Manuscript Details - IJARW2983

ManuScript Details
Paper Id: IJARW2983
Title: FACTORS AFFECTING THE ENGLISH ORAL PROFICIENCY OF INDIGENOUS PEOPLE LEARNERS
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 10
Pages: 11
Published On: 4/16/2026 4:43:10 AM      (MM/dd/yyyy)
Main Author Details
Name: DONNIZZA JANE MORTERA VICOY
Institute: Valencia Colleges (Bukidnon), Inc. Hagkol, Valencia City, Bukidnon, Philippines
Co - Author Details
Author Name Author Institute
Abstract
Research Area: Education
KeyWord: English oral proficiency, indigenous learners, linguistic factors, cultural identity, environmental support, descriptive-correlational design
Abstract: This study examined the English oral proficiency of indigenous learners at Pigpamulahan Integrated School during the School Year 2025–2026, focusing on the linguistic, cultural, and environmental factors that contribute to their struggles in speaking English. Oral proficiency is a complex skill that requires mastery of pronunciation, grammar, and fluency. However, indigenous learners often face limitations due to limited exposure to English, interference from their first language, and insufficient opportunities for authentic communication. These challenges are further compounded by low confidence and fear of committing errors, which hinder active participation in oral tasks. A quantitative, descriptive-correlational design was employed to describe existing difficulties and analyze the relationships between the identified factors and learners’ oral proficiency. Standardized assessments and researcher-adapted questionnaires were used to collect measurable data, and statistical tools such as the mean, standard deviation, and Pearson’s correlation coefficient were used to interpret the results. Findings revealed that linguistic preparedness, cultural identity, and environmental support significantly influence learners’ oral proficiency, with each factor contributing either positively or negatively depending on the conditions present in the school and community. The study concludes that the interaction of these three dimensions determines the success of indigenous learners in acquiring English oral proficiency. Weaknesses in language skills, cultural anxieties, and unsupportive environments hinder oral communication, while repeated exposure, culturally responsive teaching, and supportive classroom climates enhance confidence and fluency. The results underscore the need for targeted interventions in rural schools like Pigpamulahan Integrated School, where little empirical research has been conducted. Recommendations include strengthening oral practice opportunities, integrating indigenous culture into teaching strategies, and fostering supportive learning environments to improve the English-speaking ability of indigenous learners.
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IEEE
DONNIZZA JANE MORTERA VICOY, "FACTORS AFFECTING THE ENGLISH ORAL PROFICIENCY OF INDIGENOUS PEOPLE LEARNERS", International Journal Of All Research Writings, vol. 7, no. 10, pp. 224-234, 2026.
MLA DONNIZZA JANE MORTERA VICOY "FACTORS AFFECTING THE ENGLISH ORAL PROFICIENCY OF INDIGENOUS PEOPLE LEARNERS." International Journal Of All Research Writings, vol 7, no. 10, 2026, pp. 224-234.
APA DONNIZZA JANE MORTERA VICOY (2026). FACTORS AFFECTING THE ENGLISH ORAL PROFICIENCY OF INDIGENOUS PEOPLE LEARNERS. International Journal Of All Research Writings, 7(10), 224-234.
FACTORS AFFECTING THE ENGLISH ORAL PROFICIENCY OF INDIGENOUS PEOPLE LEARNERS
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