Articulated Difficulties of Grade 11 Students at Taytay Senior High School (Tshs) in English Proficiency

Abstract

English has been the medium of instruction since the beginning of the 20th century in thePhilippines during the arrival of the Americans. This has been incorporated holistically in the society through the educational system, communication, mass media, publications and social media. It is given therefore that Filipino learners are bilingual--i.e., speaking both Filipino (the native tongue) and English as Second Language (ESL). After a century though, proficiency in the language is still a difficulty and an anxiety, especially from public school learners. In Taytay Senior High School (a public senior high school), Grade 11 students were observed of certain levels of difficulties in reading, writing, speaking and listening. In this study, the researchers probed deeper into the following: a.) the difficulties experienced by grade 11 students b.) the factors that led to such difficulties and c.) the articulated ways to help them overcome such difficulties in English proficiency. As a descriptive study, the researchers used pre-survey, survey, FGD and extensive literature review as methodologies. The survey results revealed problematic stages on vocabulary, training and knowledge, confidence and self-esteem and interest. Articulated in the FGD furthermore were issues of generation, practice/articulation, and system as factors that led to difficulties in reading writing, speaking and listening. On the other hand, Grade 11 students underscored power of mind, the use of native language and practice as methodical solutions to the problem. Further directions of this study could include elaboration of the FGD results that pertain to issues of generation, practice/articulation and system. The use of native language could also be expounded on future studies.

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

“…The concluded PISA 2018 was participated by OECD members as well as non-member nationstallying 79 countries in total. Thus, the aim of the test is to offer comparable data that would each country a chance to benchmark its education system against other countries in order to improve, enhance, and recalibrate on education policies, practices, objectives, and aims [10]. Apparently, Filipino pupils took part in PISA for the first time.…”

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

“…While it exhibited similar results to Manuel's [8] study, where students were revealed to be proficient users of English and excelled in reading comprehension, precisely the literal level, students tend to overly estimate their proficiency, particularly in the study of Ong and Villegas [55] where a majority of the students were unaware of using English incompetently. In addition, Blas et al [56] pointed out that many public senior high school students still had English language problems in reading, writing, speaking, and listening. Common culprits of students' problems in English were anxiety [55], subjects' complexity, training and knowledge, vocabulary, confidence, self-esteem, and interest [56,57].…”

“…In addition, Blas et al [56] pointed out that many public senior high school students still had English language problems in reading, writing, speaking, and listening. Common culprits of students' problems in English were anxiety [55], subjects' complexity, training and knowledge, vocabulary, confidence, self-esteem, and interest [56,57]. This suggests that the English language problems of senior high school students in the Philippines vary in the context of private and public institutions.…”

Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines

“…One of the important issues addressed in the present study are the topics and targeted competencies in the Reading and Writing curriculum being "idealistic, complex, and demanding" (Jaca et al, 2019, p.309), giving students very high expectations in the absence of acknowledging their context. Additionally, it is necessary to note that beyond the Reading and Writing curriculum, proficiencies in reading and writing has proven to be a struggle among students for those skills are not readily available to ESL/ESL learners due to the complex nature of those skills (Atanacio-Blas et al, 2018;Farkas & Jang, 2019;Graham, Harris, & Beard, 2019;Gustilo & Magno, 2015;Gustilo, 2013;Hall, 2012;Nueva, 2016;Nusrat, 2016;Sadeghi, 2007;Tenri Ampa & Quraisy, 2017). In this light, Pablo and Lasaten (2018) offered an explanation to the situation explaining that the learners' diversity in terms of their sociocultural background, coupled with their varied linguistic backgrounds, results to students' difficulties in English.…”