Language Exposure, Affective and Instructional Factors of Communicative Competence in Spoken English Among Filipino Senior High School Students
DOI:
https://doi.org/10.5281/zenodo.19683387Keywords:
language exposure, affective factors, instructional factors spoken English, communicative competenceAbstract
This study examined the factors influencing the Communicative Competence in Spoken English (CCSE) among selected Filipino Senior High School students, focusing on language exposure, affective factors, and instructional support. Using a descriptive quantitative approach, data were collected from 52 students through a validated and highly reliable questionnaire (Cronbach’s α = 0.985). Statistical tools such as frequency counts, weighted mean, and ranking were used to analyze the data. Results indicate that students experience limited exposure to English in both formal (M = 1.90) and informal (M = 2.23) contexts, suggesting few opportunities to actively use the language. Affective factors further shape their performance, with students reporting low communicative confidence (M = 2.35), moderate motivation (M = 2.91), and moderate levels of language anxiety (M = 3.08), with anxiety emerging as a key barrier. Instructional factors, including teaching competence (M = 3.02) and learning materials (M = 2.93), were rated as moderate, indicating that while support exists, it may not fully promote active communication. Overall, these factors reflect a moderate influence on CCSE (M = 2.63). The findings suggest that improving students’ Communicative Competence in Spoken English requires increased opportunities for meaningful language use and more supportive, low-anxiety classroom practices.
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