Technical Barriers in Oral Communication in the English Language of the Junior High School Students in Agoo West District, Division of La Union

Abstract

This study assessed the oral communication skills in the English Language of the Junior High School students in the public and private secondary schools in Agoo West District, Division of La Union during the school year 2024-2025 as a basis for proposed intervention strategies. The descriptive research method was used. The study involved fifty (50) Grade 10 students and twenty-five (25) English teachers as respondents. The researcher made use of a questionnaire-checklist as the main data gathering tool for this study. Frequency counts, percentages, ranking, and average weighted means were used to quantify the data gathered.

The level of oral communication in English was recognized to have critical importance. The level of oral communication skills was perceived to possess high-level oral communication skills, especially in pronunciation, confident expression, and attentive listening. Moderate seriousness is attributed to oral communication challenges, primarily involving attentiveness and accurate articulation. Group discussions and online pronunciation tools are seen as highly applicable measures to address oral communication problems. The two groups of respondents generally share similar perceptions regarding the importance, skills, problems, and solutions related to oral communication in English.