Investigating the Relationship Between Language Exposure and English-Speaking Skills Among Junior High School Learners

Education

This study which employed causal comparative research design, aimed to assess the English-speaking skills of Junior High School students. Specifically, it aimed to examine the level of their skills, the impact of language exposure, and potential differences based on demographic factors such as grade level and sex. The study analyzed students’ demographic profiles, including sex and grade level, and evaluated their exposure to English in both formal and informal educational settings. Results revealed that students possessed functional English-speaking skills, with strengths in confidence and fluency, but weaknesses in grammar, vocabulary, and pronunciation. The research also highlighted that formal exposure to English, such as through classroom instruction, had a significant but weak positive correlation with students’ speaking proficiency. However, informal exposure, including language use at home and in the community, showed no significant relationship with speaking skills. Further, no significant differences were found in English-speaking skills based on gender or grade level. The study underscores the importance of formal educational settings in enhancing English-speaking skills and suggests that schools play a critical role in providing consistent and immersive language experiences. Based on these findings, several recommendations were made to improve speaking skills, including increasing speaking oriented activities, strengthening pronunciation and grammar instruction, and encouraging English use at home and in the community.

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