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CHAPTER I
BARRIERS IN LEARNING THE ENGLISH LANGUAGE OF SELECTED
AMT FIRST YEAR STUDENTS OF BAAO COMMUNITY COLLEGE
ACADEMIC YEAR 2018-2019
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The English language is important in many ways. It is a tool for
communication to be understood. Expressing your ideas and
feelings using correct grammar and appropriate words for any
situation is beneficial.
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Most of the students experience problems in communicating with
others due to the fact that they lack knowledge in English
Proficiency. In learning English, they are hindered by various
barriers. Students can have different difficulties and problems
in learning English as a language and as a subject.
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It is therefore necessary to conduct research on this particular
significant issue since English Communication Skills are very
important tool in the world today. Furthermore, conducting this
research brings hope to every student for them to learn English
more efficiently and effectively.
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This research focuses on the search for the barriers in learning
the English language.
This problem should be investigated for students to become aware
of the reasons of their difficulties in learning English which
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will enable them to make decisive and determined action to master
the English language. This research is pivotal in developing
learning and teaching strategies, how they will approach learning
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English the problem which tackles relevant learning issue gives
emphasis on English education which can promote advancement of
knowledge and solutions to learning problem in English.
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Statement of the Problem
This study seeks to determine the barriers that affect the
learning of English of selected AMT first year students of Baao
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Community College for the school year 2018-2019. Specifically,
the study wants to answer the following questions:
1. What are the barriers that affect the learners in learning
English language?
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2. How can an individual become an effective and efficient
communicator?
3. What is the significance of learning the English language?
4. How does English language plays significant role in the 21st
century?
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Statement of Assumptions
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This research study was premised on the following assumptions:
1. The selected AMT First Year students of Baao Community College
are at appropriate age and composed of male and female.
2. Students may employ learning strategies to gain English
proficiency.
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3. The selected AMT first year students of Baao Community College
have varying levels of English proficiency.
(levels - beginners , advance)
4. They will become more interested in studying this research as
they develop good communication skills through this study.
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Scope and Delimitation
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This study focuses on determining the BARRIERS IN LEARNING THE
ENGLISH LANGUAGE OF SELECTED AMT FIRST YEAR STUDENTS, ACADEMIC
YEAR 2018-2019. This study is delimited to the 50 respondents of
Baao Community College where the selected AMT first year students
serve as primary respondents.
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The extent of this research will also include on how to acquire
proficiency in English by determining the common problems in
learning the English Language.
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Theoretical Framework
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Based from the study of Paul Shoebottom from Frankfurt
International School there are factors that influence the
acquisition of a second language. According to their research
there is an interplay of the internal and external factors in
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learning to become proficient in English. Classroom interaction
and learning patterns all contribute to the development of
English Proficiency. This study with the Internal and External
Factors in learning the English language will lead to conclusive
findings with this study.
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Theoretical Paradigm
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Internal External
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ENGLISH
Classroom Learning
Interaction PROFICIENCY
Patterns
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Factors in English
Proficiency
Gathered
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Presentation
THE FACTORS THAT INFLUENCE THE ACQUISITION OF A SECOND LANGUAGE
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Internal factors
are those that the individual language learner brings
with him or her to the particular learning situation.
Age. Second language acquisition is influenced by the age of the
learner. Children, who already have solid literary skills in
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their own language, seem to be in the best position to acquire a
new language efficiently. Motivated, older learners can be very
successful too, but usually struggle to achieve native-speaker-
equivalent pronunciation and intonation.
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Personality. Introverted or anxious learners usually make slower
progress, particularly in the development of oral skills. More
outgoing students will not worry about the inevitability of
making mistakes. They will take risks, and thus will give
themselves much more practice.
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Motivation ( intrinsic ) : has been found to correlate strongly with
educational achievement for example student who enjoys language
learning and take pride in their progress will do better than
those who don’t.
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Extrinsic motivation is also a significant factor. ESL students,
for example, who need to learn English in order to take a place
at an American university or to communicate with an new English
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boy/girlfriend are likely to make greater efforts and thus
greater progress.
Experiences : Learners who have acquired general knowledge and
experience are in a stronger position to develop a new language
than those who haven’t. For example, student who has already
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lived in 3 different countries and been exposed to various
languages and cultures has a stronger base for learning a further
language than the student who hasn’t had such experiences.
External factors
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are those that characterize the particular language
learning situation.
Curriculum : For ESL students in particular it is important that
the totality of their educational experience is appropriate for
their needs.
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Culture and Status: There is some evidence that student in situations
where their own culture has a lower status than that of the
culture in which they are learning the language make slower
progress.
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Motivation (intrinsic): Students who are given continuing, appropriate
encouragement to learn by their teachers and parents will
generally fare better than those who aren’t. For example,
students from families that place little importance on language
learning are likely to progress less quickly.
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Access to native speakers : the opportunity to react with native speakers
both within and outside of the classroom is a significant
advantage. Native speakers are linguistic models and can provide
appropriate feedback. Clearly, second- language learners who have
no extensive access to native speakers are likely to make slower
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progress, particularly in the oral aspects of language
acquisition.
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Conceptual Framework
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The conceptual framework illustrates the procedure that the
researcher follows to organize the study. This includes first the
input which covers the different conceptual components in the
production of research. Also the process, that shows the methods
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or techniques of treating the input. And lastly, is the output
that indicates the product of the study.
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Input
Personal profile, insights about English as a subject
Level of English Proficiency
Determining the barriers that affect in learning
English Language and its implications in developing
teaching- learning strategies.
Conceptual Paradigm
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Process
This research / study conducts survey to find the
barriers in learning the English language of selected
AMT first year students.
Examination of related literature and studies .
Interpretation of data.
Statistical analysis of data gathered
Consolidation of gathered data.
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Output
Data gathered from selected AMT first year students
Identified possible barriers in learning English
language.
Application of possible solutions to difficulties in
gaining English Proficiency.
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Input -- This study is conducted primarily to determine the
barriers that affect the AMT first year learners in learning the
English language.
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Process -- The process involved were the formulation of
questionnaire with regards to the target response of the
respondents as well as with the problem being discussed in the
study.
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Output -- The gathered data were utilized to established facts
and information regarding the research problem. It includes the
findings in conceptual paradigm the study that in one way or
another will help to gain proficiency in English or learn the
English language in a efficient way.
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Definition of Terms
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English
Is a subject taught in school; a second language in the
Philippines and widely used throughout the world.
Learning
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Is a process by which we study acquiring knowledge and skills.
Researcher
Is someone who studies issue, case and problem, one who’s trying
to find answers and solutions persistently.
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Assessing or evaluating such statement for example gathered
information.
Grammar
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It is the whole system and structure of a language that has set
of rules by which you understand it.
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Endnotes
Eison, J (1990). Confidence in the classroom: Ten maxims for new teachers.
College Teaching,38(1), 21-25.
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D.,& Scheiner, M.
(2008).Learning to listen:Teaching an acyive listening strategy to peservice
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education professionals. Topics in Early Childhood Special Education,27.223-
231.
Weger, H., Jr., Castle, G.R.,& Emmett, M. C.(2010). Active listening in peer
inter-views: The influence of message paraphrasing on perceptions of listening
skill. International Journal, of Listening, 24,34-49.
“Effective communication: Barriers and strategies” Teaching tip.
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30 31
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Personal Profile
Distribution of Combine together
questionnaire the data among the
respondents
Imposed
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data/information Practicing the
Baao,gathered
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the problem
Oral Interview
relating to the Apply oral reading
respondents to reap Associating the and speaking
valid and reliable proper Statistical
data Tool
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THEORETICAL FRAMEWORK
There are 3 factors affecting the English speaking skills of
a student; the psychological factors, the linguistic factors and
the contextual factors. According to Juhana, there are 5 types of
psychological factors that include the fear of mistakes, shyness,
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anxiety, and lack of confidence and lack of motivation. In the
linguistic factors there are vocabulary, understanding the
grammatical patterns, incorrect pronunciation those factors are
also stated by Juhana. According to Walqui, there are 3 kinds of
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contextual factors that affect the English speaking skills, the
language, learner and learning process.
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THEORETICAL FRAMEWORK
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Factors affecting the
English Speaking
Skills of BSE -2A
Contextual Factors Psychological Factors Linguistic Factors
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SIGNIFICANCE OF THE STUDY
This will give an awareness to everyone on what are the
factors that affect the English Speaking Skills of section A 3rd
Year Bachelor of Secondary Education students. Likewise, allows
the development of the speaking skills among the students.
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Furthermore, this will show the significance between speaking as
well with the development of learning. Specifically, the
following will be benefited:
CUURICUCULM PLANNER
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This will give ideas on what are the things to develop in
heaving a good English speaking skills. This will give
information on what type of curriculum is applicable to the
students.
SCHOOL ADMINISRATORS
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This will help the school administrator to make and offer
activities that will enhance the English speaking skills of the
students. And, it will help to maximize the speaking development
among the students.
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TEACHERS
This will help the teacher to make/create great learning
opportunities towards the learners. Regarding reading on English
speaking skills. They will guided on what teaching techniques
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would be conduct and applicable in order to the needs of the
learners.
PARENTS
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The outcome will serve as a guide to the parents on their
child’s development towards English speaking skills. They can
approach easily their children on what to do in order to help
them surpass their problem. They can help their siblings to
develop positive traits towards speaking activities.
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STUDENTS
As with the student they could find out what they will do to
enhance their English speaking skills. Furthermore, this will
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serve as an awareness regarding to their status on English
speaking skills.
DEFINITION OF TERMS
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To establish better understanding among the readers,
the following are the important terms used in this paper.
Anxiety – fear or nervous about what might happen
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Contextual – the words that are used with a certain word o
phrase and that help to explain its meaning
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Heave – to lift or pull (something) with effort
Reap – to get (something, such as a reward) as a result of
something that you have done
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Skills – the ability to do something that comes from
training, experience, or practice
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END NOTES
1. Bachman, L., & Palmer, A. S. (1996). Language Testing in
Practice. Oxford: Oxford University Press.
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2. Littlewood, W. (2007). Communicative Language Teaching.
Cambridge: Cambridge University Press
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3. Mahripah, S. (2014) Emploring Factors Affecting EFL
Learner’s Speaking Performance: from Theories into
Practices.
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4. Traveer, M. (2207) Investigation of the factors that cause
language anxiety for ESL/EFL Learners in Learning Speaking
