Lived Experiences of English Teachers Fostering Oral Proficiency Among Linguistically Insecure Learners: Basis for Pedagogical Framework
DOI:
https://doi.org/10.5281/zenodo.23923282Keywords:
emotional scaffolding, Filipino English teachers, linguistic insecurity, oral proficiency, phenomenologyAbstract
This phenomenological study explored the lived experiences of Filipino teachers teaching English in middle and junior high schools in the United States as they foster oral proficiency among linguistically insecure learners. Guided by Colaizzi’s descriptive phenomenological method, the study examined how teachers understood learners’ linguistic insecurity, the strategies they employed to encourage oral participation, and the meanings they ascribed to these experiences. Ten Filipino English teachers were purposively selected based on their direct experience working with learners who exhibited hesitation, anxiety, and low confidence in oral communication. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s framework, which involved extracting significant statements, formulating meanings, clustering themes, and developing an exhaustive description of the phenomenon. Findings revealed that fostering oral proficiency is a gradual process shaped by emotional, instructional, cultural, and relational factors. Teachers observed that learners’ reluctance to speak often stemmed from fear of making mistakes, peer judgment, limited vocabulary, and low self-confidence rather than a lack of understanding. To address these challenges, participants created psychologically safe learning environments, provided structured language scaffolds, promoted collaborative speaking opportunities, incorporated culturally responsive practices, and delivered supportive feedback that encouraged risk-taking in communication. The essential structure of the experience revealed that Filipino English teachers facilitated learners’ transition from linguistic insecurity to meaningful oral participation through emotional scaffolding, confidence-building strategies, and purposeful instructional support. Based on the findings, the VOICE Framework was developed to guide classroom practices that promote oral confidence and communicative competence among linguistically insecure learners. The study highlights the importance of culturally responsive and emotionally supportive teaching in fostering oral proficiency within diverse educational settings.
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