ASSESSING THE IMPORTANCE OF SELF-ESTEEM ON THE
ENGLISH SPEAKING ABILITY AMONG GREADE 11 STUDENTS
OF WESTERN MINDANAO ADVENTIST ACADEMY
A Research
Presented to Western Mindanao Adventist Academy
7028 Dumingag, Zamboanga del Sur
In partial fulfillment
of the Requirements for the Subject
Inquiry, Investigation, Immersion
Fabe, Rock loyd
Mario, Jamaica L.
Salapan, Chiz Ashly Y.
Saren, Ashley Mae O.
Suan, Divine S.
May 2024
ACKNOWLEDGMENT
First of all, the researchers would like to thank the Almighty God for His enduring grace,
guidance, and protection that He has bestowed upon us during this research project.
The researchers would also like to express their sincerest gratitude to their adviser, Ma'am
Alyzza Jane Brizo for her continuous support in their research, for her patience,
motivation, and immense knowledge.
Lastly to the parents of the researchers for continuously giving us support in terms of
financial assistance, also the spiritual and emotional aspect as the researcher and
accomplish worked this study and for their guidance, encouragement and inspiration to
them throughout their lives , a very special thank you for your parental presence.
DEDICATION
This study is solemnly dedicated to the researcher beloved parents, Name of your parents
I also dedicate this to my co researchers, Divine S. Suan , Ashley Mae Saren, Ashly
Salapan, Rock Loyd Fabe ,for the encouragement and determination.
Above all, to Almighty God who always give me strength, knowledge, and wisdom in
everything I do.
ABSTRACT
ROCK LOYD FABE, JAMAICA L. MARIO, CHIZ ASHLY Y. SALAPAN,
ASHLEY MAE O. SAREN, and DIVINE S. SUAN, 2024. Western Mindanao Adventist
Academy – Dumingag, Zamboanga del Sur. “ASSESSING THE IMPORTANCE OF
SELF-ESTEEM ON THE ENGLISH SPEAKING ABILITY AMONG GREADE 11
STUDENTS OF WESTERN MINDANAO ADVENTIST ACADEMY”. An
Unpublished Undergraduate Thesis.
Adviser: MS. ALYZZA JANE BRIZO
This study investigates the role of assessing the importance of self-esteem on the
english speaking ability among Grade 11 students of Western Mindanao Adventist
Academy. Through quantitative research design-simple random sampling, data from
students were analyzed to explore the importance of self-esteem on the English speaking
ability of students at this educational level.
This study revealed several significant findings. First, the student felt inferior
whilst speaking the English language, although not entirely, they have acquired certain
confidence in speaking the language but they still need to improve to gain far better
confidence in speaking the language, and the result shows an average verbal
interpretation considering their feelings and experiences in speaking the language, by the
overall mean score of 3.044. Second, the result showed that the respondents feel more
confident in their English speaking ability (Mean: 3.65) when they have high self-esteem.
This means that the higher the self-esteem of the student the better is his/her delivery of
the language, and that the respondent faced challenges ( Mean: 3.47) when trying to
improve their English speaking language. This mean that the students improve their
English speaking abilities, then the data showed that student feel confident ( Mean: 3.18)
when speaking English in public. Lastly, results showed that the students perceive a
positive connection between their self-esteem and English speaking proficiency. By
recognizing the aspect of students that can enhance their self-esteem and improve their
English speaking skills.
The study recommends that students work on building self-esteem, such as
engaging in activities and practices that promote self-confidence, such as setting
achievable goals, celebrating small successes, and seeking support from peers and
mentors. Teachers should foster a supportive learning environment such as creating
classroom atmosphere where students feel safe, valued, and encouraged to express
themselves in English, as well as provide constructive feedback that focuses on growth
and improvement rather than solely on errors. Additionally, parents are encouraged to
practice at home such as creating an English-speaking environment at home by
encouraging your child to engage in conversations, watch English movies or TV shows,
and read English books, as well as support their efforts and provide opportunities for
them to practice their speaking skills. Furthermore, conduct further studies, such as
exploring the relationship between self-esteem and English speaking proficiency in
different educational contexts, age groups, or language learning settings.
Keywords: Self-esteem, English-speaking ability, WMAA, Ability, Low self-esteem.
CHAPTER I
INTRODUCTION
Background of the Study
English language speaking ability is a crucial skill in today's globalized world. It is
essential for effective communication, academic achievement, and career
[Link] self-esteem and English speaking ability has been a topic of interest in
educational research. And understanding this importance can provide insights into the
factors that contribute to students' language learning outcomes and overall confidence.
Moreover, the study conducted at the Islamic State University of Raden Fatah Palembang
in Indonesia investigated the assessing the importance of the students' self-esteem and
speaking achievement (Gunawan, 2016). The study found a positive correlation between
self-esteem and speaking achievement among undergraduate EFL [Link],
when it comes to the learning of foreign language, especially at the later stage, there are
factors which can either inhibit or enhance the process of learning. These factors impact
English learning processes, such as motivation (Zhang & Guo, 2012), strategy (Bai,
2018), and cognition (Swanson et al., 2016). As one of the cognitive and motivational
constructs, self-efficacy has gained increasing attention in education (Usher & Pajares,
2008).
Furthermore, creating an immersive language learning environment is essential for
enhancing English language proficiency. Immersion programs or activities that involve
students actively using English in real-life situations can significantly improve their
language skills (Lan, 2020).
In fact,despite the continues revision of the curriculum many major problem in oral
language image. One of their common observations is that many learners find it
difficult to express their thoughts in English. Thus, most of them are still hesitant to
speak English in oral recitation and in social interactions. They seem to have a fear
of expressing their thoughts using the language. As a result, their academic
performance in English as a subject is affected. Moreover, this provides a reason to
examine the effect of self-esteem towards language ability. Blanco et al. (2020) defines
self-confidence as being aware of one’s capabilities and maximizing these to perform
their best.
In the Philippines, Dolotina, Ventura, & Julia,( n.d.) highlighted the importance of
English language in a globally competitive nation like the Philippines. It emphasized the
significance of educators in developing students' proficiency and self-esteem.
In the context of Western Mindanao Adventist Academy, there is a need to explore
the assessing the importance of self-esteem and English speaking proficiency among
Grade 11 students. Low self-esteem and poor English speaking ability may hinder
students' language learning progress and overall confidence. Understanding the factors
that contribute to low self-esteem and poor English speaking ability can help educators
develop effective strategies to support students in improving their language skills and
boosting their self-esteem.
STATEMENT OF THE PROBLEM
The study will be conducted to address the importance of self-esteem on English-
speaking ability among Grade II students. This study seeks to investigate the factors that
contribute to low self-esteem and poor English speaking efficiency and how these factors
can be addressed to support students in improving their English language skills and
overall confidence.
[Link] do students feel when speaking in English while conversing or communicating?
[Link] are the challenges that contribute to students's passiveness in speaking the
English language?
3. How does the students’ self-esteem affect their English-speaking ability?
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Self-Esteem English Speaking Ability
Among Students
Figure 1. The interplay of the variables
Figure 1 showcases the systematic flow of the variables involved in this study. This will
determine the importance of having a good level of self-esteem, the independent variable,
affecting the ability of the students to speak the English language, the dependent variable.
THEORETICAL FRAMEWORK
This study was guided by the following theories: Social Cognitive Theory by
Albert Bandura, The Self-esteem Theory by Morris Rosenberg, and Language Learning
Motivation Theory by Zoltán Dörnyei.
The Social Cognitive Theory (Albert, 2024) provides a theoretical basis for
understanding the assessing the importance of self-esteem and English speaking abilities
among grade 11 students. This theory emphasizes the role of social interactions,
observational learning, and self-efficacy in shaping human behavior. In the context of this
study, students' self-esteem and English speaking ability can be influenced by their
observations of others, such as their peers, teachers, and role models. Students with low
self-esteem may lack confidence in their language abilities, leading to poor English
speaking proficiency. By addressing the social and environmental factors that contribute
to low self-esteem, educators can help students develop self-efficacy and improve their
English language skills.
Self-Esteem Theory (Morris, 2009) offers insights into the factors that contribute to low
self-esteem and its impact on English speaking abily This theory suggests that individuals
have a fundamental need for self-esteem and that low self-esteem can have negative
consequences for various aspects of their lives. In the context of this study, low self-
esteem among grade 11 students may be influenced by factors such as academic
performance, social interactions, and personal beliefs. Students who perceive themselves
as having low English speaking proficiency may experience a decrease in their overall
self-esteem. By addressing the underlying factors that contribute to low self-esteem,
educators can create a supportive environment that promotes positive self-perception and
enhances students' English speaking proficiency.
Language Learning Motivation Theory by Zoltán (n.d.) is relevant to understanding
the motivation behind students' efforts to improve their English speaking proficiency.
This theory highlights the factors that influence individuals' motivation to learn a second
language. Students with high levels of motivation are more likely to engage in language
learning activities, practice speaking skills, and persist in their efforts to improve their
language proficiency. In the context of this study, students' self-esteem can influence
their motivation to learn English and their willingness to engage in speaking activities.
By addressing the factors that contribute to low self-esteem and fostering a positive
learning environment, educators can enhance students' motivation to improve their
English speaking proficiency.
SIGNIFICANCE OF THE STUDY
To the Students
This study will help students realize how self-esteem affects their language learning
and give them ways to boost their self-esteem and English efficiency. This can lead to
better academic and career opportunities.
To the Teacher
This study can offer teachers some insight on how their students can develop their
self-esteem and language skills. It can also help them comprehend the connection
between self-esteem and assist them in creating new ways to support students in
enhancing their language skills.
To the Parents
This study can help parents learn how to help their children grow their self-esteem
and language skills. It can also help them to realize how self-esteem matters in language
learning and give them ways to help their children boost their self-esteem and English
speaking ability.
To the Future Researchers
This study can help future researchers learn more about the connection between self-
esteem and language learning and assist them in creating new ways to help students
enhance their language skills. It can also help them learn how to plan and conduct future
studies on this topic.
SCOPE AND DELIMITATION
This study will investigate how self-esteem affects the English-speaking ability of Grade
11 students. Only 60 students from the overall number of Grade 11 students at Western
Mindanao Adventist Academy will take part in answering the questionnaires on self-
esteem and English-speaking ability. The questionnaire will consist of a series of
questions.
DEFINITION OF TERMS
Self-esteem: would refer to the level of confidence and belief that a Grade 11 student in
WMAA has in relation to their own English.
English-speaking ability: the ability of Grade 11 students on WMAA to communicate
efficiently in English. It involves speaking English as well as the ability to convey the
ideas thoroughly.
WMAA: strands for the specific education institution where the study is being
conducted. provide a distinct context for examining the relationship between self-esteem
and speaking proficiency among Grade 11 students.
Ability: it suggests the Grade 11 student at WMAA may struggle with effectively
understanding and using English in various contexts, potentially affecting their academic
performance and overall language development.
Low self-esteem: is the ability to lack the Grade 11 student's confidence and belief in
their English-speaking skills, impacting their overall academic performance.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides a comprehensive review of the literature and studies related to the
research topic.
Self-Esteem and Speaking the English Language
According to Wil (2014), English becomes the international communication since
it successfully dominated the world of globalization. This language spreads automatically
and has made big changes over the centuries. It plays a vital role in developing the status
of a country. Beside its importance as an international language it is also called the major
window on the world, which means that English gives us the view of the various
progresses taking place in the world. It also provides us distilled essence of advance and
up-to-date knowledge in all fields of human developments and activities (Brophy, 2009).
But the importance of English language is not just to learn from it, but also to speak on it.
There’s no place on Earth where people communicate by just learning and reading as a
primary form of communication. People have to speak a language in order for them to be
heard. Because language is 100% spoken. what people read and write on paper is just a
representation of sounds and signs that they speak, which means reading and writing the
English language will not make anyone a fluent speaker. That is why speaking in English
is one of the most skills used to express ideas and to communicate with other people in
the entire world (Larson, 2009).
Moreover, the study of Gultom & Oktaviani (2022) investigated the relationship
between self-esteem and English proficiency test scores in university students. Their
findings suggest a positive correlation, indicating that students with higher self-esteem
achieved better results on the English proficiency test. This supports the notion that self-
esteem can influence academic performance.
Also, the current study by Piran (2014) investigates the influence of self-concept, self-
efficacy, and self-esteem on reading comprehension achievement in English as a Foreign
Language (EFL) learners. While the research found significant positive correlations
between self-concept and self-esteem with reading comprehension, self-efficacy did not
show a statistically significant relationship. These findings suggest that a strong overall
sense of self and positive self-beliefs regarding reading ability may be more influential
for EFL learners' reading comprehension than confidence in specific reading tasks.
Moreover, several studies investigate the connections between English language
proficiency, self-esteem, and academic achievement (Dev & Qiqieh, 2016). This
particular study by Dev and Qiqieh (2016) examined these relationships among students
at Abu Dhabi University. While they employed various statistical methods and self-
assessment tools, their findings did not reveal a significant positive correlation between
English proficiency, self-esteem, and academic performance. In other words, high
English language skills did not directly translate to higher self-esteem or better grades for
the students in this study.
Contrary to the findings of Dev & Qiqieh (2016), Gultom & Oktaviani's (2022) study
suggests a positive correlation between self-esteem and English proficiency. Their
research involving Indonesian university students found that higher self-esteem
corresponded with better scores on the English Proficiency Test (EPT), indicating a
potential link between positive self-perception and English language skills.
Furthermore, Curler (2015) investigated the relationship between self-confidence and
speaking skill achievement among preparatory students in English Language Teaching
(ELT) and English Language and Literature (ELL) departments. Their study found a
significant positive correlation, indicating that higher self-confidence led to better
speaking skills. Interestingly, the research also revealed departmental differences in
speaking achievement but no significant difference based on gender. While self-
confidence levels differed by gender, departmental affiliation did not have a significant
impact.
While Marpaung's (n.d.) study at Universitas Advent Indonesia explored the potential
link between self-confidence and English achievement in tertiary students, it did not find
a statistically significant correlation. The research suggests that a larger sample size and a
focus on specific English skills, like speaking, might be necessary to definitively
establish a connection between these variables.
In addition, Salamah R., (2020) study investigated the relationship between self-
confidence and English speaking ability among eleventh graders at MAN 2 Madina.
Interestingly, their findings diverged from some previous research. Despite observing
high average scores in both self-confidence and speaking ability, the study revealed a
very weak, statistically insignificant correlation. This suggests that for these students,
self-confidence may not be a major factor influencing their English speaking skills.
In contrast to some prior studies, Sumardi et al. (2022) found a positive correlation
between self-confidence and speaking ability among tenth graders in Indonesia. Their
research, employing a quantitative design and involving 32 students, yielded a
statistically significant positive correlation coefficient (+0.55). This suggests that for this
particular group, higher self-confidence may be associated with stronger speaking skills.
Guban-Caisido (2020) conducted a review of research on self-esteem and language
learning over the past two decades. Their analysis of 20 studies revealed consistent trends
highlighting the connection between self-esteem, language skills, and proficiency in
second or foreign languages. Furthermore, the review suggests that self-esteem also
interacts with other emotional factors within the language learning environment.
Therefore, Jabor et al. (n.d.) investigated the role of self-confidence in English language
learning among university students in Iraq. Their study identified a connection between
self-confidence and speaking ability, with students expressing apprehension about
speaking to professors and classmates. Interestingly, the research suggests a gender
difference, with females experiencing higher levels of self-doubt compared to males,
particularly in public speaking situations. The authors posit that these findings may be
linked to traditional societal concepts and recommend teaching methods that specifically
address and encourage female students to overcome these psychological and social
barriers.
According to Sapir Language is purely human and non-instinctive method of
communicating ideas, emotions unit desires by means of voluntarily produced symbols”.
Also, Bloch and Trager (1942) write: “A language is a system of arbitrary vocal symbols
by means of which a social group co-operates”.In addition, Hall (1968) tells us that
language is “the institution whereby humans communicate and interact with each other
by means of habitually used oral-auditory arbitrary symbols". However, Robins (1979)
does not give a formal definition of language but points out certain facts related to
language, saying that “languages are symbol systems, almost wholly based on pure or
arbitrary conventions".
Language is a formal system of signs governed by grammatical rules of combination to
communicate meaning. This definition stresses the fact that human languages can be
described as closed structural systems consisting of rules that relate particular signs to
particular meanings (Bloomfield, 1914). According to Chomsky (1969) a language is “a
set of sentences, each finite in length and constructed out of a finite set of elements
challenges in speaking English language.
CHAPTER III
METHODOLOGY
This section dealt with the methodology that was used in the conduct of this research
with the Grade 11 students of Western Mindanao Adventist Academy (WMAA). It
includes the research design, target population, sampling procedures, ethical
considerations, and data analysis.
Research Design
The research adopted a quantitative research design to systematically investigate the
importance of self-esteem on the English speaking ability of Grade 11 students at
Western Mindanao Adventist Academy (WMAA). This design allowed for the collection
of numerical data, which can be statistically analyzed to draw conclusions about the
relationship between the variables of interest.
Respondent
The respondents to this study were Grade 11 students at WMAA. The selection of this
group was based on the specific focus of the research, which aims to explore the
importance of self-esteem on the English speaking ability of students at this educational
level.
Sampling Procedures
Simple random sampling was likely chosen to ensure that every Grade 11
student at WMAA had an equal chance of being selected for the sample. This method
helps to minimize bias and ensure that the sample is representative of the entire
population. By randomly selecting students, the sample is more likely to reflect the
diversity and characteristics of the entire Grade 11 student population at WMAA.
Ethical Consideration
The research adheres to ethical guidelines to ensure the well-being and rights of the
participants. Informed consent will be obtained from the students and their parents or
guardians, and they will be assured of confidentiality and anonymity. Additionally, the
research will be conducted in a manner that minimizes any potential harm or discomfort
to the participant.
Research Environment
This study was conducted at the Western Mindanao Adventist Academy located
in San Pablo, Dumingag, Zamboanga del Sur, Philippines, part of the worldwide
Seventh-day Adventist educational system. The academy, formerly known as Western
Mindanao Academy, is a secondary boarding school. The school aims to provide a
conducive research environment for its students to excel academically and spiritually.
Western Mindanao Adventist Academy is a private school where the students learn about
God and good leadership by getting some training for their physical abilities.
Data Gathering Procedures
This study was conducted among the senior high school students, specifically the
Grade 11 students of Western Mindanao Adventist Academy (WMAA). Before the data
gathering was conducted, a request letter was sent to the principal to seek approval for the
study. Once the letter was approved, the researchers were allowed to survey the students
at Western Mindanao Adventist Academy for senior high school students. Every student
has the opportunity to participate by completing the survey questionnaire.
DATA ANALYSIS
In this research on self-esteem and English speaking ability, the researcher
employed descriptive statistics through Excel to convert the data into numerical format.
Various descriptive statistics, including mean, median, mode, standard deviation,
variance, minimum value, and maximum value, were calculated. These statistics offer
valuable insights into the central tendency, variability, and distribution of the data.
Descriptive analysis plays a crucial role in summarizing and understanding the
characteristics of self-esteem and English language. This chapter outlines the research
methodology for self-esteem of senior high school students at WMAA the self-esteem.
The research design, population and sample, data collection procedures, data analysis
methods, ethical considerations, and limitations are detailed. The methodology provides a
comprehensive and systematic approach to examining the research questions and
achieving the objectives of the study.