A phenomenological study on the hurdles of speaking english of selected students towards an effective language program in speaking skills

This study explored a phenomenological investigation into the hurdles of speaking English among selected students, aiming to inform the development of an effective language program to enhance speaking skills. A phenomenological design was employed to capture the lived experiences of students through in-depth interviews and thematic analysis. Purposive sampling was used to select ten learners from Limay National High School in the Schools Division Office of Bataan, representing Grades 7, 8, 9, and 10. The findings revealed recurring expressions of nervousness, self-doubt, and embarrassment that hindered effective English speaking. Significant statements were distilled into meanings reflecting internal struggles with linguistic challenges and the impact of external feedback. These data were coded and analyzed using frequency counts and cooccurrence analysis to identify patterns in the students’ narratives. The responses were grouped into thematic clusters using thematic analysis with the aid of coding matrices, which coalesced into four key areas: psychological-emotional barriers, linguistic challenges, social influences, and intrinsic motivation. The essence of the phenomenon was the convergence of deep-seated fears, self-doubt, and complex linguistic obstacles that collectively paralyzed spontaneous English speaking despite a persistent drive for improvement. Based on these conclusions, a comprehensive language program was developed that integrated emotional support, targeted linguistic training, and collaborative peer feedback. This program was designed to reduce anxiety, enhance language competence, and foster a supportive environment that builds confidence and improves overall speaking proficiency. Recommendations included implementing targeted emotional support interventions, designing tailored strategies to overcome linguistic challenges, and developing integrated approaches to address both internal emotions and external pressures. Additionally, future research was recommended to explore the long-term effects of these interventions and to examine cross-cultural variations in English-speaking hurdles among diverse student populations.