Convergent Parallel Study on Factors Affecting English Speaking Skills of Students at Mamatid National High School

This study examines the factors influencing the English-speaking proficiency of junior
high school students at Mamatid National High School. Using a mixed-method approach, surveys
and interviews explored challenges in fluency, vocabulary, pronunciation, cultural exposure,
socioeconomic background, instructional techniques, motivation, and the educational environmen.
Findings indicate that fluency (M = 2.27), vocabulary (M = 2.40), and pronunciation (M = 2.47) are at
a low level, with minimal cultural and socioeconomic impact. Interviews highlight psychological
barriers such as lack of confidence, fear of mistakes, and limited exposure to English outside school.
In contrast, motivation (M = 3.68), instructional techniques (M = 3.68), and the educational
environment (M = 3.68) positively impact proficiency. Teacher guidance and peer interactions were
found to encourage students to practice speaking English more confidently. Students also expressed
a need for more interactive and real-life opportunities to develop their speaking skills beyond the
classroom. Additionally, they acknowledged that regular engagement in English conversations
helped them gradually build confidence and fluency. The overall mean of 2.99 suggests that while
instructional strategies and motivation improve language skills, external challenges persist. To
address these, the study recommends structured vocabulary programs, pronunciation exercises,
and more opportunities for real-life practice.