Introduction Literature Research Problem Literature

Rationale of the Study Research Problem 1

Language is a system 1. What are the

considered to be part Speaking is a big part challenges Aydin (1999; as cited
of communication in of people’s social life encountered when in Paaki, 2013) was
such that it is evident and that makes an speaking the English able to see anxiety as
that communication individual visible language? an effect of personal
skills are major part of (Basic, 2011). matters. For an
learning a certain instance, a person
language. Many fail or Ur (1996; as cited in has a negative
hesitant in Basic, 2011) stated assessment on
communicating with that the speaking skill himself when it
other people because is the most important comes to learning, it
of the language they one since foreign will then reflect on
use. With that, language learners are his performance
identifying the mostly interested in when he speaks in
challenges people becoming actual front of the class.
encounter in speaking speakers of a
the language is a great language.
achievement which
open doors of many The challenges that
new opportunities and the students
experiences in terms encounter in speaking
of education, job or the English Language
career, and even just affect their
for a daily basis. communication.
Individual has a
habitual personality
trait such as
quietness, shyness,
and hesitations as
some reasons for
communication
anxiety (Horwitz et
al, 1986).

Introduction Literature Research Problem Literature

Research Gap Research Problem 2

2. What causes the

Most teachers find it English is taught as a challenges MacIntyre &
easier to teach in subject in primary encountered by the Gardner (1991; as
Filipino, yet, oral and school but gradually students when cited in
written English is used and used partly also speaking the English Paaki, 2013) stated
in education. as a medium of Language? that public speaking
instruction. At the falls under state
secondary level, anxiety.
English is not only a
subject but also the Foreign Language
medium of Anxiety is also one
instruction. Although of the reasons why
English is the official students have
medium of negative reaction to
instruction, both in language learning
primary and since the language
secondary schools, it they study is no
is not really in longer inherent. This
practice (Tskau, can also be
1991; associated with
as cited in Latu, infantile second
1994). language
communicative
abilities (Horwitz,
Horwitz, & Cope,
1986; as cited in
Paaki, 2013).

Introduction Literature Research Problem Literature

Significance of the Research Problem 3
Study
3. What are the
 The study would MacIntyre & Gardner preferred teaching Phipps, et al. (1988;
be able to identify (1991; as cited in strategies of the as cited in Chang,
the causes of Paaki, 2013) stated students in learning 2010) also defined
students’ difficulty that public speaking the “good teaching” or
in speaking the falls under state English language? “effective teaching”
English language. anxiety. as “the direction of
 The study would the learning process,
raise awareness Foreign Language so that desirable
and provide other Anxiety is also one of changes of a
teaching methods the reasons why relatively permanent
that would help in students have nature are brought
improving the negative reaction to about within the
performance of the language learning learner as a result of
students when since the language the instruction”.
speaking the they study is no
English Language. longer inherent. This Palacios (1998; as
can also be cited in
associated with Paaki, 2013) puzzled
infantile second out that teachers’
language support have a strong
communicative correlation with the
abilities (Horwitz, students feeling of
Horwitz, & Cope, anxiety since
1986; as cited in teachers play a major
Paaki, 2013). role in helping the
school to have a
Phipps, et al. (1988; friendly
as cited in Chang, environment.
2010) also defined
“good teaching” or
“effective teaching”
as “the direction of
the learning process,
so that desirable
changes of a
relatively permanent
nature are brought
about within the
learner as a result of
the instruction”.

Introduction Literature Research Problem Literature

Scope and Limitations Theoretical
Framework
The researchers will
identify the causes as Aydin (1999; as cited  Krashen’s It was proposed by
to why speaking a in Paaki, 2013) was Theory of Stephen Krashen.
required language able to see anxiety as Second The first hypothesis
aside from their an effect of personal Language of this theory was
mother tongue is a matters. For an Acquisition The Acquisition-
challenging task for instance, a person has Learning Distinction
them. a negative assessment which is genetically
on himself when it programmed (LAD)
The study will also comes to learning, it to acquire languages;
tackle the different will then reflect on it was regarded as the
teaching strategies that his performance most fundamental
would help lessen the when he speaks in hypothesis of
difficulty encountered front of the class. Krashen. This
by the students when hypothesis has two
using the English Palacios (1998; as independent system
language. After cited in of second language
identifying the Paaki, 2013) puzzled performance, the
challenges out that teachers’ acquired system
and the students’ support have a strong which is the result of
preferred teaching correlation with the an individual’s sub
strategies, the study students feeling of consciousness
will then provide anxiety since teachers process.
implications to play a major role in
teaching. helping the school to
have a friendly
The study is also environment.
limited only to
recitations done by
students in class
regardless of the
subject.
Introduction Literature Research Problem Literature
Definition of Terms Conceptual
Framework

 Communication It refers to an Challenges English is taught as a

Apprehension/ individual level of encountered have to subject in primary
Language Anxiety fear or anxiety be identified as to school but gradually
 English Language associated with either why learners find it and used partly also
 Teaching real or anticipated difficult to speak as a medium of
Strategies communication with using the English instruction. At the
another person or language. With that, secondary level,
persons (Holbrook & intervention like English is not only a
Taylor, 1987). teachers’ teaching subject but also the
strategies could help medium of
It refers to West the students improve instruction. Although
Germanic language their speaking skills. English
of the Indo- is the official
European language medium of
family that is closely instruction, both in
related to Frisian, primary and
German, and secondary schools, it
Dutch languages is not really in
(Crystal & Potter, practice (Tskau,
2018). 1991;
as cited in Latu,
It refers to a way of 1994).
making decisions
about a
course, an individual
class, or even an
entire curriculum,
beginning with an
analysis of key
variables in the
teaching situation
(Teaching – Learning
Lab,
n.d.).

References:

Basic, L. (2011). Speaking anxiety: An obstacle to second language learning? (Master’s Thesis).
Retrieved from https://www.divaportal.org/smash/get/diva2:453921/fulltext01.pd

Chang, Y. C. (2010). Students’ Perceptions of Teaching Styles and Use of Learning Strategies
(Master’s thesis). Retrieved from: https://trace.tennessee.edu/utk_gradthes/782/

Crystal, D. & Potter, S. (2018, October 19). English Language. Retrieved from
https://www.britannica.com/topic/English-language

Holbrook, J. & Taylor, H. (1986, November 30). ERICDIGESTS.ORG. Retrieved from

https://www.ericdigests.org/pre-926/quiet.htm
Hortwitz, E. (1986). Exploring the Causes of English Language Speaking Anxiety among
Postgraduate Students of University of Balochistan, Pakistan. University of
Balochistan, Quetta, Pakistan: Canadian Center of Science and Education.

Latu, M. (1994). Factors affecting the learning of English as a second language macro skills
among Tongan secondary students (Master’s Thesis). Retrieved from
https://ro.ecu.edu.au/theses/1110/

Paaki, H. (2013). Difficulties in Speaking English and Perceptions of Accents A Comparative

Study of Finnish and Japanese Adult Learners of English (Master’s thesis, School
of Humanities University of Eastern Finland). Retrieved from:
http://epublications.uef.fi/pub/urn_nbn_fi_uef-20131057/urn_nbn_fi_uef-
20131057.pdf

YOUR PROJECT
When you have finished going through the experiences and reading resources contained
in this module, you will write a research proposal in your area/ major of study. You must
utilize your research matrix as reference.

I. Introduction
English language is beneficial for the development of one of the essential skills of
an individual which is communication. In a wide industry, English is the most used
language in the fields of science and professionals in both local and international. Almost
every second or every day, people engage themselves with English language. It became
the people’s means of communication in speaking, or even in writing. However, most of
the students or learners have the fear or discomfort in using the English language. They
encounter different challenges when speaking the English language. These challenges
may either motivate or threaten them causing them to hinder their achievement or
development as an individual.
Speaking the English language has become one of the major causes of anxiety,
discomfort, or unease feelings of each student in classrooms. Since this is an
interconnected world, it is clearly seen that the number of students who can communicate
using the English language is increasing and resulting in numerous challenges they
encounter. Speaking the English language diminishes the eagerness of the students to
participate learning certain activities with the use of English language. Bygate (1987)
claims that speaking deserves more attention due to its importance in students’ current
lives.
With that, the study aims to identify the challenges encountered by the students
when speaking the English language and identify their preferred teaching strategies to be
used by their teachers to improve their skills.

Statement of the Problem

The study aims to answer the following questions:
1. What are the challenges encountered when speaking the English language?

2. What causes the challenges encountered by the students when speaking the
English Language?

3. What are the preferred teaching strategies of the students in learning the
English language?

Significance of the Study

The study aims to identify the challenges encountered by the Grade 11 Senior
High School students of National Teachers College and their preferred teaching styles to
provide implications to teaching in the institution. The result of this study would benefit
the following:

The students. The results of the study would be able to show the causes of
students’ difficulty in speaking the English language. This study would be able to
recommend ways on how to overcome and improve their performance in speaking
the English language. It would also help them eradicate, or if not, lessen their
struggle in using the English Language in class especially during recitation.

The teachers. The results of the study would help teachers to further understand
their students as they struggle in recitation using the English language. They
would identify possible reasons behind the students’ difficulty when answering
orally. Thus, it would raise awareness and provide other teaching methods that
would help to improve the performance of the students when speaking the English
Language.

The future researchers. The results of the study serve as additional information
as well as a reference to those who are planning to engage in the field of English
language as a part of their future researches. Filling out some of the inadequacy of
this research would greatly improve and be of help to other researchers as well.

Scope and Delimitation

This study focuses on the challenges encountered by the Grade 11 Senior High
School students of National Teacher College when speaking the English language and
their preferred teaching strategies. The researchers will identify the causes as to why
speaking a required language aside from their mother tongue is a challenging task for
them. The study will also tackle the different teaching strategies that would help lessen
the difficulty encountered by the students when using the English language.
The possible limitations of the study are the respondents that would not put their
honest answers when answering the questionnaires which would put an effect in the study
and could lead to unreliable results.  The study is also limited only to recitations done by
students in class regardless of the subject.

Definition of Terms
Communication Apprehension/Language Anxiety. This term refers to an individual
level of fear or anxiety associated with either real or anticipated communication with
another person or persons (Holbrook & Taylor, 1987).

English Language. This term refers to West Germanic language of the Indo-
European language family that is closely related to Frisian, German, and
Dutch languages (Crystal & Potter, 2018).

Teaching Strategies. This term refers to a way of making decisions about a course, an
individual class, or even an entire curriculum, beginning with an analysis of key variables
in the teaching situation (Teaching – Learning Lab,
n.d.).

II. Review of Related Literature

In school, students often feel nervous when asked to speak. Sometimes when
students recite, they do not feel confident about their answers and the words they utter.
Horwitz (1989 as cited in Paaki, 2013) discussed the factors that have a negative
influence on speech production. Also, the researchers, teachers, as well as students are
interested in knowing whether anxiety can be caused by language (Howitz 2001 as cited
in Paaki, 2013). Spielberger (1983 as cited in Paaki, 2013) defined anxiety as subjective
feeling of tension, nervousness, and worry. He also distinguished the categories of
anxiety and one of it is state anxiety which is an anxiety caused by stressful encounters.
MacIntyre & Gardner (1991; as cited in Paaki, 2013) stated that public speaking falls
under state anxiety.
Foreign Language Anxiety is also one of the reasons why students have negative
reaction to language learning since the language they study is no longer inherent. This
can also be associated with infantile second language communicative abilities (Horwitz,
Horwitz, & Cope, 1986; as cited in Paaki, 2013). Also, Aydin (1999; as cited in Paaki,
2013) was able to see anxiety as an effect of personal matters. For an instance, a person
has a negative assessment on himself when it comes to learning, it will then reflect on his
performance when he speaks in front of the class.
The demand of public speaking in the class, the fear of making a mistake while
reciting, and the lack of exposure in English Language are just one of the major factors
that triggers the learner’s anxiety to rise. The demand of speaking in English such as in
classroom setting or in public, increase the learner’s anxiety, for they think that their
weaknesses of speaking ability would show. Also, an appropriate instruction in teaching
process can lead the learners to the problems relating to language anxiety. Language
anxiety may be experienced due to extrinsic motivators, such as the differences in
cultural and social environments. The anxiety doesn’t just revolve around the learner but
also to the teacher. The teacher would see the learners in the making of the classroom
progress and how it achieves to speak the language, based on what teaching methods and
strategies he or she used (Herwanto, 2013).
On the hopeful prospect, Steinberg and Horwitz (1986; as cited in Paaki, 2013)
found out that students are more relaxed when they are using elaborate and personal
utterances. Lastly, teachers play a major role in the eradication of anxiety when it comes
to using a language in the school setting. Palacios (1998; as cited in Paaki, 2013) puzzled
out that teachers’ support have a strong correlation with the students feeling of anxiety
since teachers play a major role in helping the school to have a friendly environment.
Students go to school every day to learn lessons taught by teachers. Some students
find the teachers’ way of teaching fitting, but some do not. Tyler (1969; as cited in
Chang, 2010) stated that learning experience has a profound influence on the students.
An effective teaching was defined after finding out the answer from three different
perspectives namely, teachers’ definition of effective teaching, students’ definition of
effective teaching, and professional views on effective teaching. Quina (1989; as cited in
Chang, 2010) summarized that the professional interpretation of effective teaching
stresses conscious analysis of cause-and-effect relationships between the behavior of the
teacher and the learner.
Phipps, et al. (1988; as cited in Chang, 2010) also defined "good teaching" or
"effective teaching" as "the direction of the learning process, so that desirable changes of
a relatively permanent nature are brought about within the learner as a result of the
instruction”. Effective teaching results to the development of the students’ desirable
attitudes, personality, interest, appreciation, habits, and abilities.
Matching teaching styles and learning styles have a lot to do with teaching-
learning achievement and the students who have found the perfect teaching style for their
learning style has been shown to have significantly higher grades that those who haven’t
(Hudson, 1988; as cited in Chang, 2010). Anderson (1994; as cited in Paaki, 2013) also
pointed out that the learning achievement of students heavily depend on the teacher’s
planning, methods, and activities while students rely on the speed, prior knowledge, and
environment.
The teaching styles used by teachers and the learning preference of the students
are very critical. Zeeb’s (2004; as cited in Chang, 2010) research showed that aligning the
learning styles of students and the teaching styles of teachers could lead to academic
success.

References:

Basic, L. (2011). Speaking anxiety: An obstacle to second language learning? (Master’s Thesis).
Retrieved from https://www.divaportal.org/smash/get/diva2:453921/fulltext01.pd

Chang, Y. C. (2010). Students’ Perceptions of Teaching Styles and Use of Learning Strategies
(Master’s thesis). Retrieved from: https://trace.tennessee.edu/utk_gradthes/782/

Crystal, D. & Potter, S. (2018, October 19). English Language. Retrieved from
https://www.britannica.com/topic/English-language

Holbrook, J. & Taylor, H. (1986, November 30). ERICDIGESTS.ORG. Retrieved from

https://www.ericdigests.org/pre-926/quiet.htm

Hortwitz, E. (1986). Exploring the Causes of English Language Speaking Anxiety among
Postgraduate Students of University of Balochistan, Pakistan. University of
Balochistan, Quetta, Pakistan: Canadian Center of Science and Education.
Latu, M. (1994). Factors affecting the learning of English as a second language macro skills
among Tongan secondary students (Master’s Thesis). Retrieved from
https://ro.ecu.edu.au/theses/1110/

Paaki, H. (2013). Difficulties in Speaking English and Perceptions of Accents A Comparative

Study of Finnish and Japanese Adult Learners of English (Master’s thesis, School
of Humanities University of Eastern Finland). Retrieved from:
http://epublications.uef.fi/pub/urn_nbn_fi_uef-20131057/urn_nbn_fi_uef-
20131057.pdf