Factors Influencing the Spoken English Competence of Grade 7 Junior High School Students in the Practical Spoken English Program of La Salette of Ramon

This study examined the factors influencing spoken English competence among Grade 7 Junior High School students enrolled in the Practical Spoken English Program at La Salette of Ramon. It focused on teacher and school-related factors, home environment, parental support and involvement, physiological and mental health, and student interest and motivation. Using a quantitative descriptive-correlational design, data were gathered through a researcher-made questionnaire and the students' Practical Spoken English Program performance results. Pearson's r correlation was used to determine relationships between the identified factors and spoken English competence. Findings showed that teacher and school-related factors had a very strong positive correlation with spoken English competence, making them the only statistically significant predictor in the study. Home environment, parental support and involvement, physiological and mental health, and student interest and motivation showed weak or no correlation and were not statistically significant. The competence profile of the 98 respondents showed that most students were at the developing level, while fewer were at the beginning and proficient levels. The study points to the central role of teachers, instructional strategies, school resources, and structured speaking opportunities in strengthening oral English performance. It is recommended that the school continue enriching teacher support, speaking activities, and program resources while providing targeted intervention for students who still need guided oral practice

Spoken English Competence, Grade 7 Students, Practical Spoken English Program (PSEP), Teacher Influence, School Resources, Parental Involvement

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