Abstract
This study examined the perceived impact of English language fluency on the classroom participation of Grade 11 students at Gigaquit National School of Home Industries. A quantitative descriptive-correlational design was used, involving 127 Grade 11 students selected through stratified random sampling. Data were collected using a researcher-made survey questionnaire and analyzed using Mean, Standard Deviation, and Pearson Product–Moment Correlation.
Findings showed that students had a high level of perceived fluency in reading (M = 3.71, SD = 0.90), speaking (M = 3.45, SD = 0.89), and listening (M = 3.71, SD = 0.83), while writing was rated moderate (M = 3.39, SD = 0.83). Classroom participation was high in oral participation (M = 3.44, SD = 0.90) and group activities (M = 3.58, SD = 0.91), but moderate in classroom interaction (M = 3.28, SD = 1.03). Students experienced moderate linguistic and comprehension difficulties, while affective and environmental factors were the most challenging. A significant relationship was found between English language fluency and classroom participation (p < 0.05), with the strongest correlation between writing skills and oral participation (r = 0.523, p = 0.001), leading to the rejection of the null hypothesis.
The study concludes that higher English language fluency is associated with greater classroom participation among Grade 11 students. It recommends enhancing instructional strategies and providing supportive learning environments to improve students’ fluency and participation.
Keywords: English language fluency, classroom participation, Grade 11 students, perceived fluency, English language challenges
https://doi.org/10.65494/pinagpalapublishing.370
