Oral Proficiency Challenges among First-Year English Major Students: Basis for Intervention Program

Oral proficiency is a key indicator of English language mastery, particularly for students majoring in English. It has been observed that English has the strongest position as a second or foreign language across the globe (Somroo, 2022). However, many first-year English major students struggle with speaking, which negatively impacts their academic performance and confidence. This qualitative-descriptive study aimed to explore the common challenges that hinder the oral communication skills of first-year English major students at Monkayo College of Arts, Sciences, and Technology (MonCAST). Drawing on the principles of Communicative Competence Theory (Canale & Swain, 1980), the Affective Filter Hypothesis (Krashen, 1982), Sociocultural Theory (Vygotsky, 1978), Interaction Hypothesis (Long, 1981) and Kurt Lewin’s Action Research Framework (Lewin, 1946), it specifically aimed to identify the difficulties students face in speaking English and to use these insights to guide the design of a targeted intervention. Fourteen participants who experienced difficulties in oral presentations were selected based on academic performance and teacher recommendations. According to Armea et al. (2022), it is essential for education students—especially English majors—to acquire strong linguistic skills and attain advanced proficiency at the tertiary level, as this serves as a foundation for academic success and future teaching careers. Through in-depth interviews and thematic analysis, the study identified recurring barriers to oral proficiency, including fear of making mistakes, limited vocabulary, low self-esteem, and lack of speaking practice. The findings serve as the basis for designing an intervention program called Journey to the West, tailored to address students’ specific needs and enhance their oral communication skills. This study highlights the importance of supportive teaching strategies and learner-centered approaches in improving oral proficiency among English majors.

Journey to the West, first-year English major students, oral proficiency, qualitative-descriptive study, MonCAST, Philippines

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