzed

to identify patterns in speaking behavior related to anxiety or cultural influences.

Survey responses will be analyzed using statistical methods such as

frequency distributions, mean scores, and correlation analysis to determine trends

and relationships between language anxiety, cultural factors, and speaking

performance. Interview transcripts and observation notes will be analyzed

thematically using a coding process to identify common themes and factors

influencing students' English speaking performance. NVivo or similar qualitative data

analysis software may be used for this purpose.

Informed consent will be obtained from all participants, ensuring they are

aware of the study’s purpose and their rights. Confidentiality and anonymity will be

maintained, and participants will be free to withdraw at any time without

consequence.
List of References

Awan, R. U., Azher, M., & Naz, A. (2021). Language anxiety and its effect on second

language learning. Journal of Education and Practice, 12(8), 15-23.

Bahruddina, U., & Febriani, S. R. (2020). Implementation of Stephen Krashen's

Theory in Foreign Language Acquisition. International Journal of

Innovation, Creativity, and Change, 13(8), 821-831.

Bailey, F., & Fahad, A. (2021). Krashen revisited: Case study of the role of input,

motivation and identity in Second language learning. Arab World English

Journal (AWEJ), 12.

Chen, Y. L., & Lai, C. L. (2017). Socio-cultural influences on English language

anxiety in Taiwan. Journal of Language and Culture Education, 9(1), 35-

46.

Coleman, H. (2019). The condition of English in multilingual Afghanistan: British

Council London.

Dong, M. H. (2022). A study on factors affecting English-majored students’ difficulties

in their speaking performance. European Journal of Foreign Language

Teaching.
Gökcan, M., & Çobanoğlu Aktan, D. (2018). Investigation of the variables related to

TEOG English achievement using language acquisition theory of Krashen.

Pegem Egitim ve Ogretim Dergisi.

Munir, M., & Rashid, M. (2021). Investigating the impact of language anxiety on

speaking performance: Evidence from EFL learners. Asian Journal of

Language and Linguistics, 8(3), 145-158

Papaleontiou-Louca, E. (2008). Metacognitive strategies and the development of

learning in students of foreign languages. Educational Psychology

Review, 20(2), 113-133.

Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking

anxiety. Procedia Computer Science, 172, 1053-1058.

Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). European Journal of

Applied Linguistics.

Wu, W., & Zhang, M. (2019). Cultural influences on language learning anxiety in

Chinese EFL students. International Journal of Educational Research, 94,

1-13.

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance?

Language Testing in Asia, 8(1), 13.

 Republic of the Philippines
Department of Education
CARAGA Administrative Region
Division of Agusan del Sur
SALUG NATIONAL HIGH SCHOOL
Salug, Esperanza, Agusan del Sur
School ID: 317441

November 27, 2024

JOSITA B. CARMEN
Schools Division Superintendent
Division of Agusan del Sur

Madam:

The undersigned is conducting action research titled “FACTORS AFFECTING ENGLISH

SPEAKING PERFORMANCE AMONG SENIOR HIGH SCHOOL INDIGENOUS PEOPLE
STUDENTS OF SALUG NATIONAL HIGH SCHOOL, SCHOOL YEAR 2024 - 2025. This study aims to
identify and examine the key factors influencing the English speaking performance of IPED (Indigenous
Peoples Education) students, with a particular focus on cultural influences, language anxiety, and the availability
of speaking opportunities. The findings will be used to propose targeted interventions that will help improve
students' speaking confidence and fluency in Salug National High School, Esperanza, Agusan del Sur.
I assure you that the study will be carried out with the utmost respect for the participants’ privacy and
ethical considerations, including confidentiality and voluntary participation.
In connection with this, I would like to ask permission from your good office to conduct action
research for this SY: 2024-2025.
May this request merit your approval.

Very truly yours,

MANNY A. MANPATILAN
SST-I

Checked: Noted:
 VIRGINIA T. TALIDRO SUSAN M. CAÑETE
Public Schools District In-Charge School Head

Approved:

JOSITA B. CARMEN, PhD

Schools Division Superintendent