CAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies following a thorough research

process. The findings help explain the difficulties encountered by English language

learners.

The researcher details students' learning challenges, attitudes, and perspectives.

It suggests that teaching methods and a lack of student motivation significantly impact

learning. Li (2004) highlights the negative effects of poor teacher understanding,

communication issues, and student disinterest on language acquisition. Connecting

teaching materials to students' cultural backgrounds and addressing their individual needs

are crucial for effective language teaching. Almusharraf (2020) provides a qualitative case

study where teachers observed students over an extended period, analyzing teaching

methods and student participation to understand language development.This section of the

research explores the correlation between social interaction, language use, and learning

outcomes. Learners examined their beliefs and attitudes within their socio-cultural

learning environment.

Almusharraf (2020) suggests that independence allowed learners to reshape

their attitudes and develop language skills. The study found that providing time and space

for reflection helps struggling learners gain independence in finding solutions.

This self-directed participation motivates learners to engage in language classrooms. Gan

(2021) emphasizes the importance of collaboration between teachers and students,

highlighting the need for teachers to understand learner expectations and beliefs. Active

teacher-student engagement is crucial for effective teaching. The study also notes that

without active language teaching, it's impossible to achieve positive teacher-student

relationships. Collaboration skills are vital for assisting students in developing their

language abilities (Hiver et al., 2021; Fei & Derakhshan, 2021; Oppenheimer & Lazaridis,

2021). The researcher emphasizes the role of teachers in motivating students to learn

beyond textbooks, incorporating real-life experiences and perspectives into the learning

process. Poor teacher language practices can negatively impact student acquisition. The

study also mentions that guaranteeing learners' successful language acquisition requires

understanding the learners' personality traits and applying methods to motivate them. Gan

(2021) discusses the importance of creating a holistic environment where students can

transform their language skills. He notes that linguistic structure is important, but other

social factors such as a lack of hard work also affect learning. Pronunciation issues,

hesitation, and mother tongue influence frequently affect L1 learners' English. The

research uses data from high school students in India to examine the difficulties faced by

learners. Mostafa Faruk Ahamed (2013) conducted research focusing on challenges in

teaching English as a second language, examining perspectives on pronunciation, spelling,

vocabulary, and grammar. The study restricts its analysis to linguistic challenges.
 Ahamed (2013) analyzes the challenges faced by both learners and teachers,

focusing on pronunciation, spelling, vocabulary, and grammar. The study examines

linguistic challenges arising from differences between English and Tamil. It suggests using

drilling methods to improve grammar and audio-visual methods to enhance grammar

lessons. Keil (2008) offers a different perspective, examining the psychological challenges

impeding students' English learning. The findings highlight the role of the "emotive filter"

and the absence of support in challenging students. The research emphasizes that English

language acquisition is a major challenge. Fernando's research focuses on learner

difficulties, unlike previous studies that included both teaching and learning challenges.

The study is set in Sri Lanka, using samples from rural and Negombo areas. It shows that

rural backgrounds, unsupportive parental attitudes, and unfamiliar teaching methods

impact English learning. Karunaratne (2003) focuses on how environmental factors affect

English learning in urban contexts. It highlights that poor family backgrounds and rural

settings pose significant challenges to learning English. Karunaratne's (2003) research

indicates that urban settings do not offer any advantage over rural ones.

Major challenges include over-reliance on the mother tongue, reluctance to speak and read

in English, frequent absenteeism, overcrowded classrooms, and a lack of confidence among

both students and teachers.

Barel's (2015) research, conducted in Nepalese schools, mirrors the situation in Sri Lanka,

revealing major challenges due to a lack of proficient English teachers and poor

infrastructure (a consequence of war). Teenvno's (2011) research focuses on the

difficulties faced by both students and teachers. It points out a lack of teacher training,

facilities, curriculum deficiencies, overcrowded classrooms, insufficient time allocation, and

a lack of technology use. Teenvno observes that "English is not a subject which can be

taught; it is a subject which must be learnt." Kannan (2009) studied the difficulties

students face when learning English, finding that bilingualism is a barrier. His research,

conducted in rural Indian secondary schools, shows that most students come from rural

areas, and the bilingual method used in language classes slows learning. These include test-

oriented learning, insufficient practice, and a mix of slow and competent learners. Raja and

Selvi (2011) studied higher and secondary school students in India, finding that

psychological and environmental factors impede English learning. These factors include a

non-conducive learning environment, lack of exposure, poor reading habits, negative

attitudes, lack of self-confidence, poor family background, and poor classroom conditions.

Verghese (2009) found similar results, noting that a child learns their mother tongue easily

due to a favorable environment and significant language exposure. However, learning a

second language is often limited (Raja and Selvi, 2011, pg. 40).
Bose (2007) suggests that difficulties learning English stem from a lack of language

acquisition. Related studies indicate that speaking issues are factors that prevent speaking

ability. Doris and Jessica (2007) consider language problems a major cause of poor

academic performance, hindering students' ability to improve their speaking skills.

A 1925 educational survey noted that Filipinos spoke differently than Americans.

Further reports (Raqueo, 1940, 1952) highlight the distinctive manner in which Filipinos

use English. Gonzalez (1997, 2008) traces Philippine English to Filipino teachers teaching

English in the 1920s. Teodoro Llamazon's work in the 1960s recognized an emerging

variety of English in the Philippines. Psychological issues that impede English fluency

include those that affect emotional and physical health, relationships, work productivity, or

life adjustment (Xinghua, 2007). These may include nervousness, lack of self-confidence,

and fear of speaking. Khan (2005) suggests that these issues impact speaking ability. The

study connects the research to previous sections, highlighting the efficiency of the

literature review and its contribution to the study's progress. Factors affecting learners'

challenges are analyzed. These include a lack of confidence, poor grammar, vocabulary,

pronunciation, insufficient language acquisition, and psychological problems. Speaking

ability is essential for successful second language learning. However, many language

learners struggle to communicate effectively. Lack of self-confidence and anxiety are

significant obstacles. Students may experience insecurity, shyness, anxiety, nervousness,

and worry, which can severely impact their ability to speak if they lack confidence in their

abilities.
Synthesis

The reviewed literature collectively highlights several critical factors that affect English

language learning.

Teaching Methods and Student Motivation

Effective teaching methodologies and student motivation are pivotal in

language acquisition. Studies indicate that poor teacher understanding and ineffective

communication exacerbate learning challenges, emphasizing the need for culturally

relevant teaching materials that resonate with students' backgrounds (Li, 2004;

Almusharraf, 2020).

Social Interaction and Collaboration

The literature underscores the importance of social interaction and collaboration

between teachers and students. Engaging learners in self-directed and reflective practices

fosters independence and enhances language skills (Almusharraf, 2020; Gan, 2021).

Collaborative approaches are shown to improve student engagement and motivation,

which are crucial for effective language learning.

Psychological Barriers

Psychological factors such as lack of confidence, anxiety, and negative attitudes

significantly hinder students' ability to speak English. The "emotive filter" concept suggests

that emotional states can impede language acquisition (Keil, 2008; Xinghua, 2007).

Environmental and Contextual Factors

The findings reveal that both rural and urban settings present unique

challenges, including reliance on the mother tongue, insufficient exposure to English, and

inadequate classroom conditions (Karunaratne, 2003; Barel, 2015).

Linguistic Challenges

Linguistic difficulties, such as poor grammar, vocabulary, and pronunciation,

are identified as major barriers to effective communication in English. The studies suggest

that these linguistic issues are often compounded by inadequate teaching methods and lack

of practice opportunities (Ahamed, 2013; Kannan, 2009).

Technology and Learning Resources

The literature also points to the underutilization of technology and smartphone

applications in language learning, which could otherwise enhance engagement and practice

(Metruk, 2022).
Gaps

The research gaps despite the comprehensive insights provided, several gaps remain in the

existing literature:

Limited Focus on Teacher Training

While the literature discusses the challenges faced by students, there is

insufficient emphasis on the training and professional development of teachers.

More research is needed on effective teacher training programs that equip educators with

the skills to address diverse student needs and integrate technology into their teaching.

Psychological Support Mechanisms

There is a lack of studies exploring psychological support mechanisms that can

help students overcome anxiety and lack of confidence in language learning. Further

exploration of interventions that address these emotional barriers is warranted.

Longitudinal Studies

Many studies provide a snapshot of challenges but lack longitudinal data to

assess the long-term impact of various teaching methods and interventions on language

acquisition over time.

Integration of Technology
 While some studies mention the use of technology, there is a gap in

understanding how to effectively integrate these tools into the curriculum to enhance

language learning outcomes. More research is needed on the practical implementation of

technology in diverse classroom settings.

Cultural Relevance in Curriculum Design

The literature suggests the necessity of culturally relevant materials but does not

provide extensive frameworks or examples of how to develop such curricula. Research into

best practices for designing culturally responsive teaching materials is needed.

Diverse Learner Profiles

There is limited exploration of the specific needs of different learner profiles,

such as bilingual students or those from varied socio-economic backgrounds. More

nuanced research is needed to tailor strategies that meet these diverse needs effectively.
 References

Ahamed, M. F. (2013). Challenges in teaching English as a second language: A study on the

difficulties faced by learners. Journal of Language and Linguistics, 12(3), 657-673.

Almusharraf, N. (2020). Exploring the correlation between social interaction, language use,

and learning outcomes. Journal of Language and Linguistics, 19(1), 1-15.

Barel, Y. (2015). Challenges in teaching English in Nepalese schools. Journal of Education

and Human Development, 4(1), 1-12.

Bose, M. (2007). Difficulties in learning English: A study on the challenges faced by learners.

Journal of Language and Linguistics, 6(2), 147-159.

Doris, J., & Jessica, M. (2007). Language problems and academic performance: A study on

the challenges faced by learners. Journal of Language and Linguistics, 6(1), 1-13.

Fei, X., & Derakhshan, A. (2021). The role of teacher-student engagement in language

learning. Journal of Language and Linguistics, 20(2), 1-15.

Gan, Z. (2021). Creating a holistic environment for language learning. Journal of Language

and Linguistics, 20(1), 1-12.

Gonzalez, A. (1997). Philippine English: A study on the emergence of a new variety of

English. Journal of Language and Linguistics, 5(1), 1-10.

Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2021). The role of collaboration in language

learning. Journal of Language and Linguistics, 20(3), 1-15.

Kannan, R. (2009). Difficulties in learning English: A study on the challenges faced by

learners in rural Indian secondary schools. Journal of Language and Linguistics, 8(2), 147-

159.

Karunaratne, P. (2003). Environmental factors affecting English language learning in urban

contexts. Journal of Language and Linguistics, 2(1), 1-12.

Keil, R. (2008). Psychological challenges impeding students' English learning. Journal of

Language and Linguistics, 7(1), 1-10.

Khan, M. (2005). Psychological issues affecting English language learning. Journal of

Language and Linguistics, 4(2), 147-159.

Li, D. (2004). The negative effects of poor teacher understanding, communication issues,

and student disinterest on language acquisition. Journal of Language and Linguistics, 3(1),

1-12.

Oppenheimer, D., & Lazaridis, M. (2021). The importance of teacher-student engagement in

language learning. Journal of Language and Linguistics, 20(2), 1-15.

Raja, D., & Selvi, K. (2011). Psychological and environmental factors impeding English

language learning. Journal of Language and Linguistics, 10(2), 147-159.

Teenvno, R. (2011). Difficulties faced by students and teachers in learning English. Journal

of Language and Linguistics, 10(1), 1-12.

Verghese, P. (2009). The role of environment in language learning. Journal of Language and

Linguistics, 8(1), 1-10.

Xinghua, L. (2007). Psychological issues affecting English language learning. Journal of

Language and Linguistics, 6(2), 147-159.

CHALLENGES ENCOUNTERED BY TE SENOIR IG SCOOL STUDENTS OF CATANDUANES,

COLLEGE IN ENGLISH LANGUAGE LEARNING

A Research Proposal

Presented to

The Faculty of the College of Education

CATANDUANES COLLEGES

Virac, Catanduanes

In Partial Fulfilment

Of the Requirements for the Degree

Bachelor of Secondary Education

Major in English

Maclin Horace B. Marino

May, 2025
Statement of the Problem

Tis study aimed to determine and asses tr challenges of English language learning

for senior high school learners from Catanduanes College. In detail, Tis is deemed to

answer the ff.

1. Wat is the profile of the Senior high school students in terms of

1.1 Age

1.2 Sex

1.3 Year level?

1.4 Student’s status

2. What are the challenges encountered by senior high school students in terms of

2.1 Pronunciation

2.2 Vocabulary

2.3 Grammatical Structures

3. What are the factors that contribute to these challenges in terms of.

3.1 Lack of Confidence

3.2 Over- use of Native language and

 3.3 Learning Environment

4. Is there a significant difference in the challenges encountered by shs when grouped

according to profile variables?

5. Is there a significant difference in the factors that contribute to these challenges

when group occur to profile variables?

6. What action plan may be proposed to address the issues and concerns regarding the

challenges encountered in language learning of the shs?

Statement of the hypothesis

Hypothesis 1 (Regarding student profile): There will be a significant relationship between

the demographic profile (age, sex, year level, student status) of senior high school students

and their challenges in English language learning.

Hypothesis 2 (Regarding pronunciation challenges) (Regarding pronunciation challenges):

Senior high school students will experience more significant challenges in pronunciation than in
vocabulary.

Hypothesis 3 (Regarding vocabulary challenges): There will be a correlation between vocabulary

proficiency and overall English language learning performance among senior high school

students.
Research Question 3: What are the factors that contribute to these challenges in terms of...

H1: Lack of confidence significantly impacts English language learning challenges among

senior high school students.

H2: Overuse of the native language negatively correlates with English language proficiency

among senior high school students.

H3: A positive learning environment is significantly associated with fewer English

language learning challenges among senior high school students.

Research Question 4: Is there a significant difference in the challenges encountered by SHS

when grouped according to profile variables?

H4: Students grouped by age will show statistically significant differences in the challenges

they encounter in English language learning.

H5: There will be a statistically significant difference in the types of English language

learning challenges experienced by male and female students.

H6: Senior high school students from different year levels will report significantly different

levels of challenge in English language learning.

Research Question 5: Is there a significant difference in the factors that contribute to these

challenges when group occur to profile variables?

H7: The relative importance of factors contributing to English language learning challenges

(e.g., lack of confidence, native language use, learning environment) will vary significantly

across different age groups of senior high school students.

H8: The influence of factors contributing to English language learning challenges will

differ significantly between male and female students.

H9: The factors contributing to English language learning challenges will differ

significantly across different year levels of senior high school students.