On Breaking Language Barriers: Uncovering College Students’ Perceptions in English Language Learning
DOI:
https://doi.org/10.5281/zenodo.20438372Keywords:
English language learning, college students, language barriers, perceptions, phenomenology, PhilippinesAbstract
This phenomenological study explored college students’ views, feelings, and insights regarding English language learning. The study was conducted among 10 students enrolled in a Purposive Communication class at Notre Dame-Siena College of Polomolok, South Cotabato during School Year 2023-2024. Using a qualitative phenomenological design, data were gathered through in-depth interviews and analyzed through thematic content analysis. Purposive sampling was used to select participants who could provide rich descriptions of their experiences. Findings revealed that students viewed English learning as a pathway to personal growth, career advancement, and effective communication, while also recognizing barriers such as limited exposure, weak vocabulary, difficulty in constructing sentences, and challenges in writing essays. Participants experienced anxiety, fear of judgment, low confidence, disappointment, and pressure when using English, particularly during oral activities and public speaking tasks. However, they also expressed gratitude for teacher and peer support and remained motivated to improve. Their insights emphasized collaboration between teachers and students, meaningful improvement through practice, self-compassion, and emotional skill development. The study concludes that English language learning is both a linguistic and affective experience shaped by exposure, support, confidence, and motivation. It recommends supportive, practice-based, and emotionally responsive instruction that helps learners overcome language barriers.
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