English Language Learning Challenges in Senior High School: Identifying Key Factors for an Effective Intervention Program

Abstract

The education system in the Philippines requires English language as a medium of instruction especially in secondary levels. This is one of the policies purposely to promote English language proficiency among learners. In real situation, high school students show difficulty in English language learning and it is evident in their oral and written performances and outputs. This difficulty in English greatly affect their comprehension in English, and comprehension skill is important as it affects every aspect of learning. This is something that needs to be addressed. The present study aimed to investigate the English language learning challenges of senior high school students, specifically, identify the factors that cause English language learning difficulties among senior high school students, examine the observations and experiences of teachers regarding their students’ English language learning difficulties, explore the strategies used by teachers in addressing students' learning difficulties, and propose effective intervention that will cater students’ learning needs . This qualitative study involved participants who were identified through convenient sampling. There were ten senior high school students and ten senior high school teachers who willingly participated in the collection of data through interview. Through content analysis, the factors in English language learning difficulty of senior high school students were identified as well as the specific experiences, observations and strategies used by the teacher in teaching English to students with difficulty in learning the language. Based on the results, an intervention program that will enhance the English language learning skills of senior high school students was developed.