World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), p.42
JARED P. SIA, MAT-ENGLISH
JONALD B. SIA,EdD, PD-SML
Masbate National Comprehensive High School
Osmena Colleges
This study investigated the oral communication proficiency and English-learning engagement of senior high school students in the GAS, STEM, and ABM strands at Masbate National Comprehensive High School. It assessed students’ verbal and non-verbal communication skills; examined their affective, behavioral, and cognitive engagement; and determined differences in proficiency based on sex, age, strand, and grade level. The study also explored the relationship between communication proficiency and learning engagement, as well as the oral communication challenges encountered by learners. Using a descriptive-correlational and phenomenological research design, data were gathered from 170 purposively selected Grade 11 and 12 students through validated survey instruments and structured interviews. Findings indicated that students demonstrated a very good level of oral communication proficiency and high English-learning engagement, particularly in affective and cognitive domains. Behavioral engagement was comparatively lower but remained active. A significant difference in proficiency was found based on sex, favoring female students, while no significant differences were observed across age, strand, or grade level. A positive relationship also emerged between communication proficiency and engagement. Despite overall proficiency, students experienced difficulties involving grammar and vocabulary limitations, fluency issues, and lack of confidence. These results highlight the need for contextualized instructional interventions to further strengthen student engagement and oral communication skills in English.
Keywords: oral communication proficiency, English learning engagement, senior high school learners, verbal and non-verbal skills, student engagement
https://doi.org/10.65494/pinagpalapublishing.27
