ABSTRACT
The descriptive-qualitative study determined the hindrances to learners’ oral communication skills in English as viewed by the Grade 11 Oral Communication teachers and learners of Dumangas National High School, Dumangas, Iloilo for the school year 2022-2023. The study used a phenomenology type of qualitative research. The research method utilized in the study was a descriptive method using in-depth interviews. The research instrument utilized in the study was a researcher-made interview guide. Participants were composed of five (5) Oral Communication teachers and twenty (20) learners in the Senior High School who were taking Oral Communication subject. It was found out that teachers and learners viewed the same aspects as hindrances to their Oral Communication Skills in English. For the learners, the results accordingly identified lack of confidence, and deficiency in pronunciation, grammar, and vocabulary as the hindrances to their oral communication skills in English. For the teachers, the result accordingly identified lack of confidence, and deficiency in pronunciation, grammar, and vocabulary as the hindrances to learners’ Oral Communication Skills in English.
Keywords: Hindrances, Oral Communication Skills in English, Enhancement Program
INTRODUCTION
Communicating in English is an essential skill in the teaching and learning process especially in countries that use English as a medium of instruction.
Oral Communication plays a significant role in professional success. Proficiency in oral communication has become indispensable for graduates to thrive in academic and professional settings. Individuals who have suitable stages of oral communication skills and high levels of interpersonal skills are more likely to attain career goals.
As life-skills constituent in the field of Communication, oral communication contributes to the process of acquiring new skills that would result in continuous learning and a rapid solution-making process (Crosling & Ward, 2018).
Oral communication skills are incorporated into curricula at elementary, secondary, and tertiary levels to ensure learners are equipped for success (Littlewood, 2017).
In an article found in the Philippine Daily Inquirer, Cabigon (2015) discussed that Philippine industries which require proficiency in the command of English communication skills are in decline and unfilled (Tima, 2018).
Also in the GMA News, it was reported that the English proficiency of Filipino learners was falling behind, as per a survey conducted by Hopkins International Partners.
Oral Communication Skills of Filipinos alongside their overall English language proficiency are declining. This illustrates that despite exposure to the English language, Filipino learners may encounter challenges in enhancing their English proficiency particularly in oral communication skills (Pangket, 2019).
This is a challenge that teachers should take into consideration. Classroom teachers, then, play a crucial role in identifying issues within the classroom environment. They are tasked with enhancing learners’ language proficiency as they control how content is presented, the level of learner involvement, and the selection of learning activities and materials. Therefore, their assessment is significant (Syomwene, 2016).
On the other hand, it can be frustrating for an English teacher in school to see learners nowadays who find it difficult to express themselves in a language that they have been studying for more than a decade in school.
Hindrances to oral communication skills stem from various sources which are ranging from personal barriers to environmental factors. Oral Communication occurs in many situations and locations. It takes place at home, in schools, in modes of transportation, in streets, in stores, in concert halls, in malls, and churches. We use our mouth in speaking more than we use it in eating. Maybe, this is because there is an imperative on our part to let other people know what we have in mind or what our heart says. This is because as social beings, we can’t keep our thoughts to ourselves (Menoy & Constantino, 2016).
Overcoming hindrances demands patience, practice, and willingness to adapt strategies in order to ensure clear and impactful oral communication skills.
Professional development programs involve identifying goals and acquiring new skills to support the growth and success of teachers and other professionals in their work. This can be attained by looking at the problems and identifying the possible solutions to such problems (Learning UCSF, 2022).
Considering the results of these observations and studies, the researcher ascertains the hindrances in oral communication skills in order to come up with the enhancement program to help address oral communication issues and concerns.
see PDF attachment for more information