Challenges Faced by Bsed English Studnets of St. Peters College in English Language Learning

CHALLENGES FACED BY BSED-ENGLISH STUDENTS OF
ST. PETER’S COLLEGE IN ENGLISH

LANGUAGE LEARNING
COLLEGE OF EDUCATION
ST. PETER’S COLLEGE
ILIGAN CITY, PHILIPPINES
PRETTY APRIL L. PADILLA

FARAJEMA A. RADIE
NORHANIA A. TANGGO
MAY 2022
CHALLENGES FACED BY BSED-ENGLISH STUDENTS OF
ST. PETER’S COLLEGE IN ENGLISH
LANGAUGE LEARNING
An Undergratuated Thesis
Presented to
The Faculty of the College of Education
St. Peter’s College
Iligan City, Philippines
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education, Major in English
PRETTY APRIL L. PADILLA

FARAJEMA A. RADIE
NORHANIA A. TANGGO
MAY 2022
Sabayle Street, Iligan City 9200 PHILIPPINES
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Bachelor of

Secondary Education major English, this thesis entitled CHALLENGES FACED
BY BSED-ENGLISH STUDENTS OF ST. PETER’S COLLEGE IN ENGLISH
LEARNING prepared and submitted by Pretty April L. Padilla, Farajema A.
Radie, and Norhania A. Tanggo has been examined and is recommended for
acceptance and approval for oral examinations.
CARLITO A. ABARQUEZ, PhD

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

of Secondary Education major in English with a grade of Passed
PANEL OF EXAMINERS
MARIETTA F. ENDOMA, EdD

Chairman
CARLITO A. ABARQUEZ, PhD EMMA A. ZALSOS, MAED

Member Member
------------------------------------------------------------------------------------------------------------
Accepted in partial fulfillment of the requirements for the degree Bachelor

of Secondary Education major in English.
MARIETTA F. ENDOMA, EdD

Dean, College of Education
DEDICATION
This research is the result of hard work and dedication.
This research work is dedicated to all who contributed and provided support.
Our parents and guardians, friends, teachers, and classmates offered their
support and guidance during the process of this study.
Above all, to our Almighty God for blessing us and providing us with strength,
patience, and guidance during the study process.
Pril
Jema
Lily
iii
ACKNOWLEDGEMENT
This paper would not be possible without the assistance, advice, and
encouragement of the people to whom the researcher owes their gratitude. The
researcher wishes to express their heartfelt gratitude to the following individuals
for their contributions to the study's success;
First and foremost, our God, who blessed the researchers with wisdom,
guidance, extra strength, and His blessing throughout the study.
We would like to express our sincere gratitude to our thesis adviser Mr.
Carlito A. Abarquez, PhD for his continuous support in this study and research,
for his patience, motivation, enthusiasm, and immense knowledge. His guidance
helped us in all the time of research and writing of this thesis. We could not have
imagined having a better instructor and mentor for the success of the study.
To the Chairman and Dean, Marietta F. Endoma, EdD, and Emma A.
Zalsos, MAEd, for their kind and wise suggestions for the improvement of the
study.
To the respondents for being very hospitable in answering the
questionnaires.
To all of the researcher's friends from both inside and outside the school,
especially those in our section, for their continued support and encouragement to
complete this study, as well as for being there during moments of difficulty and
confusion.
iv
To the family of the researchers, Padilla, Radie, and Tanggo for their
unending love, prayers, and financial and emotional support to complete this
research.
Lastly, these two important people, Ms. Samina A. Louise and Mr. Angel
Louise D. Versola, for the encouragement and motivation to support and
complete this study. They give us laughs and smiles during the obstacles, and
our emotions and mind are kept stable.
Pril
Jema
Lily
v
ABSTRACT
This study aimed to determine the challenges faced by the BSED-ENGLISH

students of St. Peter’s College in English Language Learning. This study
provided new insights into raising awareness among school administrators and
English teachers about learners who encountered difficulties in English learning.
Through this research, school administrators must have administered and
manage staff and resources to meet national educational goals, and establishing
strong collaboration among academic and administrative staff within the school
could help sustain school goals. The researchers were able to collect information
by using a random digital table to select thirty (30) participants from the BSED-
ENGLISH students in each year level who was enrolled in the 2nd semester year
2021-2022 with the new online learning modality. The instrument was
interrogated to the participants using a virtual survey questionnaire method via
Google forms, and the researchers interact with the available learners to gather
the required response. In this study, researchers used a Descriptive-Correlational
research design, which was a method for describing variables and the
relationships that occur naturally between and among the students.
vi
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
AKNOWLDGEMENT iv
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES xi
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Theoretical Framework 2
Conceptual Framework 5
Statement of the Problem 7
Hypothesis 8
Significance of the Study 8
Scope and Limitations 9
Definition of Terms 9
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 12
Related Studies 17
Insights 18
3 RESEARCH METHODS
Research Design 20
Research Environment 20
vii
Respondents and Sampling Procedures 21
Research Instrument and its Validity 23
Data Gathering Procedure 24
Statistical Method 24
4 RESULTS AND DISCUSSIONS 25
5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 46
Conclusions 47
Recommendations 48
REFERENCES 50
APPENDICES
A SURVEY QUESTIONNAIRE 56
B LETTER FOR THE APPROVAL OF CLASS LIST 60
C LETTER FOR DATA COLLECTION FOR RESEARCH 61
D LETTER TO THE RESPONDENTS 62
CURRICULUM VITAE
viii
LIST OF TABLES
Table Title Page
1 BSED-ENGLISH students’ sample size 22
2 Age of the Respondents 25
3 Sex of the Respondents 26
4 Year Level of the Respondents 27
5 Challenges that Student Faces when Learning 28

English as to Pronunciation

English as to Vocabulary

English as to Grammatical Structure
8 The Possible Factors that Contribute to These 32

Challenges in Terms of Lack of Confidence

Challenges in Terms of Over-use of Native
Language

Challenges in Terms of Learning Environment
11 Relationship Respondents’ Challenges in English 37

Learning as to Pronunciation and Profile

Learning as to Vocabulary and Profile

Learning as to Grammatical Structure and Profile
14 Relationship Respondents’ Possible Factors in 40

Terms of lack of Confidence and Profile

Terms of Over-use of Native Language and
Profile
ix
Terms of Learning Environment and Profile
x
LIST OF FIGURES
Table Title Page
1 Schematic Paradigm of the Study 6
2 Map of the Location of St. Peters College Iligan City 21
xi
1
CHAPTER 1
THE PROBLEM AND ITS SCOPE
The Philippines is one of the Asian countries where English is the second
official language, it is spoken by more than 14 million Filipinos, and it remains to
be a vital part of local life and culture. Philippine English is a language used for
business, science, technology, government, international communication, and the
primary medium of instruction in education. Nowadays, Filipinos can speak and
understand English, and can easily adapt to the big changes in terms of
communication skills (LookUpgrade Corp.,2019). However, in the process of
learning the English language, Filipinos are still having difficulty with academic
language, specifically college students. According to Separa et al. (2020),
Filipinos keep acquiring the perception of the English language, because some
tend to feel more inferior when encountering situations requiring them to speak
and write in English. For instance, ESL learners become overly conscious of the
phonetics or sounds they produce, the aptness of vocabulary, the correctness of
grammar, the other’s feedback, and even the mere presence of native speakers
in conversations. Besides those challenges for the students, they utilize an over-
use of native language in the classroom, it has only a limited learning
environment and lack of confidence.
Filipino students of Bachelor of Secondary Education major in English
(BSED-ENGLISH) at St. Peter’s College, Iligan City are among those who have
faced these challenges, resulting in widespread criticism for their ability to clearly
and effectively express themselves in English. According to Vyomakesisri (2017),

2
the possible factors and biggest problems in learning the English language for
the learners are grammar, vocabulary, slang, and pronunciation. These are
aligned in this paper, however, to Verghese (2009) some factors affect the
process of learning English langauge, including attitude, self-confidence,
motivation, duration of exposure to the language, classroom conditions,
environment, family background, and availability of competent teachers.
According to the discussion above, this study aims to examine the need to
find out more and understand further the challenges that led to students failing
English language learning. It’s important for students to have full assistance and
support of an encouraging and suitable learning, environment, as well as the vital
language when learning a second language (L2). This study is carried out during
the academic year 2021-2022. Also, this only took over a month of April of
comprising the study and the collected data information. The researchers are
Bachelor of Secondary Education major in English and third-year students from
St. Peter’s College, Iligan City who will be encouraged to conduct this study. In
the process of doing a study, the researchers can lift awareness among students
concerning English learning so as for them to figure to enhance their English
skills, making learning more engaging and relevant for both learners and
educators.
Theoretical Framework
This study was anchored on the following theories: Skinner’s Behaviorism
theory, Chomsky’s Innate theory, and Piaget’s Cognitive theory.

3
Behaviorism Theory
Skinner’s behaviorism theory was established and founded by B.F.
Skinner. According to StudySmarter (n.d.), Skinner proposed imitate theory
whereas the children’s language is acquired due to the imitating those around
them. Thus, it assumes that children have no innate ability to learn a language,
then rely on operant conditioning to form, and improve their understanding and
apply it. Operant conditioning is a language learning that grew out of a process of
reinforcement and punishment whereby individuals are conditioned into saying
the right thing (Breeden, n.d.).
Moreover, the audiolingualism is the teaching method that originated from
the behaviorist theory, and focused on language learning as mere habit
information. The dialogues and drills are the preferred methods of instruction. So,
dialogues were used for repetition and memorization to correct pronunciation,
stress, rhythm and intonation emphasized. Consequently, Skinner believes that
children learn language based on behaviorist reinforcement principles by
associating words with meanings (Lemetyinen, 2012). For instance, doing a
correct utterance are considered as positive reinforced when a child realizes the
communicative value of words or phrases.
Behaviorism theory pertains to a habit of formation which was formed
through a process of imitation and repetition. Thus, this was important for this
study, which shows the ways of learning English as pronunciation and vocabulary
through repeating the same form and text until it becomes a habit. To support this
4
statement, the children imitate the sounds and patterns which they hear around
(Lightbown & Spada, 1999).
Innate Theory
Chomsky (1976) published his theory to contradict Skinner’s Behaviorism
theory, in which bringing his concept of Innate or Universal Grammar. This is
biologically equipped to learn the language (Nor and Rashid, 2018). In addition,
he claimed that children had inborn faculty for language acquisition. According to
Shameem (2010) summarization of this theory, first, the process of language
acquisition is innately determined, wherein the children are biologically
programmed for language learning. Second, children are born with a special
ability to systematically discover for themselves the underlying rules of language
system. This special ability activated them to learn the complexities of language
in a short period of time. Lastly, the environmental differences may be associated
with some variation in the rate of language acquisition.
Chomsky’s Innate theory was relevant in this study in knowing how good
the children or adults acquired language. According to Chomsky (1957) as cited
in Legg (2019), all human beings may be born with an innate understanding of
how language works. In addition, it’s essential for the students to acquired
language because of genetically encoded with a universal grammar, which
means a basic understanding of how communication is structured or the
grammatical structure.
5
Cognitive Theory
The foundations of the cognitive theory of language acquisition were set
by Jean Piaget. He believed that language learning is closely linked to the
maturation and development of the human brain (StudySmarter, n.d). In addition,
it able to developed the language that learns of children, and he stated that
exposure to the world allows a child’s mind to develop, in turn, allowing language
to develop (StudySmarter, n.d.). Second language acquisition implies the
cognitive theory is considered a conscious and reasoned thinking process.
Cognitive theory was crucial in this study and its related that children’s
language development is closely related to the following meta-linguistic factors
(Chang et al, 2021). Further, the cognitive process in vocabulary learning was
depends heavily on the psychology of the students.
Conceptual Framework
The Input-Process-Output (IPO) model was used by the researchers to
conduct this study. Figure 1 illustrates the age, gender, and year level profile of
BSED-ENGLISH respondents, which processes the Challenges faced by BSED-
ENGLISH students in English learning in terms of pronunciation, vocabulary, and
grammatical structure. Wherein the possible factors contributed to these
challenges, such as lack of confidence, overuse of native language, and learning
environment, are transformed into an Action Plan.

6
A. The challenges
faced by
BSED-
ENGLISH
students in
English
language
learning
 Pronunciation
A. BSED-  Vocabulary
ENGLISH  Grammatical
Respondents Structure
Profile B. The possible Action Plan
a. Age factors that
b. Sex contributed to
c. Year Level these
challenges
 Lack of
Confidence
 Over-use of
Native
language
 Learning
Environment
Figure 1. Schematic Paradigm of the Study
Statement of the Problem

7
This study aimed to determine and assess the challenges of English
language learning for Bachelor of Secondary Education Major in English learners
from St. Peter’s College. In detail, this study is deemed to answer the following:
1. What is the profile of BSED-ENGLISH students in terms of
1.1. age,
1.2. sex, and
1.3. year level?
2. What are the challenges that students faces when learning English in
terms of
2.1. pronunciation,
2.2. vocabulary, and
2.3. grammatical structure?
3. What are the possible factors that contribute to these challenges in
terms of
3.1. lack of confidence,
3.2. over-use of native language, and
3.3. learning environment?
4. Is there a significant relationship between a respondent’s profiles and
the challenges?
5. Is there a significant relationship between a respondent’s profiles and
possible factors?
6. What implications can be designed based on the results of the study?
Hypothesis
8
Based on the statement of the problem and the conceptual schematic
paradigm in Figure 1, the hypotheses below are formulated:
H01: There is no significant relationship between BSED-ENGLISH respondents’
profiles against the challenges in English language learning.
H02: There is no significant relationship between BSED-ENGLISH respondents’
profiles against the possible factors of challenges.
Significance of the Study
This study would provide new insights into giving awareness to the school
administrator and English teachers from the learners who encountered
challenges in English learning. Through this study, the school administrators
must be administering and managing staff and resources to meet the national
educational goals, for able to establish a strong collaboration among academic
and administrative staff within the school can help sustain the school goals. The
English teachers would have a perception of these challenges in learning the
English language for students and they encouraged themselves to develop their
learning strategies to enhance and fulfilled the needs of the learners inside the
classroom.
Moreover, the analysis that was presented in this study would convey
valuable information for future research that would explore the various
challenges in learning the English language and it would also make it easier for
them to gather results in conducting similar investigations.
Scope and Limitation of the Study

9
This study focused on the challenges faced by Bachelor of Secondary
Education Major in English (BSED-English) students in English language
learning. The data collection was conducted on 30 designated respondents from
year level 1 to year level 4 in St. Peter’s College (SPC), Iligan City, in the second
semester of the school year 2021-2022. This study was not covered other
problems, in which not considered as one of the challenges or factors in English
learning. The other students which do not fall as part of year level 1 to year level
4 from SPC are not within the scope of this research. The study was done
through the utilization of an online questionnaire for the students as a survey and
reference. Through their strategy, the researchers were able to know the effects
of challenges faced by BSED-English learners in English language learning.
Definition of Terms
The following terms below were operationally defined for a better
understanding of the content.
Behaviorism theory - Behaviorism focuses on the idea that all behaviors
are learned through interaction with the environment (WGU, 2020).
Challenges – It is a stimulating task or problem (Merriam Webster, n.d.).
This study is used for knowing and being aware of the common challenges faced
by BSED-ENGLISH students in English learning.
Cognitive theory - Cognitive theories are characterized by their focus on
the idea that how and what people think leads to the arousal of emotions and that
certain thoughts and beliefs lead to disturbed emotions and behaviors and others
lead to healthy emotions and adaptive behavior (DiGuiseppe et al., 2020).

10
Grammatical structure - Grammatical structure in the English language
is simply the arrangement of words, phrases, and clauses in a sentence
(Sentencestructure.org, n.d.). Most learners are struggling with grammatical
structure and this was a common complaint of every learner at an advanced
level.
Innate theory – Innate theory is biologically equipped with a knowledge of
certain universal elements of language structure that is brought into play in the
course of native-language acquisition (dictionary.com, n.d.).
Learning environment – It refers to the diverse physical locations,
contexts, and cultures in which students learn. Since students may learn in a
wide variety of settings, such as outside-of-school locations and outdoor
environments (edglossary.org, 2013).
Possible factors – A factor is a circumstance, fact, or influence that
contributes to a result or outcome (Oxford Languages, n.d.). In the study, the
researchers needed to know the possible factors that contributed to challenges
faced by students in English learning. These are lack of confidence, learning
environment, and over-use of L1.
Respondents profile – Respondents are those individuals who complete
a survey or interview for the researcher, or who provide data to be analyzed for
the research study (Allen, 2017). The researchers decided to collect data by
knowing the profile of respondents such as age, sex, and year level. Because to
know if there is a significant relationship or differences in the study. Also, it can

11
give an option of knowing the educational attainment, finances, and others as
long as it needs for the study.
Second language (L2) – It is any language that a person uses other than
a first or native language (Nordquist, 2020). The second official language in the
Philippines and considered a medium of instruction in school curriculum.

12
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies after the thorough
and in-depth search done by the researchers. Information gathered from the
available research provided a foundation for understanding and helped to
suggest a variety of reasons for the difficulties experienced by the English
learners.
Related Literature
The researcher has provided a detailed account of these students'
learning difficulties, as well as their attitudes and outlook while taking classes as
college students. The findings suggested that teaching methodologies, as well as
a lack of motivation and emotional bursts, played a significant role in their
difficulties. Li (2004) suggests that the teachers' inability to understand the
reason for the learners' poor performance, their lack of communication with them,
and the learners' lack of interest all have a negative impact on the learners'
proper language acquisition. In this context, it is unavoidable to connect the
instructional material with the learners' cultural backgrounds, as well as to identify
and address their needs in order to create a result-oriented language teaching
and learning environment.
Almusharraf (2020) provides a qualitative case study in which language
teachers were given a relatively longer period of time to observe and assess their
teaching methodologies as well as the nature of their active participation in their
learners' language development in order to gain an understanding of their

13
learning downsides. The correlation between social interaction and language use
is used in the study. The learners were allowed to examine their own beliefs and
assumptions in order to be self-directed, reasonable, collaborative, and
considerate in their socio-cultural language learning environment.
According to Almusharraf (2020), the learners' independence allowed
them to recognize their weaknesses and inspired them to reshape their learning
attitudes and develop their vocabulary knowledge significantly. As a result, it is
unavoidable that struggling language learners are given enough time and space
to reflect on their learning difficulties and have some independence in finding
their own solutions to them. This type of collaborative and self-directed language
learning provides learners with a significant impetus and motivation to participate
in language classrooms.
In his research on the language problems faced by Chinese students, Gan
(2021) emphasizes the importance of collaboration and teacher-student
interaction, observing that it is unavoidable for teachers to understand the
learners' expectations, beliefs, personality, and knowledge, and for the learners
to realize the reasons behind their weaknesses. This would motivate students
and provide teachers with knowledge that language teaching would be
impossible to achieve without. Active teacher-student engagement and
collaboration go a long way toward assisting students in developing their
language skills (Hiver et al., 2021; Fei & Derakhshan, 2021; Oppermann &
Lazarides, 2021). This professional and beneficial relationship can help English
as a foreign language (EFL) instructors in their teaching process and motivate

14
students to learn in an environment that is outside of their textbooks and deals
with their daily life and experiences. A non-interactive language class, as well as
the teachers' failure to understand their students' behaviors, preferences, and
perspectives, will always result in poor language teaching practice (Mystkowska-
Wiertelak, 2020). As a result, in the context of language teaching and learning,
teachers' experiences and teaching methodologies cannot guarantee students'
successful language acquisition. It is unavoidable to identify the learners'
personality traits and apply methods to motivate them in order to create a holistic
environment in which students can transform and learn.
According to Khan (2011), the major challenge for students learning
English is the difference in English and Tamil syntax, pronunciation, vocabulary,
and so on. This means that the linguistic structure is the impediment. However,
he has not overlooked other social factors that make learning English difficult. He
also mentioned that the major challenges are a lack of hard work, a lack of
exposure, fear, hesitation, and mother tongue influence.
In accordance to (Dulay, 1982) that Learners frequently commit linguistic
mistakes of syntax and pronunciation as a result of the interference of L1 known
as L1 transfer or Interlingua transfer. His research samples were drawn from high
school students in an Indian rural context. Furthermore, his research examined
the contribution of deficiencies in teaching methodology that make it difficult for
learners to learn English.
Mostafa Faruk Ahamed (2013) conducted extensive research entitled "the
difficulties and challenges in teaching English as a second language," focusing

15
on the reasons behind the challenges faced by both learners and teachers from
the perspectives of English pronunciation, spelling, vocabulary, and grammar
(Ahamed, 2013). He restricts his analysis to the linguistic challenges that arise as
a result of the differences in the linguistic structures of English and Tamil. So, in
some ways, his research is an extension of one of Khan's challenges (2011). He
suggests that the drilling method be used to improve grammar, and that audio-
visual methods be used to make grammar classes more interesting.
Keil (2008) examined the challenges from a different perspective. In her
study entitled "English as a second language, what challenges arose for
students," she examined the psychological challenges that impede students'
English learning. Her findings demonstrate how the emotive filter acts as a
challenge for students. Furthermore, she emphasized that the absence of
English language acquisition is a major challenge for learners. Her study
concentrated solely on the difficulties encountered by learners, whereas previous
researchers identified difficulties in both teaching and learning. Fernando also
conducted research in the Sri Lankan context, selecting samples from rural
Negombo areas. Her research is similar to mine, but the contexts are different.
Her findings show that a rural upbringing, unsupportive parental attitudes, and
unfamiliar teaching methods all have an impact on the process of learning
English. Thus, her research focuses on how environmental factors and Students'
learning of English is hampered by psychological factors.
Furthermore, Karunaratne (2003) concentrated on the difficulties that
students face when learning English by using samples from the urban context.
16
Her findings are very similar to those of Nathali. However, Nathali's poor family
background and rural setting are major challenges. According to Karunaratne's
(2003) research, urban settings are no better than rural settings for learning and
teaching English. According to her research, the major challenges that students
and teachers face are excessive reliance on the mother tongue, reluctance or
shyness to speak and read in English, frequent absenteeism of students and
teachers, overcrowded classrooms, and a lack of confidence.
Barel (2015) conducted his research by collecting samples from Nepalese
schools. Nepal, like Mannar in Sri Lanka, experienced war. His findings indicate
that students face major challenges due to a lack of proficient English teachers
and poor infrastructure facilities as a result of war.
Furthermore, Teevno's (2011) research focuses on the difficulties faced by
both students and teachers. Her findings show that the major challenges faced
by learners and teachers are a lack of proper teacher training, a lack of facilities,
a deficiency in curriculum, overcrowded classrooms, an insufficient allocation of
time, and a lack of use of technology. She made an interesting observation,
emphasizing the fact that “English is not a subject which can be taught; it is a
subject which must be learnt." (Teevno, 2011, p. 28).
Kannan (2009) conducted research on the difficulties students face when
learning English, and the results of this study clearly show that bilingualism is a
barrier to learning English. His samples were drawn from rural India's secondary
schools. He claims that the majority of the students come from rural areas, the
bilingual method is used in language classes. This method only slows learners
17
down to a certain extent. In relation, he recognized some other challenges that
make it difficult for learners to learn English, such as test learning as opposed to
competence learning, a lack of adequate practice, and a mix of both slow and
competent learners.
Raja and Selvi (2011) conducted their research using samples from higher
and secondary school students in the Indian context. Their findings show that
both psychological and environmental factors impede students' ability to learn
English. Furthermore, a nonconductive environment, a lack of exposure, a poor
reading habit, negative attitudes, a lack of self-confidence, a poor family
background, and poor classroom conditions all make the process of learning
English difficult. Consequently, Verghese (2009) found similar results to Raja and
Selvi (2011) in his study. However, he makes an interesting observation that "In
the case of the mother tongue, the child learns it easily, due to the favourable
environment and by
the great amount of exposure to the language." (Raja and Selvi, 2011, pg. 40).
However, in most cases, learning a second language is limited according to
(Bose, 2007). This observation suggests that difficulties in learning English arise
simply as a result of a lack of language acquisition.
Related Studies
Speaking issues are factors that lead someone to be unable to speak.
Language problems, according to Doris and Jessica (2007), are one of the major
causes of poor academic performance. These issues may become impediments
to students' ability to enhance and improve their speaking abilities. The students'
18
poor grammar, vocabulary, and pronunciation are the causes of their speaking
difficulties. These issues are linguistic in nature.
Remarkably, the educational survey board in 1925 noticed that Filipinos
spoke differently than Americans. Further contrastive reports (Raqueo, 1940,
1952) point to the distinctive manner in which Filipinos use English. According to
Gonzalez (1997, 2008), Philippine English was born when Filipino teachers
began teaching fellow Filipinos English in the 1920s, but it wasn't until the end of
the 1960s that a linguist, Teodoro Llamzon, called attention to an emerging
variety of English in the Philippines.
Other issues that may impede students' ability to become good English
speakers are psychological issues. According to Xinghua (2007), psychological
problems are those that frequently interfere with your emotional and physical
health, relationships, work productivity, or life adjustment, such as being nervous,
lacking self-confidence, and being afraid to speak. These issues may have an
impact on students' ability to speak. In his research, Khan (2005) claims that
some of his participants have psychological issues with speaking. This
emphasizes the fact that students' performance in public speaking is also
affected by psychological issues.
Insight Learned from Related Literature and Related Studies
In relation to the related literature and related studies, the researchers are
able to connect its study from the study in the previous pages. The Efficiency of
the literature and studies mentioned was able to do its job and assure the
continuing progress of the study. The factors affecting challenges to the learners
19
such as the lack of confidence, poor grammar, vocabulary, and pronunciation,
spelling, lack of language acquisition and psychological problems.
Speaking ability is an important aspect to acquire when learning a second
or foreign language, and the success of learning the language is measured by
learners' ability to speak the language learned. However, most people who learn
a language want to be able to communicate. Lack of self-confidence and anxiety
are two other issues that students face when speaking. They may experience
feelings that affect their English speaking, such as insecurity, shyness, anxiety,
nervousness, and worry. It has become a major issue for the students if they do
not believe they have the ability to speak.

20
CHAPTER 3
RESEARCH METHODOLOGY
This chapter explains various methodologies that were used in gathering
data and analysis which are relevant to the research. The methodologies will
include areas such as the research design, research environment, respondents,
sampling procedure, research instrument and data gathering procedure.
Research Design
In this study, the researchers conducted a survey to the selected
participants of English learners at St. Peters College. Researchers employed a
Descriptive-Correlational research design in this study, Descriptive-Correlational
research design is a method that describe the variables and the relationship that
occur naturally between and among them. This was used to describe the
respondents’ evaluation and feedback on the survey questionnaire. With the use
of descriptive-correlational research design the researchers interact with St.
Peter’s College BSED-ENGLISH students in order to collect the necessary data.
Research Environment
The study was conducted at St. Peter's College in Sabayle Street, Iligan
City, Lanao del Norte, a private non-sectarian higher educational institution that
currently offers programs in Junior High School, Senior High School, and
College. Criminology, Computer Studies, Engineering, Humanities, Teacher
Education, and Business Administration are all available at the College
Department. The institution was founded on February 10, 1952, by Miguel D.
Paguio and his wife, Escolastica Punongbayan-Paguio. Residents of Iligan City,

21
as well as those from neighboring municipalities in Lanao del Norte, Lanao del
Sur, Misamis Oriental and Occidental, and Zamboanga del Norte and Sur, have
benefited from St. Peter's College.
Bachelor of Elementary Education and Bachelor of Secondary Education
with majors in English, Filipino, and Math are among the current Education
courses provided by the institution. A total of 485 students enrolled at the College
of Education for the second semester of the school year 2021-2022. Below is the
locale map of the respondents.
Figure 2. Map of the location of St. Peters College Iligan City
Respondents
The selected respondents were the thirty (30) Bachelor of Secondary
Education Major in English students at St. Peter's College. The respondents
were from 1st year to 4th year who enrolled in the 2nd term, school year 2021-
22
2022, under the new online learning modality. A target population, also known as
a sampling frame, is a collection of people or organizations with similar
characteristics that the researcher can analyze (Creswell, 2004).
The respondents took 28% of the population at each level. Then the total
sample size from the overall population of year level from 1 st to 4th year level was
thirty (30) sample size.
Table 1
BSED-ENGLISH Students' Sample Size

Year Level Male Female Population Sample Size
First Year 4 29 33 9
Second Year 3 10 13 4
Third Year 4 20 24 7
Fourth Year 4 31 35 10
TOTAL 30
Sampling Procedures
The researchers used simple random sampling, which involved selecting a
smaller group of participants (the sample) from a larger group of all participants
(the population). It is one of the most fundamental methods for obtaining a
random sample. The approach is based on a selection process that ensures that
each participant has an equal chance of being chosen. The smaller sample is
more likely to represent the entire population. Furthermore, rather than
selecting names from a fishbowl, the researchers used random digital tables to
the selected participants. The sample participants were randomly chosen. As an
alternative to do placing or selecting names from a fishbowl, the researchers
used random digital tables to select random participants.

23
As a result, the researchers used this sample design in selecting
participants for this study.
Research Instrument and its Validity
The researchers conducted this study using an online survey. Based on
the survey questionnaire, the researchers come up with possible questions for
the respondents to answer. Researchers employed the Likert Scale with options
ranging from strongly agree to strongly disagree, to give the researchers an
accurate analysis of participants’ views. For people who are neutral on the topic
issue, all Likert scales have a mid-point, e.g. neither agree nor disagree. Rensis
Likert, a social psychologist, invented the concept in 1932. Subjects were then
instructed to respond to their degree of agreement with the statements contained
in the instrument. With that being said, researchers will be able to learn about
respondents’ opinions by asking them certain questions.
The survey's validity has been validated as some of the survey questions
and remarks were adapted from the articles of (Nor, et al., 2019) entitled
“Students’ Problem in Learning English As A Second Language Among MDAB
Students at UITM Malacca”. Further, the researchers adapted the Challenges
Encountered by Learners of English as a Second Language from the study of
(Ama, 2022). These articles and its authors carefully examined the research
questions and the questionnaire to ensure that it was relevant and adequate. As
a result, modifying part of their questionnaire from these researchers helps the
researchers in improving the questionnaire’s questions.

24
Data Gathering Procedure
The procedure for administration of the survey, and written permission
would be submitted to the selected respondents for approval and coordination.
Upon approval of the survey permission, the instrument used would be
interrogated to the participants. With the use of the virtual survey method through
the use of Google forms, the researchers interact with the available learners to
gather the response needed. Data will be based on the collection and responses
done by the respondents from the survey.
Statistical Method
The result of the respondent's profile and responses to each statement of
the problems were determined using statistical tools such as frequency, weighted
mean, standard deviation, and Chi- square test.
The advantage Chi- square test include its reliability in terms of data
distribution, ease of computation, detailed information that can be derived from
the test, use in studies where parametric assumptions are not met, and
adaptability in handling data from both two and multiple group studies (McHugh,
2013).
25
CHAPTER 4
RESULTS AND DISCUSSIONS
This chapter discusses the results and analysis of the data gathered by
the researchers from the survey questionnaire which determined the challenges
faced by the BSED-English students in English Learning. The presentations of
the various data were supported with their corresponding tables and arranged in
the same manner as they were presented in the schematic paradigm and
statement of the problem. Significant implications then reinforced each tabular
finding.
Problem 1. What is the respondents’ profile in terms of age, sex, and year
level?
Table 2
Age of the Respondents
Age (In Years) Frequency Percentage (%)

17-19 2 6.6
20-23 18 60.0
24-27 5 16.7
28-41 5 16.7
Total 30 100.0
Table 2 presents the age of the respondents. The result showed the total
percentage of ages of every respondent from different year levels. The table
presented eighteen (18) of sixty percent (60.0%) of 2 nd-year students were 20 to
23 years old, five (5) of sixteen point seven percent (16.7%) of 3 rd-year students
were 24 to 27 years old, five (5) of sixteen point seven percent (6.6%) of 4 th year
were 28 years old and above while two (2) or six point six percent (6.6%) of 1st-
26
year students were 17 to 19 years old. Therefore, most of the respondents’ age
ranged from 20 to 23 old.
Several studies (Fredriksson and Ockert, 2005; Goodman and Sianesi,
2005; Skirbekk, 2005; Skirbekk et al., 2004) have found that starting school
earlier improves later outcomes. At the same time, medical and psychological
literature shows that, like physical strength, cognitive abilities develop and then
deteriorate with age, with the average person reaching a tipping point in their
early twenties (Jones, 2005; Salthouse et al., 2004). As a result, in the early
stages of childhood development, the effect of older students being more mature
likely exceeds the value of early learning. Later, such an advantage fades and
possibly reverses, resulting in the observed better performance of the cohort's
youngest students.
Table 3
Sex of the Respondents
Sex Frequency Percentage (%)

Male 6 20.0
Female 24 80.0
Total 30 100.0
Table 3 presents the sex of the respondents. The result showed a total of
thirty (30) respondents has responded, including six (6) of twenty percent
(20.0%) were males and twenty-four (24) of eighty percent (80%) females. In
comparison to male (20%) respondents, female respondents make up a bigger
percentage (80%). This implied that there were more females who participated
during the conduct of the research.

27
According to a study, females could outperform males in terms of learning
outcomes because they were more persistent and committed (Richardson &
Woodley, 2003). Females had better self-regulation than males, which resulted in
significantly better online learning outcomes (Alghamdi et al., 2020).
Table 4
Year Level of the Respondents
Year Level Frequency Percentage (%)

st
1 Year 8 26.7
2nd Year 5 16.7
3rd Year 7 23.3
4th Year 10 33.3
Total 30 100.0
Table 4 presents the year level of the respondents. The result showed that
ten (10) of thirty-three point three percent (33.3%) were coming from the 4 th year
students, seven (7) of twenty-three point three percent (23.3%) are from the 3 rd
year, eight (8) of twenty-six point seven percent (26.7%) of 1 st year and five (5) of
sixteen point seven percent (16.7%) from the 2nd year students. As per the table,
there were more respondents in the fourth-year level.
This was research on the effect of school year level on secondary level
students learning English. According to Kyung Ok's studies, advanced students
employ slightly different learning strategies than beginners. Oxford and Nyikos
(1989) discovered that the number of years spent studying a foreign language
had a very significant effect. Students who had been studying the language for at
least four or five years, according to them, used different strategies far more
frequently than less experienced language learners. The level of exposure to
English in terms of years spent studying English and exposed to English reading
28
materials is high, indicating that students have spent a significant amount of time
studying English and have adequate exposure to English reading materials;
however, exposure to English media is moderate, indicating that students have
adequate exposure to English media, which is one of the most important aspects
of their level of English proficiency.
Problem 2: What are the challenges that student faces when learning
English as to; Pronunciation, Vocabulary, and Grammatical Structure?
Table 5
Challenges that Student Faces when Learning English as to Pronunciation
Indicators Mean + SD Description

1. I need to have good English
3.50 + 0.68 Strongly Agree
pronunciation.
2. I attempt to speak with native
3.13 + 0.57 Agree
English pronunciation.
3. My non-native accent always
2.93 + 0.74 Agree
interferes with English pronunciation.
4. I believed that correct
pronunciation can be improved by 3.25 + 0.68 Agree
first imitating correct pronunciation.
5. I encounter difficulties in
pronouncing some English phrases
because their spelling often does not
reflect their pronunciation.
Over-all Total 3.28 + 0.38 Strongly Agree
Note: 1.00-1.75 Strongly Disagree 2.51-3.25 Agree
1.76-2.50 Disagree 3.26-4.00 Strongly Agree
Table 5 presents the challenges that student faces when learning English
as to pronunciation. The result showed that statement number 3 - My non-native
accent always interferes with English pronunciation got the lowest mean of 2.93.
While statement who got the highest mean was the statement number 4 - I
believed that correct pronunciation can be improved by first imitating correct
pronunciation with the mean of 3.57. Based on the result, the statement with the
29
highest mean implied that most of the respondents “strongly agree”. Hence, the
respondents Strongly agree with the mean of 3.28 that students’ experiences
challenges in terms of pronunciation.
As a result of L1 interference, known as L1 transfer or Interlingua transfer,
learners frequently make linguistic mistakes in syntax and pronunciation (Dulay,
1982). His research subjects were high school students in a rural Indian setting.
Furthermore, his research looked into the role of deficiencies in teaching
methodology in making it difficult for students to learn English.
Thus, the researchers believed that the respondents are having the
difficulties in pronunciation which is affected by non-native language that
interferes their learning pronunciation. However, the respondents are eager to
have a good English pronunciation by imitating correct pronunciation.
Table 6
Challenges that Student Faces when Learning English as to Vocabulary

1. I was able to learn vocabulary
better when it was presented in
multiple ways such as pictures,
sounds, definitions, examples, etc.
2. I was able to have a wider range of
vocabulary activities using an English 2.93 + 0.58 Agree
mobile app.
3. Unable to keep up with part of a
conversation or discussion with 2.57 + 0.73 Agree
classmates.
4. During discussions, there are
moments when I am unfamiliar with 3.10 + 0.55 Agree
the meanings of certain words.
5. I often misinterpreted our
discussion or the lecturers’ intended 2.60 + 0.77 Agree
meaning and instructions.
Over-all Total 3.28 + 0.45 Strongly Agree
30
as to vocabulary. The result showed statement number 3 - Unable to keep up
with part of a conversation or discussion with classmates got the lowest mean of
2.57, and the statement with the highest mean was number 1 - I was able to
learn vocabulary better when it was presented in multiple ways such as pictures,
sounds, definitions, examples, etc. having a mean score of 3.37. hence, the
respondents got the over-all total of 3.28 which indicates that they “strongly
agree”.
According to previous research, the main issues that impede ESL
learners' speaking abilities include a lack of desire and self-confidence,
nervousness, inhibition, and a lack of vocabulary knowledge (Yen & Mohamad,
2020). As a result, finding potential solutions for overcoming ESL learners'
challenges and improving their speaking abilities is critical. There are several
approaches that have been shown to be effective in helping ESL students
overcome problems and improve their speaking abilities.
According to Manan (2017), learners can improve their vocabulary by
using WhatsApp. Additionally, WhatsApp has been widely used to exchange
messages, set lecture notifications, remind task due dates, and alert submission
deadlines (Asmara, 2020). Since WhatsApp is a popular social networking app
that allows users to send and receive text messages, audio messages, images,
videos, documents, locations, voice calls, and create groups, learners' speaking
31
skills will be indirectly improved (Jasrial, 2018; Che Wil, Yunus, & Suliman, 2019;
Fauzi & Angkasawati, 2019; Azam, Fadhil, & Yunus, 2019).
Thus, the researchers believe that by showing pictures, sounds, and
definitions could help enhance the challenges faced by the learners. The Apps
such as WhatsApp could help enhance and resolve the difficulties encountered
by the respondents.
Table 7
Challenges that Student Faces when Learning English as to Grammatical

Structure
1. I always make the same mistakes
in choosing words in oral form and 2.60 + 0.68 Agree
cannot correct them easily.
2. I frequently make mistakes or get
confused when it comes to a subject- 2.83 + 0.70 Agree
verb agreement in my writing system.
3. In selecting the correct word(s) to
express an idea, I am slow and 2.53 + 0.68 Agree
inefficient.
4. I can use grammar, punctuation,
and mechanics well so my errors do
3.00 + 0.46 Agree
not interfere with peoples’
understanding of my ideas.
5. I can correctly fix the errors
through make with grammar, 3.03 + 0.49 Agree
punctuation, and mechanics.
Over-all Total 2.80 + 0.35 Agree
as to grammatical structure. The result showed that statement number 3 - In
selecting the correct word(s) to express an idea, I am slow and inefficient got the
lowest mean of 2.53. While the statement number 5 - I can correctly fix the errors
32
through make with grammar, punctuation, and mechanics has the highest mean
of 3.03. As a result, the respondents agree with the over-all total of 2.80 which
respondents believed that they can correctly fix the errors by using punctuations,
grammar and mechanics.
According to Al-Mekhlafi (2011: 70), three aspects of grammar teaching
must be considered: grammar as rules, grammar as form, and grammar as
resource. For many people, grammar learning frequently entails learning
grammar rules and developing intellectual abilities. Grammar understanding
perhaps a better approach is to consider grammar as one of many resources.
Which we have in language that aids us in communicating. We should
investigate how grammar relates to what we want to say and how we expect
others to interpret our language use and emphasis.
Problem 3: What are the possible factors that contribute to these

challenges as to; Lack of confidence, Over-use of native language, and
Learning Environment.
Table 8
The Possible Factors that Contribute to these Challenges in Terms of Lack of

Confidence
1. I hesitated to speak English with my
teacher and classmates inside or
2.70 +0.88 Agree
outside the classroom as I might
mispronounce the words.
2. I want to learn English, but I'm not
2.67 + 0.96 Agree
sure if I'm capable of doing so.
3. Even if I’m nervous, I continue to
strive to learn.
4. It was hard for me to speak because
2.97 + 0.93 Agree
of the fear of being teased.
5. When I’m unsure about something
3.10 + 0.85 Agree
I’ve written, I ask a peer for feedback.
33

Table 8 presents the possible factors that contribute to these challenges in
terms of lack of confidence. The result showed that statement number 2 - I want
to learn English, but I'm not sure if I'm capable of doing so got the lowest mean of
2.67. While statement got the highest mean of 3.40 is number 3 - Even if I’m
nervous, I continue to strive to learn. Thus, the respondents with an over-all total
of 2.97 which agree that the lack of confidence are one of the factors affecting
their English learning.
As per result, despite of having the challenges encountered, respondents
are able to strive in order to learned even being nervous. However, respondents
agree that the lack of confidence affects their learning process due to hesitation
that they might mispronounce the words and get teased by their peers and
classmates.
Learners' lack of confidence and communication skills during simulated
lessons has made it much more difficult for them to speak or utter the appropriate
words (Sayuti, Teh, Saimi, Bakar, Dawawi, & Mohamad, 2020). Students
struggle to express themselves because they are tentative, hesitant, and afraid of
making mistakes. They frequently lack adequate vocabulary and practice,
making fluent English conversation difficult (Syafiq, Rahmawati, Anwari, &
Oktaviana, 2021).
Learners become anxious when they are deprived of language content
because they are unable to speak. Even if they have something to say, they are
34
unable to say it because they are afraid of making grammatical errors and being
mocked by their peers (Meinawati, Harmoko, Rahmah, & Dewi, 2020).
Table 9
The Possible Factors that Contribute to these Challenges in Terms of Over-use

of Native Language
1. Expressing by first language (L1) is
more convenient than the English 3.10 + 0.61 Agree
language.
2. I frequently blended English with other
languages, such as Filipino and my 3.27 + 0.52 Strongly Agree
native dialect.
3. I can’t express my ideas
comprehensively when I use a language 2.50 + 0.86 Disagree
other than my first language (L1).
4. I can only express my ideas
comprehensively when I use my native 2.63 + 0.89 Agree
language].
5. There are words in my native language
3.03 + 0.77 Agree
that I find difficult to translate into English.
Table 9 presents the possible factors that contribute to these challenges in
terms of over-use of native language. The result showed revealed that statement
number 3 - I can't express my ideas comprehensively when I use a language
other than my first language (L1) - had the lowest mean of 2.50. While the
statement number 2 - I frequently blended English with other languages, such as
Filipino and my native dialect, got the highest mean of 3.27. As a result, 2.91
overall mean of respondents agree that overuse of native language was one of
the factors that contribute to their English learning.
The Philippines has a large number of indigenous languages, the
differences between them are significant. Even lowland languages that are
35
related are diverse, with differences in vocabulary, phonology, and syntax
(McFarland, 2008). Gaerlan (2016) argued that, despite being bilingual in Filipino
and English (the medium of instruction), not all Filipino learners are successful in
learning English (L2).
Mwangi (2009) found that communicating in one's mother tongue or first
language leads to lower English performance. Mwangi (2009) recommends that
parents encourage their children to speak English at home and at school.
Mwangi (2009) also mentions mother tongue or first language as a challenge that
affects English performance.
Kannan (2009) claims that the majority of the students come from rural
areas, the bilingual method is used in language classes."
As a result, teachers must discover an appropriate teaching approach or
strategy to help learners in mastering the English language. Students should
work on strengthening their English skills through writing, listening to speeches
online, and reading books.
Table 10
The Possible Factors that Contribute to these Challenges in Terms of Learning

Environment
1. I only use appropriate English in 2.97 +
Agree
school or the classroom. 0.49
2. I use English even when I’m at
2.63 + 0.72 Agree
home.
3. We use our native language instead
of English to communicate during 2.83 + 0.70 Agree
classroom activities.
4. Most of the people around me do not
2.77 + 0.82 Agree
speak English.
5. For subjects where English is the 2.40 + 0.97 Agree
medium of instruction, the teachers do
36
not use English all the time.

Table 10 shows the possible learning environment factors that contribute
to these challenges. Statement number 5 - For subjects where English is the
medium of instruction, teachers do not use English all of the time had the lowest
mean of 2.40. Statement number 1 - I only use appropriate English in school or
the classroom, on the other hand, received the highest mean of 2.97. Therefore,
2.72 overall mean of respondents agree that the learning environment
contributes to the difficulties in learning English.
The findings of Raja and Selvi (2011) suggest that students' capacity to
learn English is affected by both psychological and environmental factors.
Additionally, a nonconductive environment, a lack of exposure, a poor reading
habit, negative attitudes, a lack of self-confidence, a poor family background, and
poor classroom settings all contribute to the difficulty of learning English. As a
result, Verghese (2009) observed similar findings in his study to Raja (2011) and
Selvi (2011). However, he adds the important observation that "in the case of the
mother tongue, the child learns it easily due to the favourable environment and a
large amount of exposure to the language" (Bose quoted Verghese 2007).
According to Verma (2019), a positive classroom environment is essential
because it allows students to be true leaders of their own learning by allowing
them to be inquirers and explorers. A positive environment is one in which
children can work as a team, celebrate each other's accomplishments, and learn
from their mistakes. It improves learners' ability to study and be productive in the
37
sense of self-directed learning. She also indicated that having a supportive
learning culture, addressing a learner's needs, and encouraging a student's
participation in all activities are all aspects that contribute to creating a pleasant
learning environment. Teachers should aim to provide a more engaging and
learning atmosphere for their students.
Problem 4: Is there a significant relationship between a learner’s profile

and the challenges in English learning?
Table 11
Relationship1 Respondents’ Challenges in English Learning as to Pronunciation

and Profile
Pronunciation
Variables 2 Remarks Decision
X (df) p-value
Not Failed to
Age 3.08ns (6) 0.799
Significant Reject Ho
Not Failed to
Sex 4.76ns (2) 0.093
Not Failed to
Year Level 8.77ns (6) 0.187
Note: 1 – based on Chi-square Test ** - P < 0.01 *** - P < 0.001
ns – P > 0.05 * - P < 0.05
Table 11 presents the relationship between respondents’ challenges in
English learning as to pronunciation and profile. The data revealed that the
respondents’ challenges in English learning as to pronunciation were not
associated with their profile. Thus, the null hypothesis which states that there is
no significant relationship between respondents’ challenges in English Learning
as to pronunciation and their profile was not rejected.
This study was supported by the related literature of Reid (2016) as cited
in Kralova (2010). He claimed that some learners of any age would be able to
add the phonetic categories for a new language that does not produce mother
38
tongue sounds. In fact, learning English and teaching pronunciation was all ages,
wherein not only be concerning the children but also adults. Furthermore, the
statement of Jahandar et al. (2012) based on their study results that gender does
not affect the pronunciation accuracy of learners considerably, and the
pronunciation accuracy of vowels for both males and females is not significant
difference and are almost the same.
Table 12
Relationship1 Respondents’ Challenges in English Learning as to Vocabulary and

Profile
Vocabulary
Variables Remarks Decision
X2 (df) p-value
Age 42.6** (21) 0.004 Significant Reject Ho
Not Failed to
Sex 1.25ns (3) 0.741
Not Failed to
ns – P > 0.05 * - P < 0.05
Table 12 presents the relationship between respondents’ challenges in
English learning as to vocabulary and profile. The data revealed that the
respondents’ challenges in English learning as to vocabulary were associated
with their profile in terms of age. Thus, the null hypothesis which states that there
is no significant relationship between respondents’ challenges in English
Learning as to vocabulary and their profile in terms of sex and year level was not
rejected while age was rejected.
This study is anchored on the effects of the age factor on learning English
by Gawi (2012), he concludes that age affects English learning, specifically the
vocabulary because of the early exposure to language instructions that leads to

39
better performance. In addition, Chomsky believes that a child acquired an innate
gift known as Universal Grammar (UG) which consists of the set of principles
common to all languages (Orosco-Rojas, 2017). Thus, this theory would support
the statement that children can achieve different levels of vocabulary. Meanwhile,
the relationship between sex and vocabulary obviously shows that there’s no
significant relationship. English established the gendered language which is
commonly understood as the language that has a bias towards a particular sex
or social gender (Prior, 2017). For instance, gender-specific terms refer to
professions like businessmen or waitresses. However, there is a norm wherein
the men are considered, while the women are marked as rendered invisible. With
the support of Casey Miller and Kate Swift’s study, it describes the way of using
the words from people constantly results in stereotypes such as a businessman
and it concludes that all men do these jobs.
Table 13
Relationship1 Respondents’ Challenges in English Learning as to Grammatical

Structure and Profile
Grammatical Structure
X2 (df) p-value
Not Failed to
Age 9.11ns (7) 0.245
Not Failed to
Sex 0.03ns (1) 0.855
Not Failed to
ns – P > 0.05 * - P < 0.05
Table 13 presents on the relationship between respondents’ challenges in
English learning as to grammatical structure and profile. The data revealed that
the respondents’ challenges in English learning as to grammatical structure was

40
not associated to their profile. Thus, the null hypothesis which states that there is
no significant relationship between respondents’ challenges in English Learning
as to grammatical structure and their profile was not rejected.
According to Qureshi (2021), some research in typical foreign language
contexts does not support age effects on grammar knowledge in the English
language. Age was considered only several indicator variables that could
influence learning (Pfenninger, 2014). Moreover, the factors between the gender
and grammatical structure are not related, because it depends on how they are
communicating to others. For instance, women used more pronouns, social
words, psychological processes, verbs, negation, and references to the home as
using vocabulary. While the men used more numbers, articles, and prepositions.
Thus, men tend to focus more on conveying information and women more on
social connections (Newman et al., 2008)
Problem 5: Is there a significant relationship between a respondent’s

profile and possible factors?
Table 14
Relationship1 Respondents’ Possible Factors in Terms of lack of Confidence and

Profile
Lack of Confidence
X2 (df) p-value
Age 33.8* (21) 0.038 Significant Reject Ho
Not Failed to
Sex 7.15ns (3) 0.067
Not Failed to
Year Level 10.20ns (9) 0.338
ns – P > 0.05 * - P < 0.05
Table 14 presents on the relationship between respondents’ possible
factors in terms of lack of confidence and profile. The data revealed that the
41
respondents’ possible factors in terms of lack of confidence was associated to
their profile in terms of age. Thus, the null hypothesis which states that there is
no significant relationship between respondents’ possible factors in terms of lack
of confidence and their profile in terms of sex and year level were not rejected
while age was rejected.
According to Dev and Qiqieh (2015), low self-esteem only affects the
learner’s personal life but may also affect their academic achievements and
performance. In addition, self-esteem was an interest of many scholars in
psychology, and education and many had been conducted to the how a
contribution of the characteristic to the learning of different subject matters
including the learning English (Kosha et al.,2011). Moreover, some studies found
that self-esteem affect academic performance in English.
Table 15
Relationship1 Respondents’ Possible Factors in Terms of Over-use of Native

Language and Profile
Over-use of Native
Variables Language Remarks Decision
X2 (df) p-value
Not Failed to
Age 17.7ns (21) 0.666
Not Failed to
Sex 4.85ns (3) 0.183
Not Failed to
Year Level 11.40ns (9) 0.246
ns – P > 0.05 * - P < 0.05
factors in terms of over-use of native language and profile. The data revealed
that the respondents’ possible factors in terms of over-use of native language

42
was not associated to their profile. Thus, the null hypothesis which states that
there is no significant relationship between respondents’ possible factors in terms
of over-use of native language and their profile was not rejected.
According to Voicu (2012), language interference is when the mother
tongue is influenced while interested in learning English. In addition, the term
“Interlanguage” is a mix of L1 and L2 to be used to communicate and establish
the correct way of communicating in the L2 (Weschler, 1997). Some studies
stated that a learner has difficulties in a foreign or second language such as
phonology, vocabulary, and grammar due to the interference of the habits of L1
and L2 (Beardsmore, 1982). Thus, over-use of the native language wasn’t
related to the learner’s profile but it habits of using L1 with blended L2 for having
a better comprehension.
Table 16
Relationship1 Respondents’ Possible Factors in Terms of Learning Environment

and Profile
Learning Environment
X2 (df) p-value
Not Failed to
Age 7.14ns (21) 0.997
Not Failed to
Sex 0.63ns (3) 0.891
Not Failed to
ns – P > 0.05 * - P < 0.05
factors in terms of learning environment and profile. The data revealed that the
respondents’ possible factors in terms of learning environment was not

43
associated to their profile. Thus, the null hypothesis which states that there is no
significant relationship between respondents’ possible factors in terms of learning
environment and their profile was not rejected.
This study is supported by Sgalam and Sali (2013), a learning
environment is a place to use all through teacher-student and student-student
interaction. Wherein draws attention to such elements of the learning
environment that needs to implies for both teachers and students. In fact, the
learning environment had various categories that are applicable for both teachers
and students to enhance and keep learning in English. So, the learning
environment helps to increase students’ attention and focus and motivates
students to practice the English language with support and facilitation from the
teacher.
Problem 6: What implications can be designed based from the results of

the study?
The English language is fundamental to both oral and written
communication for education and business purposes. People who study the
English language are considered personal proficiency. Thus, some people,
specifically the students ought to master the English language currently. This is
important to acquire the students through knowing how to value, and it helps to
improve themselves both in academic and life skills. When students understand
it, he or she can be accepted by society.
However, while mastering the English language, the students also faced
the most common challenges such as pronunciation, vocabulary, and
grammatical structures. Whit these challenges, it has possible factors that

44
contribute while learning English whereas lack of confidence, over-use of L1, and
learning environment.
Based on those findings, an action plan focusing on attainable methods to
reduce difficulties in learning English was established. The researchers will
conduct a training program that will help BSED-ENGLISH students improve their
skills. This would take place in the first semester of the 2022-2023 academic
year. For six months, from August to January (2023), students enrolled in the
BSED-English field are integrated into the following training programs: journalism
training, reading intervention program, and English Olympics.
General Objectives
This enhancement plan focused more on the final result of the study.
1. To be more engaged in expressing themselves without encountering
challenges that impede their English learning in St. Peter’s College. As a
result, students with a higher English potential may be chosen to
represent the school in various English-learning contests.
a. Train and assess the journalistic skills of students.
b. Enhance phonemic awareness, comprehension, and vocabulary skills.
c. Promote English competitiveness among students

45
Implementation
Action Plan on Students’ English Proficiency Enhancement Strategies
Monitoring
Persons Expected
Objectives Strategies Timeline and
involved outcome
evaluation
Train and Assessment of
assess the August to the students’
Journalism
journalistic December English
Training
skills of 2022 The language in
students. English writing skills.
Enhance Teachers Students will
phonemic All levels of be assessed in
Develop
awareness, BSED- the reading
English
comprehens Reading ENGLISH session with
October language
ion, and Intervention students the rubric and
2022 skills and
vocabulary Program facilitate them
proficiency
skills. of their
Have
mispronounced
confidence
.
in the
Promote The Dean
English
English of the
language
competitive College of Students will
both oral
ness among Education be assessed
and written
the students Departmen by
English communicat
(self- t representing
Olympics – January ion.
confidence) The their year level
Debate 2023
English in joining
Competition
Teachers English
All levels of Olympics
BSED-
ENGLISH
students
46
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents a summary, recommendations and suggestions for
further research based on the data gathered that were subjected to statistical
treatment and analysis.
Summary
This study aimed to determine the challenges faced by BSED- English
students of St. Peter’s College in English language learning. St. Peter’s College
offers Bachelor of Elementary Education and Bachelor of Secondary Education
with majors in English, Filipino, and Math. Meanwhile, the researchers focused to
determine the challenges faced by the selected students of BSED-English
students in every year level. The descriptive-correlational research design was
used in the study which was a method that describes the variables and the
relationship that occur naturally between and among the students. The
researchers of this study were able to gather information from the selected thirty
(30) students in every year level enrolled in 2nd semester school year 2021-
2022. The study sought to answer these questions, what is the profile of
respondents from BSED-English, what are the challenges that student faces
when leaning English such as pronunciation, vocabulary and grammatical
structure, and what are the possible factors that contribute to these challenges
such as lack of confidence, over-use of native language, and learning
Environment, Is there a significant relationship between a respondent’s profile

47
and the challenges. Lastly, Is there a significant relationship between a
respondent’s profile and possible factors?
Filipinos can communicate in English and can easily adapt to major
changes in communication skills (LookUpgrade Corp.,2019). However, Filipinos,
particularly Filipino college students, continue to struggle with academic
language while learning English. Thus, this study aimed to investigate the need
to learn more about and comprehend the issues that led to students failing
English language learning. When learning an L2, it was critical for students to
have full assistance and support from an encouraging and suitable learning
environment, as well as the vital language.
Conclusions
Based on the findings, the majority of BSED-ENGLISH students had a
highly positive awareness of the challenges they faced while learning English.
Meanwhile, the possible factors that contributed to these challenges were the
only positive effects of their study in English. The following challenges they faced
were pronunciation, vocabulary, and grammatical structure. Most of them
encountered these challenges from the primary level, while they had acquired a
second language besides their mother tongue. In addition, the students are more
comfortable using their mother tongue either inside the classroom or on the
school campus. This leads to the over-use of the first language. Consequently,
during oral recitation or any activities, they were not confident to speak or write in
the English language. This could be due to the environment, in which they were
raised and learned from their parents and friends.

48
Furthermore, there is no significant relationship between the respondents’
profiles against the challenges faced in English learning. Also, there is no
significant relationship between respondents’ profiles against the possible
factors. According to other studies, these challenges in English learning were
due to a lack of motivation and confidence, the environment, and interlanguage
between the first and second languages. Therefore, the action plan formulated
based on the results focused on enhancing and developing English language
proficiency to reduce their difficulties
Recommendations
In the light of all the results and conclusions, the researchers strongly
recommend the following:
1. Educational officers should organize English-language guidance and
orientation programs. They may persuade school administration to hold
reading tests in English. They frequently have to supervise how English
education is delivered in schools. They can provide suggestions for
curriculum improvement through supervision. They must encourage
teachers to instill in their students the habit of using dictionaries.
2. English teachers must motivate their students to communicate in English.
They might teach the spoken aspects of the language once or twice a
week. Teachers should foster a student-centered and learner-centered
environment. They should encourage students to participate in their
learning. They should also improve students' communication skills by

49
requiring them to express their concerns in English. While attending
classes, Individual attention should be given by the teacher. They should
convince the students' interest in reading English books.
3. The study encourages parents to be aware of their children's academic
problems.
4. This study is necessary for the teachers of St. Peter's College to provide
some mediation a guidance or awareness campaign program that can
help the students and parents to assist or guide them on aiding the
problem of these students. Teachers should be aware of which
alternatives can assist them in gaining concise and legible information on
how to assist the factors that students encounter, and with this research,
they can come up with ideas on how to create an orientation that is
concerned with the problems of the students.

50
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56
APPENDIX A
SURVEY QUESTIONNAIRE
Name: __________________________
Sex: ( ) Male ( ) Female
Age:
( ) 17-19 years old
( ) 20-23 years old
( ) 24-27 years old
( ) Others; please specify _________
Year Level:
( ) First year level
( ) Second year level
( ) Third year level
( ) Fourth year level
Direction: Read each statement below and decide if you strongly disagree,
disagree, agree, or strongly agree. Check your answer from the choices given.
Legend:
4 - Strongly Agree 3 – Agree 2 – Disagree 1- Strongly Disagree
A. The challenges faced by BSED-ENGLISH learners in English

learnings.
Strongly Agree Disagree Strongly
Agree (3) (2) Disagree
(4) (1)
PRONUNCIATION
1. I need to have good English
pronunciation
2. I attempt to speak with
native English pronunciation
3. My non-native accent always
interferes with English
pronunciation.
4. I believed that correct
pronunciation can be
improved by first imitating
correct pronunciation.
5. I encounter difficulties in
pronouncing some English
phrases because their
spelling often does not
reflect their pronunciation
57
VOCABULARY
1. I was able to learn
vocabulary better when it
was presented in multiple
ways such as pictures,
sounds, definitions,
examples, etc.
2. I was able to have a wider
range of vocabulary
activities using an English
mobile app.
3. Unable to keep up with part
of a conversation or
discussion with classmates.
4. During discussions, there
are moments when I am
unfamiliar with the meanings
of certain words.
5. I often misinterpreted our
discussion or the lecturers’
intended meaning and
instructions.
GRAMMATICAL STRUCTURE
1. I always make the same
mistakes in choosing words
in oral form and cannot
correct them easily.
2. I frequently make mistakes
or get confused when it
comes to a subject-verb
agreement in my writing
system.
3. In selecting the correct
word(s) to express an idea, I
am slow and inefficient.
4. I can use grammar,
punctuation, and mechanics
well so my errors do not
interfere with peoples’
understanding of my ideas.
5. I can correctly fix the errors
through make with grammar,
punctuation, and mechanics.
B. The possible factors of challenges

58
LACK OF CONFIDENCE
1. I hesitated to speak English
with my teacher and
classmates inside or outside
the classroom as I might
mispronounce the words.
2. I want to learn English, but
I'm not sure if I'm capable of
doing so.
3. Even if I’m nervous, I
continue to strive to learn.
4. It was hard for me to speak
because of the fear of being
teased.
5. When I’m unsure about
something I’ve written, I ask a
peer for feedback.
OVERUSE OF NATIVE
LANGUAGE
1. Expressing by first language
(L1) is more convenient than
the English language.
2. I frequently blended English
with other languages, such as
Filipino and my native dialect.
3. I can’t express my ideas
comprehensively when I use
a language other than my first
language (L1)
4. I can only express my ideas
comprehensively when I use
my native language
5. There are words in my native
language that I find difficult to
translate into English
LEARNING ENVIRONMENT
1. I only use appropriate English
in school or the classroom.
2. I use English even when I’m
at home.
3. We use our native language
instead of English to
communicate during
classroom activities.
4. Most of the people around me
do not speak English.
59
5. For subjects where English is

the medium of instruction, the
teachers do not use English
all the time.
60
APPENDIX B
LETTER FOR THE APPROVAL OF CLASS LIST
Request Letter for the Approval of Class List

Sabayle St., Iligan City
April 18, 2022
MARIETTA F. ENDOMA, EdD.

Madame:
Good day!
The undersigned are currently undertaking a study entitled “CHALLENGES
FACED BY BSED-ENGLISH STUDENTS OF ST. PETER’S COLLEGE IN
ENGLISH LANGUAGE LEARNING” concerning the partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education Major in
English, specifically in Language Research Education 1. The researchers are
currently enrolled at St. Peter's College, and conducting a study among the
students enrolled in 2nd Semester, SY 2021-2022 from the Department of
College of Education particularly to the students of Bachelor of Secondary
Education Major in English. We are in charge of research and development,
and we formally requesting a permission to access our research study by
allowing us to have copy of the Class List for every year level.
We aim to use the information gathered to help us create our study, and share it
with our Research Adviser, Carlito Abarquez, Phd. in accordance with your
organization's policies. In view of this, the information of the students would be
kept confidential in accordance with the “Research Ethics”.
Thank you for your time and consideration, and we hope you will grant this
request. God bless you!
Respectfully yours;
(SGD)PRETTY APRIL L. PADILLA (SGD) NORHANIA A. TANGGO

Researcher Researcher
(SGD) FARAJEMA A. RADIE

Researcher
Noted by: Approved by:
(SGD) CARLITO A. ABARQUEZ (SGD) MARIETTA F. ENDOMA, EdD.

Adviser Dean, College of Education
61
APPENDIX C
LETTER FOR DATA COLLECTION FOR RESEARCH
Request Letter for Data Collection for Research

April 18, 2022
CARMELITA PUNONGBAYAN
Acting Registrar
Dear Ms. Punongbayan:
Good day!
The undersigned are currently undertaking a study entitle “CHALLENGES

FACED BY BSED-ENGLISH STUDENTS OF ST. PETER’S COLLEGE IN
ENGLISH LANGUAGE LEARNING” in the partial fulfillment of the requirements
for the degree of Bachelor of Secondary Education Major in English, specifically
in Language Research Education 1. In view of this, the researchers formally
request a permission to the Dean of the College of Education to request for the
copy of Enrolled Students from the Bachelor of Secondary Education Major in
English for this 2nd Semester, SY 2021-2022.
The researchers attached a request letter for the approval of class list siged by
Maritetta F. Endoma, EdD., the Dean of College of Education. The information
collected would be kept confidential in accordance with the “research ethics”.
We sincerely appreciate your time to llok intou our data request. Thank you and
we hope you will grant our request. God bless you!
Respectfully yours;
(SGD) PRETTY APRIL L. PADILLA (SGD) NORHANIA A. TANGGO

(SGD) FARAJEMA A. RADIDE

Researcher
Noted by:
(SGD) MARIETTA F. ENDOMA, EdD.
(SGD) CARLITO A. ABARQUEZ Dean, College of Education
Adviser
(SGD) CARMELITA PUNONGBAYAN
Acting Registrar
Approved by:
62
APPENDIX D
LETTER FOR THE RESPONDENTS
Letter for the Respondents

April 18, 2022
Dear Respondents,
Good day!
We, Pretty April Padilla, Farajema A. Radie and Norhania Tanggo, a students of
St. Peter’s College from the Department of College of Education taking the
Degree of Bachelor of Secondary Education Major in English will conduct a
survey to the students from the same department particularly the Bachelor of
Secondary Education Major in English from different year level in partial
fulfillment of the requirements for the degree. The researchers will conduct a
study entitled, “CHALLENGES FACED BY BSED-ENGLISH STUDENTS OF ST.
PETER’S COLLEGE IN ENGLISH LANGUAGE LEARNING”.
Thus, we would like to have your cooperation and support by answering the
survey questionnaire that will be ask by the researchers. We, the researchers
assure you that we will never state any name in our study and will keep the
information confidential.
Thank you and God bless!
Respectfully yours,
(SGD) PRETTY APRIL L. PADILLA (SGD) NORHANIA A. TANGGO

(SGD) FARAJEMA A. RADIE

Researcher
Noted by:
(SGD) CARLITO ABARQUEZ, PhD.

Adviser
Approved by:
(SGD) MARIETTA F. ENDOMA, EdD.

CURRICULUM VITAE
PRETTY APRIL PADILLA

Purok Bougainvilla Pula Villa Verde
09654227964
prettyaprilpadilla.190228@gmail.com
PERSONAL INFORMATION
BIRTHDATE: April 07, 2000
BIRTHPLACE: Ozamiz City, Misamis Occidental
AGE: 22 years old
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Rico M. Padilla
MOTHER’S NAME: Elvira L. Padilla
EDUCATIONAL BACKGROUND
Tertiary Bachelor of Secondary Education In English
(present)
Senior High La Salle Academy
(2018-2019)
Secondary La Salle Academy
(2016-2017)
Elementary Iligan City Central School
(2012-2013)
CURRICULUM VITAE
FARAJEMA A. RADIE
Purok 5, Tambacan, Iligan City
09465790506
farajemaradie.190118@gmail.com
BIRTHDATE: July 23, 2000
BIRTHPLACE: Bubong, Bacolod-Kalawi, Lanao del Sur
AGE: 21 years old
RELIGION: Islam
FATHER’S NAME: Saidomar P. Radie
MOTHER’S NAME: Baimona M. Alulong
(present)
Senior High Iligan City National High School – Main
(2018-2019)
Secondary Iligan City National High School – Main
(2016-2017)
Elementary Awani Elementary School

(2012-2013)CURRICULUM VITAE
NORHANIA A. TANGGO
Achacoso Drive, Prk 6, Maria Cristina
Baloi Lanao del Norte
09261838548
Norhaniatanggo190438@gmail.com
BIRTHDATE: February 03, 2001
BIRTHPLACE: Baloi, Lanao del Norte
AGE: 21 years old
RELIGION: Islam
FATHER’S NAME: Alinor L. Tanggo
MOTHER’S NAME: Saadia A. Tanggo
(present)
Senior High St. Peter’s College
(2018-2019)
Secondary Balo-I National High School
(2016-2017)
Elementary Jamiatu Muslim Mindanao
(2012-2013)

Challenges Faced by Bsed English Studnets of St. Peters College in English Language Learning

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Challenges Faced by Bsed English Studnets of St. Peters College in English Language Learning

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CHALLENGES FACED BY BSED-ENGLISH STUDENTS OF

ST. PETER’S COLLEGE IN ENGLISH

PRETTY APRIL L. PADILLA

PRETTY APRIL L. PADILLA

In partial fulfillment of the requirements for the degree Bachelor of

CARLITO A. ABARQUEZ, PhD

Approved in partial fulfillment of the requirements for the degree Bachelor

MARIETTA F. ENDOMA, EdD

CARLITO A. ABARQUEZ, PhD EMMA A. ZALSOS, MAED

Accepted in partial fulfillment of the requirements for the degree Bachelor

MARIETTA F. ENDOMA, EdD

This research is the result of hard work and dedication.

support and guidance during the process of this study.

patience, and guidance during the study process.

researcher wishes to express their heartfelt gratitude to the following individuals

for their contributions to the study's success;

guidance, extra strength, and His blessing throughout the study.

To the Chairman and Dean, Marietta F. Endoma, EdD, and Emma A.

To the respondents for being very hospitable in answering the

Louise D. Versola, for the encouragement and motivation to support and

our emotions and mind are kept stable.

This study aimed to determine the challenges faced by the BSED-ENGLISH

1 THE PROBLEM AND ITS SCOPE

Statement of the Problem 7

Significance of the Study 8

Scope and Limitations 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Research Instrument and its Validity 23

Data Gathering Procedure 24

4 RESULTS AND DISCUSSIONS 25

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

B LETTER FOR THE APPROVAL OF CLASS LIST 60

C LETTER FOR DATA COLLECTION FOR RESEARCH 61

D LETTER TO THE RESPONDENTS 62

1 BSED-ENGLISH students’ sample size 22

2 Age of the Respondents 25

3 Sex of the Respondents 26

4 Year Level of the Respondents 27

5 Challenges that Student Faces when Learning 28

6 Challenges that Student Faces when Learning 29

7 Challenges that Student Faces when Learning 31

8 The Possible Factors that Contribute to These 32

9 The Possible Factors that Contribute to These 34

10 The Possible Factors that Contribute to These 35

11 Relationship Respondents’ Challenges in English 37

12 Relationship Respondents’ Challenges in English 38

13 Relationship Respondents’ Challenges in English 39

14 Relationship Respondents’ Possible Factors in 40

15 Relationship Respondents’ Possible Factors in 41

1 Schematic Paradigm of the Study 6

2 Map of the Location of St. Peters College Iligan City 21

THE PROBLEM AND ITS SCOPE

official language, it is spoken by more than 14 million Filipinos, and it remains to

business, science, technology, government, international communication, and the

primary medium of instruction in education. Nowadays, Filipinos can speak and

communication skills (LookUpgrade Corp.,2019). However, in the process of

language, specifically college students. According to Separa et al. (2020),

phonetics or sounds they produce, the aptness of vocabulary, the correctness of