Beyond Language Proficiency: Voices of Junior High School Students in Developing English Communication Skills at Caragasan National High School

Authors

  • Previna Jeal Pomilban Northeastern College, Santiago City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i3.148

Keywords:

English communication skills, English language learning, phenomenology, junior high school students, communicative competence, English education, Philippines

Abstract

English communication competence has become one of the most essential twenty-first-century skills because it enables learners to participate effectively in academic, professional, and intercultural contexts. Despite the continuous implementation of English language instruction in Philippine basic education, many junior high school students continue to experience difficulties in expressing themselves confidently and effectively in spoken English. These challenges are particularly evident in rural public schools where learners encounter limited opportunities for authentic English communication inside and outside the classroom. While previous studies have extensively examined English language proficiency, speaking anxiety, willingness to communicate, and classroom participation using quantitative approaches, fewer investigations have explored how junior high school students themselves make meaning of their experiences in developing English communication skills within their own educational context. This study aims to explore the lived experiences of junior high school students at Caragasan National High School in developing English communication skills. Guided by a phenomenological research design, the study seeks to understand the challenges encountered, coping mechanisms employed, facilitating school experiences, and perceived outcomes of English communication development. Semi-structured, in-depth interviews will be conducted among purposively selected participants who have experienced English communication activities in school. Data will be analyzed using Colaizzi's phenomenological method to generate themes that capture the essence of students' experiences. The findings are expected to contribute to English language pedagogy by providing context-sensitive recommendations for improving classroom communication practices, learner engagement, and supportive learning environments that promote meaningful English language development.

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Published

2026-08-08

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Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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