LOW SELF- ESTEEM: A BARRIER TO COMMUNICATE IN ENGLISH AMONG THE

JUNIOR HIGH SCHOOL STUDENTS OF SPBTS INC.

In Partial Fulfillment of the Requirements in PRACTICAL RESEARCH 2

By:

Stephanie Joy Mintal

Psalm Jullienne Balorio

Danielle Ceeline Daclan

Gian Arigo

Brant Marthy Quezada

Grade 12 HUMSS

October 19,2022
 CHAPTER 1

Introduction

According to Bandura’s social cognitive theory, factors such as self-efficacy and self-

esteem play important roles in achieving the goals in learners’ lives. Learners increase

or decrease their self-efficacy and self-esteem based on previous performance,

comparison with peers, and feedback from the learning environment (Namaziandost &

Çakmak, 2020). Bandura (1997) states that self-efficacy is a driving force to complete a

task or excel academically. Different psychologists who have studied self-efficacy

concur that higher levels of self-efficacy increase one’s perception of achievement

(e.g.Marsh & Craven, 2006; Moyano, Quílez-Robres, & Cortés Pascual, 2020;

Schwarzer, 2007; Zheng, Atherton, Trzesniewski, & Robins, 2020). Self-esteem, the

other construct to be explored in this study, is an enduring personality characteristic

(Bandura,1997, as cited in Hajloo, 2014). Holly (1987, as cited in Hajloo, 2014) stated

that self-esteem and achievement go hand-in-hand and feel each other. According to

Bandura (1997, as cited in Yazon, 2015), the notions of self-esteem and perceived self-

efficacy are mainly utilised interchangeably as though they show the same idea. In other

words, Rosenberg, Schoenbech, Schooler, and Rosenberg (1995, as cited in Yazon,

2015) point out this confusion has risen to the level where some researchers insist that

the self, self-esteem, and selfefficacy are all interchangeable constructs. Based on

previous studies, the main problem is that students with low self-esteem tend to be sad,

less sociable, more willing to use drugs, and have a higher level of depression (Yazon,

2015), which are all related to lower academic achievement. Higher perceived self-

efficacy leads to effort and persistence at a task, whereas low self-efficacy produces
discouragement and giving up (Yazon, 2015). Also, previous studies revealed that

students with lower self-esteem and self-efficacy are more likely to neglect trying new

experiences, which accordingly demotivated them to learn a new language (e.g., Bai,

Nie, & Lee, 2020; Hermann, 2005; Mone, Baker, & Jeffries, 1995; Moyano et al., 2020;

Saito, 2020; Yazon, 2015). Furthermore, the correlation between self-efficacy, self-

esteem, and academic achievement in the EFL context of tertiary education has not

been studied. Most research has concentrated on the ESL context. Although some

studies have been conducted on self-efficacy levels, most studies have focused on in-

school achievements for a younger age group (Steffen, McKibbin, Zeiss, Gallagher-

Thompson, & Bandura, 2002). Accordingly, this study investigates the relationship

between self-esteem, self-efficacy, and the academic achievement of Iranian master of

arts (MA) students majoring in ELT. In other words, it is aimed to present a model of the

interrelationship between these three constructs using AMOS software. In the present

study, to address the objectives, the following questions were analysed: RQ1. Is there

any significant relationship between the Iranian Master of Arts English Language

Teaching students’ self-efficacy, self-esteem, and academic achievement? RQ2. Can

Iranian Master of Arts English Language Teaching students’ self-efficacy and Self-

esteem predict their academic achievement? Neda Noorollahi

The study by Lasala (2014) in the Philippines concluded that students who had little to

no instruction in reading and classroom interaction became less skilled in English. In

addition, Sandigan (2018) argues that even though English is regarded as a second

language in the nation, Filipino college students still struggle with it. According to Reyes
et al. (2021), many Filipino students still struggle to use the language for conversational

purposes. Their research showed that among the difficulties indigenous students face

conversing in English is their perception that they lack certain language skills, such as a

limited vocabulary. Their difficulties also stem from their uncertainty and insecurity. All

these situations suggest that one of the factors driving the ongoing need for English

language instruction and learning is the development of communicative competence.

According to Canale (1983), in his fundamental work, one must consider the four

competence areas (grammatical competence, discourse competence, sociocultural

competence, and strategic competence) to achieve the growth of one's communicative

competence. Since each of the aforementioned competence areas is "important" and

interconnected, an improvement in one area will result in interactions with other

components that will result in an improvement in total communicative competence

(Savignon, 2002). Albeit the four competence areas are reasonably ―interconnected‖

with one another, Canale (1983) himself stressed the importance of giving attention to

this area as it is hugely an essential component in the development of second language

learners‘ communicative competence in general. Moreover, Anil (2015) and Malasit and

Sarobol (2013) claim that to be globally competitive and to build a strong ground for

total communicative competence, one must be primarily strategic in communication.

The emphasis of communication strategies (CSs), according to Abunawas (2012), is on

boosting learners' capacity to communicate effectively in real-world circumstances,

where both high language proficiency learners and those with poor language proficiency

encounter communication issues. Students tend to prioritize developing their strategic

competence above the other three competence domains (grammatical, discourse, and
sociocultural) to address language weaknesses in the target language and ultimately

improve communicative competence as a whole (Bialystok, 2001; Malasit & Sarobol,

2013). Likewise, strategic competence in speaking has remained unclear concerning its

definition since several definitions have been offered and varied greatly across different

theoretical models and empirical studies (Seong, 2014), thus research attention on this

is needed.

Philippines is a linguistically, culturally, socially and religiously diverse country which is

composed of 7,107 islands. In 2017, the Philippine Ethnologue reported that the country

is the home of 187 individual languages. Of these Philippine languages, 183 are said to

be living while the other 4 are already extinct (Lewis, Fennig & Simons, 2017).

Additionally, 41 Philippine languages are already institutionalized, 72 are developing, 45

are vigorous, and 14 are sadly in trouble while 11 are already dying. From all these

Philippine languages, the Department of Education (DepEd) identified 12 major

languages to be used as a medium of instruction in the currently implemented Mother-

Tongue Based Multilingual Education (MTBMLE) policy in the educational system of the

country particularly in public schools. These languages include Tagalog, Kapampangan,

Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaon,

Maranao, and Chabacano (DepEd, 2013). However, it is the English language which is

considered as the language of power and of progress in the country that has played a

major role in the lives of the Filipinos in improving their socio-economic status and in

achieving a much better life. In fact, it has become the lingua franca in the country even

before the world treated English as such because of the country’s great linguistic
diversity (Wa-Mbaleka, 2014b). But even if it is highly valued because of its functional

and practical use in the Philippines and in many countries around the world, learning the

English language is still found to be very challenging since the process goes through

complicated tasks that involves psychological as well as social factors (Berowa, 2016).

In fact, a large number of investigations in the fields of English as a Second Language

(ESL) and English as a Foreign Language (EFL) have emphasized the roles of different

variables that could facilitate or impede language learning. It has been stressed that

affective factors like language anxiety have an effectual role in language achievement

and proficiency. Anxiety performs an important role in the success of learning or the

lack of it. Over the years, language educators have placed great interest in investigating

language anxiety as it is believed to hamper learning (Elaldi, 2016). As claimed by

Horwitz (2001), a significant portion of the total population of foreign language learners

feels some level of anxiety. This may suggest that even Filipino ESL learners are not

exempted from experiencing such anxiety. Thus, this study was conducted to provide

insights on the levels of English language anxiety among ESL learners in Davao del

Norte, Philippines. Furthermore, it explored the gender and year-level variables that

may predict English anxiety that could be significant in the success or failure in learning

the target language. Moreover, the author hopes to provide an additional resource to

the very limited literature about the topic which examined those students who come

from Mindanao.
Statement of the problem

The speaking problems were categorized as affected-related problems (self-confidence

and anxiety), socially related problems (difficulties to find opportunities to learn English

and comprehension in speaking class), and linguistically related problems (fluency,

grammar, vocabulary, and pronunciation). The factors causing the speaking problems

are lack of general knowledge, lack of speaking practice, fear of mistake, lack of words

usage and grammar practice, low motivation, low participation, reading laziness,

shyness, less dictionary usage, nervousness, fear of criticism, and unfamiliar words

pronunciation.
Hypothesis

The researcher’s studies if the low self-esteem is a barrier or not on students English

speaking ability. To enable to gather information about a specific topic. The researchers

have provided time to conduct research in connection with this topic. The researchers

have proposed hypothesis on the topic.

Ha:

Low self-esteem is a barrier on students’ English speaking ability.

Theoretical Framework

In Abraham Maslow’s theory of Heirarchy of needs (2019- kindle edition) Maslow

specially notes that self-esteem can be broken into two types: esteem which is based

on respect and acknowledgement from others, and esteem which is based on your own

self-assessment. It theorized that individuals will be driven to seek self-esteem if it is not

met and they and day will be unable to grow and achieve self-actualization Maslow also

claims that the best from of self-esteem is the one that manifest in the respect we

deserve for others rather that renown, frame, or flattery.

Significance of the study

This study aims to determine if low self-esteem is a barrier or not when it comes to

speaking English.

Students. It helps the student to realize the possible outcome of low self-esteem to

their English speaking ability and if they realize the effect of it they will do something to

determine if the low self-esteem is a barrier or not.

Future researchers. This study helps future researcher to be one of the significant

reference for their study.in that way it could contribute ideas and evidences that could

help to develop an insight for the study.

Researchers. This study assists researchers in determining whether or not low self-

esteem is a barrier.

Teachers. It allows teachers to be aware of their students' abilities if low self-esteem is

one of the reasons they struggle to communicate in English.

Definition of Terms

The terminologies below are defined in the context of the research for a better

understanding of this study.

Self-esteem – Self-esteem is how we value and perceive ourselves. Its based on our

opinions and beliefs about ourselves which can sometimes feel really difficult to change

(mind organization,2019).

Speaking ability - Speaking skills are defined as the skills which allow us to

communicate effectively. They give us the ability to convey information verbally and in a

way that the listener can understand (Twinkl,n.d).

Barrier - Something that prevents something else from happening or makes it more

difficult: (cambridge dictionary).

Scope and Limitation

This study focuses on communicating in English among Junior High School students of

SPBTS Inc. This study covers all the Junior High School students because in their high

level of self-esteem is needed, most of the time, they need to interact and speak in front

of the people to express their ideas and feelings. This study takes place in SPBTS and

will take the school year, 2022-2023. The variables that are present in this research

study are self-esteem and academic performance.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered

in order to strengthen the importance of the current study. It also presents a synthesis of

the art in order to fully understand the research for a better understanding of the study

There were many attempts to conceptualize the term self-esteem.

Self -esteem. According to Branden (2001), "self-esteem is the experience of being

competent to cope with the basic challenges of life and being worthy of happiness (p.

252)". Rubio (2007, p. 5), on the other hand, has conceptualized self-esteem as "a

psychological and social phenomenon in which an individual evaluates his/her

competence and own self according to some values, which may result in different

emotional states, and which becomes developmentally stable but is still open to

variation depending on personal circumstances”. Self-esteem is one of the significant

constructs of human beings behavior on all levels in that the success of a person

depends mostly on the degree of one's self-esteem he/she exhibits. Branden (1994)

stated that self-esteem is so significant because it allows us to feel better, to live better,

and to respond to challenges and opportunities. In addition, Brown (2014) maintained

that no activity can be completed successfully without some degree of selfesteem. For

this reason, lacking self-esteem has devastating consequences on the individual.

Branden (1985) indicated that the biggest barrier to success is not lack of ability or

talent but it is lack of self-esteem. Self-esteem of individual stems from a variety of

sources. Reasoner and Dusa (1991) stated that security, identity, belonging, purpose,

and competence are the main components of self-esteem. Regarding the levels of self-

esteem, Brown (2014) perceived that self-esteem is described in terms of three levels.

The first is the general or global self-esteem which is a stable quality within an individual

and is an evaluation that one makes of one' worth. The second is the situational or

specific self-esteem which relates to one's assessment of one's ability in a certain

situation, such as work or education; and the third is the task self-esteem which refers

to specific activities in particular situations. In comparing high self-esteem to low self-

esteem, high self-esteem supports learners to experience pleasant feelings towards

learning, take the initiative, and accept risks and challenges.

Self-esteem has been found to be of a particular importance to foreign/second language

learning in that the students with higher self-esteem had better English proficiency in

comparison to those students with low self-esteem. Undeniably, it is considered one of

the most important affective factors in predicting success or failure in foreign language

learning. A large body of studies have investigated the relationship between self-esteem

and language achievement and revealed a positive relationship between the two

variables in many different contexts (see e.g. Koosha, Ketabi, and Kassaian, 2011;

Pramita, 2012; Soureshjani and Naseri, 2011; Basco and Han, 2016; etc.). Koosha,

Ketabi, and Kassaian (2011) tested the relationship between EFL Iranian learners' self-
confidence and self-esteem with regard to variables such as age and gender and

speaking skill. The results demonstrated a remarkable relationship between self-esteem

and speaking proficiency. This emphasizes the fact that high self-esteem makes

learners more willing to speak the target language with confidence inside and outside

the classroom. In the same context, Soureshjani and Naseri (2011) investigated the

relationship between self-esteem and proficiency level in the EFL classroom. They

found a strong positive relationship between the two factors. Pramita (2012) examined

the possible contribution of self-esteem to the students' English proficiency for second-

year students of SMA Nigeria 7 Denpasar. The results showed a positive and significant

relationship between self-esteem and the students’ English proficiency for those

students. In the Korean EFL context, Basco and Han (2016) investigated the level of

self-esteem, motivation, and anxiety of university English learners and their differences

according to gender, year, and English proficiency level. They found that the students

had a moderate level of self-esteem, motivation, and anxiety. The study findings

established a positive correlation between self-esteem and motivation and a strong

negative correlation between self-esteem and anxiety. Significant differences among

learners were found in terms of their level of self-esteem, motivation, and anxiety when

they were grouped according to gender and English proficiency level and no significant

difference existed when they were grouped according to the year of study.

Communicating barriers. Globalization and expansion of English in the world have

changed the English language teaching and learning scenario: teaching nowadays is

not just improving reading or writing skills and training students for examinations, but

also increasing their employment potential by strengthening their communication skills.

Unfortunately, many graduates of Ukrainian higher educational institutions cannot

interact with others in English because of numerous barriers to effective communication.

Communication is considered to be “the activity of conveying information through the

exchange of ideas, feelings, intentions, expectations, perceptions or commands by

speech, writing, gestures and by other means between two or more participants” [1].

This process requires a source/sender who encodes information in the form of a

message which is transmitted through a medium/channel to a recipient who then

decodes the message and gives necessary response/feedback. Effective

communication occurs when it serves the purpose for which it was planned, however,

when the desired effect is not achieved, barriers which act as obstacles to effective

communication need to be explained. As Nilanjana Pal et al mention, these include

“filtering, selective perceptions, information overload, emotions, language, silence,

communication apprehension or anxiety, gender difference and many other factors” [4,

p. 104]. These barriers to effective communication can distort the message at any stage

in the communication process. Considering the reasons that create communication

barriers, Norrish identified a number of factors that include lack of motivation, first

language interference, literal translation from the first language into the target one,

overgeneralization of grammar rules, material-induced errors, lack of command of the

target, interlanguage errors as well [5, p. 21-39]. Due to inappropriate curricula and

teaching methodologies, non-supportive environment, lack of motivation and other

reasons, English as a Foreign Language (EFL) learners at Ukrainian higher educational

institutions do not possess the required proficiency and communicative skills. Thus, the

present study aims 1) to investigate the barriers to effective EFL communication among
the university students and 2) to find out some effective solutions to the problem so that

both teachers and students could benefit in their objectives and outcomes regarding

EFL communication skills.

Speaking ability- There are four skills in English learning; they are speaking,

listening, writing, and reading. However, this time the researchers discuss the

speaking skill. The researchers think that speaking skill is very important which the

students must master because the researchers assumed that speaking is the one

communication access if the students meet the other people from the other

country (Harmer, 2012). Verbal ability also becomes the main objective of

language learning, especially in senior high school in Indonesia. Students of

senior high school are required to master the speaking after graduating from their

school to have the option to convey in English. As indicated by KTSP (School-Based

Curriculum) of English for Senior High School, speaking must be instructed to the

students since it is one language expertise other than reading, listening, and writing.

Besides, students are relied upon to have the option to convey English well (Muslich,

2008). Many language students view speaking capacity as the proportion of

knowing a language. That is the reason the principal motivation behind language

learning is to create capability in speaking and communicative efficiency. They see that

speaking as the most significant aptitude they can procure and assess their

advancement regarding their achievements in spoken correspondence. Speaking is a

language aptitude that is created in youngster life, which is delivered by listening ability,

and that period speaking expertise is found out (Alharbi, 2015). As indicated by Brown,
speaking is an intelligent procedure of creating, getting, and handling data (Brown &

Abeywickrama, 2018). Speaking is portrayed as the action as the capacity to

communicate in the circumstance, or the movement to report acts or circumstance in

exact words or the capacity to speak or to communicate an arrangement of thoughts

easily (Duck & McMahan, 2016). Based on the Competence-Based Curriculum is

one of the four abilities that the students should increase well. It has a significant

job in correspondence. Speaking can discover in the spoken cycle, particularly and joint

construction of the text stage (Muslich, 2008). In completing speaking, students face a

few challenges. One of them is about language its self. Indeed, most of the students get

challenges to talk even though they have a ton of vocabulary and have kept in touch

with them well. The issues are apprehensive for students to commit errors. Speaking is

the most troublesome part for the students when they become familiar with the English

language (Boers & Webb, 2018). Numerous students of senior high school despite

everything experience issues in communicating in English, although they should ace

it after moving on from their schools to have the option to convey. Even though students

have learned English for a considerable length of time, huge numbers of them are yet

inadequate to utilize English orally. The constraint of chance might bring these to

rehearse, absence of jargon, mental variables which more worry to the dread of

committing errors when communicating in English, and improper technique for the

quality of the students. To have the option to communicate well, students need to feel

significant and positive about rehearsing their learning (Rowe, Fitness, & Wood, 2015).

With agreeable and certain, students do not dread to commit errors when

communicating in English. Nevertheless, then again, numerous students consistently

feel awkward, unconfident, and dread of committing errors when communicating in

English. This inclination can be brought about by the wrong procedure utilized by

the educator. English instructor ought to have the option to empower and persuade the

students to become familiar with the objective language by utilizing the proper

procedure. They should utilize a suitable technique that causes their students to feel

good, free, self-ruling, and mindful.

Speaking is one of the most important skills to be developed and enhanced as means of

effective communication. Speaking skill is regarded one of the most difficult aspects of

language learning. Many language learners find it difficult to express themselves in

spoken language. They are generally facing problems to use the foreign language to

express their thoughts effectively. They stop talking because they face psychological

obstacles or cannot find the suitable words and expressions. The modern world of

media and mass communication requires good knowledge of spoken English. This

paper aims at establishing the need to focus on the factors affecting on language

learners’ English speaking skill.

The main focus of the study was to know English as a subject and as a language, the

quality of the textbooks, opportunities of listening to good English with proper/correct

pronunciation and to high light that various exercises/activities, i.e. seminars, group

discussions and debates competitions, etc. were regularly being arranged or not. The

study was descriptive in nature. The researchers selected 20 male students and 20
female students from 4 Govt. colleges in district Charsadda (N.W.F.P, Pakistan)

studying at the first year and second year level through stratified random sampling

procedure. The data was collected through a questionnaire having alternate items. The

questionnaire was designed by consulting experts in the concerned field. It was

tabulated in the form of counting frequencies and then analyzed through percentages.

The main findings of the study were: by teaching English as a subject to the students

and not as a language give vent to rote memory only to pass the examination out of

burden. Enough time is not given to various exercises and opportunities for the

improvement of speaking ability. Students also complained of scolding, and

discouraging by their teachers for not speaking correctly. Although the teachers and

students are equally responsible for the poor speaking ability, yet the teachers are more

responsible by having the professional knowledge and skills. To improve the speaking

ability, more stress on the quality of books at the basic level, enough time given to

speaking and phonetic drills of students, no scolding but provision of friendly

environment, making practical and applicable strategies by teachers for students while

speaking most of the time in English, develop boldness and confidence in students for

asking questions from their teachers, no overcrowded classes, awards and motivation

for students, the role of media such as listening to CNN and BBC, inclusion of viva-voce

in the examination system at various levels for checking the competence of the

candidates, up to-date and constant training of teachers, arranging various activities

and balance in the courses with respect to literature and language should be there to

provide opportunities to improve the language competency of students.

Besides, from purely self regarding motives, we should not easily throw away a

language which gives us so easy an access to all the secrets of Western Science and

Culture (pp 11-12)”. The study regarding the improvement of speaking ability: The

students’ perspective is very much important because the modern age is the age of

media, propaganda and mass communication. Every person desirous to reap the full

benefits of modern education, library use, research knowledge, science, commerce and

trade etc know how should have a sound knowledge of English language and good

communication skills. The person who has not good communication skills will suffer

badly in this era of competition in comparison to the person who has good

communication skills and can soon catch the eyes of an authority to award him a higher

position or responsibility in order to increase his self-esteem and reputation. Speech is

the prime means of communication and the structure of the society itself would be

substantially different if we had failed to develop communication through speech (John

Laver, 1994). To develop oral communication, information gap activities are suggested.

Information gap activities have the scope of integrating all the four skills

(Venkateswaren, S., 1995). If all the language production of the student is controlled

from outside, he will hardly be able to transfer his knowledge from a language learning

situation to a language using situation (Bygate, M. 2003). Students who repeated two

tasks, having first performed them ten weeks earlier completed them more fluently and

with greater complexity on the second occasion because of a shift from

conceptualization towards that of formulation (Carter, R. & Numan, D., 2005). The

teacher can facilitate language acquisition through problem solving activities and tasks

which ensure learner participation and interaction naturally (Aslam, M. 2003).But for this
purpose the knowledge of Phonetics is necessary for a teacher of English to correct

students’ mistakes and to help them in differentiation of English sounds and the mother

tongue (Saif-ul-Haq, M. 2003). A person of recognized taste and culture can make us

differentiate among stress, rhythm, intonation and pitch (Swan, M., 2006). Now certain

teachers are alien to the notion of recently developed language techniques. This

situation is prevalent in almost 60 Govt. colleges in N.W.F.P., Pakistan (Aurangzeb,

1992). The teachers who have completed courses such as TOEFL and DIPTEIL can

better decide whether a certain activity/exercise is appropriate or not (Fayyaz, M.,

1992). It is a fact that it is impossible to conceive of a person being communicatively

competent without being linguistically competent. In order for communication to be

successful, learners need to know the appropriate social conventions (Hedge, T., 2008).

Working in groups is important but many students comment that they find working in

groups difficult because they can never think of intelligent things to say, they can never

contribute idea to the group (Singh, M.S, 2007). Apart from that some stage fright is

useful to meet the challenges. But the chief cause of fear to speak in public simply is

that one is not accustomed to speak in public (Carnegie, D.1962). Most importantly,

how teachers work with boys and girls, how they motivate speech activities, and relate

them to their personal interests and on-going life of the school day, are vital factors for

the improvement of speech (The Commission on English Curriculum, 2009). The study

in hand is very much significant for the improvement of speaking ability in English. The

students and teachers will be able to know about the strategies and activities for the

promotion of speaking ability from different aspects and angles.