The Impact of Poor English Communication Skills on Academic Performance Among

Senior High School Students at Mactan National High School

CHAPTER I

BACKGROUND OF THE STUDY

Rationale

English is now the most often spoken second language in the world and is used as the main
language for business, diplomacy, education, and international communication. Because of this, being able
to communicate in English is essential for anyone hoping to interact with the world community. People
who don't speak English well may find it difficult to express their ideas clearly, which can lead to
misunderstandings, less opportunities for growth, and decreased confidence. It is critical to address this
issue because, in today's globalized world, the capacity for effective English communication is becoming
more and more valued.

A British Council report from 2018 estimates that 1.5 billion people speak English as a first or
second language. Furthermore, English is used as a primary or secondary language in more than 75
nations, including several in Asia, for government, commercial, and educational purposes. The increasing
use of English has led to a worldwide need for people with fluency in the language, especially in domains
like science, technology, and international commerce (Graddol, 2019).

Research indicates that in academic settings, pupils with strong English. According to research,
students who are proficient in communicating in English do better in academic settings because they can
access a greater variety of academic resources and engage in cross-cultural interactions more successfully
(Hamid, Nguyen, & Baldauf, 2013). The most important part of learning a language on a computer is
developing oral skills. Which evaluates the entire process; depending on the ability to carry out a dialogue
in the target language (Leong & Nunan, 1995; Ahmadi, 2017)

English’s globalization has brought about a great deal of change in educational systems, particularly
in non-English speaking nations where English is now more frequently taught as a second language. English
proficiency also makes it possible for students to pursue further education abroad, giving them access to
possibilities that would otherwise be restricted by linguistic hurdles (Crystal, 2012). Furthermore, as
companies want for workers who can interact effectively with clients and partners internationally, a solid
command of English has been linked to better job opportunities overseas. In global corporations, where
English is frequently the designated working language, this is especially true (Tsedal, 2015).

As a result, proficiency in English communication has become essential for both personal
development and global socioeconomic mobility. Due to Southeast Asia’s incorporation into the global
economy, knowing English has become a must for both employment and education. Recognizing the
importance of English for economic development and global competitiveness, nations like Singapore,
Malaysia, and the Philippines have embraced it as a fundamental part of their educational systems. For
example, Singapore’s development as a major international center for trade and finance is partly
attributable to its strong English education policy. In Singaporean schools, the majority of subjects are
taught in English, guaranteeing that pupils are well-prepared for the global workforce (Bolton & Botha,
2020).

Malaysia also makes heavy use of English, especially in international commerce and higher
education. In an effort to become more globally competitive, other Southeast Asian nations like Thailand,
Vietnam, and Indonesia are putting more of a focus on English language training. English proficiency is
increasingly required in the region as a result of ASEAN, the Association of Southeast Asian Nations,
designating English as its official working language (Kirkpatrick, 2017).

As a result, there have been more educational changes implemented in member nations with the
goal of enhancing English language instruction. Because of this, students in Southeast Asia are urged to
improve their English in order to take advantage of more chances for both education and employment. The
Philippines and Malaysia, for example, score highly on the EF English Proficiency Index (2021) when
compared to their neighbors, highlighting the significance of English as a language that opens doors to
possibilities around the world. But even with these improvements, English proficiency levels in Southeast
Asia still differ significantly. Urban areas in nations like Vietnam and Thailand have advanced, but due to a
lack of resources and skilled teachers, rural areas frequently struggle to provide their children with a high-
quality English education (Bolton & Botha, 2020).

This difference emphasizes how difficult it continues to be to provide all residents of the area with
equitable access to English language instruction. English and Filipino have been the official languages of the
Philippines since the era of American colonization. English is so extensively used in the media, the
educational system, and government operations. The Philippines consistently scores among the highest in
Southeast Asia for English proficiency, according to the EF English Proficiency Index (2021). English
communication skills are essential in fields like business process outsourcing (BPO), where the ability to
communicate in the language is critical to the nation’s standing in the global economy. Millions of jobs are
created by the BPO sector, which is one of the biggest and most lucrative in the Philippines and makes a
major economic contribution to the country (Martin, 2018).

Strong English communication abilities are crucial for job placement and career success for BPO
personnel. Nonetheless, there are still differences in English ability between various geographical areas and
social categories even with this national emphasis on the language. When opposed to students in rural
regions and public schools, those in urban areas and private schools typically have greater access to high-
quality English instruction (Tupas, 2020). Lack of properly qualified teachers and inadequate instructional
resources impede students’ ability to acquire English communication skills in many rural locations.This
makes the educational divide between pupils in urban and rural areas wider, which has an impact on kids’
academic achievement and future employment prospects. Furthermore, there have been criticisms and
celebrations of the usage of English in the Philippine school system. According to some academics, putting
a lot of focus on English could alienate pupils whose first language is not English by marginalizing Filipino
and other regional languages (Tupas, 2020).

This may cause a gulf between the curriculum and the pupils, particularly in areas where English is
not as widely spoken as it is in daily life. At the local level, English communication skills play a crucial and
demanding role in academic success, especially in public schools such as Mactan National High School.
Since most academic material, including textbooks, lectures, and tests, is in English, students who speak
the language fluently are more likely to do well academically (Espada, 2022). But a lot of Mactan National
High School pupils have trouble speaking English, especially those from lower-class backgrounds. This
hinders their capacity to learn concepts, finish homework, and score well on standardized examinations,
which eventually affects their overall academic achievement.

Furthermore, due to large class numbers, scarce resources, and a range of student proficiency,
teachers in the local schools confront substantial hurdles in helping students improve their English
communication abilities (Espada, 2022). It can be quite challenging for students to understand the
intricacies of the language when English is taught as a second or even third language. Notwithstanding
these obstacles, initiatives are underway to improve English teaching, including the use of technology into
the classroom and teacher training programs. However, the lack of infrastructure in rural areas and
financial constraints frequently hinder these attempts.

There is a strong correlation between the significance of English communication skills and multiple
Sustainable Development Goals (SDGs), specifically SDG 4, SDG 8, and SDG 10. English language
competency is essential for accomplishing SDG 4: Quality Education, which highlights the need for inclusive
and equitable education for everyone. English improves students’ academic performance and future
chances by giving them access to global knowledge, educational resources, and international possibilities.
To guarantee that students from all backgrounds have equitable access to high-quality education, it is
imperative that English instruction be improved, particularly in underprivileged communities (United
Nations, 2015).

English communication abilities are also linked to SDG 8: Decent Work and Economic Growth, since
these abilities provide access to improved job prospects in international sectors like as trade, tourism, and
business process outsourcing (BPO). The Philippines and other nations with strong English proficiency
levels profit economically from their workforce’s increased competitiveness in the global market (Martin,
2018). Last but not the least, SDG 10: Reduced Inequalities emphasizes the necessity of addressing
differences in education between urban and rural areas, especially in English competence. Enhancing
underrepresented communities’ access to high-quality English language training contributes to closing the
gap and fostering more equal educational and career outcomes (Tupas, 2020). When taken as a whole,
these SDGs highlight how important English proficiency is for promoting social justice, economic
prosperity, and academic success.
Statement of the Problem

This study seeks to investigate the effect of poor English communication skills on the academic
performance of senior high school students at Mactan National High School. Specifically, the study aims to
answer the following questions:

1. What is the level of English communication skills among senior high school students in terms of:

2.1 Speaking

2.2 Writing

2.3 Listening

2.4 Reading

2. How do poor English communication skills affect the academic performance of students in terms of:
 3.1 Class participation

3.2 Assignment completion

3.3 Exam performance

3.4 Overall academic achievement

3. Based on the research, what action plan can be proposed?

Survey Questionnaire on English Communication Skills

Section A: Level of English Communication Skills Strongly Disagree Agree Strongly
Disagree Agree
D A
SD SA
(2
(1) ) (3) (4)

Speaking Skills

1. I feel confident speaking English in front of

my classmates.

2. I can effectively communicate my ideas in

English during class discussions.

3. I am comfortable answering questions in

English when called upon by my teacher.

Writing Skills
1. I am confident in writing essays or reports in
English for my assignments.

2. I can clearly express my ideas in written

English without difficulty.

3. I have no trouble organizing my thoughts in

English when completing written tasks.

Listening Skills

1. I can easily understand spoken English

during lectures and class discussions.

2. I am able to follow and comprehend spoken

instructions in English during lessons.

3. I can understand my teachers and

classmates when they speak in English.

Reading Skills

1. I can easily comprehend English reading

materials provided in my courses.

2. I am able to understand and interpret

instructions written in English.

3. I find reading English textbooks or other written

materials in English easy and manageable.

Strongly Disagree Agree Strongly

Disagree Agree
Section B: The Impact of Poor English D A
Communication Skills on Academic Performance. SD SA
(2) (3)
Class Participation (1) (4)

1. I avoid participating in class discussions

because of my lack of confidence in English.

2. My inability to express myself clearly in

English negatively affects my participation in
class.

3. I am less likely to ask questions in class when

I do not understand something because I
struggle with English.

Assignment Completion
 1. I often struggle to complete assignments
due to difficulties with writing in English.

2. My challenges with English communication

lead to lower quality work on my assignments.

3. I frequently need additional help or

resources to complete assignments that require
English proficiency.

Exam Performance

1. I find it difficult to understand exam

questions that are written in English, which
affects my scores.

2. My English communication difficulties

prevent me from fully demonstrating my
knowledge during exams.

3. I tend to perform poorly on exams that

require strong English comprehension and
communication skills.

Overall Academic Achievement

1. My overall academic performance is

negatively affected by my poor English
communication skills.

2. Improving my English communication skills

would help me achieve better grades across all
subjects.

3. My lack of proficiency in English has

hindered my ability to succeed academically.

Legend:n=93; Interpretation: 3.26-4.00- Strongly Agree (Very High):2.51-325- Agree (High): 1.76-2.50-
Disagree (Low):1.00-1.75-Strongly Disagree (Very Low)

Martirosyan et al., (2015). Impact of English Proficiency on Academic Performance of International

Students .

Sanchez, I., & Saranza, C., (2023). Class Participation and Proficiency in English Subject: Basis for English
Curriculum Development

Asemanyi, A. (2015). An Assessment of Students’ Performance in Communication Skills A Case Study of the
University of Education Winneba
Tegegne et al., (2022). Factors Affecting Students’ Active Participation in English Speaking Class: Grade 8 in
Focus

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