Final Research Cabarrios Lariestan and Suliva Group

COLEGIO SAN GABRIEL ARCANGEL OF CALOOCAN, INC.
COLLEGE OF EDUCATION
Factors affecting English Fluency of Grade 12 General Academic and

Humanities and Social Science Strands
A Research Proposal
Presented to the Faculty of Education
Colegio de San Gabriel Arcangel of Caloocan
In Partial Fulfillment
of the Requirements for the course
Language Education Research (EDRE-EL 1)
Cabarrios, Leonard O.
Lariestan, Genevieve B.
Suliva, Myka
BSED 4TH Year Major in English
May 30, 2022

APPROVAL SHEET
In partial fulfillment of the requirements in Language Education Research

2, this Research Paper entitled FACTORS AFFECTING ENGLISH FLUENCY
OF GRADE 12 GENERAL ACADEMIC AND HUMANITIES AND SOCIAL
SCIENCE STRANDS has been prepared and submitted by LEONARD O.
CABARRIOS, GENEVIEVE B. LARIESTAN AND MYKA SULIVA who is at this
moment recommended for final defense.
MARISSA C. FLORENTINO
Adviser
Approved as partial fulfillment of the requirements in Language Education

Research 2 by the Committee on Oral Examination with a final grade of ___,
Dr. Romeo Mahinay, PhD
Chairperson
Dr. Ma. Salome Aguinaldo, PhD Dr. Brenda Macaraig, PhD
May 30, 2022
ACKNOWLEDGEMENT
The researchers would like to express their deepest gratitude to the

following people who have been a part in contributing to the success and
completion of this study:
First, to almighty God, who never stopped showering his blessings upon us
with the skills, knowledge, and wisdom necessary to fulfill each part of this
study.
To the parents, guardians, relatives and friends, and the class of the
researchers, for the willingness to lend a hand to assist the researchers with
the research study needs.
To our Senior High School students, for their participation and allotting some
of their time and experiences by answering our survey questionnaire. With, the
help of their acting senior high school Principal Ms. Glaiza P. Pangan, and their
advisers, Ms. Praise J. Sarto and Ana Katrina T. Taghap, for allowing us to
survey their students.
Lastly, to Ms. Marissa C. Florentino for guiding and checking on us every step
of the way in this research.
TABLE OF CONTENTS
No. of Page
Title page……………………………………………………………………………. 1
Approval sheet…………………………………………………………………… 2
Acknowledgement……………………………………………………………….. 3
Table of contents……………………………………………………………….. 4-5
Chapter 1 the problem and its background

Introduction…………………………………………………………….. 6-10
Statement of the problem…………………………………................... 11
Significance of the study…………………………………………… 11-12
Scope and limitation…………………………………………………. 12-13
Definition of terms……………………………………………………. 13-14
Chapter 2: Review Related Literature…………………………………….. 15-33
Chapter 3: Methodology
Research Design………………………………………………………… 33
Population and Sample of the Study…………………………… 33-34
Research Instrument…………………………………………………… 34
Data Gathering Procedure………………………………………… 35-36
Statistical Treatment…………………………………………………… 36
Chapter 4: Presentation, Analysis, and Interpretation of Data…........ 37-

43
Chapter 5: Summary, Conclusion, and Recommendation
Summary of Findings………………………………………………. 44-45
Conclusions………………………………………………………….. 45-46
Recommendations…………………………………………………… 46-48
Bibliography………………………………………………………….. 49-51
Appendix
Research Questionnaire……………………………………………. 52-57
Curriculum Vitae……………………………………………………… 58-71
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction:
Learning a language is like becoming another person by Haruki

Murakami. Traditionally, when a fellow Filipino can speak English or is fluent in
English, Filipinos see them as educated, wealthy, famous, unique, and
handsome/beautiful. On the contrary, learning another language, especially
English, is an opportunity to new doors along the way. English is the Universal
Language, also known as the Lingua Franca. It is used to communicate, share
ideas, build relationships, and deal with other countries. All over the world there
were roughly 6,500 spoken languages in the world today. Every one of them
makes the world a diverse and beautiful place. This study profoundly examines
the obstacles senior high school students face, specifically General Academic
Strand of Colegio de San Gabriel de Arcangel of Caloocan inc., in learning
English and becoming fluent in speaking and writing English. The Philippines'
second Language is English, the medium of instruction from Grade 4 to the
tertiary level. According to Khan et al. (2016), students in the context want to
study English, but several obstacles stand in their way that they must overcome
for the language's future to be bright. The ambiguous educational policies, the
biased attitude toward English, the behavior of parents and teachers, the
government's adverse policies, and the lack of modern teaching technology in
the public sector. The shortage of English teachers, particularly in the most
remote areas, the flawed syllabi and examination system, the lack of teaching
training, and the deprived position of teachers are the major factors causing
obstacles in learning English. The study underlines the importance of official
support by taking a positive approach to boost English's status.
This study focused on finding solutions and strategies that could benefit the GAS
students of Colegio de San Gabriel Arcangel of Caloocan, Inc. to improve their
English language and become fluent in speaking English. In today's society and
economy, being proficient or able to talk in English is crucial for development,
personality outlook, and opportunities. According to the international education
company Education First (EF), the Philippines dropped from the 20th to the 27th
spot in this year's English Proficiency Index (EPI). According to research
released last 2020 by English First, a Swiss company, the country dropped
seven points in a recent global ranking. The English Proficiency Index (EPI),
based on the EF Standard English Test (EF SET), was given to 2.2 million
people from 100 different countries in 2019. The degrees of English competence
is divided into five groups, ranging from Very High to Very Low. Despite the
decline in ranks, the country is rated as having "excellent competency" in
English. Last year's test yielded 562 out of 700 for the Philippines. Filipinos can
give a presentation at work, comprehend television shows, and read
newspapers in English.
The Netherlands placed first globally with a score of 652. Meanwhile, the
Philippines came in second place among Asian countries. Singapore ranked
10th globally and took the first position with a total score of 611. Manila was
placed 21st among participating cities in a separate list, with a high proficiency
score of 582. This is a two-spot drop from the city's position in 2019. With a score
of 578, Davao City fell from 15th to 24th position this year. Since 2016, the
country's ranking has been steadily declining. The Philippines dropped from 13th
place in 2016 to 15th place in 2017, 14th place in 2018, and 20th place in 2019.
In 2018, the Organization for Economic Cooperation and Development (OECD
Program) for International Student Assessment (PISA) reported that the
Philippines ranked last among 79 countries in reading comprehension. The
Philippines had an average reading score of 340, 100 points lower than the
OECD average of 487. In April, the Philippine Institute for Development Studies
(PIDS), a government think tank, said that specific senior high school (SHS)
pupils have difficulty writing English. Since 2016, the country's ranking has been
steadily declining.
As one of the country's official languages, English was taught from the
elementary level to the tertiary status faculties. It's also used as a medium of
instruction within the primary level, whereas mother tongue language (MT) is
used from grades one to three. For example, even before they attend college,
some students were already exposed to the English Language and should
contemplate it as their maternal Language (L1). However, even though Filipinos
were exposed to the English Language, students still had difficulty using the
English Language in speaking and writing. This might affect their performance
once they enter the upper levels of learning and even once they apply for jobs.
Cabigon (2015) mentioned, in his article in the Philippine Daily Inquirer, that
there's a "decline of the standard of English within the Philippines and therefore
the growing variety of empty jobs in numerous industries that need bound levels
of English communication skills." A similar report by Raffy Tima (2018) in the 24
Oras, GMA News, showed Filipino students' English proficiency and fluency
according to a survey conducted by the Hopkins International Partners, the
official representative of the group Test of English for International

Communication (TOEIC). In keeping with Leonen (2018) in his newspaper article
in the enquirer, the English proficiency of Filipino graduates have known as the
eye of the senate, wherever in Senate Resolution No. 622. Legislator Grace
author demanded an associate degree assessment of the current elementary
and high school curricula thanks to reports of narrowing advantage of Filipino
graduates within the International Language. Since this can be the establishment
of the English Language in Philippine education, it's then necessary to consider
the factors affecting the oral English fluency of the students as early as they
enter elementary level up to college, including senior high school students. It's
then necessary to spot these factors at this stage. This can offer insights into the
issues students face in getting oral communicative skills in English, mainly to be
fluent in writing and speaking English. In turn, the teachers can make the
necessary changes in their teaching methods and select acceptable activities
and teaching materials for their students. In addition, it could guide the course
planners in reviewing the course of study on what must be emphasized to boost
the students' oral and written fluency or language ability.
The Philippines dropped from 13th place in 2016 to 15th place in 2017,
14th place in 2018, and 20th place in 2019. The researchers conduct this study
to discover the factors of English fluency in the increasing multilingualism and
opening up employment opportunities for the SHS GAS strand of Colegio de San
Gabriel Arcangel of Caloocan, Inc. However, the researchers also want to study
the disadvantages of using English as a communication medium of instruction.
What factors affect the SHS students' English Fluency from GAS of Colegio de
San Gabriel Arcangel of Caloocan, Inc... The researchers have also observed
that a significant percentage of their students have struggled in speaking
English, knowing that it is their medium of instruction and communication as they
present their ideas in class.
Statement of the Problem:
The study aimed to determine the factors affecting the English Fluency of
Grade 12 General Academic Strand of Colegio de San Gabriel Arcangel of
Caloocan INC. Specifically, the researchers seek to answer the following
questions;
1. What is the profile of the respondents in terms of:

Strand
2. What are the lessons in the Grade 12 General Academic Strand that
promotes English fluency?
3. What online activities are given to the respondents who practice using
the English Language?
4. What factors contribute to English Fluency of the Grade 12 General
Academic and Humanities and Social Science Strands?
Significance of the Study
The findings of this study will redound the Factors that would affect their
English language fluency; hence, it can lead them to improve their fluency in
writing and speaking. In addition to this, this study also wants to convey that
multilingualism is becoming more critical. Speaking a foreign language helps
make a real connection with people and know more about diverse cultures,
places, and lifestyles. Where the more fluent students are, the better they can
express themselves. Therefore, they can develop their confidence in speaking
and writing using the English Language. Next, the teachers must identify and
see different factors affecting their students' fluency. This study will enable them
to perceive what they should improve and how they should create learning
materials to cope with students' dynamics in learning the English Language.
Lastly, the School Administrators and personnel, specifically those curriculum
makers, consultants, and English coordinators, develop and enhance the
curriculum guide. Aligning the competency, objectives, and other things across
the curriculum guide. In creating such a map of the school in producing a quality
of education that the school could offer for the students, the factors affecting the
English language fluency will be their bases in doing such developments towards
curriculum guide. For another researcher (or researchers if it is a group study),
the study will help them uncover critical areas in the educational process that
many researchers could not explore.
Scope and Delimitation of study:
This research is focused mainly on the Factors affecting English Fluency

of the Grade 12 General Academic Humanities and Social Science Strands in
Colegio De San Gabriel Arcangel of Caloocan Inc. The primary subject of this
research study will consist of grade 12 students enrolled in the current academic
year 2021-2022. As mentioned above, the respondents will be limited to Grade
12 students from GAS and HUMSS strands, with a total number of 74 students,
where the researchers will be conducting research. Moreover, the participants
are selected based on a subject connected to English, such as Oral
Communication and Research.
However, as we conducted our survey, some students were unable to respond

due to some reasons such as; unexpected early vacation and graduation
preparation as well; as most of the students have their work which makes them
busy and are not able to answer our survey.
Definition of Terms
The following definition of terms would provide the readers with a shared
understanding and interpretation to clarify the content of this study:
1. Factors
"Factor is one that actively contributes to the production of a result"

(Merriam-Webster, online dictionary). In brief, the factor is something that affects
others. The factor is always related to something that will be a result. On the
other hand, to make students understand the speaking lesson, the guides need
to investigate factors that affect the student's speaking fluency in the teaching
and learning process.
2. Speaking
Nirmawati (2015, p. 2) defined that "Speaking is a productive language

learning skill. It involves communicative performance and other important
elements, such as pronunciation, intonation, grammar, vocabulary, etc. They
should be taught in any language learning to enable the learners to use the target
language to communicate." Speaking is the speakers of each language, mother
tongue, and second language talk language as the outcome of their linguistic
skill (Hamerca, 2009). Meaningful and valuable sentences are required to make
some decisions to impact listeners' utterances. As speakers in speaking class,
students are sometimes aware of choosing the words, stylistic performance, and
rhythm or tone to convey the definition of messages they present to the listeners.
3. Fluency
"The quality or state of being fluent" (Merriam-Webster, online dictionary)
"Reading fluency is the ability to read accurately, quickly, effortlessly, and

with appropriate expression and meaning (Rasinski, 2003).
Fluency (automaticity) is reading words without apparent cognitive or

mental effort. It has mastered word recognition skills to the point of overlearning.
Fundamental skills are so "automatic" that they do not require conscious
attention.
Fluency is the ability to read "as you speak." Hudson, Lane, and Pullen
define fluency: "Reading fluency comprises at least three key elements: accurate
reading of the connected text at a conversational rate with appropriate prosody
or expression." Non-fluent readers suffer in at least one of these aspects of
reading: they make many mistakes, read slowly, or don't read with appropriate
expression and phrasing.
CHAPTER II
REVIEW RELATED LITERATURE
Speaking is the practice of exchanging thoughts and ideas with another

person. Speaking involves not only the production of words but also their use.
Cameron (2001) used language to communicate meanings so that others could
understand them. According to Nunan (1991), speaking is one skill that requires
a variety of abilities that often develop at different rates. Torky (2006) explains.
They were speaking as a method of producing the sound that generates signals
that result in differential verbal responses in a listener. It systematically combined
sounds to create meaningful sentences, and speakers and listeners exchanged
messages orally.
Furthermore, speaking is one way to start a conversation with other

people. It can be a question, an answer, an opinion, a request, or a speech
delivered verbally. Speaking is the process of organizing ideas verbally and
nonverbally in various contexts based on the goal of the conversation (Chaney,
1998). Based on these definitions, it is possible to conclude that English
speaking is the ability to convey messages that include ideas, thoughts, and
feelings orally to create communication with other people.
When conveying messages to the listener, the speaker must avoid

misunderstandings; it is the speaker's responsibility to ensure that the messages
are delivered clearly. Speakers who want to speak fluently must know the
appropriate situation to initiate a conversation (Harmer, 2007, p. 343). Luoma
(2004) classified speaking elements into five categories: range, accuracy,
fluency, interaction, and coherence. According to Mazouzi (2013), there should
be equivalence in students' fluency and accuracy because both elements aid in
developing students' communicative ability. Fluency in speaking refers to a
speaker's ability to report an idea quickly. The speaker can communicate clearly
and pique the interest of the audience. According to Hedge (2000), fluency is the
speaker's ability to respond clearly by connecting words and phrases, saying
sounds clearly, and using stress and tone. The following characteristic is
accuracy; it must be able to control the structure used by the speaker. The
accuracy function demonstrates the speaker's ability to select the correct
sentence pattern based on the conversation condition. Learners must
concentrate on appropriate and comprehensive language forms, including
grammatical, structural, vocabulary, and pronunciation (Mazouzi, 2013).
Speaking performs several functions in individual behavior. "There are

three speaking functions: talk as interaction, talk as a transaction, and talk as
performance." Each speech activity is distinct in form and function and
necessitates a different approach to teaching (Richard, 2008)." "Talk as
interaction" refers to a conversation between two or more people once in a while.
They share their thoughts, feelings, and many other things. "Such exchanges
may be casual or formal, depending on the circumstances" (Richard, 2008: 22).
Talk as interaction goals, according to Richard, are to create social function,
show the attitude of relationships, show the value of conversation, and so on.
Talk as the transaction occurs when the speaker produces some words that
result in sentences. The main goal is to maximize the value of information
received and sent between the speaker and the listener. Talk as performance is
commonly used to describe someone who works as a public speaker, such as a
teacher, lecturer, or motivator. They planned as thoroughly as they could before
informing the audience. One of the goals of learning a foreign language, such as
English, is to speak it fluently.
The primary goal of communicative language teaching and learning is to

improve one's speaking ability. Students who study English as a foreign
language highly value these abilities. They were expecting to be able to
communicate verbally with other people in their current situation and condition.
As a result, they must master speaking fluency, an important goal of the
speaking lesson. Fluency is the speaker's ability to speak naturally and without
hesitation. Speaking fluency was defined by Richards et al. (2002: 204) as "the
characteristics that give the speech the qualities of being natural and normal,
including the native-like use of pausing, rhythm, intonation, stress, the rate of
speaking, and use of interjections and interruptions." Speaking fluency was
defined as delivering messages at average speed without confusing words,
exchanging ideas clearly and understandably, and using simple words to help
comprehend (Zhang, 2009). The speaker reports the messages naturally and
understandably to the listener. According to Skehan (2009), fluency is the ability
to result from a speech at average speed without delay. Fluency is defined as
the understanding and consistency with which messages are delivered (Nation
& Newton, 2009, p. 151)
Factors Influencing Speaking Fluency
Speaking occurred spontaneously and orally between two people, occurring

more in real-time. Cognitive factors, linguistic factors, and affective factors are
factors that influence speaking Fluency (Wang, 2014).
a. Cognitive factors
Conceptualization, formulation, and articulation are all steps in the speaking

process (Levelt, 2007). Conceptualization is concerned with the types of
information chosen to express meaning. Formulation refers to a speaker's ability
to use appropriate words and inappropriate grammatical contexts. The
formulation involves the speaker's ability to select proper words and grammatical
structures. Articulation was the articulation of the speaker's speech articulatory
organs. Because these three processes coincide, students may make mistakes
in face-to-face communication. As a result, students' speaking skills can be
replaced by "hesitations, false starts, grammatical inaccuracies, and limited
vocabulary" (Hughes, 2002, p. 77). Speaking can be influenced, but the human
mind cannot focus on all three processes simultaneously due to a lack of
processor capacity (Skehan & Foster, 1999). It is so for students learning English
speaking to maintain their parity during the lesson.
b. Linguistic factors
Learners' oral proficiency must use the appropriate language forms

(Saunders & O'Brien, 2006). Students place a high value on linguistic factors
such as pronunciation, grammar, and vocabulary. They must also focus on the
situation of conversation time. According to Harmer (2002), speaking requires
knowledge of how to produce the form of language and when, why, and how to
result in the words.
c. Affective factors
Emotions, self-esteem, empathy, anxiety, attitude, and motivation are affective

factors related to native language learning. "It can be nerve-racking to speak a
foreign language in public, especially in front of native speakers." When English
foreign language learners become tongue-tied or lose their words in an

unexpected situation, they can experience extreme anxiety, leading to
discouragement and a general sense of failure. Adults, unlike children, are
concerned with how others perceive them.
Elements of English-Speaking Fluency
The speaker first should understand several components of speaking

fluency, such as breakdown fluency, which includes time filled with speech, no
pauses, and filled pauses. Then there's speed fluency, measured in words and
syllables per minute. The final one improved fluency by focusing on the speaker's
false starts and repetition of words (Tavakoli & Skehan, 2005).
According to Koponen and Riggenbach (2000, p. 8), Fluency in language

assessment is comparable to unity and fluency in delivering a speech. As a
result, English speaking fluency was an essential factor in speaking class. They
classified fluency views into four categories. The first included considering
fluency primarily in terms of "smoothness of speech," based on "temporal,
phonetic, and acoustical features" of speech. Second, fluency is a skill and a
component of proficiency. Smoothness is regarded as a vital component of
overall fluency. Then, fluency was described as the "autonomy of psychological
processes." This point of view is primarily concerned with investigating the
mechanism of psychological learning that aids in detecting how fluency is
increasing. "Fluency as opposed to accuracy" is the final definition of fluency.
The main point was a distinction between accurate speech, in which learners
focused solely on the language process itself, and learners' focus when
delivering a fluent speech.
The characteristics of speaking fluency were classified into three types:

1) real-time language processing, which means the speaker says quickly and
without much quiet. 2) Fluent language use does not necessitate the speaker's
attention. 3) Fluency is a skill dependent on the language's knowledge quality.
Its goal is to make the best use of what is already known. Hidayat and Herawati
(2012) defined speaking fluency as the speed, pausing, and time to talk.
The Classroom Activities and Speaking Fluency
Oral communication is an essential component of teaching English as a

foreign language. Several studies have investigated the relationship between
classroom activity and students' speaking fluency. Tornqvist (2008), Gudu
(2015), Shen (2013), and Tumova (2002) are some examples. Classroom
activity and participation during the learning process affected students' speaking
fluency. According to Tornqvist (2008), educators must decide that students'
emotions significantly impact foreign language learning when teaching speaking
in English as a foreign language. It means that the lecturer in the classroom
process could directly detect the factors influencing students' speaking fluency.
Tornqvist (2008) discovered that some factors influence students' speaking
fluency during the classroom process. For example, a comfortable classroom
environment, students' self-esteem, group work, meaningful lessons,
enthusiasm, teacher support, and student motivation.
A classroom atmosphere
The classroom environment in the teaching and learning process captivated

students' interest in joining the class. According to Lighbown and Spada (1999),
there are two types of teacher's teaching styles in the classroom process: (1) the
traditional instruction environment, which aims to focus on the target language,
and (2) the communicative instruction environment, which aimed to emphasize
the use of the target language in daily conversation. This method is used to help
students develop the habit of communicating in English. Furthermore, the
communicative style focused on grammar to make the conversation work

(Lighbown & Spada, 1999).
1. Students' self- esteem
Students' emotions significantly impacted their ability to learn a foreign

language. The students are eager to speak English as if they were native
speakers. According to Brown (2000), pupils' self-esteem is emphasized by a
classroom climate in which students accept one another.
2. Group work
The use of a variety of teaching methods and techniques increases students'

knowledge. In fostering good communication among students in the classroom,
it was necessary to employ engaging methods and topics, but the most crucial
factor was the activity's relevance.
3. Motivation
Motivation is a critical factor in encouraging students. Motives can be both

intrinsic and extrinsic. Students' speaking fluency would improve if they were
motivated by themselves and the people around them. According to Anna
(2002), "the increased emphasis on communication in the foreign language
classroom makes it a challenging task for teachers to get students to participate
actively in conversations where they can express themselves freely. "
Research on English Speaking Fluency
Several studies have been conducted to determine the factors influencing

students' English-speaking Fluency. Hidayat and Herawati (2012); Wang (2014);
Derakhshan, Khalili, and Beheshti (2016); Yang (2014); Leong and Ahmadi
(2017); Diyyab (2013); Pishkar, Moinzadeh, and Dabaghi (2017) Hidayat and
Herawati (2012), for example, conducted research on the factors influencing
student speaking fluency. The study was conducted at Pakuan University's
English Education Study Program, Faculty of Teacher Training and Educational
Sciences. They asserted that fluency was an essential aspect of speaking. The
researcher employs several indicators to assess students' speaking fluency. For
example, the rate at which you say, the frequency you pause while speaking,
and the length of a speaking run. The researcher used observation, interviews,
and questionnaires to collect data. They discovered that many factors influence
students' speaking fluency, including self-motivation, comfort in learning English,
and environmental support (family, friend, teacher, and facilities). Their
academic abilities and anxiety levels influenced the students' speaking fluency.
Furthermore, Leong and Ahmadi (2017) investigated the factors influencing
language learners' English-speaking abilities. According to the findings,
appropriate speaking instruction was a learner's priority and a field in which they
require more attention to their speaking skills.
Yang (2014) researched to discover how EFL teachers and students

approach the development of speaking fluency. In developing EFL class
speaking skills, 40 students were chosen randomly from various majors in the
importance of speaking fluency strand. The data was gathered using two
questionnaires and a five-point scale judgment. The questionnaires are derived
from relevant theories of speaking fluency discussed in the literature review. For
instance, speech rate describes the overall fluency of speaking. The findings
indicated that teachers' willingness to help students improve their speaking
fluency is insufficient. As a result, the students are unfamiliar with speaking
fluency. Aside from that, students in the current EFL class reported a lack of
time, activity, effort, and a relevant guiding principle.
Wang (2014), on the other hand, conducted an experimental study to

improve Chinese English Foreign Language learners' accuracy and fluency in
spoken English. Three effective English-speaking teaching models decided to
assess students' fluency and accuracy. Wilis' three-stage model, Florez's five-
stage model, and Goh's four-stage model are examples. To investigate these
three models, researchers evaluated them in four stages: before speaking, while
speaking, after saying, and extension practice. The questionnaire data includes
speaking accuracy (grammar and mispronunciation) and fluency (hesitate and
vocabulary). One hundred questionnaires were distributed randomly to
participants to determine students' speaking difficulties. The results revealed that
using three effective models in oral English affects students' accuracy and
fluency. It improves students' knowledge, vocabulary, speaking strategies,
anxiety, accuracy, and fluency. In this study, some recommendations were made
based on three effective models. Students must first master enough knowledge,
vocabulary, and strategies to reduce their fear and stress before speaking. They
should have enough time and opportunity to improve their fluency while
speaking. Students should be taught the proper use of language after speaking
to enhance their fluency.
Another study on English speaking fluency found a similar pattern to

Wang's. Derakhshan, Khalili, and Beheshti (2016) conducted an experimental
study to improve learners' speaking ability, accuracy, and fluency. This study
included 40 students and ten domestic teachers. Grammatical, psycholinguistic,
sociolinguistic, and language components assessed speaking effectiveness.
According to the study's findings, the interest of EFL learners and adults in
speaking depends on the material provided by the guidance. Imitation,
responsive, intensive, extensive performance, transactional dialogue, and
interpersonal dialogue, for instance, can improve learners' speaking abilities.
The students could now encourage this ability with various tools such as role-
play, videos, flashcards, and graphs. Some teach students to improve their
knowledge, accuracy, and fluency.
Likewise, Diyyab (2013) investigated a study on using a multimedia-

based program to improve students' and teachers' EFL speaking fluency. As a
result, this study was designed quantitatively. Thirty students from Egypt's Sadat
Faculty of Education, Minufiya University, were chosen. A pretest and a post-
test have been conducted; the study—pretest was designed to use a rubric to
assess students' speaking fluency performance. Following the experiment, it
was discovered that students' speaking fluency improved after using the
program. In summary, the Multimedia-Based program affected learners'
speaking fluency, and this program could be an effective method of teaching
speaking.
Modern English dramas were used as a model. The information was

gathered from 60 English language and literature students at Hormozgan
University in Iran. Some rubrics chosen to assess learners' fluency include the
number of filled and unfilled stops in each narration, the number of words per
minute used, the length of the utterance, and the total number of stress words.
According to the findings, the measure of learners' temporal and linguistic
abilities was related to their fluency score. Students' speaking fluency improved
that analyst's performance on some rubrics, whereas students' speaking
accuracy deteriorated.
Factors of Culture
Malaysian undergraduate students struggle to communicate in English

despite studying English for nearly 11 years. One of the causes of a lack of
proficiency in the target language is cultural stereotypes. People who spoke a
foreign language were considered outcasts in some Malaysian cultures because
they embraced another culture. Malaysia is divided into three major races:
Malay, Indian, and Chinese. Each race has its perceptions and language
stereotypes about foreign languages. For example, some Malays perceived
other Malays who spoke English as "less Malay," and they were sometimes
"othered" by their society as a result of their high proficiency in the target
language (Lee Su Kim, 2003).
Meanwhile, those who speak English were taught to be more educated

than those who speak Mandarin in China (Wong Fook Fei, Lee King Siong.
Wong Fook Fei. Azizah Yaacob, 2010). On the contrary, one study found that in
Indian society, someone who can speak their native language is valued more
than someone who can speak a foreign language (Wong Fook Fei, Lee King
Siong. Wong Fook Fei, Azizah Yaacob, 2010). All of these cultural and societal
stereotypes, on the other hand, do not affect learners who are highly motivated
and enthusiastic about improving their proficiency in the target language, i.e.
Student Attitudes Toward Bilingual Education
Students' attitudes toward bilingual education influenced English

proficiency among Malaysian university students. English in the educational
process is used to help students meet future job demands in various industries.
Despite having studied English for a long time, many local graduates are still
unemployed due to a lack of English proficiency. As a result, students' attitudes
toward bilingual education have become a significant concern. One of the most
critical factors influencing second language learning success is attitudes
(Spolsky, 1969). Students must be motivated and have a positive attitude to have
a successful language learning experience (Thang Siew Ming, Ting Siew Ling,
Nurjanah Mohd Jafar 2012). Students with positive attitudes and high motivation
levels will succeed in second language learning.
In contrast, students with negative attitudes are judgmental and

ethnocentric toward the target language, unaffected by second language
acquisition (Gardner & Lambert, 1972). According to Ramiza Darmi and Peter
Albian (2013), negative attitudes are associated with feelings such as anxiety,
causing excessive stress in second language learners. As a result, students'
motivation and attitudes toward bilingual education are critical in helping them
improve their English proficiency.
According to the findings of this paper, language anxiety, cultural stereotypes,

and students' attitudes toward bilingual education contribute to the level of
English proficiency among university students. Many studies have been
conducted in this area; there is still a lack of information on the factors influencing
English proficiency.
Oral ability
Previous studies on language proficiency, particularly oral proficiency,

have revealed few details about the factors contributing to second language
proficiency. It is because the factors identified would vary depending on several
levels, such as young learners to adult learners. However, several studies have
found that vocabulary and grammar are essential for oral proficiency across
levels (Iwashita, 2010).
Other factors, such as pronunciation and fluency, will be present at higher levels.
Higgs and his colleagues assert this.
According to Clifford (1982), as cited by Iwashita (2010), these factors

may contribute differently to learners' overall language proficiency at different
levels. As a result, depending on the situation, various aspects of oral proficiency
may come into play, implying other factors at each level. The emphasis,
however, is on grammatical accuracy, which is the primary deciding factor for

raters at all levels (Iwashita, 2010).
Factors Affective, Cognitive, and Linguistic
Numerous factors influence language learners' oral proficiency and

accuracy, which serve as the primary characteristics of oral proficiency.
Cognitive, linguistic, and affective factors influence a student's verbal fluency.
According to Levelt (1989) (as cited in Derakhshan et al., 2016), human

speaking processes are contemporary conceptualization, formation, and
articulations, causing learners to make mistakes. Wang (2014) defines
conceptualization as "information that being chosen to express itself, meaning,"
whereas formulation necessitates the speaker's selection of appropriate words.
While in terms of articulation, the speaker must use their articulators' organs to
produce speech. Conceptualization is concerned with the information chosen to
express meaning. In contrast, formulation requires the speaker to find
appropriate words to use. As a result, the speaker's fluency and accuracy suffer
because it is impossible to separate cognitive from influential factors. Linguistic
factors are concerned with conceptualization, formulation, and articulation. The
use of language, forms that are similar to verbal elements in that they relate to
words and tone of voice depending on what one is saying, what one says and
how one says it. Therefore, speaking is required in this study; cognitive and
linguistic factors were inextricably linked. When one element is mentioned, the
other is discussed as well.
Affective factors are emotions that influence learning, such as anxiety and
self-restriction, and thus have an impact on learning the learner's oral proficiency
(Derakhshan et al., 2016), which is supported by Woodrow's (2006) research on
the relationship between anxiety and oral performance in the target language.
According to the study, students face the most stressful situations when being
assessed face-to-face by instructors and performing in group settings (Liu,
2006).
Teachers, exams, classmates, and some classroom activities are sources

of anxiety for students that can be seen in the classroom. All of these affect the
student's motivation to perform. According to Brown (2007), affective factors play
an essential role in learning a second or foreign language. According to
Gorkaltseva et al. (2015)'s research, the learners' lack of motivation for verbal
communication interaction resulted in a lack of pragmatic competence (the ability
to use the language appropriately in different situations), varying circumstances,
and linguistic proficiency (the ability to use the language and all its parts). Cohen
(2010), on the other hand, claims that motivation, as a dynamic process, is not
stable and is constantly changing.
Because motivation is essential in all types of learning, teachers should make

an extra effort to keep their motivation. Students are inspired. When teachers
demonstrate their enthusiasm, it boosts students' motivation.
Speaking Techniques for Teachers
Its core learning area standard, based on the K to 12 Basic Education

Curriculum 2016, emphasizes the learner's mastery of Basic English skills. It can
be seen when the students communicate verbally while carrying out real-world
tasks. They must communicate appropriately, fluently, and accurately in various
social and academic contexts. However, getting students to respond or speak in
class, as in many language classes, is a challenge that most teachers face. This
problem impedes students' progress toward improving their oral fluency and
accuracy, necessitating more effort on the part of teachers in their teaching
strategies so that students can demonstrate mastery of fundamental English
skills at the elementary level. Teachers must explicitly teach language-speaking

classrooms to encourage students to use the target language. The ability to use
the target language dynamically is a skill that requires activating the speaker's
knowledge and skills in real-world speaking situations (Goh& Burns, 2012).
Simply providing learners with speaking activities is not the same as

teaching them how to speak. There are strategies that teachers use to improve
their students' language skills based on language studies.
On the other hand, teachers must decide which appropriate strategies to use to
meet the needs of their students. Some of the techniques used in language
classes include group work, role play, problem-solving, and discussion. As can
be seen, all of these activities can be done in groups to encourage student
communication and interaction. According to Kameradi (2011), group work
allows and encourages students to participate in contact. Biggs (2000) and
Webb (2010) discovered that group work or peer interaction is also beneficial.
According to Kameradi (2011), group work allows and encourages

students to participate in the communication. Biggs and Webb (2000) discovered
that group work or peer interaction is also beneficial.
Concluding Remarks
Some of the conclusions can be drawn from the reviewed literature. First,
students' speaking fluency was influenced by enjoyable lessons, high self-
motivation to learn English, and encouragement from others. Second, learners
face difficulties speaking English fluently and accurately because cognitive,
linguistic, and emotional factors impact their speaking ability.
The main issue with this research is the students' lack of speaking skills,
which the researcher had to address. The study aims to investigate some factors
that influence students' speaking fluency. It is critical to understand the factors

that influence students' fluency. According to the findings of this study, other
students can speak English as fluently as the fluent speaker. In addition, the
lecturer can offer some suggestions to help students improve their speaking
skills.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
Research Design
The present study followed the Quantitative Research Approach-

Descriptive Research Design: Correlational Research study Methodology. A
Correlational Research study includes investigating a relationship between the
two variables without controlling or manipulating them. Through this design, the
researchers will be able to find the factors affecting the English fluency of the
students who are the respondents to this research that the researchers are
studying. It is ideal for gathering data quickly from natural settings to help the
researchers generalize the findings to real-life situations in an externally valid
way.
Population and Sample of the study
The study participants are a sub-group of students from Colegio de San

Gabriel Arcangel of Caloocan, Inc Senior High School Department, particularly
from Grade 12 General Academic and Humanities and Social Science Strands,
with a total of 74 students.
Research Instrument
For data collection, researchers will be using an instrument which

is a survey questionnaire for the researchers to identify the factors that affect
students' fluency.
The said survey is an adapted questionnaire composed of a systematic set of

questions that students can answer, providing related information about the
study to get the necessary details needed to see further the different factors the
researchers want to identify.
1. Survey Questionnaire
This survey aims to identify the factors affecting the student's fluency in
writing and speaking. Hence, the survey contains 16 questions that closely
answer the factors that affect the students' fluency, particularly in writing and
speaking.
Validation of the Research Instrument
The questionnaire designed for the study will be subjective to a validation

process for face and content validity. After checking the adviser's instrument, the
questionnaire will be subject to comments and suggestions by two experts
related to the study for reliability. After they had validated the copies, the
researchers interviewed these persons to determine their questionnaire
assessments. They were asked whether all of the items were adequate to collect
data pertinent to the study, whether they were objective and not biased, and if
they were relevant to the research problem. Afterward, the questionnaire items
were revised for clarity and definiteness.
The link for the questionnaires was then shared personally by the researchers
with the respondents.
Data Gathering Procedure
After validating the instrument, the researchers secured a written permit

from the Colegio de San Gabriel Arcangel Senior high school department
administrators. After the faculty member had given permission, the researchers
explained the purpose of the study to the selected respondents. Then they made
sure each participant corresponded to their predefined criteria. The researchers
collected the data using a survey questionnaire that comprised their Names,
Grade Level and Strand, and other information needed for this study. The
problems encountered by the respondents will be identified through the second
part of the survey questionnaire. After the respondents had taken the
questionnaires, the result was checked, tallied, interpreted, and analyzed. The
researchers allotted time, effort, and cooperation in developing questionnaires
with explicit words to serve their intended respondents.
The survey being conducted is being done using an adapted-

questionnaire. Most of the questionnaire is constructed and divided into four
main questions with sub-scenarios. The respondents can respond through
google form so the researchers can distribute it to the students of Colegio de
San Gabriel Arcangel of Caloocan, Senior high school department, specifically
General Academic Strand and Humanities and Social Science strands. The
participants also allotted time to answer the google form given to them through
the link provided by the researchers. The data gathered from this research
instrument were collected and organized according to the answers that were
responded to by the participants. Along with these questionnaires as primary
data, the researchers also made use of secondary resources, which are in the
form of published
articles to support the results of the survey.

Statistical Treatment
The data collected in this study follows the statistical treatment.
Formula:
f
P= x 100
To get a percentage:
P = percentage
F= frequency
N = no. of respondents
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and data interpretation of the survey
result. The data or information is shown using tables answering the SOP and
four main questions from the questionnaire.
Legend:
4-StronglyAgree 2-Disagree
3- Agree 1- Strongly Disagree
Table 1: Frequency and Percentage Distribution of the Students' Profile in

terms of strand
Strand Frequency Percentage

GAS 7 47%
HUMSS 8 53%
Total: 15 100%
Findings:
Table presented shows the frequency and percentage distribution of the

students' profile in terms of strands; which GAS strand has seven respondents
with a percentage of 47%, while the HUMSS has eight respondents with an
equivalent of 53% with a total of 15 respondents and 100% in percentage.
Table 2: Frequency and Percentage distribution of the answers to the first

main question from the survey.
How easy is it for you to speak in English?
1. It happens naturally 4 (SA) 3 (A) 2 (D) 1 (SD)
without me noticing. 4 8 3
27% 53% 20%
2. It's easier than when I 3 11 1
started learning, but I 20% 73% 7%
sometimes get confused.
3. I find it quite tricky and 5 9 1

have to think about it a lot. 33% 60% 7%
4. I find it hard to string 4 9 1 1

sentences together and use 27% 60% 6% 7%
grammar rules correctly.
Findings:
The table presented shows that in question no. 1, 4 of the total

respondents, with an equivalent of 27%, strongly agree. In contrast, eight
answered agree, which is equivalent to 53%. There are 3 of them disagreed with
an equivalent of 20%, with a total of 100% saying that speaking English happens
naturally without noticing themselves. Then in no. 2, 3 of the total respondents,
equivalent to 20%, said they strongly agree while 11 answered agree, equivalent
to 73%. There is 1 of them answered disagree, which has 7% as its equivalent
in percentage, with a total of 100% saying that it's a lot easier to speak English
when they start learning it, but sometimes they still get confused. Next, in no. 3,
5 of the total respondents answered strongly agree with it, equivalent to 33%,
while nine answered agree, equivalent to 60%. Lastly, one disagreed, equivalent
to 7%, and a total of 100% said that speaking English is quite tricky and they
must think about it a lot. In question no. 4, 4 of the total respondents answered
strongly agree with an equivalent of 27%, while nine answered agree with an
equivalent of 60%. There is one who answered disagreed with an equivalent of
6%. Lastly, another one responded strongly disagree with an equivalent of 7%
and a total of 100% saying that they found it hard to string sentences and use
grammar rules correctly in speaking English.
Table 3: Frequency and Percentage distribution of the answers to the

second main question from the survey.
I don't even think about the rules anymore; they flow when I speak.
5. I don't even think about the rules 4 (SA) 3 (A) 2 (D) 1 (SD)
anymore; they flow when I speak. 1 13 1
13% 60% 27%
6. I know most of them, but I 3 10 2
occasionally get mixed up. 6% 87% 7%
7. I'm trying to learn the rules but 2 9 4
irregular words still trip me up. 20% 67% 13%
8. I'm still learning the grammar rules 1 13 1
and find it hard to remember them all. 13% 60% 27%
Findings:
Based on the table presented, in question no. 5, 1 of the total

respondents, the equivalent of 13%, answered strongly agree. In contrast, 13
answered agree, equivalent to 60%, and one answered disagree, equivalent to
40%, with 100% saying that they don't think about the rules; instead, it flows
when they use the English language. Then in no. 6, 3 of the total respondents,
the equivalent of 6%, said that they strongly agree, while ten answered agree,
equivalent to 87%. There are 2 of them answered disagree has 7% as its
equivalent in percentage, with a total of 100% saying that they knew about
grammar rules, but they occasionally mixed it up. Next, in no. 7, 2 of the total
respondents answered strongly agree with its equivalent of 20%, while nine
answered agree with an equivalent 67%. Lastly, four answered disagree with an
equivalent of 13%, and lastly, in question no. 8, one responded strongly agree
with an equivalent of 13%. In comparison, 13 answered agreed with it, equivalent
to 60%, and one answered disagreed with it, equivalent to 27%, saying that they
are trying to learn the grammar rules, but irregular words still trip them up.
Table 4: Frequency and Percentage distribution of the answers to the third

main question from the survey.
I don't even think about the rules anymore; they flow when I speak.
9. In fact, there I know some things, but 4 (SA) 3 (A) 2 (D) 1 (SD)
I don't know how to explain them in my 5 9 1
mother tongue. 33% 60% 7%
10. I need to translate complicated 5 7 3
sentences first, but it happens 33% 47% 20%
naturally most of the time.
11. I think in my native language and 1 10 4

translate. 6% 67% 27%
12. I sometimes find it hard to think of 3 11 1
the right English words. 20% 73% 7%
Findings:
As per the table presented above in question no. 9, 5 of the total

respondents, equivalent to 33%, answered strongly agree. In contrast, 9 of them
responded agree, which it has equivalent to 60%, and there is 1 of them
answered disagree, equivalent to 7%, with a total of 100% saying that they knew
some things, but they don't know how to explain them using their mother tongue.
Then in no.10, 5 of the total respondents, equivalent to 33%, said that they
strongly agree, while seven answered agree, equivalent to 47%. There are 3 of
them answered disagree, which has 20% as its equivalent in percentage, with a
total of 100% saying that for complicated sentences, they need to translate those
first, but most of the time, it happens naturally. Next in no. 11, 1 of the total
respondents answered strongly agree with its, equivalent to 6%, while ten
answered agree, equivalent to 67%. Lastly, there are 4 of them who answered
disagree with an equivalent of 27%, with a total of 100% saying that they think
in their native language and translate it before speaking. Lastly, in question no.
12, 3 of the total respondents responded strongly agree with an equivalent of
20%, while 11 answered agree with the equivalent of 73%. There is one who
answered disagreed with an equivalent of 7% and a total of 100% saying that
they found it hard to think of the right English words sometimes when they speak.
Table 5: Frequency and Percentage distribution of the answers to the

fourth main question from the survey.
Can you understand conversations easily?

4 (SA) 3 (A) 2 (D) 1 (SD)
13. Understanding English is as
3 9 3
natural as my native language.
20% 60% 20%
14. Most of the time, I get lost if 3 9 3
everyone speaks fast. 20% 60% 20%
15. I can understand when people 8 7
speak slowly and clearly. 53% 47%
16. I get lost easily and usually only 3 6 6
understand a few words in 20% 40% 40%
conversation.
Findings:
In the table presented, in question no. 13, 3 of the total respondents,

equivalent to 20%, answered strongly agree. In contrast, nine responded to
agree, equivalent to 60%, and there are 3 of them answered disagree, equivalent
to 20%, with a total of 100% saying that understanding English is as natural as
their native language. Then in no 14, 3 of the total respondents, with an
equivalent of 20%, said that they strongly agree, while nine answered agree with
the equivalent of 60%. There are 3 of them answered disagree, which has 20%
as its equivalent in percentage, with a total of 100% saying that most of the time
they can easily understand the conversation, but sometimes they get lost if
everyone is speaking fast. Next, in no. 15, 8 of the total respondents answered
strongly agree with its equivalent 53%.
Seven responded with the equivalent of 47%, with 100% saying they can easily
understand the conversation when people speak slowly and clearly. Lastly, in
no. 16, 3 of the total respondents answered strongly agree with an equivalent of
20%, while six answered agree with its equivalent of 40%. Lastly, another six
answered disagree, with an equivalent of 40% and a total of 100% saying that
they get lost easily and usually understand a few words in conversation.
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary of Findings and Discussion
This study aims to contribute to existing research on the relationship

between English language fluency and the academic performance of
international students. The results concluded that senior high school students in
GAS and HUMSS strands find it confusing to speak English.
Results on language fluency and academic performance were consistent with

previous research (e.g., Xu, 1991) that reported that there was indeed a
relationship between self-perceived English language proficiency and fluency as
well as academic performance as measured by GPA. Half of those polled can
speak English well but not fluently. Fluently was defined as being able to talk
and write quickly or easily in a given language. Speakers can express the most
profound emotions or continue talking even when emotionally affected. At some
point, most of the students still get confused about speaking English. They find
it tricky and have to think about it, and sometimes use grammar rules to ensure
their sentence construction is correct.
According to Fluency Corp (2020), learning grammar rules has nothing to do with
fluency. Students of grade 12 HUMSS and GAS agreed that they don't think of
grammar rules anymore; words flow when they speak. The grammar rules are
essential for good communication and the construction of sentences; yet, they
get mixed up and don't think about the grammar rules anymore.
Bilingual students have a higher chance of performing well academically.

Fluency in your native language improves your grammar and vocabulary but not
much in your conversational skills. Waterford (2020), based on the data analysis,
students understand some terminology but cannot explain them using their
mother tongue. Most of them understand the English Language and can speak
it naturally. However, they find it difficult to think of the right English words for
complicated words.
Regarding comprehension, some students can understand the conversation

even if the speaker speaks fast, and others cannot. They still need time to
understand the message.
Conclusion:
The conclusion of this study is based on the data presented in chapter 4 of this
study; it focuses on the three general factors affecting their English fluency, such
as; Cognitive factors, which means that they can speak English naturally but
still find it challenging to understand when a word is deep and complex,
therefore, having a deep knowledge of the first language will not only help
students to understand a message better; it will also help them express what
they want to share with the speaker. Fluently doesn't mean you have to know all
the words, but being fluent in English means the ability to speak without
stuttering, or in other words, articulation, which is connected to the ability to
speak continuously with what you want to say and feel without thinking about
what to say. In our generation today, the English Language is essential in our
lives. Not only in communication but also in our daily lives. If students have good
vocabulary and can practice speaking English, it can give us a guarantee and
assurance that we can make our lives easier. The medium of instruction used in
learning is English, and the language in our gadgets is English. So, it is essential
to focus on developing English language fluency and proficiency without
affecting the deterioration of our mother tongue. Next is the Linguistic factor.
However, analyzing the cognitive factors shows a similarity between the two
factors affecting the fluency and proficiency of the students in the English
Language. Lastly, affective factors include the students' confidence to speak

English fluently.
Recommendation:
After a thorough assessment and considering the initial findings and the
conclusion of this study, the following recommendations are presented.
1. Students from the Senior High School HUMMS and GAS strands of
Colegio de San Gabriel Arcangel of Caloocan, Inc. who do not speak
fluently may be taught differently in reading and speaking using WSA or
the Whole School Approach. It is based on the idea that learning is a
school-community endeavor that can only be effective with the active
participation and support of school administrators, teachers, and parents.
This context emphasizes the importance of a holistic, broad-based, and
integrated approach at the school level to ensure SHS students' reading
and fluency improvement in HUMMS and GAS. Peers' involvement in the
intervention program may be vital in improving fluency skills.
2. The students must be encouraged to explore and try different ways and
techniques to enhance their English fluency, like reading, listening,
speaking, and even recording (while speaking) and writing using phrases
and not just single words. Another is the grammar-translation method
through communicating with their teacher, in particular, to give their
thoughts, which may help them to lessen their hesitation to speak. It is
also applicable to all English teachers who are teaching English. Using
that method, they can fully understand each other and maintain a
conducive learning environment while having fun.
3. Teachers must be encouraged to try and explore new teaching methods
and techniques combined with the traditional way, which may lead to
students' learning of English in general. Like the Grammar Translation

method, Direct Method, Audio Lingual Structural Approach, and
Communicative Language Approach. They may also use interactive
applications in creating activities connected to English, in particular to the
fluency and proficiency of the students, while having fun learning and
teaching the subject matter. It is recommended that you encourage your
students to speak and use the English Language from time to time to
boost their confidence.
BIBLIOGRAPHY
Pangket, Willow F., Oral English Proficiency: Factors Affecting the
Learners' Development, Bontoc, Moutain Province, Mountain
Province State Polytechnic College (March to April 2019)
https://l.facebook.com/l.php?u=http%3A%2F%2Fijsmsjournal.org
%2F2019%2Fvolume-2%2520issue-2%2Fijsms-
Rahman, Nazurah Abdul, Factors Affecting the Level of English

Proficiency: A Case Study among Undergraduate Students of the
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Malaysia, Rahman, Nazurah Abdul, December 11, 2017.
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cover&dq=factors%20affecting%20english%20fluency&hl=en&sa
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Ability: Perspectives from Thai High School Students and Their
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Sarobol Thailand, Language Institute Thammasat University,
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LsOJZTS3bSYxlTIelReUQa6iFLpnT1yuesaJ0loFnefTmhf34cmf9
s
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D4C1wnzg7o2ngz6kEZuwqbkKunuLk4HXp6vl4sloC11Lg
APPENDIX
Research Questionnaires
PART I: STUDENTS' PROFILE
Name: (Optional)
Grade Level:
Strand:
PART II: SURVEY QUESTIONS
Direction: Kindly select an answer that corresponds to the question being asked
from the central questions, which are divided into four scenarios for each
question. The choices are strongly agreed, agree, disagree, and strongly
disagree.
1. How easy is it for you to speak in English?
Strongly Agree Disagree Strongly

Agree Disagree
1. It happens naturally
without me noticing.
2. It's a lot easier than when
I started learning, but I still
get confused sometimes
3. I find it quite tricky and
have to think about it a lot
4. I find it hard to string

sentences together and use
grammar rules correctly
2. Do you have a good grasp of grammar rules?

Agree Disagree
5. I don't even think about
the rules anymore; they flow
when I speak.
6. I know most of them, but I
occasionally get mixed up
7. I'm trying to learn them,
but irregular words still trip
me up
8. I'm still learning the
grammar rules and find it
hard to remember them all
3. Do you need to translate sentences in your head before speaking?

Agree Disagree
9. In fact, there I know some
things I don't know how to
explain in my mother tongue
10. For complicated
sentences, I need to
translate first, but a lot of the

time, it happens naturally
11. I think in my native
language and translate
12. I find it hard to think of
the right English words
sometimes
4. Can you understand conversations easily?

Agree Disagree
13. I understand English is
as natural as my native
Language
14. Most of the time, but
sometimes I get lost if
everyone is speaking fast
15. I can understand when
people speak slowly and
clearly
16. I get lost easily and
usually only understand a
few words in conversation.
CURRICULUMN VITAE
LEONARD O. CABARRIOS
PHASE 10A PKG 3 BLK 54 LOT 18, BRGY. 176,

BAGONG SILANG, CALOOCAN CITY
Leonardcabarrios3@gmail.com
09309414702/09953457644
OBJECTIVE:
To secure a responsible career opportunity and fully utilize my training

and skills while contributing significantly to the institution's success and sharing
my knowledge and skills with my co-workers towards improving every task our
head will give.
EMPLOYMENT HISTORY
Online and Home-Based Tutor

2018-Present
Adviser, Training and Formation Committee
Caritas Manila Scholars Association
September 17, 2022-Future

Chairman, PWD sector
Tingog Party List Bagong SIlang Chapter
Bagong Silang, North Caloocan City
February 2021-Present
Volunteer SK Leader
SK of Brgy. 176, Bagong Silang, Caloocan City.

2019-Present
Focal Person to Social Services
Tingog Party List Bagong SIlang Chapter
Bagong Silang, North Caloocan City
February 2021-Present
Deputy Director, Membership Development and Engagement Department
Caloocan Young Leaders Initiative
North Caloocan City
October 2021-Present
EDUCATIONAL ATTAINMENT
DEGREE OR PROGRAM
BS Education Major in English 2016-present
Colegio De San Gbariel Arcangel of Calocan, Inc.
Phase 10 Pkg 6 Blk 1 Lot 1-5, Bagong Silang,

Caloocan City
SECONDARY EDUCATION 2015-2016
Senior High School- Techvoc ICT-Programming
Colegio De San Gabriel Arcangel of Calocan, Inc.
Phase 10 Pkg 6 Blk 1 Lot 1-5, Bagong Silang,

Caloocan City.
ELEMENTARY EDUCATION 2011-2012
Grad 6
Kalayaan Elementary School, Main.
Phase 10-A, Bagong Silang, Langit Rd, 176, Caloocan City, Metro Manila
LATEST SEMINARS/ TRAININGS ATTENDED
Developing English Fluency for a Successful Career April 28, 2022, via Google
Meet Video Conferencing.
Colegio De San Gabriel Arcangel of Caloocan, Inc.
Writing a Research Discussion April 29, 2022, via Google Meet

Video Conferencing.
Education Webinar Series November 27, 2021, via Zoom

Video Conferencing
Preparing an Engaging Lesson/Lesson Plan
Education Webinar Series December 2, 2021, via Zoom

Video Conferencing.
Philippine Professional Standards for Teachers

Video Conferencing
English Proficiency
Video Conferencing.
Effective Use of Technology in the Classroom
Video Conferencing.
Classroom Management

Video Conferencing.
Innovative Teaching Strategies
NCPEP Research Webinar Series October 16, 2021, via Zoom

Video Conferencing.
A Learning Experience: Reflections on my Research Journey
Introduction to Emcee Script writing September 4, 2021, via Zoom

Video Conferencing.
ReSkills Live-Learning Platform- OnLive

Volunteer Para-teachers Training September 20, 2020, via Zoom
Video Conferencing.
Caloocan Young Leaders Initiative
PERSONAL DATA
Date of Birth: December 26, 2022

Birthplace: Caloocan City
Blood Type: O
Civil Status: Single
Height: NA
Citizenship: Filipino
Religion: Jehovah's Witness
Languages Spoken: Tagalog and English
Computer Skills: Programming, Technician (basic and immediate), Data

Management,
And Operating Software; Windows 7, 8, and 10 and MS office; 2007, 2010,

2016, and 2019, Google Suites: Google Work Place, Graphic Design
Other Skills: Leadership, Teaching, Organizing, Program Planning/organizer,

Facilitator, Formator, Program/Project Proposal Drafting, Speaker, Motivator,
Debater, and News Paper Editing (Campus Journalism; Associate-Editor).
CHARACTER REFERENCES
Name of Reference: Dennis Campos
Position: English Master Teacher 1
Company: Kalayaan National High School
Address: PH7B Bagong Silang, Caloocan City.
Contact Number: 09954508921
Name of Reference: Dr. Romeo A. Mahinay, MI

Position: Head Teacher VI, English Department
Company: Kalayaan National High School
Address: Blk 6, Lot 6, Tierra Benita Subd., Muson, San Jose Del Monte,
Bulacan
Name of Reference: Beverly F. Verdejo, LPT

Position: Teacher I
Company: San Francisco High School
Address: Misamis St. Brgy. Sto. Cristo, QC
I hereby certify that the above details are correct to the best of my abilities.
LEONARD O. CABARRIOS
MYKA SULIVA
HARMONY HILLS 2 BLOCK 45 LOT 31 CARNATION

STREET LOMA DE GATO MARILAO BULACAN
mykasuliva13@gmail.com
09157729934
OBJECTIVE:
To obtain a responsible and challenging job and opportunity where I

could practice my knowledge and develop my personality as a career person
while utilizing my skills to bring out and harness the best of my potential for the
benefit of my employer.
EMPLOYMENT HISTORY
Position: Teacher 2022
Company: Lord's Grace Integrated School
Address of Company: Graceville Muzon San Jose del Monte Bulacan

DEGREE PROGRAM 2018-2022
Bachelor of Science in Secondary Education Major in English

Colegio de San Gabriel Arcangel of Caloocan
Phase 10B Pkg 6 Blk 1 lot 1-5, Bagong Silang, Caloocan City.
SECONDARY EDUCATION 2015-2018
Lord's Grace Integrated School of Bulacan (LGIS)
Graceville, Muzon City of San Jose Del Monte, Bulacan
Calubian National High school (CNNHS) 2015-2016
Calubian Leyte
ELEMENTARY EDUCATION
Villahermosa Elementary School 2011-2012
Address of School: Brgy. Villahermosa Calubian Leyte
Developing English Fluency for a Successful Career April 28, 2022, via Google
Meet Video Conferencing.
Writing a Research Discussion April 29, 2022, via Google Meet

Video Conferencing.
Education Webinar Series November 27, 2021, via Zoom

Video Conferencing
Preparing an Engaging Lesson/Lesson Plan

Video Conferencing.
Philippine Professional Standards for Teachers

Video Conferencing
English Proficiency
Video Conferencing.
Effective Use of Technology in the Classroom
Video Conferencing.
Classroom Management
Video Conferencing.
Innovative Teaching Strategies

Host Organization/ Institution:
PERSONAL DATA
Date of Birth: October 05, 2000
Birthplace: Quezon City
Blood Type:
Height: 5" 2
Religion: Roman Catholic
Languages Spoken: English, Tagalog, Bisaya/Waray
Computer Skills:
Other Skills: Singing, Dancing, crocheting, Sawing.
Name of Reference: Jhon carlo Justiniano
Position: Delivery Man
Company: Lalamove
Address: Phase 9 package 5 Block 51 Lot excess
Name of Reference: Nilo Adorable
Position: Bagger
Company: San ford Marketing Inc.
Address: Ilagan City Isabela
Name of Reference: Jonita Mahait
Position: Cutting
Company: Robton Industries Inc.
Address: Block 45, lot 31 carnation street, Loma de Gato Marilao Bulacan
I certify that the above information is correct to the best of my abilities.
Ms. Myka Suliva

GENEVIEVE B. LARIESTAN
Phase 10-A Pkg. 3 Blk. 82 lot Excess Bagong Silang Caloocan City
genevievelariestanbaguinon@gmail.com
09509521091
OBJECTIVE:
To pursue a career with an organization that will help me explore and

achieve expertise through opportunities and learning, which will help me
enhance my skill and ensure organizational success.
EMPLOYMENT HISTORY
Position Inclusive Years
SCCM Restaurant 2015
Nalsian, Manaoag, Pangasinan
DEGREE PROGRAM Inclusive Years
Colegio de San Gabriel of Arcangel of Caloocan inc. 2018-2022
Ph10 Pkg6 blk1 lot1-5 Bagong Silang Caloocan City
SECONDARY EDUCATION Inclusive Years
St. Camillus College of Manaoag (SHS) 2016-2018

Nalsian, Manaoag Pangasinan
Cabilaoan Agro Industrial High School (JHS)
Cabilaoan, Laoac, Pangasinan 2012-2016
ELEMENTARY EDUCATION Inclusive Years
Nanabagatan Elementary School 2009-2012
Nanbagatan, Laoac, Pangasinan
Writing the Research Discussion Inclusive Date
A Webinar Series via Zoom Video Conferencing April 29, 2022
Colegio de San Gabriel Arcangel of Caloocan Inc.
PERSONAL DATA
Date of Birth: November 7, 2000
Birthplace: Eastern Samar
Blood Type: B
Height: 5'3
Religion: Roman Catholic
Languages Spoken: Waray, Tagalog, Ilocano, and English
Computer Skills: Social Media, Digital Marketing, and Email Communication
Other Skills: Oral and Written Communication Skills, Professionalism,

Leadership, Management Skills, and Adaptability Skills
Atty. Diosdado Mendoza
President
SCCM school, Travel Agency, and Restaurant
Nalsian, Manaoag, Pangasinan
09952332268
Ezel Marie Palafox
Team Leader
Concentrix
Ph4 Blk 7 Pkg 10 Lot 1-10 Bagong Silang, Caloocan City
09295094388
Delia M. Naces
School Teacher
Cabilaoan Agro Industrial High School
09298745432
I certify that the above information is correct to the best of my abilities.
GENEVIEVE B. LARIESTAN

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COLEGIO SAN GABRIEL ARCANGEL OF CALOOCAN, INC.

Factors affecting English Fluency of Grade 12 General Academic and

Presented to the Faculty of Education

Colegio de San Gabriel Arcangel of Caloocan

of the Requirements for the course

Language Education Research (EDRE-EL 1)

BSED 4TH Year Major in English

May 30, 2022

In partial fulfillment of the requirements in Language Education Research

Approved as partial fulfillment of the requirements in Language Education

Dr. Romeo Mahinay, PhD

Dr. Ma. Salome Aguinaldo, PhD Dr. Brenda Macaraig, PhD

May 30, 2022

The researchers would like to express their deepest gratitude to the

Table of contents……………………………………………………………….. 4-5

Chapter 1 the problem and its background

Statement of the problem…………………………………................... 11

Significance of the study…………………………………………… 11-12

Scope and limitation…………………………………………………. 12-13

Definition of terms……………………………………………………. 13-14

Chapter 2: Review Related Literature…………………………………….. 15-33

Population and Sample of the Study…………………………… 33-34

Data Gathering Procedure………………………………………… 35-36

Chapter 4: Presentation, Analysis, and Interpretation of Data…........ 37-

Chapter 5: Summary, Conclusion, and Recommendation

Summary of Findings………………………………………………. 44-45

Research Questionnaire……………………………………………. 52-57

Curriculum Vitae……………………………………………………… 58-71

THE PROBLEM AND ITS BACKGROUND

Learning a language is like becoming another person by Haruki

official representative of the group Test of English for International

Statement of the Problem:

1. What is the profile of the respondents in terms of:

Significance of the Study

Scope and Delimitation of study:

This research is focused mainly on the Factors affecting English Fluency

However, as we conducted our survey, some students were unable to respond

"Factor is one that actively contributes to the production of a result"

Nirmawati (2015, p. 2) defined that "Speaking is a productive language

"The quality or state of being fluent" (Merriam-Webster, online dictionary)

"Reading fluency is the ability to read accurately, quickly, effortlessly, and

Fluency (automaticity) is reading words without apparent cognitive or

REVIEW RELATED LITERATURE

Speaking is the practice of exchanging thoughts and ideas with another

Furthermore, speaking is one way to start a conversation with other

When conveying messages to the listener, the speaker must avoid

Speaking performs several functions in individual behavior. "There are

The primary goal of communicative language teaching and learning is to

Factors Influencing Speaking Fluency

Speaking occurred spontaneously and orally between two people, occurring

Conceptualization, formulation, and articulation are all steps in the speaking

Learners' oral proficiency must use the appropriate language forms

Emotions, self-esteem, empathy, anxiety, attitude, and motivation are affective

foreign language learners become tongue-tied or lose their words in an

Elements of English-Speaking Fluency

The speaker first should understand several components of speaking

According to Koponen and Riggenbach (2000, p. 8), Fluency in language