Barriers to Learning English as a Second Language in the Public High Schools of Raparin Area

Abstract

This research paper aims to explore the obstacles to acquiring English as a second language within the public high schools of the Raparin Area. The study was conducted within these public high schools, involving a total of 40 students spanning grades 10 through 12. The investigation revealed that the use of the mother tongue constitutes a crucial impediment to the enhancement of students' proficiency in their second language. Furthermore, the learning environment plays a pivotal role in shaping the journey of language acquisition. Significantly, the presence of large class sizes exerts a notable impact on their ability to fully engage in classroom activities and collaborate effectively with their peers. Additionally, the teaching methods and conduct of instructors emerged as significant factors, with the results indicating students' dissatisfaction with the Grammar Translation Approach employed by their teachers. Conversely, students' motivation to learn English and the prestige associated with the language were identified as positive factors facilitating their English language learning.