Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF NUEVA ECIJA
MALACAÑANG NATIONAL HIGH SCHOOL
Brgy. Malacañang, Santa Rosa, Nueva Ecija

Respondents’ Profile

Age of Respondents

Most respondents were 15 years old, with 20 students (57.14%). This was followed by 16 years old
with 9 students (25.71%), and 14 years old with 5 students (14.29%). Only 1 respondent (2.86%)
was 17 years old and above.

This indicates that the majority of the participants are mid-adolescent students, which is a stage
where peer influence is often strong in shaping behavior and communication.

Sex of Respondents

The respondents were almost equally distributed by sex. Female students accounted for 17
respondents (48.57%), while male students also accounted for 17 respondents (48.57%). One
respondent (2.86%) identified differently.

This distribution shows that the responses reflect balanced perspectives from both male and
female students.

First Language of Respondents

Most respondents reported Tagalog/Filipino as their first language. Tagalog accounted for 16
respondents (45.72%), while Filipino accounted for 14 respondents (40%) when combined with
similar entries. Other languages such as English and Ilocano were reported by only a few
respondents (2.86% each).

This suggests that Filipino/Tagalog is the dominant first language among the respondents, which
may influence their comfort level when using English.

Self-Rated English Proficiency

Most respondents rated their English proficiency as Moderate, with 26 respondents (74.29%).
Meanwhile, 5 respondents (14.29%) rated their proficiency as Low, and 4 respondents (11.43%)
rated it as High.
This indicates that most students consider themselves moderately proficient in English, suggesting
they have some level of competence but may still experience challenges when using the language.

Table 1. Friends Influence the Language I Use in School

Most respondents selected 3 (Neutral) with 15 responses (42.86%), followed by 4 (Agree) with 10
responses (28.57%). Meanwhile, 5 (Strongly Agree) had 4 responses (11.43%), 2 (Disagree) had 5
responses (14.29%), and 1 (Strongly Disagree) had 1 response (2.86%).

This suggests that peer groups moderately influence the language students use in school. Although
many students remain neutral, a significant portion acknowledges that their friends affect their
language choice.

Table 2. I Feel Pressured by My Peers to Avoid Speaking English

The majority selected 3 (Neutral) with 16 responses (45.71%), followed by 2 (Disagree) with 10
responses (28.57%), and 4 (Agree) with 7 responses (20%). Only 2 respondents (5.71%) strongly
disagreed.

This indicates that peer pressure to avoid English exists but is not strongly perceived by most
students, as many remained neutral about this influence.

Table 3. I Feel More Confident Speaking English

Most respondents selected 4 (Agree) with 14 responses (40%), followed by 3 (Neutral) with 11
responses (31.43%). Additionally, 6 respondents (17.14%) strongly agreed, while only 4
respondents (11.42%) disagreed or strongly disagreed.

This implies that many students feel relatively confident speaking English, although some remain
uncertain about their level of confidence.

Table 4. I Avoid Using English Because I Am Afraid of Being Judged

The majority selected 3 (Neutral) with 13 responses (37.14%), followed by 4 (Agree) with 10
responses (28.57%). Meanwhile, 7 respondents (20%) disagreed, 3 respondents (8.57%) strongly
disagreed, and 2 respondents (5.71%) strongly agreed.

This suggests that fear of judgment moderately affects students’ willingness to use English,
although not all respondents strongly experience this concern.

Table 5. My Friends Encourage Me to Improve My English

Most respondents selected 4 (Agree) with 15 responses (42.86%), followed by 3 (Neutral) with 12
responses (34.29%), and 5 (Strongly Agree) with 6 responses (17.14%). Only 2 respondents (5.71%)
disagreed.

This indicates that peer influence can positively support English improvement, as many students
feel encouraged by their friends.

Table 6. I Feel Embarrassed When Speaking English

Most respondents selected 3 (Neutral) with 15 responses (42.86%), followed by 4 (Agree) with 10
responses (28.57%), and 2 (Disagree) with 7 responses (20%).

This suggests that some students experience embarrassment when speaking English, though many
remain neutral about this feeling.

Table 7. Peer Opinions Affect My Willingness to Speak English

Most respondents selected 3 (Neutral) with 14 responses (40%), followed by 4 (Agree) with 10
responses (28.57%), and 2 (Disagree) with 6 responses (17.14%).

This indicates that peer opinions moderately influence students’ willingness to speak English.

Table 8. I Have Enough Vocabulary to Express Myself in English

The majority selected 3 (Neutral) with 20 responses (57.14%), followed by 4 (Agree) with 10
responses (28.57%), and 5 (Strongly Agree) with 3 responses (8.57%).

This suggests that most students feel somewhat capable but not completely confident with their
English vocabulary.

Table 9. I Can Construct Grammatically Correct Sentences in English

Most respondents selected 3 (Neutral) with 20 responses (57.14%), followed by 4 (Agree) with 9
responses (25.71%).

This indicates that many students are unsure about their grammatical accuracy, although some
believe they can construct correct sentences.

Table 10. I Can Speak English Fluently During Class Discussions

The majority selected 3 (Neutral) with 19 responses (54.29%), followed by 2 (Disagree) with 9
responses (25.71%).
This suggests that students generally feel uncertain about their fluency during class discussions.

Table 11. I Can Understand English Reading Materials

Most respondents selected 3 (Neutral) with 17 responses (48.57%), followed by 4 (Agree) with 12
responses (34.29%), and 5 (Strongly Agree) with 5 responses (14.29%).

This indicates that students generally have moderate comprehension of English reading materials.

Table 12. I Understand My Teacher’s Instructions in English

The majority selected 4 (Agree) with 16 responses (45.71%), followed by 3 (Neutral) with 17
responses (48.57%).

This suggests that most students can understand their teacher’s instructions in English, although
some remain moderately confident.

Table 13. I Actively Participate in English-Speaking Activities

Most respondents selected 3 (Neutral) with 17 responses (48.57%), followed by 4 (Agree) with 11
responses (31.43%).

This indicates that students moderately participate in English-speaking activities, but many remain
hesitant.

Table 14. I Practice Speaking English Outside the Classroom

The majority selected 4 (Agree) with 15 responses (42.86%), followed by 3 (Neutral) with 12
responses (34.29%).

This suggests that many students attempt to practice English beyond the classroom environment.

Table 15. I Feel Confident Using English in Social Situations

Most respondents selected 3 (Neutral) with 16 responses (45.71%), followed by 4 (Agree) with 12
responses (34.29%).

This indicates that students have moderate confidence using English socially, although some still
feel uncertain