WHEN WORDS FEEL HEAVY: A PHENOMENOLOGICAL STUDY ON DEVELOPING ENGLISH-SPEAKING CONFIDENCE

ENGLISH LANGUAGE TEACHING

The primary objective of this study was to explore the lived experiences of Junior High School (JHS) learners in developing confidence in speaking English. The study was conducted in selected public secondary schools in Nabunturan, Davao de Oro, namely Basak Integrated School, Cabidianan National High School, Manat National High School, and Mainit National High School. A phenomenological research design was employed, and purposive sampling was utilized in selecting six participants who had demonstrated confidence in speaking English in classroom settings. The inclusion criteria included: (1) Grade 10 students who were recommended by their teachers; (2) those who actively engaged in English-speaking activities and demonstrated improvement in speaking confidence from Grade 7 to Grade 10; and (3) those who were willing to voluntarily share their experiences. Ethical considerations were strictly observed to ensure participants’ confidentiality and anonymity. The findings of the study revealed that the challenges encountered by the participants included language anxiety, fear of making mistakes, peer judgment, and limited vocabulary. Despite these challenges, the participants employed various coping mechanisms, such as regularly practicing speaking, seeking feedback from teachers, and engaging in peer support. Furthermore, the insights developed by the participants highlighted the importance of self-confidence, active participation, and a positive mindset in improving English-speaking confidence. The study also found that supportive classroom environments and constructive feedback from teachers significantly contributed to the gradual development of learners’ confidence.

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