Affective Factors and Oral Language Communication Performance in English of Grade 10 Junior High School Students

Language teaching and learning are influenced by both classical and contemporary language theories that guide teachers’ strategies and practices in the classroom. Various factors affecting learning are encapsulated in these theories, including motivation, cognition, attitude, social ability, aptitude, environment, and barriers. This study examined the affective factors and oral communication skills of Grade 10 students at Biton High School in Magallanes, Sorsogon, during the school year 2019-2020. It employed descriptive-quantitative research methods, with 67 Grade 10 Junior High School students participating as respondents. Data collection utilized the adapted Attitude/Motivation Test Battery (AMTB), the English Language Anxiety Scale (ELAS), and teacher-made rubrics for assessing oral language performance. The statistical analyses included frequency counts, percentages, weighted means, and Pearson Product Moment Correlation Coefficient (r) along with the Coefficient of Determination (r²). The findings indicated that Grade 10 students exhibited a low level of oral language performance. Their affective factors in learning English as a second language, encompassing aspects such as motivation (interest in learning, parental encouragement, motivational intensity, and desire to learn English) and attitude (toward learning English, integrative orientation, and instrumental orientation), were also low.