Chapter I

INTRODUCTION

Background of the Study

Second language acquisition is the process by which people learn a second

language. It is an extremely complex language process, psychological process,

physiological process, and even social process (Lenahan, 2015), involving many factors

such as the motivation, linguistic intelligence, aptitude, learning styles, self-esteem and

the relationship between language itself and language acquisition. In recent years, in

terms of learner factors, many linguistic theoretical researchers and foreign language

teachers have paid more attention to the influence of affective factors on second

language acquisition and have also made in-depth researches and explorations from

different angles and aspects (Mochklas, 2023). It is all expected to provide help to the

SLA mainly from the psychological perspective of the learner so that the learner can

obtain theoretical guidance and psychological support in the process of SLA (Ionin,

2017).

The acquisition of the English language by senior high school students plays an

utmost role. The intellectual behaviors such as feeling, perception, memory, imagination,

and thinking of learners belong to the operating system of cognitive activities (Selvi &

Martin-Beltrán, 2016). The state of the operating system is influenced by affective

factors; positive affective factors will make this system work in the best state. Affective

non-intellectual factors such as interest, will and personality belong to the dynamic

system in language cognitive activities, which affects the efficiency of language learning

(Truscott, 2017). Second language acquisition is a phase that adolescence utilize to

acquire their second language, however, it has a dynamic and complex processes that
involves various factors for this age. Meaningful communication in the target language is

necessary.

Natural communication, where speakers don't worry about the style of their

speech, but with the comprehension and messages they are expressing. Error correction

is relevant, its role is not to eliminate errors but to support the acquisition process,

modern perspectives emphasize providing implicit and explicit feedback tactfully,

focusing on facilitating meaningful interaction and comprehensible input rather than

immediate or harsh correction to avoid negative affective reactions in learners, (Stephen

D. Krashen, 2018). Language acquisition is a complex phenomenon influenced by many

different circumstances. People's pathways for language development are shaped by a

complex interplay of cognitive, social, cultural, and environmental interactions that begin

in early infancy and continue into maturity.

The process of SLA is influenced by many factors, such as the language learning

environment, learning mode, learning methods and strategies, learning language, and

differences in thinking between the two languages especially the affective factors of the

instructors and learners themselves, studies have shown that human affections are

closely related to cognitive processes and any cognitive process is accompanied by

certain affections; meanwhile, affective factors plays a positive and negative role in

human cognitive behavior (Ramazani, Aghajani, Alipanahi, 2014). Language acquisition

is a remarkable and multifaceted process that lies at the heart of human communication

and cognition. Understanding the intricate factors that shape language acquisition is not

only about academic interest but also holds profound implications for education,

intercultural communication, and societal integration.

 In this study, the researchers will delve into the complex landscape of language

acquisition and investigate the myriad factors that influence this process. By examining

current research literature and conducting empirical analysis, the researchers seek to

shed light on key determinants of language acquisition across various age, individuality

and linguistic environments. Through this exploration, the researchers aim to contribute

to a deeper understanding of second language acquisition and inform effective

pedagogical practices and interventions in language education.

The goal of this research is to determine the various factors affecting second

language acquisition. The need to conduct this study arises from the diverse affective

factors embodied by students to acquire their second language. In that case, the

researchers hope to clarify the mechanisms that underlie language learning processes

and provide guidance for evidence-based treatments and instructional strategies. The

researchers may improve their knowledge of human cognition, communication, and

cultural diversity by deciphering the complexity of second language acquisition and it will

help them to create inclusive environments that benefit language learners of all ages and

backgrounds.

At Gani L. Abpi College, Inc., Senior High School department, students from

Science, Technology, Engineering and Mathematics program are expected to have High-

Intellectual Queue in different disciplines or subject matter. In this study, the researchers

will measure the accuracy of this perspective when it comes to second language

acquisition. The teachers of senior high school department will also have insights to

improve and develop their teaching strategies to sustain their learners’ needs to become

proficient in their second language.

Statement of the Problem

This study aims to determine the factors affecting the second language acquisition of the

students in grade 12 Science, Technology, Engineering and Mathematics. Specifically,

this study aims to answer the following questions:

1.) What are the factors affecting the second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of:

1.1. motivation;

1.2. linguistic intelligence;

1.3. aptitude;

1.4. learning styles; and

1.5. self-esteem?

2.) What is the level of second language acquisition of the students in grade 12 STEM in

terms of:

2.1 competence;

2.2 vocabulary; and

2.3 comprehension?

3.) Is there a significant relationship between factors affecting the SLA and the level of

second language acquisition among the students in grade 12 STEM at Gani L. Abpi

College, Inc.?

Hypothesis of the Study

Ho1: There is no significant relationship between factors affecting the second

language acquisition and the level of second language acquisition among students in

grade 12 STEM at Gani L. Abpi College, Inc.

Significance of the Study

 This study will be a great contribution on determining the factors affecting the

language acquisition of the students in grade 12 STEM at Gani L. Abpi College, Inc.

Thus, this study is conducted with the intent to give important information and knowledge

with regards to the chosen topic.

In addition, the results will benefit the following:

For the School Administrators, the outcome of this study may be beneficial for

school administration to pay attention to the factors that can help the students become

competitive as English language speakers; also it is for them to employ instructors that

are suitable to produce quality English speaking and writing students at GLACI.

For the Students, especially in grade 12 Science, Technology, Engineering and

Mathematics program at GLACI. In this study, students will be the respondents of the

study. The outcome of their responses can help the researchers to provide their accurate

results, summary, conclusion and recommendations regarding the factors affecting the

second language acquisition.

For the Teachers, language is the means by which students access the course

material and express their opinions. It is therefore a duty for the teacher to ensure that

language does not stand in the way of learning. Increasing teachers' "language

awareness" is one approach to accomplish this. Engaging learners at proper discourse

level can be achieved by understanding the phases of second language acquisition and

crafting questions that suit each stage. Using the tiered questions that correspond with

the acquisition stages is one method of assisting pupils in progressing to the subsequent

level.

Finally, for the Future Researchers, particularly the future educator researcher

that will conduct study similar to this research may find this paper as a great contribution

to the body of knowledge on second language acquisition.

Scope and Limitations

This study will focus on the factors affecting the second language acquisition of

the students in grade 12 Science, Technology, Engineering and Mathematics at Gani L.

Abpi College, Inc., specifically the English language. The primary subjects of this

research study will focus on the students in grade 12 STEM enrolled in the academic

year 2025-2026. The respondents will be exclusive to the students in grade 12 Science,

Technology, Engineering and Mathematics at Gani L. Abpi College, Inc. However, the

findings of this research may not fully cover the diverse experience, opinions and

strategy of the students in grade 12 STEM to apply these affective factors in second

language acquisition. By recognizing these limitations, we will be able to ensure that the

conclusions are precisely understood and utilized in language learning disciplines at

Gani L. Abpi College, Inc.

Definition of Terms

The term below is defined lexically and operationally:

Affective – refers to anything related to or dealing with emotions, feelings,

moods or attitudes. In this study you will understand how emotions are connected to

influence second language acquisition.

Aptitude – refers to specific ability of learner to learn a second language. In this

study, it is necessary to measure cognitive abilities and communicative competence of

our respondents.

Bilingualism – refers to the ability of an individual to proficiently speak and

understand two languages. In this study, we will also have insights to the relationship

between bilingualism and second language acquisition and how it helps students to

speak and use two language proficiently.

 Competence – refers to the system of unconscious knowledge that one has

when one knows a language. In this study competence is one of the possible effects of

affective factors in second language acquisition.

Comprehension – refers to skill that enables individuals to understand and

process spoken or written communication. In this study comprehension is one of the

possible effects of affective factors in second language acquisition.

Cognitive process – refers to the mental activities involved in acquiring,

processing, storing, and retrieving information. In this study we are going to determine

the cognitive processes used by the students to acquire and learn a language.

Extrinsic motivation – is the desire of someone to do something due to external

factors, such as rewards, punishments, or competition. In this study it is one of the

motivations that we want to know how it push students to acquire second language.

Factor – refers to an element, contributor, or condition that plays a role in

producing a result or is included in a calculation. In this study factors will be that main

subject in the content, the researchers will investigate the effects of these factors to the

students’ second language acquisition.

GLACI. Stands for Gani L. Abpi College, Inc., an institution located at Buayan,

Datu Piang, Maguindanao Del Sur. In this study GLACI is the area where the study will

be conducted.

Linguistic Intelligence – refers specific ability of students or individual to master

language skills. In this study we are going to prove that linguistic intelligence can predict

the rate and success of SLA in the classroom settings.

Intrinsic Motivation – refers to the personal drive that makes language learning

feel rewarding in itself. In this study we will identify how this internal motivation of

students harness their language skills.

 Learning Styles – refers to a particular way in which a learner used to learn

something such as audio, kinesthetic, and visual. In this study we will identify how these

factors affect the SLA.

Motivation – refers to the driving forces that sustain a person’s desire to achieve

a particular outcome. In this study it is the most important factor that we want to measure

how it affects the second language acquisition.

Multilingualism - refers to the ability of an individual or a community to use and

understand multiple languages. In this study we can identify how the second language

acquisition helps students to understand and proficiently speak in three or more

language.

Language Proficiency – refers the ability to speak in a certain language or the

ability to perform well with different language tasks. In this study language proficiency

will probably one of the evidences to second language acquisition success.

Second Language Acquisition - refers to the process through which individuals

learn and internalize a language. In this study language acquisition will be the

independent variable.

Self-esteem - refers to the person’s sense of self-worth, confidence and value. In

this study, we are going to determine how this factor affects second language

acquisition.

STEM. It refers to senior high school program that focuses on Science,

Technology, Engineering and Mathematics disciplines. In this study the enrolled students

on this program will be the study’s main subject.

Vocabulary – refers to inventory of words used by a particular person or group

or the words in a particular language or field of knowledge. In this study we will prove if

the factors’ affecting second language acquisition really helps students to widen their

vocabulary.
 Chapter II

Review of Related Literature

This chapter represents the review of related literature and study in accordance

to the factors affecting the second language acquisition of the students in grade 12

STEM and its effectiveness to determine their second language level of competence,

vocabulary and comprehension.

Second Language Acquisition

Second language refers to any language learned in addition to a person's first

language; although the concept is called second-language acquisition, it can also

incorporate the learning of third, fourth, or subsequent languages. Second-language

acquisition refers to what learners do; it does not refer to practices in language teaching,

although teaching can affect acquisition. The term acquisition was originally used to

emphasize the non-conscious nature of the learning process, but in recent

years learning and acquisition have become largely synonymous. SLA can

incorporate heritage language learning, but it does not usually incorporate bilingualism.

Most SLA researchers see bilingualism as being the result of learning a language, not

the process itself, and see the term as referring to native-like fluency. Writers in fields

such as education and psychology, however, often use bilingualism loosely to refer to all

forms of multilingualism. SLA is also not to be contrasted with the acquisition of a foreign

language; rather, the learning of second languages and the learning of foreign

languages involve the same fundamental processes in different situations (Aljumah,

Fahad Hamad, 2020).

Language is crucial for adapting to society, and learning different languages

enhances human efficiency. Learning a second language involves acquiring any

language in addition to one's native language. Second language acquisition (SLA) has

two meanings, generally, it describes the process of learning a second language, and

more specifically, it refers to the theory of how a second language is acquired or picked

up. Second language learning demands considerable effort and practice. Stephen

Krashen, a prominent linguist, has conducted extensive research on non-english and

bilingual language acquisition. Krashen's theory of second language learning is founded

on five major hypotheses, the acquisition-learning hypothesis, the natural order

hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter

hypothesis. Given its broad scope and significant impact on language teaching

approaches, Krashen's second language acquisition theory is better described as a

theory rather than merely a hypothesis. However, like all scientific theories, it continues

to be refined and debated in scholarly circles (Flavia P. D'Souza; Padmanabha C. H.

2024)

Factors of Second Language Acquisition

Adult second-language learners are a growing population of students in many

countries throughout the world as the global community continues to expand beyond not

only physical borders, but cultural and language borders as well. 200 expatriates, who

lived in Denmark during the time span of 2006-2016, who were required to show

proficiency in their acquisition of the Danish language, and who had participated in the

Danish language courses provided by LaerDansk, were sent a data collection survey

designed to give the researcher demographic information about each of them. The

survey collected their scores on Prove 2/3, the Danish language exam, and their overall

levels of satisfaction regarding their experience in learning the language and preparing

for exams. 105 of the 200 expatriates responded to the survey, and their responses

created the data set for this study. Twenty-seven different nationalities and sixteen

different languages were represented in the data set, along with an overall age range of

18 to 49 years old. Age is one of the important factors affecting individual differences in

second language acquisition. The development of cognitive ability also has certain

influence on second language acquisition, depending on whether this influence is

positive or negative (Wei Liu; Yingxue Wang 2025).

 Within the 105 participants, they had expatriated to Denmark for either family

reunification, to continue their studies, in connection with a work-related move, or other

reasons, not specified by the participants. Four different levels of formal education were

answer choices on the survey instrument and distributed the participants in categories of

a high school/upper secondary diploma, some college, a bachelor's degree, and

graduate-level courses. The overwhelming majority of the 105 participants took their

Danish language courses in a traditional, face-to-face environment, while smaller groups

learned either solely online or hybrid blend of the two. A one-way ANOVA between

subjects was conducted to compare the effects of respondents age, native language,

level of formal education, reason for expatriation, and format of Danish language

courses on the participants' scores on the reading, writing, speaking, and listening

exams.

Motivation

Motivation serves as a guiding force for all human behavior. So, understanding

how motivation works and the factors that may impact it can be important for several

reasons. Motivation isn't one-size-fits-all. People are driven by different things depending

on the situation, their goals, and their personality. Psychologists typically categorize

motivation into two main types: Extrinsic motivation arises from outside of the individual

and often involves external rewards such as trophies, money, social recognition, or

praise. Intrinsic motivation is internal and arises from within the individual. For example,

one might do a complicated crossword puzzle purely for the gratification of solving a

problem.

Motivation as a factor affecting the second language acquisition is defined as a

transitional concept, that is, it depends on both teachers and learners (Sabina, 2022).
Motivation is seen as a stimulus to start learning a second language, and later as a

driving force to support a long and often exhausting process of learning a second

language. Instructors may increase student motivation by using evaluation procedures

that suit to individual preferences, enabling students to choose topics and kinds, and

fostering self-reflection on their strengths and faults. By recognizing the elements that

drive motivation and using successful tactics, teachers can improve language learning

results and English skills (Apoko, 2023; Mochklas et al., 2023). Mochklas, (2023)

emphasizes that learner motivation is multifaceted, shaped by personal goals, attitudes,

and the learning environment. English language students can focus their attention on an

important goal or outcome in the classroom when they are motivated (Silalahi et al.,

2022).

A diverse and interdisciplinary area of work, the field studying motivation in

second-language acquisition (SLA) combines research in psychology, pedagogy, and

applied linguistics. In doing so, it forms new and ever more revealing findings about how

and why students are motivated to study other languages. Though it is highly

specialized, the field contributes greatly to a wider understanding of effective second-

language education. Such an understanding of second-language pedagogy can

positively inform educational policy in a way that helps individuals and whole societies

overcome very real language barriers in international dialogue. In this sense, furthering

our understanding of second-language education, and specifically of the role of

motivation within it, has the capacity to impact an entire generation of students

academically, professionally, and interpersonally. Second-language learning is an issue

of great significance for nearly all students of non-English speaking countries. This is

due to the necessity of learning English and other lingua francas like it, for reasons both

academic and professional.

 Additionally, the significance of English education globally may also explain why

so much of the research completed in the field is by non-native speakers of English

through experiments on non-English speaking populations. The most notable of these

researchers are Zoltan Dörnyei (Hungary) and Ema Ushioda (Japan), who had emerged

as figures central to the field’s progress, and both of whom work out of British

universities. However, the development of the field goes much deeper than the work of

only two scholars; it reaches into the annals of psychology and other of science's most

fundamental fields. While approaches of those in the field are varied both in their

methodology and theoretical positions, the general trend of motivation in SLA is as

follows: the evolution of theories from the earliest, most basic discoveries of motivation’s

function in language learning, to a more discrete binary of two motivational systems

(integrativeness and instrumentation), to the current integrated and nuanced concepts

involving the learner’s self-concept and subjective cognition(the ideal L2 self-model).

The latest research has also employed methodologies consistent with those used in

related scientific fields like cognitive science in order to develop theories that can best

represent empirical findings in a format familiar to the wider scientific community (Pat

Goodridge, 2017).

Linguistic Intelligence

Linguistic intelligence, also known as verbal-linguistic intelligence, is one of the

core capacities identified by psychologist Howard Gardner in his theory of multiple

intelligences. It represents the ability to master language in both spoken and written

forms. People with high linguistic intelligence demonstrate a keen awareness of word

meanings, syntax, and phonology. They excel at using words effectively to express

complex ideas, tell compelling stories, and persuade others. This intelligence
encompasses the capacity to think in words and understand the order and meaning of

language. It involves meta-linguistic skills, the ability to reflect on language itself.

Gardner noted that linguistic intelligence is the most widely shared human competence,

evident in various tasks from creative writing to public speaking. Linguistic intelligence

goes beyond mere vocabulary or grammatical knowledge. It’s about communicating

ideas, emotions, and information effectively through language, making it essential for

many professional and personal contexts.

Intelligence is one of the factors which may affect second/foreign language

learning about which there is a debate among researchers. Some scholars believe that

intelligence affects language learning, while others claim that intelligence and foreign

language learning are not related. What we are sure about is that no negative effect of

intelligence on language learning is expected. Some others also believe that intelligence

affects language learning, but it doesn’t mean that less intelligent people cannot learn a

second/foreign language. They claim that rather than leaving these individuals on their

own as unable to learn a foreign language, we should provide them with more help and

opportunity facilitating learning.

Ellis (2015) considers that the psychological factors that cause variability in the

acquisition of second languages can be grouped into three main axes: cognitive,

conative, and affective. The cognitive axis refers to those factors that influence the

processing, storage and retrieval of information. The conative axis includes the factors

that influence students’ ability to set a goal and maintain the effort to achieve it. Finally,

the affective axis groups the factors that determine whether people respond positively or

negatively to specific situations. Understanding to what extent each of these factors has

an effect on the language development of immigrant students is essential in the design

of effective second language acquisition programs. Consequently, this study aims to find

out how the factors intelligence and attitude, related to the cognitive and conative axes

respectively, explain the variability observed in the level of language skills achieved by

young people who are in a situation of language immersion.

Aptitude

Aptitude is the natural ability to gain new skills or knowledge in a certain area,

and some people may refer to it as a natural strength. Knowing what your aptitude is can

be a powerful tool. If you find a job that aligns well with your abilities and strengths, it can

lead to a successful career. In this article, we answer the question 'What is aptitude?',

show you how you can find and measure it and list specific jobs that you can find to

leverage your natural strengths and abilities. STEM (Science Technology Engineering

and Math) includes a wide range of aptitude in the science, technology, engineering and

math department. Those who have an aptitude in the STEM industry may excel in

solving mathematical or science-related issues. If you have a STEM aptitude, you may

excel in biology or chemistry in school since you may find it easier compared to others,

or you may adapt to new technology easily. Those with a STEM aptitude often are

analytical and methodical, since the STEM field requires people who are strong in these

skills.

Recently, (Skehan, Granena, Jackson and Yilmaz 2016) has related these stages

to the burgeoning ‘micro’ literature on language aptitude which avoids the pre-post

correlational design typical of the past and instead focuses, usually with relatively brief

quasi-experimental designs, on different types of instruction or of feedback (Skehan

2015a). Such studies show more clearly, and at close to a process level, the impact of

aptitude variables such as working memory, or the capacity to benefit from different
types of feedback, for example. (Skehan 2015a) argues that focal grammar points which

have salience, for example, with inversion, or redundancy, with the use of articles,

benefit differentially from feedback for higher aptitude learners. Indeed, a recent meta-

analysis conducted by Li (Reference Li and Grant2015) of 34 sampled FL aptitude

studies (N = 3239) in the past 50 years (1963–2013) has produced a statistically

significantly positive correlation (r = 0.34) between MLAT scores and ultimate L2 learning

outcomes among children and adults. Second, despite such positive interpretations, the

actual number of empirical studies is relatively limited, which indicates a clear lack of

interest among researchers in this topic until recent years (Li and Grant2015).

Skehan's conception of FL aptitude can have significant implications for

theoretical advancement. First, instead of solely relying on an aptitude score to predict

L2 learning outcomes (typical in Carroll's time), Skehan opts for an approach that serves

to explain the underlying causes for the more superficial IDs in the final learning

outcome of an L2. This change in approach represents a significant move in that it

triggers a revolution in research paradigms of FL aptitude (i.e. from ‘predicting’ to

‘explaining’). Then, besides this enhancement in explanatory power, Skehan also

proposes several additional aptitude components that are presumably functioning within

various L2 cognitive processes (but were lacking in Carroll's original model), which can

in turn impact L2 learners’ performance in corresponding developmental stages of SLA.

Despite its theoretical appeal, Skehan's conception of FL aptitude remains at a

speculative stage and, therefore, further empirical support is necessary before this

model can be fully operationalized and put into practice (but see Skehan Reference

Skehan, Granena, Jackson and Yilmaz2016, for relevant discussion). For example, it still

lacks a comprehensive account of the nature of the putative aptitude components (e.g.

attentional control, working memory and memory retrieval) as well as their fine-grained
functioning within SLA processes and domains. In addition, the model may need to

provide more articulate specifications of the measures and procedures for assessing

these putative aptitude components in practical research.

Finally, a recent trend in cognitive neuroscience research in the last decade has

been a shift from focusing on tapping functions of individual brain regions to pinning

down the spatial and temporal dynamics of brain connectivity networks (Li and Grant

2015). A series of studies conducted by Li and colleagues in their lab at Pennsylvania

State University have amply demonstrated that brain connectivity networks can indeed

serve as a reliable predictor for learning both L2 novel words and (artificial)

grammar/sequence rules in different learning contexts (natural, virtual etc.). For

example, Yang et al. (Reference Yang, Gates, Molenaar and Li 2015) have found that L2

learning success was not only associated with better auditory perception ability (as

already found in some of Golestani's brain-imaging studies) but also with more efficient

and more flexible brain connectivity detected among more successful learners as

opposed to their less successful counterparts.

Learning Styles

Learning style refers to an individual’s method of making sense of new material,

commonly done through sight, touch and sound. The following are examples of the four

main learning styles. Visual learners may be asked to rewrite words with symbols or

icons when taking notes. Auditory learners may be encouraged to record their

summarized notes and listen to this file when studying. Kinesthetic learners may want to

connect class concepts to real-world scenarios in their field of study. Learners who

benefit from reading and writing may benefit from making lists and designing multiple

choice quizzes from their notes.

 Learning style are directed towards a goal and, as mental procedures, are not

directly observable, though some learning strategies may result in specific behaviors.

For example, an individual might decide to attend to certain aspects of incoming

information, such as listening for a specific event or time, or scanning a text to find a

particular piece of information. This selective attention is a learning strategy that has the

goal of understanding, storing or retrieving information. During the process of selective

attention, the individual may also decide to write down important information for future

reference or as a memory aid. Thus, note-taking is an observable learning strategy

paired with the unobservable strategy of selective attention. Students who try to take

notes without deciding to attend selectively to specific aspects of input quickly fall behind

as they try to write down everything they are listening to or copy everything they are

reading. Learning strategies are important in second language acquisition for two major

reasons. First, in investigating the strategies used by second language learners during

the language learning process, we gain insights into the cognitive, social and affective

processes involved in language learning.

These insights can help us understand these mental processes as they relate to

second language acquisition, and can also clarity similarities and differences between

language learning and general learning processes. The second reason supporting

research into language learning strategies is that it may be possible to teach less

successful language learners to use the strategies that characterize their more

successful peers, thus helping students who are experiencing difficulty in learning a

second language become better language learners. Therefore, two major goals in

language learning strategy research are to (1) identity and compare the learning

strategies used by more and less (Anna Uhl Chamot 25-43, 2014).
 A strategy in Learning and Using a Second Language examines what it takes to

achieve long-term success in languages beyond the first language. Distinguishing

language learning from language-use strategies, Andrew D. Cohen disentangles a

morass of terminology to help the reader see what language strategies are and how they

can enhance performance. Particular areas of research examined in the book include: -

links between the use of task-specific strategies and language performance - how

multilinguals verbalize their thoughts during language learning and use strategies that

learners use in test-taking contexts. In this fully revised and substantially rewritten

second edition, every chapter has been reworked, with material either updated or

replaced. Entirely new material has also been developed based on examples of specific

strategies supplied by actual learners, mostly drawn from a website featuring these

strategies in the learning of Spanish grammar. Strategies in Learning and Using a

Second language will be an invaluable resource for language teachers and researchers,

as well as for administrators of second language programs and for students of applied

linguistics (Routledge, 2014).

Self-esteem

Self-esteem is your subjective sense of overall personal worth or value. Similar to

self-respect, it describes your level of confidence in your abilities and attributes. Having

healthy self-esteem can influence your motivation, your mental well-being, and your

overall quality of life. However, having self-esteem that is either too high or too low can

be problematic. Better understanding what your unique level of self-esteem is can help

you strike a balance that is just right for you.

 The cognitive and affective variables in learning have a bi-directional interaction.

The processes involving the cognitive domain such as assessments, feedback, and

analyses produce different affective states. Tilfarlioglu & Delbesoglugil (2014) concur

that self-esteem and foreign language achievement has a medium positive correlation.

Alrabai (2017) found that students' self-esteem influences their performance and

achievement in a foreign language course. However, the findings from Dev & Qiqieh's

(2016) study deviate from the other results. The results indicated that no significant

relationship between language achievement and self-esteem is found. Furthermore,

there is also no significant relationship between students' language proficiency scores

and their self-esteem ratings. Prior (2019) mentions three conclusive turns that molded

the eventual paradigm shift: the field's cognitive focus, lack of attention to emotion, and

also the affective turn. What followed was a shift of focus from the experimental to the

more experiential side of language learning.

Dornyei & Ryan (2015) stipulate self-esteem as an assessment of value and self-

perception. a three-level typology of the self-esteem: global, intermediate, and

situational. Global self-esteem pertains to the overall personal evaluation of an

individual. It is considered a trait because it is permanent and it is sustained regardless

of time and situation. Moriya (2019), found that students with a higher degree of

motivation also perceived their English proficiency as better than others. It is important

for one to feel "good enough" to maintain it (Moriya, 2019). Intermediate self-esteem, on

the other hand, is concerned with one's assessment of oneself in the more context-

specific domains, for example, academics, sports, etc. where one's skills and capacities

are tested. Situational self-esteem reflects in the everyday interactions that require one's

decisions, reactions and responses, and behaviors. On the contrary, low self-esteem

leads to low self-appreciation, self-defeating attitudes, psychological and social problems

(Narafshan & Noori, 2018). Despite there is literature profusion on self-esteem in

psychology and other areas of learning, very few have focused on its effect in language

learning (Habrat, 2018).

Furthermore, there is a lack of general information on the results of the studies

conducted in more recent years on the correlation between self-esteem and language

learning. To fill this literature gap, and to provide an overview of the developments, this

study then intends to discuss the recent findings of correlational studies on self-esteem

and language learning. Consequently, it intends to note the trends and existing research

dimensions in the field throughout the 21 ST century to inform other possible areas that

might be undertaken in future studies.

Competence

Competence means that you have the ability to do something well. You are

capable of performing a task or job effectively. Competence can include the knowledge

and skills needed to solve a problem. Or, it can comprise the much larger and more

diverse clusters of skills, or competencies, needed to lead a multinational corporation.

The concept of competence is creeping into our lives, pervading our thinking about

developing people of all ages – from new babes to weathered professionals. We find it in

modern human resources departments in our workplace, and in innovating schools

experimenting with competence-based education.

As mentioned by White, 2020, Generative linguistic theory aims to provide a

characterization of the linguistic competence of native speakers of a language and to

explain how it is possible for child first language acquirers to achieve that competence.

The generative perspective on second language (L2) acquisition has parallel goals,
specifically, to account for the nature and acquisition of interlanguage competence. In

this framework, language use is assumed to be based upon an abstract linguistic

system, a mental representation of grammar. To summarize so far, the linguistic

competence of native speakers of a language includes knowledge of ambiguity and of

ungrammaticality, as exemplified by the preceding restrictions on wh-movement.

The generative perspective on L2 explores the nature of interlanguage

competence by adopting a variety of performance measures to try to discover the

essential characteristics of underlying mental representations. Spontaneous production

data might seem to provide an obvious source of information as to the nature of inter-

language competence. As stated by Tadeo & Queroda, 2020, to find the relationship of

the Mother Tongue Based Multilingual Education (MTB-MLE) to the acquisition of the

English learning competencies of the Grade 4 pupils. Specifically, it identified the level of

acquisition of the English learning competencies as perceived by the teachers across

the following domains: listening comprehension, oral language, vocabulary development,

reading comprehension, oral reading fluency, study strategy, grammar, writing

composition and attitude and its relationship across pupil’s profile variables. The

descriptive type of research was used in this study and was anchored on the Second

Language Acquisition (SLA) Theories. The data were gathered through the use of a

questionnaire. The information gathered were tabulated and analyzed using the

frequency counts, percentage, weighted mean, rank, chi-square statistics and Pearson r

Correlation. The study found out that the Grade 4 pupils moderately acquired all the

English learning competencies with regards to the given. Only oral reading fluency

competencies are found to be related to age and with regards to pupils’ sex vocabulary

development, grammar and attitude learning competencies show significant relationship.

It also disclosed that vocabulary development, grammar, writing composition and attitude

learning competencies are related with the pupils’ parents’ monthly income.

Vocabulary

Is the inventory of words used by a particular person or group or the words in a

particular language or field of knowledge. The term comes from the Latin word

vocabulum which means designation or name. There are two types of vocabulary: active

and passive. Active vocabulary includes the words an individual understands and uses

frequently and accurately in speaking and writing. Passive vocabulary includes words an

individual recognizes and may understand context but rarely uses in communication.

Research has shown that having a well-developed vocabulary provides individuals with

the tools for success in several areas of life, including academic achievement, career

opportunities, and communication ability. First graders’ knowledge of vocabulary is a

strong predictor of their high-school reading achievement, and students with strong

vocabularies tend to have higher high-school grade point averages. A person’s

vocabulary is also a predictor of their job performance. Individuals’ communication and

speaking skills are generally enhanced when they have a well-developed vocabulary.

Viera (2016) proposes that acquiring vocabulary skills is crucial for language learners as

it facilitates their comprehension of both oral and written texts. Various factors can

influence the efficacy of these strategies, but not limited to motivation, individual

differences, and the learning context. Implementing efficacious techniques for acquiring

vocabulary can facilitate learners in retaining novel lexicon in their enduring memory,

overseeing their advancement, and rehearsing new terminology in situational settings.

When designing language instruction programs, language instructors should consider

these factors. According to Safa (2022), expressive vocabulary includes words used in

speaking and writing to convey ideas and concepts. This form of vocabulary is
necessary for effective communication and frequently indicates a person's language

proficiency level. Developing an expressive vocabulary requires active participation in

using and producing words. Various strategies, including explicit instruction, practice

using words in diverse contexts, and engaging in meaningful dialogues, can be used to

acquire vocabulary expressively. Expressive vocabulary can also vary based on the

social and cultural context and the communication purposes. It is considered an

essential aspect of language proficiency, and research has shown that individuals with

larger expressive vocabularies tend to perform better in academic settings (Durrant,

2016; Ribot, 2017).

To examine variation in early reading comprehension development for second

language (L2) readers compared with first language (L1) readers and to investigate the

impact of vocabulary knowledge in their first and second language (Bosch, Segers, &

Verhoeven, 2020). Respondents were 75 Dutch monolingual children (L1 readers) and

71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the

start of the study. In a longitudinal design, three waves of data were collected across

second and third grades. The L2 readers had lower reading comprehension scores than

the L1 readers on average, but this performance gap narrowed over time. To further

investigate variation among the L2 readers, four categorical subgroups of L2 readers

were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge

by means of cluster analysis. Group membership was related to reading comprehension

and showed an interaction with time, indicating that reading comprehension performance

of the two L2 subgroups with high L1 vocabulary increased more over time compared

with L1 readers. The L2 subgroup with high vocabulary in both languages even caught

up with their monolingual peers in third grade. These findings demonstrate how

individual differences in L1 and L2 vocabulary knowledge explain variation in early L2

reading comprehension development and highlight the importance of considering L2

readers' first language in research and education. As stated by de Ramos, 2023, Filipino

students face challenges in vocabulary acquisition, with a focus on English and Tagalog.

The language acquisition is influenced by the nationwide use of English and exposure to

information technology. Additionally, the extent of language learning exposure outside

the classroom affects the level of grammatical proficiency.

The bilingual education policy emphasizes literacy in both Filipino and English,

but the first language plays a crucial role in bridging personal identity. There is a need to

develop critical thinking skills and value local language experience and culture for

effective literacy acquisition. Step 3: Filipino students face challenges in vocabulary

acquisition, with a focus on English and Tagalog. The language acquisition is influenced

by the nationwide use of English and exposure to information technology. Additionally,

the extent of language learning exposure outside the classroom affects the level of

grammatical proficiency [Salas & Legaspi]. The bilingual education policy emphasizes

literacy in both Filipino and English, but the first language plays a crucial role in bridging

personal identity [Young]. There is a need to develop critical thinking skills and value

local language experience and culture for effective literacy acquisition [Young].

Comprehension

It actually comes from the Latin term, comprehensionem, which means "a

seizing." When you have comprehension of a subject, you have seized information and

incorporated it into your own knowledge. Any kind of mental grasping of an idea or a

subject is a kind of comprehension. You might attempt comprehension of a curious

situation, like the fact that your goofy roommate always manages to date models. As

claimed by Aryadoust, 2020, Even though the field of applied linguistics has witnessed a
growth of research in the areas of comprehension (listening and reading) subskills, there

is currently no universally accepted taxonomy for categorizing them. Using a dataset of

192 publications, a document co-citation analysis was conducted. Eighteen discrete

research clusters were identified, comprising 73 empirically investigated comprehension

subskills, of which 55 were related to first language (L1) comprehension and 18 were

associated with second language (L2) comprehension. Fifteen research clusters

(83.33%) were focused on lower-order L1 processing abilities in reading such as

orthographic processing and speeded word reading. The remaining three clusters were

relatively small, and focused on L2 comprehension subskills. The list of subskills was

visualized in the form of a codex that serves as the first integrative framework for

empirically investigated comprehension subskills and processing abilities. The need for

conducting experimental investigations to improve the understanding of L2

comprehension sub-skills was highlighted.

Based on Villanueva, 2023, this dealt with the students’ language profile,

metacognitive reading strategies, and reading comprehension performance adopting the

descriptive-correlational method of the four hundred forty-six randomly selected students

enrolled in the colleges of Forestry, Education, Engineering, Computer Science, and

Information Technology in a Philippine State University. Instruments used to gather data

were based on an expert validated 20-point comprehension test taken from a short story

selection and an adopted 30-point Metacognitive Awareness Reading Inventory (MARI).

Findings revealed that Tagalog was the most commonly spoken by the respondents,

followed by Ilocano and English with moderately high reading comprehension

performance and average level in terms of familiarity and attitude towards the Filipino

language. The Problem-Solving Strategies (PROB) was the most frequently used,

followed by the Global Reading Strategies (GLOB) and the Support Reading Strategies
(SUPP). The familiarity with the Filipino language and the use of Problem-solving

Metacognitive Reading Strategies were found to have a significant relationship to

students’ reading comprehension performance.

Theoretical Framework

This study used theories that will give relevant information and support the

current study entitled “Factors Affecting the Second Language Acquisition of Grade 12

STEM Students at Gani L. Abpi College Inc.”: The Behaviorist theory by B.F Skinner,

Innatist theory by Noam Chomsky and Social Interaction Theory by Lev Vygotsky.

The Behaviorist theory by B.F. Skinner

The Behaviorist theory for second language acquisition comes from the behaviorist

theory in the 1940’s -50’s by B.F. Skinner that proposed that children imitating language

by people around them, accurate attempts would be followed by positive reinforcement

of praise or successful communication (Lightbown & Spada, 2013, p.12). Since children

were encouraged by their surrounding environment they would continue to imitate and

practice these sounds and patterns until the children used ‘habits’ of correct language

use. The quality and quantity of heard language in conjunction with the consistency of

reinforcement by others will shape the child’s language behavior. The environment is the

source of everything the child needs to learn. Behaviorism also influenced second

language teaching and learning from the 1940’s to 1970’s where students learned

dialogues and sentence patterns through mimicry and memorization (Lightbown &

Spada, 2013, p.103). It was assumed that a person attempting to learn a second

language would use the habits from the learning of the first language and these would

interfere with new habits needed for second language learning. This was called the
contrastive analyst hypothesis (CAH) and errors were believed to be caused by the

transfer from the first language (Lightbown & Spada, 2013, p. 41).

The Innatist theory by Noam Chomsky

The Innatist theory of second language acquisition is based on Chomsky’s

hypothesis that human beings are born with biological mental structures designed for

language acquisition. Humans discover for themselves the underlying rules of a

language system based on the sample of languages they are exposed to (Lightbown &

Spada, 2013, p.20). The universal grammar [(U.G) innate linguistic knowledge

hypothesized to have a set of principles common to all languages] would stop the child

from seeking an incorrect hypothesis about how the language systems might work. This

hypothesis is emphasized by the fact that almost all children will successfully learn their

native language and its patterns. Similarly, profoundly deaf children will learn sign

language if they are exposed to it in infancy. Input is the language the learner is exposed

to (either written or spoken) in the environment. Critiques of this is that what is innate is

the ability to learn and not knowledge of the principles (Lightbown & Spada, 2013, p.29)

Social Interaction Theory by Lev Vygotsky

Social Development Theory by Lev Vygotsky is the last theory this study was founded

on. For Vygotsky, it asserts that a child's cognitive development and learning ability can

be guided and mediated by their social interactions. His theory (also called Vygotsky's

Sociocultural theory) states that learning is a crucially social process as opposed to an

independent journey of discovery. He expands on this by stating that a child's learning

benefits greatly from being guided by a more knowledgeable member of the community -

such as a parent or teacher. Vygotsky's sociocultural theory also suggested that children

internalize and learn from the beliefs and attitudes that they witness around them. He
believed that culture played an important role in shaping cognitive development and

therefore that this development varied across cultures. Vygotsky also stressed the

importance of language as the root of all learning.

Conceptual Framework

This section will show the conceptual paradigm to present the figure of the study.

INDEPENDENT VARIABLE: DEPENDENT VARIABLE:

Factors Affecting the Second Level of Second

Language Acquisition in language acquisition of
terms of: students in grade 12–
STEM in terms of:
1.1. motivation;
2.1. competence
1.2. linguistic intelligence;
2.2. vocabulary
1.3. aptitude;
2.3. comprehension
1.4. learning styles; and

1.5. self-esteem

Independent variable and dependent variable. Model of factors that affecting

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics at Gani L. Abpi College, Inc.

Figure 1. shows the conceptual framework of this research. This model as shown

above has independent variables which includes motivation, linguistic intelligence,

aptitude, learning style and self-esteem. Also, it has dependent variables which includes

level of second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics at Gani L. Abpi College Inc.(GLACI) located at Buayan,

Datu Piang, Maguindanao Del Sur.

Chapter III
 Methodology

This chapter shows the research design that will be use in the proposed study,

the place in which the study will be conducted, the respondents of the study, the

sampling methods used, the research instrument, how the data was gathered, the

ethical consideration and the statistical tool used in the analysis of the quantitative data.

Research Design

This study is quantitative research design utilizing correlation in nature.

Quantitative research is a systematic process in which numerical data are used to obtain

information about the variables. Correlation research design was used to investigate the

relationship between the factors affecting the second language acquisition and the level

of second language acquisition the survey are flexible to collect standardized data from

the respondents.

The researchers ensure that the questions are worded in an unbiased way and

capture the relevant insights of the students. Since this research study aims to

determine the effect of the factors affecting the language acquisition of grade 12–STEM

students, the result and discussion will be based on the gathered data from the survey

questionnaires distributed to the students in Grade 12 Science, Technology, Engineering

and Mathematics.

Locale of the Study

The study will be conducted at Gani L. Abpi College, Inc. (GLACI) This institution

is located at a privately owned 25,000 meter-lot at the heart of Datu Piang, Maguindanao

Del Sur, the classrooms of the respondents are recently established building for the year

2024. This place was selected for knowing the efficiency, accessibility and relevance to
the said study regarding the factors affecting the second language acquisition of the

students in Grade 12 Science, Technology, Engineering and Mathematics.

Respondents of the Study

The respondents of this study are the grade 12 Science, Technology, Engineering

and Mathematics students enrolled in Gani L. Abpi College, Inc. for the academic year

2025-2026. The respondents of this study is classified into two section the STEM Al-

battani with class total of 38, 19 male and 19 female, the other section is STEM Al-biruni

with class total of 39, 18 male and 21 female with overall total of 77 STEM students

enrolled at GLACI. The researchers believe that these respondents are the best option

due to their background in language skills especially in English language Acquisition.

These students are considered as the star model of all academic strands due to

their shared multiple-intelligence inside the classroom, the researchers also noticed that

these students has diverse motivation, linguistic ability, aptitude, learning style and self-

esteem which had led them to become language proficient. Their responses can be the

researchers’ roadmap to determine whether their respondents’ communication skills

using second language are sufficient for them to become globally competitive

individuals, or they need more attention from their teachers to accommodate their

preferred factor in second language acquisition to further enhance their 21 st century

communication skills.

Sampling Methods

The researchers will be using proportionalized random sampling design. The

researchers used Slovin’s Formula to compute the sample respondents. This means out

of 77 respondents only 44 will be part of the study using 10% of margin of error. This
technique was used to minimize selection bias and enhance the generalizability of the

findings. Respondents were randomly selected from Grade 12 Science, Technology,

Engineering and Mathematics students, to represent a diverse and unbiased sample.

The use of random sampling supports the validity of the survey data collected and

strengthens the reliability of the study‘s conclusions.

Research Instruments

This study will be conducted through survey questionnaires. The questionnaire is

the most important and effective in a study. It is the major tool used by researcher in

gathering significant data from the respondents. Instrument was designed in a simple

and clear manner. It consists of series of questions aims to gather data to assess ideas

and knowledge of respondents. The part-1 of the research instrument are statements

meant to measure the affirmation of students regarding the factors affecting their second

language acquisition in terms of motivation, linguistic intelligence, aptitude, learning

style, and self-esteem using a Likert scale which contains; 1-Strongly Disagree, 2-

Disagree, 3-Agree and 4-Strongly Agree. On the other hand, the part-ll of the research

instrument is meant to measure the level of second language acquisition of students in

grade 12 STEM in terms of competence, vocabulary and comprehension, by letting them

rate their level of second language acquisition using a Likert scale which contains; 1-

Beginner, 2- Intermediate, 3-Advance and 4-Proficient.

The validity is related to the collecting of quantitative and is established using a

variety of statistical concepts and approaches. The respondents’ affirmation and rating

were determined using a Likert scale. The research questionnaire was approved and

promptly sent to the student in Grade 12 Science, Technology, Engineering and

Mathematics who volunteered to participate. The respondents were given ample time to

respond, reflecting to their previous experiences on learning a second language.

Data Gathering Procedure

The data was conducted during the school year 2025 – 2026 at Gani L. Abpi

College, Inc. The researchers thoughtfully wrote a letter of permission to the Gani L.

Abpi College Inc. College of Education Department Head, to OIC Principal of Senior

High School Department, lastly to the students in Grade 12 Science, Technology,

Engineering and Mathematics before proceeding to collection of data. After the approval

of the research questionnaire, it was immediately distributed to the Grade 12 STEM

students’ respondents and was given enough time to answer based on their experience.

The questions were divided into two main parts based on independent variables and

dependent variables. Which related to the factors affecting the second language

acquisition and respondent’s level of second language acquisition. Ordinal rating scale is

used to measure the rank level of ability or performance of student in second language.

While Likert scale was used to distinguish the respondents’ affirmation toward the

statements which corresponds the factors affecting their second language acquisition.

The data collected in this research instruments was tallied and computed for the

interpretation in accordance to the ordinal rating scales used by researchers to measure

the statements checked by the respondents.

Ethical Consideration

The researchers ensure that the respondents of this study were well-informed

and has full knowledge of all necessary details about this study. The researchers also

gave respondent the freedom to participate in the conducting of the study without being

coerce. The researchers accepted the responses given by the respondents and
solemnly swore that they have no intentions to doctor the results in order to kept the

credibility and reliability of the obtained data collected.

The researchers have no conflict of interest involved to the respondents. The

personal data provided by the respondents were kept confidential and anonymous. The

survey questionnaire was submitted to the research center and will appropriately

disposed after five years.

Data Analysis

The data collected from the survey questionnaire were systematically organized

and analyzed using correlation statistical tools. Responses from Likert scale were tallied

and computed to determine the, mean and standard deviation for each item. These

statistical measures will use to interpret the effect of affective factors by students in

grade 12 STEM and it perceive on students’ level of second language acquisition at Gani

L. Abpi College Inc. (GLACI).

The analysis aims to determine a clear understanding in the factors affecting the

second language acquisition. The results were presented in tabular format to enhance

clarity and facilitate interpretation.

Survey Questionnaire

Factors Affecting the Second Language Acquisition of Students in Grade 12 STEM

 at Gani L. Abpi College Inc.

Instruction: Read the following and answer it base on your experience. Put a check

across the corresponding statements.

Name (Optional): __________________________________________________

1. What are the factors affecting the second language acquisition of the students

in Grade 12 STEM?

1.1 Motivation

Strongly Agree Disagree Strongly

Statements
Agree 3 2 Disagree

4 1

1. I am motivated to study second

language because of my interest with

another person who speaks it.

2. I feel motivated to improve my

language skills by observing the

proficiency of my peers.

3. I feel motivated to learn second

language to get better job that

requires English language

proficiency.

4. I feel motivated to learn second

 language to satisfy myself.

5. I feel motivated to speak English

language when someone gives a

reward, praises and gives me

positive feedback.

1.2 Linguistic Intelligence

Strongly Agree Disagree Strongly

Statements
Agree 3 2 Disagree

4 1

1. I find it easy to speak and write in

second language because of my

intellectual capacity to learn different

languages.

2. I find it helpful in improving my

language skills when the teacher

gives interactive activities using the

second language.

3. My language skills have improved

since my teacher instructs us to

solely speak into English language.

4. My ability to understand other

people’s desire and intention toward

me have been widen through

 comprehension.

5. My language skills helped me to think

logically in every subject.

1.3 Aptitude

Strongly Agree Disagree Strongly

Statements
Agree 3 2 Disagree

4 1

1. I can imitate the sounds of native

speakers accurately.

2. I can easily notice patterns or rules in

new grammar lessons.

3. I can figure out grammar rules by

observing how the language is used.

4. I find it easy to understand and use

new language concepts.

5. I can retain and recall language

lessons in conversation.

1.4 Learning Style

Statements Agree Disagree

Strongly 3 2 Strongly

Agree Disagree
 4 1

1. I understand second language

lessons better when I see visual aids

(charts, videos, diagrams).

2. I learn second language best when I

hear it spoken.

3. I prefer writing notes to understand

second language lessons.

4. I understand lessons better when I

can physically engage in learning

activities.

5. I perform better in language tasks

when activities match my learning

styles.

1.5 Self-esteem

Strongly Agree Disagree Strongly

Statements
Agree 3 2 Disagree

4 1

1. My self-confidence helps me to

overcome my fear in learning a

second language.

2. My sense of belongingness with the

class lifted my self-esteem to be high

 enough.

3. My fear from failure led me to be more

dedicated in learning second

language.

4. I feel confident when my teacher

believes in my ability to learn

language little by little without making

any negative judgments.

5. My self-esteem helps me to overcome

academic task like roleplaying and

oral recitations using second

language.

2. What is the level of second language acquisition of students in grade 12 STEM?

2.1 Competence

Statement Proficient Advanced Intermediate Beginner

4 3 2 1

1. I use second language in

connecting ideas logically.

2. I use second language for

problem-solving activities.

3. My understanding to different

context enhanced because of

 second language.

4. I can express thoughts and

opinions clearly using second

language.

5. My second language helps

me to construct grammatically

correct statements.

2.2 Vocabulary

Statement Proficient Advance Intermediate Beginner

4 d3 2 1

1. I can use a variety of words

when speaking in the second

language.

2. I practice new words by using

them in sentences.

3. I can express my thoughts

even without searching for

words..

4. I can combine words naturally

to form meaningful

expressions.

5. I can identify the meaning of

unfamiliar words using context

 clues.

2.3 Comprehension

Statement Proficient Advance Intermediate Beginner

4 d3 2 1

1. I can understand overall

meaning or theme of a topic

using my second language.

2. I can connect actions and

consequences using second

language.

3. I can understand the profound

meaning of a text using

second language.

4. I use second language to

analyze relationships or

differences within the text.

5. I use second language to

summarize insights and

forming judgments.
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the data gathered by the researchers. These are shown in

tabular form with their corresponding interpretations and analyses in textual form.

Factors Affecting the Second Language Acquisition of STEM 12 Students in terms

of Motivation

A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the factors

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation.

 Table 1.1 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of motivation. Most of the statements was marked as strongly

agree or interpreted as very high factor affecting the second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

motivation.

Table 1.1 reveals that most of the items were responded as strongly agree. The

highest mean was item 3 that tell that “I feel motivated to learn second language to get

better job that requires English language proficiency.” with the mean of 3.55 and

standard deviation of 0.66. Thus, this item tells an strongly agree rate as the high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation thus this means a very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation. The second highest mean was

item 4 that tells that “I feel motivated to learn second language to satisfy myself.” with

the mean of 3.50 and standard deviation of 0.66. Thus, this item tells a strongly agree

rate as the high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of motivation thus this

means a very high factor affecting the second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of motivation.

The lowest means was item 5 that tells that “I feel motivated to speak English

language when someone gives a reward, praises and gives me positive feedback.” with

the mean of 3.25 and standard deviation of 0.65. Thus, this item tells a strongly agree

rate as the high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of motivation thus this

means a very high factor affecting the second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of motivation. The

second lowest mean was item 1 that tells that “I am motivated to study second language

because of my interest with another person who speaks it.” with the mean of 3.30 and

standard deviation of 0.63. Thus, this item tells an strongly agree rate as the high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation thus this means a very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation.

The third lowest mean was item 2 that tells that “I feel motivated to improve my

language skills by observing the proficiency of my peers.” with the mean of 3.30 and

standard deviation of 0.67. Thus, this item tells an strongly agree rate as the high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation thus this means a very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of motivation.

Discuss here why it has a very high high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of motivation from your RRL and Theoretical Framework.

Table 1.1.

Weighted means and standard deviation of the factors affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of motivation.

Statements Mean SD Verbal

 Interpretation

Motivation

1. I am motivated to study second language because Very High

3.30 0.63
of my interest with another person who speaks it.

2. I feel motivated to improve my language skills by Very High

3.30 0.67
observing the proficiency of my peers.

3. I feel motivated to learn second language to get Very High

3.55 0.66
better job that requires English language proficiency.

4. I feel motivated to learn second language to satisfy Very High

3.50 0.66
myself.

5. I feel motivated to speak English language when Very High

someone gives a reward, praises and gives me 3.25 0.65

positive feedback.

Overall Mean and SD 3.38 0.66 Very High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Factors Affecting the Second Language Acquisition of STEM 12 Students in terms

of Linguistic Intelligence
 A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the factors

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of linguistic intelligence.

Table 1.2 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of linguistic intelligence. Most of the statements was marked as

strongly agree or interpreted as very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of linguistic intelligence.

Table 1.2 reveals that most of the items were responded as strongly agree. The

highest mean was item 5 that tells that “My language skills helped me to think logically in

every subject.” with the mean of 3.48 and standard deviation of 0.59. Thus, this item tells

an strongly agree rate as the high factor affecting the second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

linguistic intelligence thus this means a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of linguistic intelligence. The second highest mean was item 4 that tells that “My

ability to understand other people’s desire and intention toward me have been widen

through comprehension.” with the mean of 3.36 and standard deviation of 0.57. Thus,

this item tells a strongly agree rate as the high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of linguistic intelligence thus this means a very high factor affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of linguistic intelligence.

 The lowest means was item 1 that tells that “I find it easy to speak and write in

second language because of my intellectual capacity to learn different languages.” with

the mean of 3.11 and standard deviation of 0.65. Thus, this item tells a strongly agree

rate as the high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of linguistic intelligence

thus this means a high factor affecting the second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of linguistic

intelligence. The second lowest mean was item 3 that tells that “My language skills have

improved since my teacher instructs us to solely speak into English language.” with the

mean of 3.16 and standard deviation of 0.64. Thus, this item tells an strongly agree rate

as the high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of linguistic intelligence

thus this means a high factor affecting the second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of linguistic

intelligence.

The third lowest mean was item 2 that tells that “I find it helpful in improving my

language skills when the teacher gives interactive activities using the second language.”

with the mean of 3.32 and standard deviation of 0.64. Thus, this item tells an strongly

agree rate as the high factor affecting the second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of linguistic

intelligence thus this means a very high factor affecting the second language acquisition

of students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

linguistic intelligence.
 Discuss here why it has a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of linguistic intelligence from your RRL and Theoretical Framework.

Table 1.2.

Weighted means and standard deviation of the factors affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of linguistic intelligence.

Verbal
Statements Mean SD
Interpretation

Linguistic Intelligence

1. I find it easy to speak and write in second language High

because of my intellectual capacity to learn different 3.11 0.65

languages.

2. I find it helpful in improving my language skills Very High

when the teacher gives interactive activities using the 3.32 0.64

second language.

3. My language skills have improved since my High

teacher instructs us to solely speak into English 3.16 0.64

language.

4. My ability to understand other people’s desire and Very High

intention toward me have been widen through 3.36 0.57

comprehension.
5. My language skills helped me to think logically in Very High
3.48 0.59
every subject.

Overall Mean and SD 3.29 0.63 Very High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Factors Affecting the Second Language Acquisition of STEM 12 Students in terms

of Aptitude

A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the factors

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of aptitude.

Table 1.3 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of aptitude. Most of the statements was marked as strongly agree

or interpreted as very high factor affecting the second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of aptitude.

Table 1.3 reveals that most of the items were responded as strongly agree. The

highest mean was item 3 that tells that “I can figure out grammar rules by observing how

the language is used.” with the mean of 3.25 and standard deviation of 0.58. Thus, this

item tells an strongly agree rate as the high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of aptitude thus this means a very high factor affecting the second language
acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of aptitude. The second highest mean was item 2 that tells that “I can easily

notice patterns or rules in new grammar lessons.” with the mean of 3.20 and standard

deviation of 0.55. Thus, this item tells a strongly agree rate as the high factor affecting

the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of aptitude thus this means a high factor affecting

the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of aptitude.

The lowest means was item 1 that tells that “I can imitate the sounds of native

speakers accurately.” with the mean of 2.98 and standard deviation of 0.63. Thus, this

item tells a strongly agree rate as the high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of aptitude thus this means a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of aptitude. The second lowest mean was item 5 that tells that “I can retain and

recall language lessons in conversation.” with the mean of 3.18 and standard deviation

of 0.58. Thus, this item tells an strongly agree rate as the high factor affecting the

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of aptitude thus this means high factor affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of aptitude.

The third lowest mean was item 4 that tells that “I find it easy to understand and

use new language concepts.” with the mean of 3.18 and standard deviation of 0.62.

Thus, this item tells an strongly agree rate as the high factor affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of aptitude thus this means a high factor affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of aptitude.

Discuss here why it has a high factor affecting the second language acquisition

of students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

aptitude from your RRL and Theoretical Framework.

Table 1.3.

Weighted means and standard deviation of the factors affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of aptitude.

Verbal
Statements Mean SD
Interpretation

Aptitude

1. I can imitate the sounds of native speakers High

2.98 0.63
accurately.

2. I can easily notice patterns or rules in new High

3.20 0.55
grammar lessons.

3. I can figure out grammar rules by observing how Very High

3.25 0.58
the language is used.

4. I find it easy to understand and use new language High

3.18 0.62
concepts.

5. I can retain and recall language lessons in 3.18 0.58 High

conversation.

Overall Mean and SD 3.16 0.59 High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Factors Affecting the Second Language Acquisition of STEM 12 Students in terms

of Learning Styles

A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the factors

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of learning styles.

Table 1.4 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of learning styles. Most of the statements was marked as strongly

agree or interpreted as very high factor affecting the second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

learning styles.

Table 1.4 reveals that most of the items were responded as strongly agree. The

highest mean was item 2 that tells that “I learn second language best when I hear it

spoken.” with the mean of 3.55 and standard deviation of 0.55. Thus, this item tells an

strongly agree rate as the high factor affecting the second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

learning styles thus this means a very high factor affecting the second language
acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of learning styles. The second highest mean was item 1 that tells that “I

understand second language lessons better when I see visual aids (charts, videos,

diagrams).” with the mean of 3.52 and standard deviation of 0.51. Thus, this item tells a

strongly agree rate as the high factor affecting the second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

learning styles thus this means a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of learning styles.

The lowest mean was item 3 that tells that “I prefer writing notes to understand

second language lessons.” with the mean of 3.27 and standard deviation of 0.69. Thus,

this item tells a strongly agree rate as the high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of learning styles thus this means a very high factor affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of learning styles. The second lowest mean was item 5 that tells

that “I perform better in language tasks when activities match my learning styles.” with

the mean of 3.32 and standard deviation of 0.64. Thus, this item tells an strongly agree

rate as the high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of learning styles thus this

means a very high factor affecting the second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of learning styles.

The third lowest mean was item 4 that tells that “I understand lessons better

when I can physically engage in learning activities.” with the mean of 3.36 and standard

deviation of 0.49. Thus, this item tells an strongly agree rate as the high factor affecting
the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of learning styles thus this means a very high

factor affecting the second language acquisition of students in Grade 12 Science,

Technology, Engineering and Mathematics in terms of learning styles.

Discuss here why it has a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of learning styles from your RRL and Theoretical Framework.

Table 1.4.

Weighted means and standard deviation of the factors affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of learning styles.

Verbal
Statements Mean SD
Interpretation

Learning Styles

1. I understand second language lessons better when Very High

3.52 0.51
I see visual aids (charts, videos, diagrams).

2. I learn second language best when I hear it Very High

3.55 0.55
spoken.

3. I prefer writing notes to understand second Very High

3.27 0.69
language lessons.
4. I understand lessons better when I can physically Very High
3.36 0.49
engage in learning activities.

5. I perform better in language tasks when activities Very High

3.32 0.64
match my learning styles.

Overall Mean and SD 3.40 0.59 Very High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Factors Affecting the Second Language Acquisition of STEM 12 Students in terms

of Self-esteem

A total of 44 students completed responses were analyzed. The results was calculated

below as actual responses and were organized according to the factors affecting the

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of self-esteem.

Table 1.5 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of self-esteem. Most of the statements was marked as strongly

agree or interpreted as very high factor affecting the second language acquisition of
students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

self-esteem.

Table 1.3 reveals that most of the items were responded as strongly agree. The

highest mean was item 4 that tells that “I feel confident when my teacher believes in my

ability to learn language little by little without making any negative judgments.” with the

mean of 3.57 and standard deviation of 0.62. Thus, this item tells an strongly agree rate

as the very high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of self-esteem thus this

means a very high factor affecting the second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of self-esteem. The

second highest mean was item 1 that tells that “My self-confidence helps me to

overcome my fear in learning a second language” with the mean of 3.32 and standard

deviation of 0.64. Thus, this item tells a strongly agree rate as the high factor affecting

the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem thus this means a very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem.

The lowest means was item 3 that tells that “My fear from failure led me to be

more dedicated in learning second language.” with the mean of 3.18 and standard

deviation of 0.69. Thus, this item tells a strongly agree rate as the high factor affecting

the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem thus this means a high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem. The second lowest mean was

item 5 that tells that “My self-esteem helps me to overcome academic task like
roleplaying and oral recitations using second language.” with the mean of 3.27 and

standard deviation of 0.54. Thus, this item tells an strongly agree rate as the very high

factor affecting the second language acquisition of students in Grade 12 Science,

Technology, Engineering and Mathematics in terms of self-esteem thus this means a

very high factor affecting the second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of self-esteem.

The third lowest mean was item 2 that tells that “My sense of belongingness with

the class lifted my self-esteem to be high enough.” with the mean of 3.23 and standard

deviation of 0.48. Thus, this item tells an strongly agree rate as the very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem thus this means a very high factor

affecting the second language acquisition of students in Grade 12 Science, Technology,

Engineering and Mathematics in terms of self-esteem.

Discuss here why it has a very high factor affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of self-esteem from your RRL and Theoretical Framework.

Table 1.5.

Weighted means and standard deviation of the factors affecting the second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of self-esteem.

Verbal
Statements Mean SD
Interpretation
Self-esteem

1. My self-confidence helps me to overcome my fear Very High

3.32 0.64
in learning a second language.

2. My sense of belongingness with the class lifted my Very High

3.23 0.48
self-esteem to be high enough.

3. My fear from failure led me to be more dedicated in High

3.18 0.69
learning second language.

4. I feel confident when my teacher believes in my Very High

ability to learn language little by little without making 3.57 0.62

any negative judgments.

5. My self-esteem helps me to overcome academic Very High

task like roleplaying and oral recitations using second 3.27 0.54

language.

Overall Mean and SD 3.31 0.61 Very High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Factors Affecting the Second Language Acquisition of STEM 12 Students

A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the factors

affecting the second language acquisition of STEM 12 students in terms of motivation,

linguistic intelligence, aptitude, learning styles, and self-esteem.

 Table 1.6 presents the weighted means of the factors affecting the second

language acquisition of STEM 12 students in terms of motivation, linguistic intelligence,

aptitude, learning styles, and self-esteem. Most of the factors was marked as very high

or interpreted as very high factors affecting the second language acquisition of STEM 12

students.

Discuss here why there is a very high l factors affecting the second language

acquisition of STEM 12 students in terms of motivation, linguistic intelligence, aptitude,

learning styles, and self-esteem. Provide literatures and theories that supports the very

level of extent. Add citation on the literatures and discussions from 2015-2025. (Use your

Chapter 2)

Table 1.6.

Weighted means and standard deviation of Factors Affecting the Second Language

Acquisition of STEM 12 Students.

Verbal
Factors Mean SD
Interpretation

Motivation 3.38 0.66 Very High

Linguistic Intelligence 3.29 0.63 Very High

Aptitude 3.16 0.59 High

Learning Styles 3.40 0.59 Very High

Self-esteem 3.31 0.61 Very High

Overall Mean and SD 3.31 0.62 Very High

Level of Second Language Acquisition of the Students in Grade 12 STEM in terms

of competence

A total of 44 students completed responses were analyzed. The results was calculated

below as actual responses and were organized according to the factors affecting the

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of competence.

Table 2.1 presents the weighted means of the level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of competence. Most of the statements was marked as strongly agree or

interpreted as very high level of second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of competence.

Table 2.1 reveals that most of the items were responded as strongly agree. The

highest mean was item 1 and 5 that tells that “I use second language in connecting

ideas logically.” and “My second language helps me to construct grammatically correct

statements.” with the mean of 3.11 and standard deviation of 0.65. Thus, this item tells

an strongly agree rate as the high level of second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of competence

thus this means a high factor affecting the second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of competence.

The second highest mean was item 4 that tells that “I can express thoughts and opinions
clearly using second language.” with the mean of 3.07 and standard deviation of 0.73.

Thus, this item tells a strongly agree rate as the high level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of competence thus this means a high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

competence.

The lowest means was item 2 that tells that “I use second language for problem-

solving activities.” with the mean of 2.89 and standard deviation of 0.58. Thus, this item

tells an advanced rate as the high level of second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of competence

thus this means a high level of second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of competence. The

second lowest mean was item 3 that tells that “My understanding to different context

enhanced because of second language.” with the mean of 3.00 and standard deviation

of 0.61. Thus, this item tells an strongly agree rate as the high level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of competence thus this means a high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

competence.

Discuss here why it has a high Level of Second Language Acquisition of the

Students in Grade 12 STEM in terms of competence from your RRL and Theoretical

Framework.

Table 2.1.
Weighted means and standard deviation of the Level of Second Language Acquisition of

the Students in Grade 12 STEM in terms of competence.

Verbal
Statements Mean SD
Interpretation

Competence

1. I use second language in connecting ideas High

3.11 0.65
logically.

2. I use second language for problem-solving High

2.89 0.58
activities.

3. My understanding to different context enhanced High

3.00 0.61
because of second language.

4. I can express thoughts and opinions clearly using High

3.07 0.73
second language.

5. My second language helps me to construct High

3.11 0.65
grammatically correct statements.

Overall Mean and SD 3.04 0.65 High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Level of Second Language Acquisition of the Students in Grade 12 STEM in terms

of Vocabulary
A total of 44 students completed responses were analyzed. The results was calculated

below as actual responses and were organized according to the factors affecting the

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of vocabulary.

Table 2.2 presents the weighted means of the factors affecting the second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of vocabulary. Most of the statements was marked as strongly

agree or interpreted as high level of second language acquisition of students in Grade

12 Science, Technology, Engineering and Mathematics in terms of vocabulary.

Table 2.2 reveals that most of the items were responded as agree. The highest

mean was item 2 that tells that “I practice new words by using them in sentences.” with

the mean of 3.16 and standard deviation of 0.64. Thus, this item tells an advanced rate

as the high level of second language acquisition of students in Grade 12 Science,

Technology, Engineering and Mathematics in terms of vocabulary thus this means a high

factor affecting the second language acquisition of students in Grade 12 Science,

Technology, Engineering and Mathematics in terms of vocabulary. The second highest

mean was item 1 that tells that “I can use a variety of words when speaking in the

second language.” with the mean of 3.11 and standard deviation of 0.65. Thus, this item

tells an advanced rate as the high level of second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of vocabulary

thus this means a high level of second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of vocabulary.

The lowest means was item 3 that tells that “I can express my thoughts even

without searching for words.” with the mean of 2.95 and standard deviation of 0.71.
Thus, this item tells an advanced rate as the high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

vocabulary thus this means a high level of second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of vocabulary.

The second lowest mean was item 4 that tells that “I can combine words naturally to

form meaningful expressions.” with the mean of 3.05 and standard deviation of 0.61.

Thus, this item tells an advanced rate as the high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

vocabulary thus this means high level of second language acquisition of students in

Grade 12 Science, Technology, Engineering and Mathematics in terms of vocabulary.

The third lowest mean was item 5 that tells that “I can identify the meaning of

unfamiliar words using context clues.” with the mean of 3.07 and standard deviation of

0.66. Thus, this item tells an advanced rate as the high level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of vocabulary thus this means a high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

vocabulary.

Discuss here why it has a high Level of Second Language Acquisition of the

Students in Grade 12 STEM in terms of vocabulary from your RRL and Theoretical

Framework.

Table 2.2.

Weighted means and standard deviation of the Level of Second Language Acquisition of

the Students in Grade 12 STEM in terms of vocabulary.

Statements Mean SD Verbal

 Interpretation

Vocabulary

1. I can use a variety of words when speaking in the High

3.11 0.65
second language.

2. I practice new words by using them in sentences. 3.16 0.64 High

3. I can express my thoughts even without searching High

2.95 0.71
for words.

4. I can combine words naturally to form meaningful High

3.05 0.61
expressions.

5. I can identify the meaning of unfamiliar words using High

3.07 0.66
context clues.

Overall Mean and SD 3.07 0.66 High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Level of Second Language Acquisition of the Students in Grade 12 STEM in terms

of Comprehension

A total of 44 students completed responses were analyzed. The results was

calculated below as actual responses and were organized according to the level of
second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of comprehension.

Table 2.3 presents the weighted means of the level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of comprehension. Most of the statements was marked as strongly agree or

interpreted as very high level of second language acquisition of students in Grade 12

Science, Technology, Engineering and Mathematics in terms of aptitude.

Table 2.3 reveals that most of the items were responded as strongly agree. The

highest mean was item 4 that tells that “I use second language to analyze relationships

or differences within the text.” with the mean of 3.20 and standard deviation of 0.63.

Thus, this item tells an advanced rate as the high level of second language acquisition of

students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

comprehension thus this means a high level of second language acquisition of students

in Grade 12 Science, Technology, Engineering and Mathematics in terms of

comprehension. The second highest mean was item 5 that tells that “I use second

language to summarize insights and forming judgments.” with the mean of 3.11 and

standard deviation of 0.58. Thus, this item tells a strongly agree rate as the high level of

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of comprehension thus this means a high level of second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of comprehension.

The lowest means was item 2 that tells that “I can connect actions and

consequences using second language.” with the mean of 2.93 and standard deviation of

0.66. Thus, this item tells a strongly agree rate as the high level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of comprehension thus this means a high level of second language acquisition

of students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

comprehension. The second lowest mean was item 1 that tells that “I can understand

overall meaning or theme of a topic using my second language.” with the mean of 3.07

and standard deviation of 0.62. Thus, this item tells an advanced rate as the high level of

second language acquisition of students in Grade 12 Science, Technology, Engineering

and Mathematics in terms of comprehension thus this means a high level of second

language acquisition of students in Grade 12 Science, Technology, Engineering and

Mathematics in terms of comprehension.

The third lowest mean was item 3 that tells that “I can understand the profound

meaning of a text using second language.” with the mean of 3.09 and standard deviation

of 0.68. Thus, this item tells an advanced rate as the high level of second language

acquisition of students in Grade 12 Science, Technology, Engineering and Mathematics

in terms of comprehension thus this means a high level of second language acquisition

of students in Grade 12 Science, Technology, Engineering and Mathematics in terms of

comprehension.

Discuss here why it has a high Level of Second Language Acquisition of the

Students in Grade 12 STEM in terms of comprehension from your RRL and Theoretical

Framework.

Table 2.3.

Weighted means and standard deviation of the Level of Second Language Acquisition of

the Students in Grade 12 STEM in terms of comprehension.

Statements Mean SD Verbal

 Interpretation

Comprehension

1. I can understand overall meaning or theme of a High

3.07 0.62
topic using my second language.

2. I can connect actions and consequences using High

2.93 0.66
second language.

3. I can understand the profound meaning of a text High

3.09 0.68
using second language.

4. I use second language to analyze relationships or High

3.20 0.63
differences within the text.

5. I use second language to summarize insights and High

3.11 0.58
forming judgments.

Overall Mean and SD 3.08 0.64 High

Legend: 1:00 – 1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 – 3.25 (High); 3.25 – 4.00

(Very High)

Level of Second Language Acquisition of the Students in Grade 12 STEM

A total of 44 students completed responses were analyzed. The result was

calculated below as actual responses and were organized according to the level of

second language acquisition of the students in Grade 12 STEM in terms of competence,

vocabulary, and comprehension.

 Table 2.4 presents the weighted means of the level of second language

acquisition of the students in Grade 12 STEM in terms of competence, vocabulary, and

comprehension. All of the indicators were marked as agree or interpreted as high level of

second language acquisition of the students in Grade 12 STEM in terms of competence,

vocabulary, and comprehension.

Discuss here why there is a high level of second language acquisition of the

students in Grade 12 STEM in terms of competence, vocabulary, and comprehension.

Provide literatures and theories that supports the very level of extent. Add citation on the

literatures and discussions from 2015-2025. (Use your Chapter 2)

Table 2.4.

Weighted means and standard deviation of Level of Second Language Acquisition of the

Students in Grade 12 STEM.

Verbal
Mean SD
Interpretation

Competence 3.04 0.65 High

Vocabulary 3.07 0.66 High

Comprehension 3.08 0.64 High

Overall Mean and SD 3.06 0.65 High

Significant Relationship between Factors Affecting the SLA and the Level of

Second Language Acquisition among the Students

 Table 3.1 shows the significant relationship between factors affecting the second

language acquisition and the level of second language acquisition among the students.

The table shows that there is significant relationship between factors affecting the

second language acquisition and the level of second language acquisition among the

students. The result of 0.147, which is higher than the p-value of 0.012, tells there is

significant relationship. On the other hand, since the α that is set to 0.05 suggest on

reject the Null hypothesis that there is significant relationship between factors affecting

the second language acquisition and the level of second language acquisition among the

students.

Add literature and theories that there is significant relationship between factors

affecting the second language acquisition and the level of second language acquisition

among the students.

Table 3.1.

Pearson r moment correlation results in significant relationship between factors affecting

the second language acquisition and the level of second language acquisition among the

students.

Mean r p-value Description Decision

Factors of SLA 3.31

0.147 0.012* Significant Reject Ho1
Level of SLA 3.06

**significant at α = 0.05.
Chapter v