Self-Concept and English Oral Proficiency of Senior High School Students

• Authors: Jovenel B. Dadulla

Abstracts

EN

The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.

Keywords

EN

self-concept; oral proficiency; English Language Education; speech development

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2022
• Volume: 69
• Pages: 170-179

Dates

published

2022

Contributors

author

Jovenel B. Dadulla

• Capitol University, Cagayan de Oro City, Philippines

• https://orcid.org/0000000152873899

translator

Joel D. Potane

• Capitol University, Cagayan de Oro City, Philippines

• https://orcid.org/0000000302108149

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Identifiers

DOI

10.15804/tner.2022.69.3.13

Biblioteka Nauki

2140616