INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Barriers to Foreign Language Acquisition: Insights from Cavite State  
University Students  
Dr. Jimboy B. Pagalilauan1, & Prof. Chona D. Ramos2  
1English Professor at Cavite State University under the College of Arts and Sciences- Department of  
Humanities  
2Foreign Language at the College of Arts and Sciences under the Department of Humanities in Cavite  
State University, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100291  
Received: 28 November 2025; Accepted: 05 December 2025; Published: 08 December 2025  
ABSTRACT  
This study investigated the different barriers that students at Cavite State University encounter when learning a  
foreign language, paying close attention to cognitive, affective, instructional, and environmental factors. Using  
a descriptive–comparative quantitative design, the researchers surveyed 276 students from various programs  
offering foreign language courses, selected through a combination of stratified random sampling and  
convenience sampling. Data were collected through a researcher-made questionnaire that was reviewed by  
language experts and tested for reliability using Cronbach’s alpha.  
The results revealed that most students had only limited prior exposure to foreign languages, which may have  
contributed to the difficulties they experienced. Among the four categories, cognitive (M = 2.70) and affective  
barriers (M = 2.51) were the most pronounced. Many students reported struggling with vocabulary retention,  
understanding grammar structures, and managing anxiety or embarrassment when speaking in a foreign  
language. Instructional (M = 2.06) and environmental barriers (M = 2.38) were rated lower, although students  
consistently noted that the lack of opportunities to practice outside the classroom slowed down their progress.  
The study also found significant variations in barriers when grouped by sex and academic program, while  
differences based on age, year level, and prior exposure were minimal. Students shared that these challenges  
have a moderate impact on their overall learning, often slowing their progress and affecting the development of  
their proficiency. Open-ended responses further emphasized concerns related to confidence, consistency in  
studying, and limited real-world practice. Students also suggested improvements such as more interactive  
activities, better technological tools, and structured opportunities for practice.  
Based on the findings, the study presents an action plan focused on strengthening cognitive skills, reducing  
anxiety, providing differentiated and engaging instruction, and enhancing institutional support systems.  
Moreover, the results highlight the importance of learner-centered and supportive interventions to help foreign  
language learners at Cavite State University overcome the challenges that hinder their language development.  
Keywords: foreign language acquisition, learning barriers, cognitive factors, affective factors, instructional  
factors, environmental factors, descriptive–comparative research, language learning difficulties, university  
students, Cavite State University  
INTRODUCTION  
In today’s increasingly interconnected world, learning a foreign language is no longer merely an academic  
requirement; it serves as a gateway to new cultures, broader career opportunities, and meaningful participation  
in global society. For university students, foreign language proficiency is more than a skill it is an advantage that  
supports both professional growth and personal development. In the Philippines, languages such as Spanish,  
Korean, Japanese, and Mandarin have become integral parts of higher education curricula, reflecting the  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
recognition that multilingual competence is essential for students to thrive in a competitive, globalized  
environment.  
Despite the growing emphasis on foreign language education, many students continue to struggle with language  
acquisition. Research in the Philippine context highlights persistent challenges, particularly in vocabulary  
retention, grammar mastery, and the application of effective learning strategies (Aguilar & Rebolla, 2023). These  
difficulties are widely considered cognitive barriers, referring to internal limitations that affect a learner’s ability  
to process and retain new knowledge. Schmidt’s (1990) Noticing Hypothesis emphasizes the importance of  
conscious awareness in transforming linguistic exposure into intake; without intentional noticing, much learning  
remains superficial. Empirical evidence shows that learners with weak memory skills or limited strategy use  
struggle with vocabulary recall and grammar comprehension. Recent studies further support the value of spaced-  
repetition and retrieval-based learning, which have been shown to significantly improve long-term vocabulary  
retention (Saksittanupab, 2024; Aghdam et al., 2025). These findings highlight the importance of integrating  
structured review systems, digital tools, and cognitive scaffolds into language instruction.  
Affective barriers such as anxiety, low confidence, and fear of making mistakes are equally influential. Krashen’s  
(1985) Affective Filter Hypothesis posits that learners with high anxiety or low motivation acquire less language,  
even when given the same instructional input. Philippine studies consistently reveal that speaking anxiety  
remains one of the most significant obstacles for foreign language learners. Labicane (2021) reported heightened  
anxiety during remote learning, particularly in oral communication tasks, while Castro (2017) found that high  
anxiety negatively correlates with classroom performance. More recent international research suggests that  
classroom interventions such as small-group speaking tasks, low-pressure communicative activities, and  
supportive feedback models substantially reduce foreign language anxiety and increase willingness to  
communicate (Toyama & Yamazaki, 2021). These findings underscore the critical need to implement affective  
support strategies within instructional practice.  
Instructional factors including teaching methods, classroom interaction patterns, learning materials, and  
curriculum design also shape students’ language acquisition outcomes. Philippine studies reveal that some  
students perceive materials as outdated or teaching methods as overly lecture-based, limiting opportunities for  
communicative practice (Aguilar & Rebolla, 2023). International scholarship supports the effectiveness of Task-  
Based Language Teaching (TBLT), which provides authentic, real-world speaking opportunities and enhances  
learner engagement (Mudinillah et al., 2024). Similarly, interaction-focused approaches grounded in Long’s  
(1983) Interaction Hypothesis emphasize the essential role of negotiation of meaning, corrective feedback, and  
active participation in promoting language development. These contemporary findings highlight the need to  
strengthen instructional design, diversify learning activities, and ensure updated, multimodal teaching resources.  
Environmental factors including access to linguistic exposure, peer interaction, technological tools, and authentic  
practice spaces significantly influence language learning outcomes. Krashen’s (1985) Input Hypothesis  
emphasizes the necessity of abundant comprehensible input for effective acquisition. During the COVID-19  
pandemic, environmental constraints such as poor internet connectivity, limited interaction, and reduced  
opportunities for real-time practice further hindered students’ engagement (Labicane, 2021). Recent evidence  
shows that online language exchanges, virtual conversation clubs, and digital tandem programs increase  
authentic language use and improve students’ speaking skills and willingness to communicate (Zhou, 2023;  
Ambas et al., 2024). Likewise, immersion-based activities even short-term or campus-based enhance fluency,  
motivation, and confidence (Bygate et al., 2022). These findings suggest that enhancing environmental exposure,  
both physical and virtual, is essential for supporting language development.  
When cognitive, affective, instructional, and environmental barriers interact, the effects on students’ academic  
performance and progress can be substantial. Learners who experience combined challenges often demonstrate  
lower participation, slower acquisition of speaking and writing skills, and, in some cases, avoidance of language  
tasks or reduced self-efficacy. Studies in the Philippines confirm this pattern, showing that high anxiety and  
limited exposure correlate with slower learning progression and lower self-reported proficiency (Castro, 2017;  
Quintos, 2022). International frameworks explain these outcomes by linking insufficient noticing, inadequate  
interaction, and elevated affective filters to reduced intake and limited gains.  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Taken together, existing literature demonstrates that foreign language learning is shaped by a complex  
interaction of cognitive, affective, instructional, and environmental factors. While Philippine studies mirror  
global findings, previous research is often limited to specific institutions, language courses, or learner groups.  
More importantly, recent studies emphasize evidence-based strategies, such as spaced repetition, TBLT, retrieval  
practice, digital interaction tools, and structured immersion, which could be more fully integrated into language  
programs. Thus, there remains a need for research that not only identifies the barriers learners encounter but also  
examines context-sensitive, practical strategies that address these obstacles.  
This study responds to that need by investigating barriers to foreign language acquisition among students at  
Cavite State University. Using a descriptive–comparative research design, it explores cognitive, affective,  
instructional, and environmental challenges, examines their connection to student profiles, and evaluates their  
impact on academic performance and progress. Through a more comprehensive and updated literature base, this  
study aimed to inform instructional practices, guide policy development, and propose strategic interventions that  
would make foreign language acquisition more accessible, engaging, and effective for learners.  
Statement of the Problem  
This study sought to investigate the barriers to foreign language acquisition among students at Cavite State  
University. Despite the recognized importance of multilingual competence in academic, professional, and  
intercultural contexts, many students continue to face challenges that hinder their effective acquisition of foreign  
languages. Gaining insights into these barriers, along with the students’ profiles, is essential for improving  
instructional strategies, learning resources, and student support systems.  
Specifically, the study answered the following questions:  
1. What is the profile of the respondents in terms of:  
1.1. Age;  
1.2. Sex;  
1.3. Year Level;  
1.4. Program Enrolled; and  
1.5. Prior Exposure to Foreign Languages?  
2. What barriers do Cavite State University students encounter in foreign language acquisition in terms of:  
2.1. Cognitive factors  
2.2.Affective factors  
2.3. Instructional factors  
2.4. Environmental factors?  
3. To what extent do these barriers influence the performance and progress of students in foreign language  
learning?  
4. Are there significant differences in the barriers encountered when respondents are grouped according to  
their profile variables?  
5. What strategies can be proposed to help students overcome these barriers and enhance foreign language  
acquisition at Cavite State University?  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
METHODOLOGY  
Research Design  
This study employed a descriptive-comparative research design using a quantitative approach. A descriptive  
design was chosen because it allows the researchers to systematically identify and document the barriers that  
students at Cavite State University encounter in learning foreign languages. Additionally, the study examined  
how these challenges influence students’ learning progress. The comparative aspect of the design enabled the  
researchers to explore whether these barriers vary based on specific student characteristics, including age, sex,  
year level, and academic program. Thus, by combining description and comparison, the study aimed to provide  
a detailed understanding of the factors affecting foreign language acquisition in the university setting.  
Participants  
The participants of this study were selected students enrolled in various programs at Cavite State University that  
offer foreign language courses during the Academic Year 2025-2026. These programs include the Bachelor of  
Arts in English Language Studies, Bachelor of Science in Tourism Management, Bachelor of Science in  
Hospitality Management, Bachelor of Science in International Studies, and Bachelor of Science in Industrial  
Technology–Automotive. Participants were chosen using a combination of stratified random sampling and  
convenience sampling to ensure balanced representation across different programs. The sample size was  
determined using the Raosoft Calculator, with a confidence level of 90% and a margin of error of 5%, ensuring  
that the results are statistically meaningful while reflecting the diversity of the student population.  
Instrumentation  
The data were collected through a self-constructed questionnaire, which was carefully designed and validated  
by experts in language and education to ensure content accuracy, clarity, and reliability. The questionnaire  
consisted of three main sections: (1) the profile of the respondents, (2) barriers to foreign language acquisition,  
and (3) the extent to which these barriers affect students’ performance and progress. An additional open-ended  
question allowed respondents to share personal experiences, providing richer qualitative insights.  
To ensure the internal consistency and reliability of the instrument, the researchers conducted a Cronbach’s alpha  
test. The results indicated a high level of reliability, confirming that the items consistently measured the intended  
constructs. Hence, by combining expert validation and statistical reliability testing, the questionnaire provided a  
trustworthy tool to capture both the challenges faced by students and the effects of these challenges on their  
foreign language learning outcomes.  
RESULTS AND DISCUSSIONS  
Table 1. Profile of the respondents  
Demographic Variable  
Category  
Frequency  
Percentage  
36.23%  
24.28%  
23.19%  
8.70%  
Age  
20  
19  
21  
22  
23  
24  
100  
67  
64  
24  
7
2.54%  
5
1.81%  
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25  
4
1.45%  
0.72%  
0.72%  
0.36%  
100%  
26  
2
18  
2
30  
1
Total  
-
276  
195  
81  
Sex  
Female  
70.65%  
29.35%  
100%  
Male  
Total  
-
276  
158  
118  
276  
113  
113  
23  
Year Level  
3rd Year  
57.25%  
42.75%  
100%  
2nd Year  
Total  
-
Program Enrolled  
BSHM  
40.94%  
40.94%  
8.33%  
5.80%  
3.99%  
100%  
BSTM  
BSINDT  
BAELS  
16  
BSIS  
11  
Total  
-
176  
200  
Prior Exposure to Foreign  
Languages  
Basic (short course, basic phrases)  
81.97%  
Intermediate (some conversational ability)  
23  
9.43%  
8.61%  
100%  
Advanced (studied in school or abroad)  
21  
Total  
-
176  
The table presents the demographic profile of the respondents, showing that most of the students fall within the  
ages of 19 to 21, which is typical of the college population. A large majority are female, and more than half are  
already in their third year, suggesting that many of them have had enough academic exposure to form clearer  
insights about their language-learning experiences. The respondents also come from a range of programs, with  
the largest groups coming from Hospitality Management and Tourism Management, fields where learning a  
foreign language is often encouraged. Smaller groups from Industrial Technology, English Language Studies,  
and International Studies add diversity to the perspectives represented in the study.  
The table further reveals that most students entered foreign language learning with only basic exposure, usually  
limited to short courses or simple phrases. Only a few reported having intermediate or advanced experience.  
This limited background suggests that many of them are still in the early stages of foreign language acquisition,  
which may contribute to the challenges they face in mastering pronunciation, vocabulary, or overall fluency.  
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Altogether, the respondents’ demographic details provide important context for understanding the barriers they  
encounter in learning a foreign language at Cavite State University.  
Table 2. Barriers to Foreign Language Acquisition  
Factor Category Statement  
Mean  
2.83  
2.83  
2.7  
Interpretation  
Agree  
I find it difficult to memorize foreign language vocabulary.  
Cognitive  
I struggle to understand foreign language grammar rules.  
Agree  
I have limited strategies for learning a foreign language  
effectively.  
Agree  
My language aptitude is low.  
2.47  
2.66  
2.79  
2.31  
2.72  
Disagree  
Agree  
I forget easily what I previously learned in foreign languages.  
I feel anxious when speaking in a foreign language.  
I lack motivation to learn foreign languages.  
Agree  
Affective  
Disagree  
Agree  
I feel embarrassed or shy when making mistakes in class.  
I have low confidence in my ability to learn a foreign language. 2.43  
Disagree  
Disagree  
Disagree  
Disagree  
I easily lose interest when lessons become difficult.  
The teaching methods used do not fit my learning style.  
2.3  
2.07  
1.97  
Instructional  
The instructional materials provided are insufficient or  
outdated.  
The curriculum does not provide enough time to learn a foreign  
language.  
2.28  
Disagree  
The assessment methods increase my difficulty in learning.  
2.15  
Disagree  
Disagree  
Agree  
Teachers do not provide enough interactive/practical activities. 1.84  
I lack opportunities to practice the foreign language outside  
class.  
2.69  
Environmental  
My learning environment hinders language learning.  
I have limited access to technology for language learning.  
I do not have peers to practice with in a foreign language.  
The university does not provide enough support programs.  
2.41  
2.16  
2.35  
2.28  
Disagree  
Disagree  
Disagree  
Disagree  
Overall Means by Factor  
No. of  
items  
Factor Category Categorical Mean  
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Cognitive  
2.70  
2.51  
2.06  
2.38  
2.41  
5
Agree  
Affective  
5
Agree  
Instructional  
Environmental  
Overall Mean  
5
Disagree  
Disagree  
Disagree  
5
20  
The table presents the barriers encountered by students in learning a foreign language, grouped into cognitive,  
affective, instructional, and environmental factors. Among these, cognitive and affective aspects received the  
highest mean ratings, both interpreted as “Agree,” indicating that most challenges stem from internal processing  
and emotional responses to language learning. Students reported particular difficulty with memorizing  
vocabulary (M = 2.83), understanding grammar rules (M = 2.83), and retaining previously learned material (M  
= 2.66). These difficulties echo the findings of Nation (2013), who noted that vocabulary load and grammatical  
complexity remain persistent cognitive hurdles for language learners, especially those with limited exposure.  
Similarly, the students’ agreement that they have limited learning strategies (M = 2.70) aligns with Oxford’s  
(2017) work, which emphasizes that learners lacking strategic approaches such as note-taking, self-testing, or  
contextual learning often struggle to progress efficiently. Although learners disagreed with the statement that  
their language aptitude is low (M = 2.47), the overall cognitive mean (2.70) still suggests that most barriers  
originate from how students process and remember linguistic information.  
Affective barriers also emerged as significant concerns, particularly anxiety in speaking the language (M = 2.79)  
and feelings of embarrassment when making mistakes (M = 2.72). These findings are consistent with Horwitz,  
and Cope’s (1986) theory of Foreign Language Anxiety, which identifies communication apprehension and fear  
of negative evaluation as common emotional obstacles. Learners who feel anxious or self-conscious often  
hesitate to participate, limiting their opportunities to practice and build fluency. However, students disagreed  
with statements related to low motivation (M = 2.31), low confidence (M = 2.43), and loss of interest during  
difficult lessons (M = 2.30), suggesting that while emotional discomfort exists, it does not necessarily translate  
to lack of drive or persistence. This distinction can be seen in Dörnyei’s (2005) motivation framework, noting  
that anxiety can coexist with strong effort and engagement.  
Instructional and environmental factors received lower mean scores, both interpreted as “Disagree,” indicating  
that students do not generally perceive these areas as major barriers. They disagreed that teaching methods are  
unsuitable (M = 2.07), materials are outdated (M = 1.97), or that assessments hinder learning (M = 2.15). This  
implies that instructional quality is largely satisfactory and does not significantly impede their progress.  
Similarly, respondents did not see the environment as strongly limiting, with most disagreeing about lack of  
technology (M = 2.16), absence of peers to practice with (M = 2.35), or insufficient university support (M =  
2.28). Although they agreed that practice opportunities outside class are limited (M = 2.69), other environmental  
conditions appear manageable. These results align with studies such as Kara and Aksel (2020), which argue that  
internal factors often outweigh classroom or institutional conditions in influencing language learning outcomes.  
Furthermore, implications of these findings suggest that foreign language programs may benefit from  
strengthening cognitive and affective support for learners. Since vocabulary retention, grammar understanding,  
and anxiety emerged as notable barriers, instructors could integrate more memory-enhancing techniques,  
scaffolded grammar instruction, and low-stress speaking activities. Workshops on learning strategies may also  
help students take more control of their learning process. Meanwhile, the relatively lower influence of  
instructional and environmental barriers indicates that the existing classroom setup is generally effective, but  
additional opportunities for authentic communication outside class such as language clubs, conversation tables,  
or digital exchange programs could further support learners. Moreover, the data highlight the need to focus on  
learner-centered approaches that build confidence, reduce anxiety, and enhance cognitive processing to improve  
foreign language acquisition.  
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Table 3. Extent of the Effect of Barriers on Performance and Progress  
Statement  
Mean  
2.45  
2.52  
2.54  
2.33  
2.48  
Interpretation  
Agree  
The barriers I face negatively affect my grades in foreign language subjects.  
The challenges I encounter slow down my ability to learn and retain new lessons.  
My difficulties prevent me from reaching the expected level of proficiency.  
The barriers I experience lower my participation and engagement in class.  
Agree  
Agree  
Disagree  
Disagree  
These barriers reduce my ability to apply foreign language skills in real-life  
situations.  
The difficulties I face affect my overall confidence in continuing foreign language  
studies.  
2.33  
1.96  
2.37  
Disagree  
Disagree  
Disagree  
Because of these barriers, I sometimes consider avoiding or dropping foreign  
language classes.  
Overall Mean  
The results in Table 3 suggest that the barriers students experience have a moderate impact on their overall  
learning performance, particularly in terms of grades, learning speed, and proficiency development. Students  
agreed that these difficulties affect their grades in foreign language subjects (M = 2.45), slow down their ability  
to learn and retain lessons (M = 2.52), and prevent them from reaching the expected level of proficiency (M =  
2.54). These findings align with research showing that cognitive load especially memory-related challenges  
directly influences a learner’s ability to retain vocabulary and grammatical structures. For example, Karpicke  
and Roediger (2008) emphasized that without effective retrieval and repeated exposure, learners struggle to store  
and use linguistic information, which results in slower academic progress.  
Although the students recognized the academic influence of these barriers, they disagreed that such challenges  
significantly lower their class participation (M = 2.33), confidence (M = 2.33), or ability to apply the language  
in real-life situations (M = 2.48). This suggests that while barriers hinder the quality of learning outcomes, they  
do not entirely diminish students’ willingness to participate. Horwitz et al. (1986) similarly argued that anxiety  
often interferes with performance accuracy but does not always discourage students from engaging in learning  
activities. Likewise, MacIntyre and Gardner (1994) found that anxiety disrupts cognitive processing, which may  
limit proficiency development without necessarily leading to withdrawal from the learning environment.  
The data also show that the barriers do not generally push students to avoid or drop foreign language classes (M  
= 1.96). This is consistent with local findings where Filipino learners report anxiety and difficulty but continue  
attending classes because of academic requirements or intrinsic interest (Labicane, 2021). The modest  
disagreement in real-world application also reflects Swain’s (2005) perspective that insufficient opportunities  
for meaningful “output” or actual use of the target language limit learners’ ability to internalize forms and apply  
them outside the classroom. In contexts like the Philippines, where exposure to foreign languages is often  
limited, this output gap becomes more pronounced.  
Taken together, the results show that the main consequence of these barriers is slowed progress and limited  
proficiency, rather than disengagement. This indicates that students are willing but constrained learners  
motivated enough to continue their studies, yet restrained by obstacles in memory, anxiety, practice, and real-  
life application. This mirrors earlier Philippine research in which students with higher anxiety and fewer  
exposure opportunities reported slower progress and lower performance (Castro, 2017; Labicane, 2021).  
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Thematic Analysis on the open-ended questions (What do you think is the biggest barrier you personally face  
in learning a foreign language? And What strategies or programs do you suggest helping students like you  
overcome these barriers?)  
The responses of the respondents indicate that the biggest barriers in learning a foreign language are largely  
related to cognitive, affective, and environmental factors. Many students reported challenges in memorization,  
retaining vocabulary, and understanding grammar rules, which align with studies emphasizing the difficulty of  
vocabulary acquisition and retention in foreign language learning (Hayakawa et al., 2019). Issues of consistency  
and lack of time were also prominent; several respondents shared that they struggle to maintain a steady study  
routine due to schoolwork, personal responsibilities, or short class durations. This finding is consistent with  
Choffin et al., (2019) who highlight the importance of spaced and repeated practice in fostering long-term  
retention and mastery of language skills.  
Affective factors such as low confidence, fear of making mistakes, and motivation were also frequently  
mentioned. Some students admitted that even when they understood the lesson, they hesitated to speak for fear  
of mispronunciation or making errors, which mirrors findings from Loewen and Sato (2018), who underscore  
the critical role of interaction and safe communicative environments in second language acquisition. Similarly,  
respondents pointed out that fast-paced teaching methods, limited classroom engagement, and inadequate  
learning materials exacerbate their learning difficulties, which aligns with the interaction hypothesis  
emphasizing the need for tailored, interactive, and engaging instructional approaches (Huang, Lu, & Ou, 2024).  
Environmental and structural barriers, including insufficient materials, lack of appropriate classrooms, limited  
exposure to native speakers, and inconsistent practice opportunities, were frequently cited. Many students  
suggested strategies such as using language-learning apps, online resources, conversation partners, and  
structured practice routines to overcome these challenges. These suggestions reflect evidence from Karpicke and  
Roediger (2008), who emphasize the role of repeated retrieval practice in improving learning and memory.  
Additionally, respondents recommended more interactive activities, role-playing, and exposure to real-life  
contexts, highlighting the importance of immersive and practical learning environments to foster both confidence  
and fluency.  
Furthermore, the findings suggest that while cognitive challenges such as memorization and grammar  
comprehension are significant, affective and environmental factors confidence, motivation, exposure, and  
interactive opportunities play a critical role in shaping students’ success in learning foreign languages.  
Addressing these barriers through structured, interactive, and personalized strategies, combined with consistent  
practice, can significantly enhance students’ language learning outcomes (Hayakawa et al., 2019).  
Table 5. Test of differences in the barriers encountered when respondents are grouped according to their profile  
variables  
Profile  
t
/
F
Dependent Variable  
Test  
p-value Interpretation  
Variable  
Statistic  
-2.950  
-0.842  
-2.925  
-1.984  
-1.089  
-1.156  
-2.719  
Sex  
Cognitive Barriers  
Affective Barriers  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
0.003  
0.401  
0.004  
0.048  
0.277  
0.249  
0.007  
Statistically Significant  
Statistically not significant  
Statistically Significant  
Statistically Significant  
Statistically not significant  
Statistically not significant  
Statistically significant  
Instructional Barriers  
Environmental Barriers  
Cognitive Barriers  
Affective Barriers  
Year  
Level  
Instructional Barriers  
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Environmental Barriers  
Cognitive Barriers  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
Independent t-test  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
One-way ANOVA  
-1.296  
-1.053  
-0.860  
-2.202  
-0.871  
5.995  
3.244  
8.589  
5.292  
0.151  
0.230  
0.941  
0.059  
0.196  
0.293  
0.391  
0.028  
0.385  
< .001  
0.013  
< .001  
< .001  
0.86  
Statistically not significant  
Statistically not significant  
Statistically not significant  
Statistically Significant  
Statistically not significant  
Statistically Significant  
Statistically Significant  
Statistically Significant  
Statistically Significant  
Statistically not significant  
Statistically not significant  
Statistically not significant  
Statistically not significant  
Age  
Affective Barriers  
Instructional Barriers  
Environmental Barriers  
Cognitive Barriers  
Program  
Enrolled  
Affective Barriers  
Instructional Barriers  
Environmental Barriers  
Cognitive Barriers  
Prior  
Exposure  
Affective Barriers  
0.795  
0.392  
0.942  
Instructional Barriers  
Environmental Barriers  
The table presents the test of differences in the barriers to foreign language acquisition when respondents are  
grouped according to their sex, year level, age, program enrolled, and prior exposure to foreign languages. The  
results show that sex plays a significant role in several areas of language learning. Significant differences were  
found in cognitive, instructional, and environmental barriers, suggesting that male and female students  
experience certain challenges differently. These findings are consistent with the study of Kaylani (1996), who  
noted that gender can influence learning strategies, anxiety levels, and language performance. However,  
affective barriers showed no significant difference, indicating that both male and female learners experience  
similar emotional reactions such as anxiety, embarrassment, or confidence levels during language learning.  
When grouped according to year level, only instructional barriers showed a significant difference. This suggests  
that second-year and third-year students perceive teaching methods, materials, or assessment demands  
differently, possibly because of their varying academic exposure. This aligns with Chamot and O’Malley’s  
(1994) framework, which found that learners at different stages of academic development use distinct learning  
strategies and respond differently to instructional practices. For age, the only significant difference also falls  
under instructional barriers, implying that maturity levels may shape how students respond to the teaching  
process, but not necessarily to cognitive or emotional difficulties associated with learning a foreign language.  
A more pronounced pattern emerges when examining differences according to program enrolled. All barrier  
categories cognitive, affective, instructional, and environmental were found to be significantly different across  
programs. This indicates that students from Hospitality Management, Tourism Management, Industrial  
Technology, English Studies, and Information Systems experience foreign language challenges in distinct ways.  
This is supported by findings from Kırkgöz (2010), which highlight how program requirements and disciplinary  
cultures influence learners’ exposure, motivation, and learning contexts. In contrast, prior exposure to foreign  
languages did not produce any significant difference across all barrier categories. This suggests that whether a  
student had basic, intermediate, or advanced exposure, their experiences of barriers remain largely comparable.  
This may reflect the limited nature of exposure for most learners, as Song (2018) notes that superficial or short-  
term exposure often does not substantially alter one's perception of language learning challenges.  
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Implications of these findings point to the need for more designed instructional approaches. Since sex and degree  
program significantly influence the types of barriers encountered, educators may need to design learning  
activities that are sensitive to the diverse needs of learners. For instance, programs that require more  
communicative competence, such as tourism or hospitality, might benefit from increased practical activities,  
while more technical programs may require contextualized language support. Furthermore, the lack of significant  
differences in affective barriers across sex, age, and year level suggests that emotional challenges are universal  
among language learners; thus, integrating anxiety-reducing classroom strategies, confidence-building activities,  
and supportive feedback is essential. Because prior exposure does not significantly lessen barriers, universities  
may also consider offering more sustained and meaningful foreign language experiences such as immersion  
programs, conversation clubs, or digital language platforms to help students build stronger foundations.  
Moreover, the data emphasize the importance of differentiated and learner-centered approaches in addressing  
foreign language learning barriers.  
Table 6. Proposed Strategy/Action Plan to address the challenges encountered by the respondents  
Barrier  
Category Challenge  
Specific  
Proposed Strategy/Action  
Responsible Expected Outcome  
Party  
Difficulty  
memorizing  
vocabulary  
Integrate spaced-repetition techniques Students,  
using learning apps (ex. Anki, Quizlet) Instructors  
for consistent vocabulary review  
Improved long-term  
vocabulary retention  
Cognitive  
Struggling  
Facilitate  
grammar  
enhancement Instructors  
Better understanding  
of grammar rules  
with grammar sessions and provide mnemonic devices  
rules  
to support rule mastery  
Limited  
learning  
strategies  
Introduce strategy-training sessions on Instructors,  
mind mapping, chunking, retrieval Learning  
Strengthened learning  
strategies for foreign  
language acquisition  
practice, and effective study habits  
Center  
Forgetting  
Implement weekly structured review Instructors,  
Reinforced memory  
previously  
activities and active recall exercises Students  
and  
retention  
of  
learned content  
learned content  
Anxiety when Conduct small-group conversations, Instructors,  
Reduced  
anxiety,  
participation  
speaking  
increased  
Affective  
speaking  
speaking circles, and low-pressure Peer Groups  
communicative activities  
Embarrassmen Apply positive reinforcement strategies Instructors  
t or shyness and maintain non-judgmental,  
when making supportive classroom atmosphere  
mistakes  
Increased confidence  
and willingness to  
participate  
a
Teaching  
methods  
fitting learning approaches  
styles  
Use differentiated instruction with Instructors  
not visual, auditory, and kinesthetic  
Enhanced  
engagement  
comprehension  
student  
and  
Instructio  
nal  
Insufficient  
instructional  
materials  
Provide updated digital resources, School  
multimedia tools, and interactive Administratio and quality of learning  
Improved access to  
modules  
n, Instructors materials  
Limited  
Integrate role-playing, simulations, peer Instructors  
Increased  
hands-on  
interactive/pra teaching, and field-based tasks into  
ctical activities lessons  
practice and skill  
application  
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Lack  
opportunities  
to  
of Establish language exchange sessions, Students,  
virtual conversation clubs, and short Instructors  
practice immersion experiences  
Increased practice and  
real-world language  
application  
Environ  
mental  
outside class  
Limited access Offer students access to language- School  
to technology  
Improved  
learning apps, online platforms, and Administratio opportunities  
for  
digital learning spaces  
n
independent learning  
Lack of peers Promote peer mentoring, language Students,  
Enhanced  
to practice with partners, and collaborative group tasks Instructors  
collaborative learning  
and  
speaking  
confidence  
Limited  
university  
support  
Develop workshops, short courses, and School  
seminars focused on practical language Administratio support and language-  
usage learning opportunities  
Enhanced institutional  
n
programs  
CONCLUSION  
Based on the findings of the study, it is evident that learners encounter multiple barriers in acquiring foreign  
languages, which span cognitive, affective, instructional, and environmental factors. Cognitive barriers, such as  
difficulty in memorizing vocabulary, understanding grammar rules, and forgetting previously learned content,  
were prominent among respondents, highlighting the need for more effective learning strategies and consistent  
practice. Affective barriers, including anxiety, shyness, and low confidence, also emerged as significant  
challenges, indicating that emotional and psychological factors influence language learning. Instructional  
factors, while generally rated lower, revealed that teaching methods, materials, and assessment approaches  
sometimes fail to accommodate students’ diverse learning styles. Environmental barriers, particularly the lack  
of opportunities to practice outside the classroom, limited access to technology, and insufficient peer interaction,  
further impede the learners’ ability to apply the language in real-world contexts.  
Respondents consistently suggested strategies to overcome these barriers, such as the use of language-learning  
apps, regular practice sessions, interactive activities, personalized learning approaches, and supportive classroom  
environments. These responses underscore that successful foreign language acquisition requires a combination  
of cognitive, affective, and environmental interventions. Moreover, the study demonstrates that while students  
face challenges in language learning, structured support, engagement, and practical exposure can significantly  
enhance their competence and confidence.  
RECOMMENDATIONS  
Based on the study results, the following recommendations are proposed to address the challenges encountered  
by learners of foreign languages:  
1. Cognitive Support  
Implement consistent review sessions using spaced-repetition techniques to improve vocabulary  
retention and comprehension.  
Provide workshops on grammar, mnemonic strategies, and effective language-learning methods to  
strengthen students’ cognitive abilities.  
2. Affective and Motivational Interventions  
Establish small-group discussion sessions, conversation clubs, and low-pressure speaking activities to  
reduce anxiety and increase confidence.  
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Encourage positive reinforcement, reward progress, and normalize mistakes to create a supportive  
learning environment.  
3. Instructional Enhancement  
Adopt differentiated instruction strategies that accommodate visual, auditory, and kinesthetic learners.  
Update teaching materials with interactive digital resources, multimedia, and practical exercises to  
increase engagement.  
Incorporate role-playing, projects, and peer-teaching to allow hands-on application of language skills.  
4. Environmental and Institutional Support  
Increase opportunities for practice outside the classroom through language exchange programs, online  
platforms, and immersion activities.  
Provide access to technological tools and applications to facilitate independent learning.  
Promote peer mentoring, collaborative projects, and group activities to encourage social and  
communicative practice.  
Develop university-led workshops, seminars, and short-term programs that emphasize practical use of  
the language.  
5. Personal Strategies for Learners  
Encourage learners to dedicate time daily for short but consistent practice sessions.  
Use language apps, online videos, and real-life exposure (ex. movies, music, conversations) to reinforce  
learning.  
Adopt personalized study plans that align with individual learning styles and pace.  
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