Erica Thesis

FACTORS INFLUENCING ENGLISH LANGUAGE ACQUISITION AMONG
GRADE 5 PUPILS IN THREE DIVERSE ELEMENTARY SCHOOLS
A Thesis
Presented to the
Faculty of college of education
In Partial Fulfillment
Of the requirements for the subject
Research in Education-Undergraduate Thesis 2
by
CALINGAY, ERICA ROSE B.
DONATO, ANABELLE C.
DONATO, FRANCE CAVIN F.
GONZALES, CECILLE V.
MONRIAL, ANGEL E.
RAMOS, JAYCEL
Republic of the Philippines

ISABELA STATE UNIVERSITY
Palanan, Isabela
July 2024
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APPROVAL SHEET
The research paper attached here to, entitled FACTORS INFLUENCING

ENGLISH LANGUAGE ACQUISITION AMONG GRADE 5 PUPILS IN
THREE DIVERSE ELEMENTARY SCHOOLS prepared and submitted by
CALINGAY, ERICA ROSE B. DONATO ANABELLE C. DONATO FRANCE
CAVIN F. GONZALES CECILLE V. MONRIAL ANGEL E. RAMOS JAYCEL
in partial fulfilment of the requirements for the degree, BACHELOR OF
ELEMENTARY EDUCATION, is hereby endorsed.
NANET G. EUGENIO
Adviser
Accepted and approved as a partial fulfilment of the requirements for the degree
BACHELOR OF ELEMENTARY EDUCATION with a grade of___________
PANEL OF EXAMINERS
GINA D. GAMEZ MARYJANE T. DONATO

Member Member
ROGER POLICARPIO NANET G. EUGENIO

Research Coordinator Campus Coordinator
Recorded by:
JOLEN C. PALOGAN, MIT

Acting Registrar
2
ACKNOWLEDGMENT
To Jesus Christ, our Lord and Savior, for giving us the wisdom, strengths,
support, and knowledge needed to explore things, for the guidance that helped us
surpass all the trials that we encountered, and for giving us the determined to pursue
our study, and to make this study possible.
We want to thank and express our deepest gratitude to our adviser in Research
in Education- Undergraduate Thesis 2, Mrs. Nanet G. Eugenio, whose knowledge,
generosity, guidance, insights, and feedback in accomplishing this research work as
we identified the best strategies for analyzing, presenting and discussing the findings
of this research paper. Her mentorship motivated us to pursue our research with
confidence. We are extremely grateful to A Mr. Roger Policarpio, for their valuable
advice, comment and recommendations.
To all Grade 5 pupils who served as respondents in the study for their patience,
considerations, and cooperation in answering and accomplishing the survey
questionnaires needed for this study.
Ms. Jemalyn D Cabana, Teacher III of Mathematics subject at PSAT, for
being the statistician who processed the result of our study. Thank you, Ma’am, for
advising us on how we will properly interpret the result of our study.
Fr Joey M. Donato, Mr. Rumar Lopez, Mr Juluis D. Almonte and Mrs.
Gina D. Gamez Our Grammar Critique, patiently edited and checked our grammar
errors and the total contents of our research paper. Moreover, to our groupmates for
their contribution and time spent working together to finish our research.
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DEDICATION
It is dedicated to the people who offered the researcher strength, support, and
courage, our parents, friends, classmates, and most, importantly, God.
CALINGAY, ERICA ROSE B.
DONATO, ANABELLE C.
DONATO, FRANCE CAVIN F.
GONZALES, CECILLE V.
MONRIAL, ANGEL E.
RAMOS, JAYCEL
4
ABSTRACT
This research was conducted with the primarily aim of determining the
Factors influencing English language acquisition among grade 5 pupils in three
diverse elementary school. It particularly aimed to determine the variables of the
pupils in their learning, Identify the factors influencing English language acquisition
among grade 5 pupils in elementary grades, to identify the importance of second
language acquisition on pupils, to assess resources available for teaching the English
language in the selected schools to learners with learning factors.
The respondent comprised of 48 pupils (27 males and 21 females) from grade
5 pupils of Palanan Central School, Culasi Elementary School, Dialawyao Elementary
school. The Descriptive method was used in this study and simple random sampling
were used in selecting the 48 respondents. Furthermore, in gathering the data needed
for this research, it used personal interviews and questionnaire, and it was analyzed
using frequency counts, mean and percentages distribution.
Regarding the results of this study, the findings showed that the strategies
employed by the respondent played a Factors influencing English language
acquisition among grade 5 pupils. The most commonly used factors influencing
English language acquisition among grade 5 pupils in three diverse elementary school
is the motivation which garnered the highest percentage, 4.18 % 25 pupils (11 females
and 14 males). The most commonly used factors they help them to become more
knowledgeable is Personality, which garnered 4.07 % or 24 pupils (10 females and 14
males) who answered this. There were (20) students (10 female and 10 male) with an
average weighted mean of 4.04 in terms of attitude. There are 15 students says that
age affect their studies in terms of age in terms of age with an average weighted mean
of 3.60.
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CHAPTER I
THE PROBLEM AND IT’S BACKGROUND
Introduction
This research paper aims to study the different factors influencing English
language acquisition among grade 5 pupils in three diverse elementary school.
Language is very important to communicate other and communication is a way to
build our relationships with one another. The process by which a person learns a
language is sometimes called acquisition instead of learning, because some linguists
believe that the development of a first language in a child is a special process. English
language acquisition is a vital component of education, Grade 5 level is a crucial stage
in the educational journey of students, where they transition from foundational
language skills to more complex language structures. The English language skill
acquisition of Grade 5 students in three different elementary schools faces numerous
challenges. It is of utmost importance to identify and address these factors to promote
equitable language acquisition experiences and enhance the levels of language
proficiency among Grade 5 students. Through an understanding of the factors that
influence the acquisition of the English language, educators can enhance their support
for grade 5 pupils in their journey of language learning and facilitate educational
equality.
The purpose of this study is to comprehend the different elements that go into
helping the fifth-graders in these school successfully acquire English as a second
language. Individual traits including motivation, age, attitude, personality, and
learning. In order to inform educational policies and practices that support equal
access to high-quality education and language skills for all kids, it is also important to
look into the particular characteristics that affect grade 5 students’ learning of the
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English language in three different schools examine the particular issues and causes
affecting English language in grade 5 pupils across the three diverse elementary
schools in SDG 4.
Acquiring English language skills is crucial in today's globalized world, as
it brings forth various opportunities for individuals. Sustainable Development Goal 4
emphasizes the importance of providing inclusive and high-quality education to all,
which includes promoting effective literacy and numeracy skills. In this context, the
acquisition of the English language plays a significant role in equipping students with
vital communication skills. Moreover, it contributes to fostering inclusive and
equitable education, promoting cultural understanding, and facilitating global
communication. Unfortunately, Grade 5 students in three diverse elementary schools
may face challenges that hinder their progress in acquiring the English language.
Grade 5 is a crucial stage in the educational journey of students, where they
transition from foundational language skills to more complex language structures.
English language acquisition is a vital component of education, especially
in a globalized society where English acts as a universally accepted means of
communication. Grade 5 students in various primary schools in SDG encounter
distinctive obstacles in acquiring English language proficiency due to their diverse
backgrounds and cultural circumstances. Comprehending the specific difficulties and
factors that impact English language acquisition at this grade level is paramount for
devising efficient language learning strategies and interventions.
One crucial element to consider is the impact of socio-cultural
backgrounds on language acquisition. Pupils hailing from diverse cultural
backgrounds may possess unique linguistic experiences and varying exposure levels
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to the English language. These factors can greatly influence the language acquisition
process and the resulting outcomes. The English language skill acquisition of Grade 5
students in three different elementary schools faces numerous challenges. Factors
such as socio-cultural backgrounds, motivation and attitude, instructional quality, age-
related aspects, and parental involvement can all have a significant impact on
language acquisition outcomes. It is of utmost importance to identify and address
these factors in order to promote equitable language acquisition experiences and
enhance the levels of language proficiency among Grade 5 students.
Through an understanding of the factors that influence the acquisition of
the English language, educators can enhance their support for grade 5 pupils in their
journey of language learning and facilitate educational equality. In addition, the
methods and strategies employed by educators play a significant role in the outcomes
of language acquisition. Traditional teaching approaches that primarily emphasize
grammar drills and rote memorization may not effectively engage grade 5 pupils or
promote the development of communicative language skills. Therefore, it is crucial to
explore innovative and student-centered teaching methods that encourage active
participation and meaningful interaction in the process of learning the English
language.
Many factors influence students’ ability to succeed academically while
studying a foreign Language. For many English language learners, learning a foreign
language is just one aspect of adjusting to and integrating into a new culture and
country’s educational system. They must not only learn rapidly to get by in their
everyday lives, but they must also adapt to life in a school setting where their native
language is not spoken. Different behavioral and academic norms, new social
customs, and different cultural values are only a few of the obstacle.
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The researcher believed that children did not learn it in their childhood, they
will not get it easily cope it up in their youth and maybe they will forget it soon.
Therefore, children are advised to learn and to use the language as early as possible to
acquire it faster. Teaching English Language to children at early age has also positive
impact. Some research has found out that there are some factors that affect the
acquisition of a second or foreign Languages. However, the aim of the present work is
to examine the extent to which these factors can influence the acquisition of a second
or foreign Language. Consequently, the factors that influence the acquisition of a
second or foreign language are classified into internal and external factors.
Statement of the Problem
This study aims to determine the factors influencing English language
acquisition among grade 5 pupils in three diverse elementary school environments,
specifically in Culasi Elementary School, Dialawyao Elementary School, and Palanan
Central School for the year 2023-2024. It seeks to answer the following questions:
1. What are the profiles of the respondents in terms of:
a. Sex
b. Age
c. School
2. Identify the factors influencing English language acquisition among grade 5 pupils
in elementary grades.
2.1 Motivation
2.2 Age
2.3 Attitude
2.4 Personality
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3. What is the significance of English language acquisition among grade 5 pupils?
4. What is the importance of second language acquisition for pupils?
Objective of the study
Generally, this study assessed the factors influencing English language
acquisition among grade 5 pupils in three diverse elementary schools, specifically at
Culasi Elementary School, Dialawyao Elementary School, and Palanan Central
School through the attainment of the following specific objectives:
1. To determine the factors influencing English language acquisition among grade 5
pupils in three diverse elementary schools.
2. To identify the importance of second language acquisition on pupils.
3. To assess resources available for teaching the English language in the selected
schools to learners with learning factors.
Significance of the study
This study is significant for several reasons in relation to the Sustainable
Development Goals (SDGs):
This study will help ensure that all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and effective learning
outcomes (SDG 4). Overall, the significance of this study can inform educational
policies, practices, and interventions to enhance English language learning outcomes
and contribute to the overall achievement of SDGs above. This study will be
beneficial to the following:
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Future researchers- would benefit from this study by obtaining a deeper
understanding of the identified factors that influence English language acquisition in
students. The study can also serve as a reference for future researchers conducting
their own research
Researchers – This study can serve as a basis for further research on language
acquisition and educational disparities.
School Administrators – This study can provide valuable insights to school
administrators in making informed decisions regarding language education policies
and programs.
Teachers – Teachers are the first to be helped by this study to give them ideas about
what factors influence English language acquisition and how to address them in their
teaching strategies.
Parents – This study will provide parents with information about the factors that
influence English language acquisition. This will help them assess how to think of
ways to help their children improve their English-speaking skills.
Policy-makers – The findings of this study can contribute to the development of
evidence-based policies that support the improvement of English language learning in
elementary schools.
Pupils – They would be more responsible in learning languages because they will
understand the important factors influencing English acquisition in elementary grades.
Scope and delimitation of the study
This study focused on assessing the factors influencing English language
acquisition among grade 5 pupils in three diverse elementary schools specifically at
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School for school year 2023-2024. Information was based on data gathered thru
survey questionnaire and interview. This study was conducted during the year 2023-
2024.
Definition of terms
For further understanding the following terms used in this study are
operationally defined to give the readers easier understanding of the study.
Acquisition – involves the subconscious acceptance of knowledge where information
is stored in the brain with communication. It is also referring to the process used for
developing native languages.
Attitude – Attitude refers to the evaluative stance or disposition that grade 5 pupils
have towards learning and acquiring English language skills. It compasses their
beliefs, feelings, and opinions, about the importance, value, and relevance of English
language acquisition.
Communication- the act process of using words, sounds, etc. to express or exchange
information to express your ideas, thoughts particularly in a classroom.
English language – English as taught to people whose main language is not English
and who live in a country where English is not the main official language.
External Factor- refer to the environment in which learning occurs. This entails
considering the social context in which learning occurs, as well as the language in
which the learners is exposed to input.
English Proficiency- Is the ability of an individual to speak or perform in an acquired
language.
Fluency- a quality or condition of being fluent. The ability to speak or write, read
languages easily and accurately.
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Factors – A factor is what contributes to certain results obtained when the
responsibility for variation or changes falls on it.
Influencing – the capacity to influence the character, development, or behavior of
someone or something, or the effect itself.
Internal Factor- Internal variables typically consist of the variables being
manipulated and measured. Internal aspect includes interest, motivation, and physical
health, whilst external factors include respondent’ habits, as well as amenities and
infrastructure.
Language- This is an array of objects or symbols, such as sounds or character
sequences that can be mixed in a range of methods according to a set of rules,
primarily to transmit thoughts, feelings, or instructions.
Learning language – Broadly defined as developing the ability to communicate in
the second language, and in this context includes Language learning for specialists.
Motivation – This is the desire or willingness of someone to do something. In
language learning, motivation can be intrinsic (coming from the joy of learning the
language itself) or extrinsic (driven by external rewards such as grades or praise).
Personality - This refers to the combination of characteristics or qualities that form
an individual’s distinctive character. In the context of language acquisition,
personality traits such as openness, extraversion, and motivation can significantly
influence a student’s ability to learn a new language.
Reading- the action or skill of reading written or printed materials silently or loud.
Second language acquisition- This term refers to the learning and acquisition of a
second language once the mother tongue of first language acquisition is established.
Second language acquisition or SLA is the process of learning other languages in
addition to the native language.
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Speaking- To converse or expressing one’s thoughts and feelings in spoken language.
Research Paradigm
This study aims to explain the Factors influencing English language acquisition
among grade 5 pupils in three diverse elementary school.
INPUT PROCESS OUTPUT

1.Data collection and  Research finding
1.What are the profile of
Analysis on the factors
the respondents in terms
 Gather influencing
of: (Age, Sex, School) demographic English language
2.Identify the factors information of acquisition.
influencing English respondent.
language acquisition  Identify the  Recommendation
among grade 5 pupils in factors s for schools to
elementary grade. influencing enhance student
(Motivation, Age, English language in English
Attitude, Personality acquisition language
among grade 5 acquisitions.
3.What is the
pupils in
significance of English  Classification of
elementary grade.
language acquisition student based on
 Importance of
among grade 5 pupils? their factors
second language
4. What is the acquisition for influence English
importance of second pupils. language
language acquisition for acquisition.
pupils.
FEEDBACK
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CHAPTER II
REVIEW OF RELATED LITERATURE
According to (Ellis, 1995) There are many factors that influence second language
learning such as age, attitude, motivation, and personality.
1. Local Studies
Gertrude (2013) on her paper entitled Assessment of English Proficiency
among BEED student noted that the majority of the BEED student believed that
English proficiency is really important especially for the opportunities for
employment locally and globally It was also concluded that studying practicing,
learning new vocabularies and reading English literatures are the major factors for
students to have Taguta (2013) on his research entitled students perceived level of
English proficiency in spoken English was average. The findings proficiency and
attitude toward the English language, classroom activities, teacher motivation, and
classroom environment. This study conducted by Robelle Mille Ann B. Racca and
Ronald Candy S. Lasates, state that in a report published by called business English
Index (BEI), Philippines was tagged as the world’s best country in business English
proficiency, in not just one but two consecutive years. Based on the BEI Report in
2013, only the Philippines attained a score above 7.0, putting the country within range
of a high proficiency that indicates an ability to lead business discussion and perform
complex tasks. Moreover, in 2013 BEI report, the Philippines earned 7.95 score, an
improved BEI score the prior year. This maybe the reason why the Philippines has
taken over India attributed to their proficiency in the English language. Educators
agree that proficiency in the English language is the basis for success in academic
pursuits. Reading, writing, and working with numbers are tasks that are based on
language skills, describe this as the interplay between everyday language proficiency
15
in English is significantly related to academic performance. As claim, language
functions. The language functions play a significant role in critical and analytical
thinking required is science and mathematics subject. Thus, the more the students are
proficient with the English language, the more they are likely to perform well in their
academic subject. (SCRIBD)
According to her, the influx of foreign learners of English is also on the rise
due to the relatively more affordable but quality English as a second language (ELS)
programs being offered locally. However, in a recent roundtable discussion organized
by the Britist Council, key stakeholders from the government, academe, and non-
government sector acknowledge that even if the Philippines is doing fine in terms of
English competency, concerns on how much of a competitive advantage it still is for
the country were raised. The stakeholders agreed that the country needs to step up its
efforts in improving the teaching and learning of English, Developing it as a vital skill
of the workforce. This is an initiative that could potentially strengthen the Philippines’
distinct advantage in this part of the world, particularly with the upcoming ASEAN
economic integration (Cabigon, 2016). In view of this, this study is conducted to find
out the proficiency of college students in one of the Institution here in the Philippines.
(SCRIBD)
2. Foreign studies
English has spread throughout the world, transitioning from a foreign
language to a second primary language in most countries, including Saudi Arabia.
Mastery of the English language is one of the entrance criteria for several
undergraduate majors in Saudi Arabia, as well as one of the prerequisites for
employment in some governmental and private-sector enterprises. People who travel
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throughout the world converse with others in English, regardless of their main
language. Airports, hotels, restaurants, banks, and hospitals all hire English-speaking
employees to assist in dealing with foreign visitors. There is a strong desire and need
to learn the language, not only to converse with English native speakers, but also to
aid in worldwide communication with individuals of other nations (Alasmi,2016).
According to Khan, T.J. and Khan, N. (2016) nobody can deny English's dominant
status as a communicating language. In Pakistan, it is both a medium of instruction
and a required topic. However, it has several learning issues. Students' failure rates
are rising, which is regrettable. Failure in this topic equates to failure in the public
exams. All stakeholders can see the stakeholder worries regarding the issue. Many
variables have been identified as being responsible for making it difficult to learn
English. The findings show that students in the setting want to study English, but a
few obstacles stand in their way that must be overcome for the language's future
success. The ambiguous educational policies, the biased attitude toward English, the
behavior of parents and teachers, the government's adverse policies, the lack of
modern teaching technology in the public sector, the shortage of English teachers,
particularly in the most remote colleges, the flawed syllabi and examination system,
the lack of teaching training, and the deprived position of teachers are the major
factors that are causing obstacles in learning English as stated in the result of this
study. The development of English language competence in Malaysia is becoming
increasingly crucial, particularly in education. In the study of Hashim et.al., the
Malaysia Education Blueprint (2013-2025) states that improving all students' English
proficiency would be the top objective. (Google scholar)
Students must be fluent in English, which will prepare them well for
joining the employment in a globalizing world. The English language has been
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regarded as a critical component in the endeavor to obtain developed nation status by
2020. Due to the rapid development of computer and mobile technologies, it is
viewed as a promising instrument for boosting language acquisition, but despite it, the
rapid development of new generations of mobile devices has enhanced the enormous
potential for successful English language acquisition, particularly among the youth. It
is called English as Second Language (ESL) students at pre-university. The study's
findings are supposed to give polytechnic administrators with a method of making
efficient fiscal and educational decisions about mobile learning, as well as to secure
the fiscal and pedagogical viability of a mobile learning project in a globally
competitive context. According to the findings, students have a favorable attitude
toward mobile learning. These findings supported the necessity to include the usage
of mobile devices as a learning support to ESL learners' learning in order to increase
their language competency. In Malaysia, a critical factor affecting university students'
learning process is a lack of motivation. The study of Azar & Tanggaraju (2020)
investigates the types of motivation that Bachelor students used in learning English at
one of Malaysia's private universities. It was also examined to determine the level of
motivation of Bachelor students learning English as a Second Language (ESL). This
study employed a quantitative approach, with data collected via a questionnaire
adapted from Gardner's (1972) Attitude, Motivation Test Battery (AMTB). According
to the findings, most students were instrumentally motivated to learn ESL. The level
of motivation revealed that the students had a high level of instrumental motivation
for learning English, as opposed to integrative, resultative, and intrinsic motivation. A
few suggestions were made based on the findings. To begin, lecturers should always
create a classroom environment that encourages students' motivation to learn ESL.
Second, as part of Global Learning Programs, students should be given more
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opportunities to visit other English-speaking countries (GLP). In that case, ESL
teachers or lecturers should encourage all forms of motivation in the classroom and
guide students toward achieving their goals. Davitishvili, N. (2017) focuses on the
inseparability of language and culture, emphasizing the importance of cross-cultural
communication. In an increasingly internationalized global world, awareness, and
communicative competence in teaching English as a second language (TESL) are
essential. Cross-cultural awareness has always been an important component of
modern language studies, as preparing students for effective and competent
intercultural communication necessitates not only the teaching of linguistic skills such
as phonology, morphology, lexicology, and syntax, but also the vital component of
cultural knowledge and awareness. The study's findings discussed the inseparability
of language and culture, which would likely aid learners in developing cross-cultural
awareness and communicative competence. First, English as a Second Language
course content should include linguistic and cross-cultural components to foster an
intercultural environment in the classroom and address any challenges that students
may face. Second, cross-cultural contents relevant to the learners' own values and
cultural background must be incorporated into existing course curricula to increase
students' awareness of cultural differences in multicultural situations, thereby
preventing cultural conflicts that may arise because of misinterpretations,
ethnocentrism, and other factors as well as stereotypes. Third, ESL (English as a
Second Language) teachers must transition from a traditional teaching practice to an
intercultural one. Finally, English as second language textbooks should be
supplemented with additional material to help students develop cross-cultural
awareness and communicative competence. (SCRIBD)
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English Proficiency of Elementary Students Proficiency in English is
usually defined by a combination of skills, reading, writing, listening, and speaking.
These are measured by standardized and internationally recognized tests, such as the
TOEFL (Test of English as a Foreign Language) or the IELTS (International English
Testing System), which are usually marked or a band score (Goldenberg, 2018).
Proficiency in English is a critical component of a successful modern society. English
is regarded as the common language all over the world. It is used as the language to
communicate in politics, economy, tourism, and education in addition to many other
fields. As the need to communicate in English increases, teaching English as a foreign
language and testing of English become more significant worldwide, and
methodologies for the development of proficiency in English has already become a
predominant research area (Matsuda, 2015).
English is the third most spoken and most widely taught language on the
planet. Commonly used in over 100 countries by more than 300 million people as a
first language and by over 600 million as a second language, English is a “global
language,” the “lingua franca of the modern era.” English skills are necessary for any
country to fully benefit from global commerce; access the latest science, technology,
and innovation; and exert influence in the world. Over 20 percent of published
literature is in English, followed by approximately 10 percent in Mandarin and
German respectively (Center for Strategic and International Studies, 2017. Used
language of the world that holds the part of normal language among individuals with
various local languages. Meanwhile, according to Essays, UK (2016), a language can
be considered as a “global language” when it achieves the official position and
education preference in every nation, that language will finally come to be used by
more people than any other language. The essential reason to make a certain language
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as global language or international language is the power of its people. The power
includes the power of politic, economic, and military. The political, economic, and
military power are the three essential factors to make a language global and to keep its
status. As cited in UK Essays, Kaplan (2000) stated that when a new language is
introduced to new communities, and new better life is achieved by the new language,
it makes people prefer to use the language than their own language. As a result, the
use of a particular language became low that cause the language to disappear and this
was true when English was introduced to academic life. The lesser the usage of a
certain language the greater the risk of it to be forgotten or it disappears since it was
not used frequently in communication. (Lasaten,2016) In a report published called
Business English Index (BEI), Philippines was tagged as the world’s best country in
business English proficiency, in not just one but two consecutive years. Based on the
BEI Reporting 2012, only the Philippines attained a score above 7.0, putting the
country within range of a high proficiency that indicates an ability to lead business.
(Google Scholar).
Discussions and perform complex tasks. Moreover, in 2013 BEI report, the
Philippines earned 7.95 score, an improved BEI score over the prior year. This maybe
the reason why the Philippines has taken over India as a hub for call centers in Asia.
However, various studies reveal that the quality of education in the Philippines is
continuously declining. This notion is based on the results of achievement tests and
board examinations. Not only the elementary and secondary graduates are affected but
also the college graduates. The Professional Regulatory Commission (PRC) reports
that passers of board examinations in all fields of endeavor continue to go down. One
of the important causes for this phenomenon is the low academic performance in thee
Elementary and secondary levels. This academic performance of the students can be
21
attributed to their proficiency in the English language. Educators agree that
proficiency in the English language is the basis for success in academic pursuits.
Reading, writing, and working with numbers are tasks that are based on language
skills, describes this as the interplay between everyday language skills and more
advanced communication skills. Indeed, language proficiency is a key to academic
performance. A person who does not know English, for instance, not have access to
the world’s known scientific and technological discoveries that are predominantly
written in English. This means that students need to be proficient in English for a
better grasp of knowledge in Technology, Science, and Mathematics. As claim,
language proficiency in English significantly related to academic performance.
Academic subjects like science. Can be put into a sequence and form that allow their
meaning to become clear in sentence. The order of words in a phrase, clause or
sentence is called it syntax and the form of words is called morphology. Myhill,
Jones, Watson, and Lines (2016) stated that grammar is important, not only because in
the curriculum and national tests require it to be taught, buy because it is an important
element of knowledge about language. For many children, exposure to language will
help them to pick up different linguistic structures and be able to use them in their
writing skills. Some may even be able to use them effectively, with intent. However,
widening that exposure with clear teaching that involves, discussion, exploration,
investigation and experimentation has much greater impact on children’s writing, as
they start to cultivate a wider collection of structures they can consider. (Google
scholar)
In addition, Myhill et al. Said that grammar is an attempt to explain how
words work together to create meaning: language evolves independently of the
concepts and terminology we use to classify and describe it. Grammar is also in
22
perfect description of language sometimes there are things that disregard the
classification and areas where limits are unclear. Meanwhile, Jane Straus, Lester
Kaufman, and Ton stern (2014) claimed that the point of grammar proficiency is to be
clear and direct, and to avoid misunderstanding. Meaning grammar is a vital element
in acquiring a high level of English proficiency. According to Adora (2013) there is a
need to improve and master non-verbal English skills in context clues, correct usage
and grammar, sentence structure and correct use of punctuation in the majority of the
regular third year students of Tabuk City National High School. Her study further
found out there was evidence of poor and fair proficiency level of the students. Level
of Proficiency According to Nallaya (2012) defined English language proficiency as
utilized as a scale to measure the degree of an individual’s relation in the fields of
economy, business, politics, society, and education. There are multiple options to
measure the language proficiency level of language learners. Some of the proficiency
Test are standardized international tests, such as test of English as a foreign language
(TOEFL), and international English Language Testing System (IELTS). These two
high stakes tests measure the test Takers ability in using the language skills in
reading, listening, writing, and speaking. English language proficiency could be a
predictor in the students’ academic performance in Science, Mathematics and English
since the medium of instruction used in the teaching of the said subjects is English.
Thus, English language program in school should be prioritized (International Journal
of languages, 2016). As of today, our government declared that English as our official
language to be spoken and other vital programs such as adding subjects in English to
the curriculum in primary, secondary, and college level. However, David J. Francis
and Mabel Rivera (2016) claimed that mastery of academic language is arguably the
single most important determinant of academic success for individual students. While
23
other factors (e.g., motivation, persistence, quantitative skills) play important roles in
the learning process, it is not possible to overstate the role that language plays in
determining students’ success with academic content. Proficient use of and control
over academic language is the key to content-area learning. Furthermore, it explains
that having a high level of English proficiency is not the very basis of success,
although, it really a big help. There are other factors that make an individual
successful such as self-motivation and determination. We often say or think that an
individual who speak English and use it as his first language to his day-to-day life is
successful one. So called stereotyping of people who speak the language, like if one
speaks English, he is automatically rich in our mind, and this is not what Francis and
Rivera’s idea stand for. (SCRIBD).
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the conceptual framework, research design, respondents of the
study, research instrument, and statistical treatment of the study.
Research Design
The research design for this study utilized a descriptive research design to
provide a comprehensive understanding of the factors influencing English language
acquisition among grade 5 pupils in three divers elementary schools specifically at
School. Using interview, and questionnaire this research design collected and
analyzed data to accurately describe the point of view of the grade 5 pupils among
grade 5 pupils at three diverse elementary school. By adopting a descriptive research
design, this study sought to generate valuable insights into the grade 5 pupils’
motivation, age, attitude, and personality.
Respondent of The Study
The respondents of the study were grade 5 pupils in three diverse elementary
schools specifically at Culasi Elementary School, Dialawyao Elementary School, and
Palanan Central School, during the academic year 2023-2024. The researchers used
proportionate sampling method where Fifty percent (50%) of the respondents would
be selected from each of the three (3) diverse elementary schools – 50% from Culasi
Elementary School, 50% from Dialawyao Elementary School, and 50% from Palanan
Central School.
25
Table 1 Distribution of Respondent in the Study Sites.
School Gender Population size

Male Female
Culasi Elementary 8 7 15
School
Dialawyao 9 4 13
Elementary School
Palanan Central 10 10 20
School
TOTAL 27 21 48
Research Instrument
The questionnaire used in this study was carefully validated to ensure that
the questions were accurate, relevant, and reliable. The content of the questionnaire
was divided into three (3) sections: Part 1 personal profile which include sex, age, and
school; Part 2 factors influencing the English language acquisition of the pupils which
includes motivation, age, attitude, and personality; Part 3 include interview sheet. The
questionnaire consisted of 30 items with 7 items in motivation, 7 items in age, 8 items
in attitude, and 8 items in personality. The thirty (30) statements were answered by
simply rating them as five (5) Strongly Agree (SA), four (4) Agree (A), three (3)
Neutral (N), two (2) Disagree (D), and one (1) Strongly Disagree (SD). The open-
ended interview sheet contains three (3) questions that would be answered according
to their experiences and opinions regarding the factors influencing English language
acquisition among grade 5 pupils, as well as its significance in three diverse
elementary schools.
26
Data Analysis
A survey method was conducted through face-to-face using structured
questionnaires to collected data from 48 students in three diverse elementary school
specifically at Culasi Elementary School, Dialawyao Elementary School and Palanan
Central School. As the respondents were interviewed, their responses were noted
down by the researchers. The responses were then analyzed to determine the factors
influencing English language acquisition among grade 5 pupils in three diverse
elementary school.
Statistical Treatment of the Study
The data collected were analyzed with the aid of the descriptive statistical
tools of frequency count and percentage to determine the personal profile and the
factors affecting English language among grade 5 pupils in three diverse elementary
school specifically at Palanan Central School, Culasi Elementary School, and
Dialawyao Elementary School year 2023-2024 consisting of 48 students. The data
collected were then procured using Microsoft Excel. A combination of frequency and
percentage would be applied to analyze the respondents' responses on the
identification of factors influencing English language acquisition among grade 5
pupils in three diverse elementary schools.
Scale Qualitative Description

4.21 – 5.00 Strongly Agree
3.41 – 4.20 Agree
2.61 – 3.40 Neutral
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree
27
The data collected were subjected to statistical treatment. The following was
used in this study.
The following are the formula used:
Percentage count
P=
Whereas.
F = Frequency of the pupils’ responses
N = Total Number of the pupils’ responses
Frequency and percentage count was used to measure the profile of the respondents in
terms of sex, age, and school
Weighted Mean:
- the weighted mean of the data
- Summation of the product of the frequency and corresponding score
n- number of the respondents
Weighted mean was used to determine the Factors Influencing English Language
Acquisition Among Grade 5 Pupils in Three Diverse Elementary Schools.
28
CHAPTER IV
RESULT AND DISCUSSION
The chapter presented, analyzed, and interpreted the data gathered to strengthen the
statement made for each phase of the study.
1. Profile of the Respondents
Table 1.1 Frequency and Percentage on the Age of the Respondents
Age Frequency Percentage

9-10 23 48.91%
11-12 25 52.08%
13-14 0 0%
Total 48 100%
Table 1.1 represents the frequency and percentage distribution on the age of the
respondents. Based on the data gathered, there are 23 or 48.91% of the grade 5 pupils
which belongs to age group of 9-10 years old, 25 or 52.08% who have belonged to
11-12 years old, and 0 or 0% under the age group of 13-14 years old. This explains
that all the respondents belong to school age learners.
Table 1.2 Frequency and Percentage Distribution on the Sex of the Respondents.
Sex Frequency Percentage

Male 27 56.25%
Female 21 43.75%
Total 48 100%
Table 1.2 represents the frequency and percentage distribution on the sex of the
respondents. Which is there are 27 or 56.25% male and 21 or 43.75% of female. It
29
indicates that male has the greatest number of respondents among the grade 5 students
in three diverse elementary school.
Table 1.3 Frequency and Percentage Distribution on the Current School of the
Respondents.
School Frequency Percentage

Palanan Central School 20 41.66%
Culasi Elementary School 15 31.25%

Dialawyao Elementary 13 27.08%
School
Total 48 100%
Table 1.3 shows the frequency and percentage distribution on the current school of the
respondents. Table shows that in every school there are different number of
respondents where as Palanan Central School contains of 20 or 41.66%, Culasi
Elementary School contains of 15 or 31.25%, and Dialawyao Elementary School are
13 or 27.08%.
30
2. Factors influencing English language acquisition among grade 5 pupils in
elementary grades.
Table 2.1 Weighted mean distribution of the respondents' factors in language
acquisition in terms of Motivation.
Statements Mean Qualitative

Description
A. Motivation
1. I am motivated to learn English because I enjoy it. 4.31 Strongly Agree
2. I am motivated to learn English because I believe it 4.38 Strongly Agree

will be useful for my future.
3. I am motivated to learn English because my teacher 4.15 Agree
makes the lessons interesting.
4. I am motivated to learn English because I want to 3.82 Agree

communicate with people from
other countries
5. I am motivated to learn English because I want to 4.05 Agree
understand English movies, music,
and books.
6. I am motivated to learn English because 4.19 Agree

I want to do well in school.
7. I am motivated to learn English because I want to 4.34 Strongly Agree

get a good job in the future.
OVERALL MEAN 4.18 Agree
Table 2.1 represents the weighted mean distribution of the respondent’s factors
influencing English language acquisition. In terms of being motivated to learn
31
English, students strongly agree that English will be useful for their future with a
mean score of 4.38, students strongly agree that learning English could help them to
get good job in the future with a mean of 4.34, suchlike with the statement number
one (1) with a mean of 4.31, while the students agree that learning English help them
to do well in school with a mean of 4.19, students also agree that they become
motivated because their teacher makes the lesson more interesting with a mean of
4.15, and then students also agree that they are motivated to learn English because it
may help them understand English movies and music with a mean if 4.05, lastly
students also agree that they are become motivated to learn English because they want
to communicate people using English from other countries with a mean of 3.82. It
means that the factors influencing English language acquisition in terms of motivation
are not generally affect themselves in terms of studying.
32
acquisition in terms of Age.

Description
B. Age
1. I started learning English at an early 4.17 Agree
age.
2. The earlier I started learning English, the easier it was 4.18 Agree
for me to understand.
3. My age does not affect my ability to learn English. 3.94 Agree
4. My age affects my motivation to learn English. 3.36 Neutral
5. My age affects the amount of time I can dedicate to 3.43 Agree
learning English.
6. My age affects how I feel about making mistakes in 2.88 Neutral
English.
7. My age affects my ability to understand English 3.22 Neutral
grammar.
Table 2.1 shows the weighted mean distribution of the respondents' factors in
language acquisition in terms of Age. In terms of age, the students agree that it’s
better to start learning English at an early age, and the earlier they started learning
English the easier it was for them to understand, also age does not affect their ability
to learn English, and age affects the amount of time they can dedicate in learning
English. The students age affects their motivation to learn English with a mean of
3.36, age affects their ability to learn English grammar with a mean of 3.22, and age
affects how they feel about making mistakes in English with a mean of 2.88. These
results imply that the factors influencing English language acquisition in terms of age
does not affect their ability to learn English.
acquisition in terms of Attitude.
33
Description
C. Attitude
1. I believe that English is important for my future. 4.38 Strongly
Agree
2. I feel confident when speaking English. 3.78 Agree
3. I enjoy participating in English activities in school. 4.00 Agree
4. I believe that making mistakes is a natural 3.79 Agree
part of learning English.
5. I believe that practicing English regularly 4.01 Agree
will improve my language skills.
6. I feel motivated to learn English. 3.97 Agree
7. I Believe that English will help me connect with 4.35 Strongly
people from different cultures. Agree
8. I have a positive attitude towards learning 4.04 Agree
English.
acquisition in terms of Attitude. Students strongly agree that English is important for
their future, and they believe that English will help them connect with people from
different cultures with a mean of 4.38 and 4,35. Student agree that having a positive
attitude towards learning English, and practicing English regularly will improve their
language skills with a mean of 4.04 and 4.01, they enjoy participating in English
activities in school with a mean of 4. Students feel motivated to learn English, they
believe that making mistakes is a natural part of learning English and they feel
confident when speaking English this resulted with a mean of 3.97, 3.79 and 3.78.
This implies that the factors influencing English acquisition of the grade 5 pupils in
terms of attitude positively affect their studies.
acquisition in terms of Personality.
34
Description
D. Personality
1. I am generally outgoing and enjoy 3.90 Agree
participating in English speaking activities.
2. I am naturally curious and interested in 4.01 Agree
learning new things, including English.
3. I am open-minded and willing to try new methods and 4.24 Strongly
approaches to improve Agree
my English skills.
4. I am self-disciplined and able to set goals and study 4.32 Strongly
regularly to improve my English. Agree
5. I am confident in expressing myself in 3.83 Agree
English, even if I make mistakes.
6. I am comfortable working independently to 4.16 Agree
practice and improve my English skills.
7. I am detail-oriented and pay attention to 3.87 Agree
grammar and vocabulary when learning English.
8. I am creative and enjoy using English in 4.25 Strongly
different ways, such as writing stories or songs. Agree
Table 2.4 weighted mean distribution of the respondents' factors in language
acquisition in terms of Personality. In terms of personality, statement number four (4),
eight (8), and three (3) students strongly agree that being a self-disciplined and able to
set goals and study regularly to improve their English, they enjoy and creative using
English in different ways, such as writing stories or songs, and they are open-minded
and willing to try new methods and approaches to improve their English skills with a
mean of 4.32, 4.25, and 4.24. the students agree to the statement number six (6), two
(2), one (1), seven (7), five (5) it says here thar they are comfortable working
independently to practice and improve their English skills, they curious and interested
in learning new things, including English with a mean of 4.16, 4.01, 3.90, 3.87, and
3.83.
35
Table 2.5 Weighted Mean Distribution of the perspective of the grade 5 pupils on
Factors in English Language Acquisition in three (3) three diverse Elementary School.
Factors Mean Qualitative

Description
A. Motivation 4.18 Agree
B. Age 3.60 Agree
C. Attitude 4.04 Agree
D. Personality 4.07 Agree
AVERAGE WEIGHTED MEAN 3.97 Agree
Table 2.5 Weighted Mean Distribution of the factors in English language
acquisition in three (3) three diverse Elementary School. Shows the overall result of
the perception of the students in three (3) diverse elementary school in terms of
motivation, age, attitude, and personality. Analysis shows that the pupils’ perception
on factors influencing English language acquisition is positively affected through
motivation with a total mean of 4.18, in terms of age the total mean is 3.60, the
students also agree with a total mean of 4.04 in terms of attitude and in personality
students agree that positively affect with a total mean of 4.07. Overall, this table
discussed that the factors mentioned above had an average weighted mean of 3.97.
3. Significance of the English language acquisition among grade 5 pupils.
Four reasons were arranged from the most frequent statement, given by the
grade V pupils. Among the statement given by the respondents, problems in
understanding the word recognition, motivation, age, attitude, lack of exposure is the
most numbered reason of having a difficulty in English language acquisition by the
grade V pupils in the three diverse elementary school.
36
It is important to learn and understand the word recognition, reading
comprehension, vocabulary acquisition, language background, lack of exposure.
Children’s might display difficulty with remembering, overcoming these challenges
takes time and patience, and each student’s journey will be unique to speak English
language.
4. What is the importance of second language acquisition for pupils.
Second language acquisition is paramount importance for pupils as if offers a
myriad of cognitive, academic, and socio-cultural benefits. By acquiring a second
language, pupils enhance their cognitive skills, such as problem-solving, creativity,
and critical thinking. Additionally, it expands their academic opportunities, enabling
access to a broader range of educational resources and enhancing their academic
performance. Furthermore, second language acquisition fosters intercultural
communication and understanding, promoting empathy, tolerance, and global
citizenship. Overall, mastering a second language equips pupils with valuable skills
and perspectives that not only enhance their academic success but also prepare them
to thrive in an increasingly interconnected and diverse world.
37
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.
This study aimed to find out the factors influencing English language
acquisition among grade 5 pupils in three diverse elementary school. Furthermore, it
discusses the summary, conclusion, and the recommendation being derived from the
results of this research.
Summary
This study was conducted primarily to determine the Factors influencing
English language acquisition among grade 5 pupils in three diverse elementary
school. It sought to identify the variables of the respondents included in this study,
factors influencing English language acquisition among grade 5 pupils, significance
of English language acquisition in terms of sex, and importance of second language
acquisition for pupils.
The respondents consisting of 48 pupils (27 males and 21 females), 20 pupils
from Palanan Central school, 15 pupils from Culasi Elementary School, and 13 pupils
from Dialawyao Elementary School. Descriptive method was used in this study and
simple random sampling was used in selecting the 48 respondents. Furthermore, in
gathering the data needed for this research, interviews and questionnaires had been
used.
The gathered data had undergone statistical treatment, in which the profile
variables of the respondents, factors influencing English language acquisition among
grade 5 pupils, significance of English language acquisition in terms of sex, and
importance of second language acquisition for pupils were processed through mean,
frequency counts, and percentages distribution.
38
The profile variables of the respondents, including sex, age, and school were
considered. In terms of the sex, it revealed that male respondents account for 27
(56.25%) and female respondents account for 21 (43.75%). As for the age, most of the
respondents were between 10 to 12 years old. For the school, 20 pupils came from
Palanan Central School, 15 pupils came from Culasi Elementary School, and 13
pupils came from Dialawyao Elementary School.
The factors influencing English language acquisition is positively affected
through motivation with a total mean of 4.18, in terms of age the total mean is 3.60,
the students also agree with a total mean of 4.04 in terms of attitude and in personality
students agree that positively affect with a total mean of 4.07. Overall, the factors
mentioned above had an average weighted mean of 3.97. Therefore, most of the
respondents agree to all factors influencing language acquisition.
Conclusions
Based on the findings of this study, the researcher derived the following
conclusions.
1. The profile variables of the respondents in this research study were divided into
three categories: Age, Gender, School. When it came to grade level, most of the
respondent were grade 5 pupils in three diverse elementary school. As for sex, male
with a total 27, are dominant rather than females, consisting of 21 For age, the
respondents’ ages are between 10 to 12.
2. The result indicated that the students employed some factors influencing English
language acquisition, first motivation, second, Age, third Attitude, fourth, Personality.
3. Understanding the significance of factors influencing language acquisition among
grade 5 pupils, such as motivation, age, attitude, and personality, is crucial for
39
educators and policymakers. Motivation plays a key role in driving students to engage
with language learning, while age can impact the ease of acquiring new languages at a
younger age. additionally, attitude towards language learning and individual
personalities can greatly influence the effectiveness of language acquisition strategies.
By recognizing and addressing these factors, educators can tailor instructional
approaches to enhance language learning outcomes, posturing a supportive
environment that aligned with student’s motivation, age-specific learning capabilities,
positive attitudes, and unique personalities, ultimately promoting successful language
acquisition among grade 5 pupils.
Recommendation
Based on the summary and conclusions, the following points are recommended
to minimize the English language encountered by the pupils.
1.Pupils. The attitude of the students towards learning English can greatly
affect their proficiency. This includes their motivation, interest, and belief in their
ability to learn the language.
2.Pupils should appreciate the factors influencing English language
acquisition. They should realize that they need to used those factors influencing
English language acquisition among grade 5 pupils.
3.Pupils should continue giving their best practice in teaching the pupils
since, according to the findings of this research, the student highly motivated to learn
English language acquisition. This thing, if given emphasis in the pedagogy, may help
to improve the learning factors of the pupils.
4.Teachers and parents both play different roles in educating and supporting
students on their journey to learning another language. Teachers provide the formal
40
education and structure needed for learning, while parents can provide supplemental
support and encouragement at home.
41
BIBLIOGRAPHY
References
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Z. Lengyel (eds) The Age Factor in Second Language Acquisition.
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and teaching. White Plains, NY: Longman. Brown, H. D. (2007). Principles of
language learning and teaching. White Plains, NY: Pearson. Cameron, L.
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Dornyei, Z. & Schimidt, R.(eds.). Motivational second language acquisition.
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Singleton, D. M., & Ryan, L. (2004). Language acquisition: The age factor. Clevedon:
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42
APPENDICES
43
44
45
46
SURVEY QUESTIONNAIRE
FACTORS INFLUENCING EGLISH LANGUAGE ACQUASITION AMONG
GRADE 5 PUPILS IN THREE DIVERSE ELEMENTARY SCHOOL
A. Structured or Closed-Ended Questionnaire
Part I. Personal Profile
Instruction: Please answer the following questions by putting a check (/) opposite to
the item that approximately your answer.
Name:(Optional)
Sex:
Gender:
Age Bracket
9-10
11-12
13-14
School
Culasi Elementary School
Dialawyao Elementary School
Palanan Central School
47
PART II: Factors that influence the English language acquisition of the pupils.
Directions: This questionnaire aims to determine the factors influencing English
language acquisition among grade 5 pupils in three diverse elementary schools.
Read each item carefully and put a check mark (/) in the box that
corresponds to your perception. Please answer honestly. The description of each
number is based on the legend below, which will guide you in selecting your personal
views of the survey indicated below.
Scale Description
5 Strongly Agree (SA)
4 Agree (A)
3 Neutral (N)
2 Disagree (D)
1 Strongly Disagree (SD)
A. Motivation
S/N Statement (SD) (D) (N) (A) (SA)
(1) (2) (3) (4) (5)
1. I am motivated to learn English because I
enjoy it.
2. A am motivated to learn English because I
believe it will be useful for my future.
3. I am motivated to learn English because my
48
teacher makes the lessons interesting.
want to communicate with people from
other countries.
want to understand English movies, music,
and books.
want to do well in school.
want to get a good job in the future.
B. Age
(1) (2) (3) (4) (5)
1. I started learning English at an early age.
2. The earlier I started learning English, the
easier it was for me to understand.
3. My age does not affect my ability to learn
English.
4. My age affects my motivation to learn
English.
5. My age affects the amount of time I can
49
dedicate to learning English.
6. My age affects how I feel about making
mistakes in English.
7. My age affects my ability to understand
English grammar.
C. Attitude
(1) (2) (3) (4) (5)
1. I believe that English is important for my
future.
2. I feel confident when speaking English.
3. I enjoy participating in English activities in
school.
4. I believe that making mistakes is a natural
part of learning English.
5. I believe that practicing English regularly
will improve my language skills.
6. I feel motivated to learn English.
7. Believe that English will help me connect
with people from different cultures.
8. I have a positive attitude towards learning
English.
50
D. Personality
(1) (2) (3) (4) (5)
1. I am generally outgoing and enjoy
participating in English speaking
activities.
2. I am naturally curious and interested in
3. I am open-minded and willing to try new
methods and approaches to improve my
English skills.
4. I am self-disciplined and able to set goals
and study regularly to improve my
English.
5. I am confident in expressing myself in
6. I am comfortable working independently
to practice and improve my English skills.
7. I am detail-oriented and pay attention to
grammar and vocabulary when learning
English.
8. I am creative and enjoy using English in
different ways, such as writing stories or
songs.
51
CONSOLIDATED DATA
A. Motivation (Palanan Central School)
S/N Statement (SA) (A) (N) (D) (SD)

(5) (4) (3) (2) (1)
1. I am motivated to learn English 12 7 1 0 0
because I enjoy it.
2. A am motivated to learn English 9 7 1 1 0
because I believe it will be useful for
my future.
because my teacher makes the lessons
interesting.
because I want to communicate with
people from other countries.
because I want to understand English
movies, music, and books.
because I want to do well in school.
because I want to get a good job in the
future.
Average 9.8 7.6 1.9 0.9 0
B. Age

(1) (2) (3) (4) (5)
1. I started learning English at an early 0 1 4 5 10
age.
2. The earlier I started learning English, 0 1 2 9 8
the easier it was for me to understand.
3. My age does not affect my ability to 0 4 3 5 8
learn English.
4. My age affects my motivation to learn 2 1 9 6 2
English.
5. My age affects the amount of time I 1 0 9 8 2
can dedicate to learning English.
6. My age affects how I feel about making 1 2 9 5 3
52
7. My age affects my ability to understand 0 2 6 6 6
English grammar.
Average 0.6 1.6 6 6.2 5.6
C. Attitude

(1) (2) (3) (4) (5)
1. I believe that English is important for 0 1 1 4 14
my future.
2. I feel confident when speaking English. 0 1 5 8 6
3. I enjoy participating in English activities 0 1 2 5 12

in school.
4. I believe that making mistakes is a 0 1 7 6 7
natural part of learning English.
5. I believe that practicing English 0 0 3 10 7
regularly will improve my language
skills.
6. I feel motivated to learn English. 0 0 4 6 10
7. Believe that English will help me 0 2 1 8 9

connect with people from different
cultures.
8. I have a positive attitude towards 0 0 2 8 10
learning English.
Average 0 0.75 3.1 6.9 9.4
D. Personality

(1) (2) (3) (4) (5)
1. I am generally outgoing and enjoy 0 1 5 8 6
activities.
2. I am naturally curious and interested in 0 0 2 12 6
3. I am open-minded and willing to try 0 0 2 6 11
new methods and approaches to
improve my English skills.
4. I am self-disciplined and able to set 0 0 2 7 7
53
goals and study regularly to improve my
English.
5. I am confident in expressing myself in 0 1 6 9 4
6. I am comfortable working 0 1 3 9 8
independently to practice and improve
my English skills.
7. I am detail-oriented and pay attention to 0 0 7 8 4
English.
8. I am creative and enjoy using English in 0 0 3 6 11
songs.
Average 0 0.37 3.75 8.12 7.12
A. Motivation (Culasi Elementary School)
S/N Statement SA) (A) (N) (D) (SD)

(5) (4) (3) (2) (1)
1. I am motivated to learn English because 2 11 1 1 0
I enjoy it.
because I believe it will be useful for my
future.
my teacher makes the lessons
interesting.
I want to communicate with people from
other countries.
I want to understand English movies,
music, and books.
I want to do well in school.
I want to get a good job in the future.
Average 6.9 5.6 1.1 0.5 0.57
B. Age
54
(1) (2) (3) (4) (5)

age.
learn English.
English.
5. My age affects the amount of time I can 3 6 1 3 2
dedicate to learning English.
English grammar.
Average 4.7 5.1 1.5 1.7 1.8
C. Attitude

(1) (2) (3) (4) (5)
my future.

in school.
skills.

cultures.
learning English.
Average 6.75 5 1.6 1 0.6
55
D. Personality

(1) (2) (3) (4) (5)
activities.
English.
my English skills.
English.
songs.
Average 0.5 0.75 1 6.3 6.5
A. Motivation (Dialawyao Central School)
S/N Statement (SA) (A) (N) (D) (SD)

(5) (4) (3) (2) (1)
because I enjoy it.
because I believe it will be useful for
my future.
because my teacher makes the lessons
interesting.
because I want to communicate with
56
people from other countries.
because I want to understand English
movies, music, and books.
because I want to do well in school.
because I want to get a good job in the
future.
Average 0.5 0.5 1.4 4.1 5.2
B. Age

(1) (2) (3) (4) (5)
age.
learn English.
English.
5. My age affects the amount of time I 0 5 1 4 3
can dedicate to learning English.
English grammar.
Average 0.1 2.8 1.5 5.5 2.8
C. Attitude

(1) (2) (3) (4) (5)
my future.

in school.
57

skills.

cultures.
learning English.
Average 0.5 0.6 1.5 6.7 3.6
D. Personality

(1) (2) (3) (4) (5)
activities.
English.
my English skills.
English.
songs.
Average 1 1.1 1.4 6.1 3.2
58
CURRICULUM VITAE
Name: Erica rose B. Calinagay
Address: Sta Jacinta, Palanan, Isabela
Contact No #: 09553901512
Email Address: ericarosecalingay7@gmail.com
PERSONAL INFORMATION
_____________________________________________________________________
__
Date of Birth: April 30, 2001
Birthplace: Ditambali Palanan Isabela
Age: 23
Sex: Female
Civil Status: Single
59
Citizenship: Filipino
Religion: Catholic
Language/ Dialect Spoken: Filipino, Paranan
EDUCATIONAL BACKGROUND
ELEMENTARY:
Ditambali Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Palanan, National High School
Year 2014- 2018
SENIOR HIGH SCHOOL
Palanan National High School
Year 2018-2020
TERTIARY:
Isabela State University- Palanan Campus
Bachelor of Elementary Education
Year 2020-Present
60
CURRICULUM VITAE
Name: Anabelle C. Donato
Address: Villa Robles Palanan, Isabela
Contact No #: 09356104945
__________________________________________________________________
Date of Birth: January 01, 2001
Birthplace: Villa Robles Palanan,Isabela
Age: 23
Sex: Female
61
Religion: Roman Catholic
ELEMENTARY:
Dibutarek Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Year 2014- 2018
SENIOR HIGH SCHOOL
Year 2018-2020
TERTIARY:
Year 2020-Present
62
CURRICULUM VITAE
Name: FRANCE CAVIN F. DONATO
Address: Dialawyao Palanan, Isabela
Contact No #: 09533129601
__________________________________________________________________
Date of Birth: January 21, 2002
Birthplace: Maligaya Palanan,Isabela
Age: 22
63
Sex: Male
ELEMENTARY:
Dibewan Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Isabela School of Fisheries
Year 2014- 2018
SENIOR HIGH SCHOOL
Year 2018-2020
TERTIARY:
Year 2020-Present
64
CURRICULUM VITAE
Name: Cecille V. Gonzales
Address: Maligaya Palanan, Isabela
Contact No #: 09533129601
__________________________________________________________________
Date of Birth: April 10, 2002
Birthplace: Maligaya Palanan,Isabela
Age: 22
Sex: Female
65
ELEMENTARY:
Dibewan Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Year 2014- 2018
SENIOR HIGH SCHOOL
Year 2018-2020
TERTIARY:
Year 2020-Present
66
CURRICULUM VITAE
Name: Angel E. Monrial
Address: Dimapula Divilacan, Isabela
Contact No #: 09975372894
__________________________________________________________________
Date of Birth: November 1, 2002
Birthplace: Dimapula Divilacan Isabela
Age: 21
Sex: Female
67
Language/ Dialect Spoken: Filipino,
ELEMENTARY:
Divilacan Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Divilacan, National High School
Year 2014- 2018
SENIOR HIGH SCHOOL
Divilacan National High School
Year 2018-2020
TERTIARY:
Year 2020-Present
68
CURRICULUM VITAE
Name: JAYCEL RAMOS

Address: Dimatican Palanan Isabela
Contact No #: 09970724882
PERSONAL DEVELOPMENT
Date of Birth: July 12, 2001

Birthplace: Dimatican, Palanan, Isabela
Age: 22
Sex: Female
Civil Status: Married
Language/Dialect Spoken: Filipino, Paranan
69
ELEMENTARY:
Dimatican Elementary School
Year 2008-2014
SECONDARY:
Junior High School
Year: 2014-2018
SENIOR HIGH SCHOOL:

Year: 2018- 2020
TERTIARY:
Year 2020-Present
70
71
Documentation
Photo 1. The pupils answering the questionnaire at Dialawyao Elementary School
72
Photo 2. Answering questionnaire at Culasi Elementary School
73
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75
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Erica Thesis

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FACTORS INFLUENCING ENGLISH LANGUAGE ACQUISITION AMONG

GRADE 5 PUPILS IN THREE DIVERSE ELEMENTARY SCHOOLS

Republic of the Philippines

The research paper attached here to, entitled FACTORS INFLUENCING

GINA D. GAMEZ MARYJANE T. DONATO

ROGER POLICARPIO NANET G. EUGENIO

JOLEN C. PALOGAN, MIT

our study, and to make this study possible.

in Education- Undergraduate Thesis 2, Mrs. Nanet G. Eugenio, whose knowledge,

generosity, guidance, insights, and feedback in accomplishing this research work as

advice, comment and recommendations.

considerations, and cooperation in answering and accomplishing the survey

questionnaires needed for this study.

Ms. Jemalyn D Cabana, Teacher III of Mathematics subject at PSAT, for

advising us on how we will properly interpret the result of our study.

Fr Joey M. Donato, Mr. Rumar Lopez, Mr Juluis D. Almonte and Mrs.

courage, our parents, friends, classmates, and most, importantly, God.

CALINGAY, ERICA ROSE B.

DONATO, FRANCE CAVIN F.

Factors influencing English language acquisition among grade 5 pupils in three

diverse elementary school. It particularly aimed to determine the variables of the

among grade 5 pupils in elementary grades, to identify the importance of second

language in the selected schools to learners with learning factors.

5 pupils of Palanan Central School, Culasi Elementary School, Dialawyao Elementary

using frequency counts, mean and percentages distribution.

employed by the respondent played a Factors influencing English language

knowledgeable is Personality, which garnered 4.07 % or 24 pupils (10 females and 14

THE PROBLEM AND IT’S BACKGROUND

language acquisition among grade 5 pupils in three diverse elementary school.

Language is very important to communicate other and communication is a way to

language is sometimes called acquisition instead of learning, because some linguists

language acquisition is a vital component of education, Grade 5 level is a crucial stage

in the educational journey of students, where they transition from foundational

acquisition of Grade 5 students in three different elementary schools faces numerous

challenges. It is of utmost importance to identify and address these factors to promote

equitable language acquisition experiences and enhance the levels of language

proficiency among Grade 5 students. Through an understanding of the factors that

helping the fifth-graders in these school successfully acquire English as a second

language. Individual traits including motivation, age, attitude, personality, and

Acquiring English language skills is crucial in today's globalized world, as

it brings forth various opportunities for individuals. Sustainable Development Goal 4

emphasizes the importance of providing inclusive and high-quality education to all,

vital communication skills. Moreover, it contributes to fostering inclusive and

equitable education, promoting cultural understanding, and facilitating global

communication. Unfortunately, Grade 5 students in three diverse elementary schools

Grade 5 is a crucial stage in the educational journey of students, where they

transition from foundational language skills to more complex language structures.

English language acquisition is a vital component of education, especially

in a globalized society where English acts as a universally accepted means of

communication. Grade 5 students in various primary schools in SDG encounter

distinctive obstacles in acquiring English language proficiency due to their diverse

backgrounds and cultural circumstances. Comprehending the specific difficulties and

devising efficient language learning strategies and interventions.

One crucial element to consider is the impact of socio-cultural

backgrounds on language acquisition. Pupils hailing from diverse cultural

students in three different elementary schools faces numerous challenges. Factors

such as socio-cultural backgrounds, motivation and attitude, instructional quality, age-

language acquisition outcomes. It is of utmost importance to identify and address

these factors in order to promote equitable language acquisition experiences and