CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides an overview of relevant studies and literature from both local and

foreign sources. Its goal was to provide relevant and important literature and studies to

supplement the study’s content.

Speaking Difficulties

Speaking difficulties among young English as a Foreign Language (EFL) learners pose

significant challenges to effective language acquisition, as emphasized by Al Hosni (2014). In

the realm of language learning, oral skills play a pivotal role for young learners, serving as the

primary conduit for encountering, understanding, and practicing a new language. However,

despite its crucial role, oral language development is often overlooked in classroom settings,

where teachers tend to dominate oral interactions. This neglect results in missed opportunities for

students to actively engage in language exploration and knowledge acquisition. Understanding

the root causes of speaking difficulties in EFL contexts is essential for developing effective

instructional strategies. Similarly, Zainurrahman and Sangaji (2019) echo these sentiments,

highlighting the multifaceted nature of speaking challenges among university students. Their

qualitative research underscores the intertwined influences of linguistic and psychological factors

on speaking proficiency, emphasizing the need for a holistic approach to address these issues in

language education.
 Moreover, Leaño, Mat Rabi, and Gnana Piragasam (2019) conducted a qualitative study

investigating the speaking difficulties among Indigenous learners in the Philippines, specifically

focusing on English phonology. Through case studies involving Grade 2 Indigenous learners in

Isabela, the study identified deficiencies in Alphabet Knowledge, Phonics and Word

Recognition, and Phonological Awareness. Data collection included observation and oral

assessment, revealing challenges such as difficulties in alphabetizing words, distinguishing

between Filipino and English alphabets, and recognizing rhyming words. These findings

highlight the need for interventions to develop essential skills in English phonology among

Indigenous students.

Social Skills

In the “Handbook of Social Behavior and Skills in Children,” examine the concept of

social skills, noting the diverse definitions and assessment methods that have emerged. While

definitions may vary, the common theme across them emphasizes communication, interaction

with others, and the ability to effectively navigate social situations (Little, Swangler, & Akin-

Little, 2017).

Meanwhile, social communication difficulties can stem from various factors such as

trouble with self-control, speaking difficulties, language barriers, and mental health issues like

anxiety (Understanding trouble with social skills., 2019, August 5). According to Miller, Dewey,

and Bezsylko (2016) these challenges can impact a child’s ability to interact appropriately with

others, follow social norms, and engage in conversations effectively. Children with learning
problems may also experience social challenges due to difficulties in understanding social cues,

organizing thoughts, and expressing themselves verbally.

However, speech therapists are essential in evaluating and treating children with social

skill issues by customizing treatment to meet their needs. Programs for therapy concentrate on

enhancing social interaction, social competency among peers, the capacity to resolve conflicts,

and power dynamics adaptability. Furthermore, the goal of therapy is to improve social

communication abilities, suitable relationships with diverse partners, comprehension of other

people’s intentions, and engagement in varied contexts (Social communication issues, n.d.).

Furthermore, in the study by Eady, Woolrych, and Green (2021), the focus lies on the

role of indigenous primary school teachers in fostering positive social skills and enhanced self-

awareness among students. The authors underscore the multicultural nature of school

environments globally, emphasizing teachers’ crucial role not only in academic and career

preparedness but also in guiding students’ social integration within communities. Particularly in

remote areas, where cultural norms are integral to community cohesion, non-academic life skills

receive heightened attention in education. Through examining the cultural self-perceptions of

indigenous primary school students and teachers, the research sheds light on the pivotal role of

culture in shaping teaching practices and influencing children’s social development. The findings

highlight the unique perspectives and practices of indigenous educators, urging educators

worldwide to reflect on their teaching methods, cultural identities, and incorporation of non-

academic life skills into education.

Another study investigates the utilization of Umma Kalada’s indigenous knowledge from

the Loura community to enhance the social skills of elementary school students, particularly

those in Class Iva SDK. The research reveals challenges such as non-cooperation, speaking
issue, ridicule, and lack of listening during group work and assignment collection queues among

students. Through qualitative research employing action research methods, the study

demonstrates that integrating Umma Kalada’s social values into the curriculum fosters

improvements in students’ knowledge, attitudes, and skills, ultimately enhancing their

interpersonal relationships. The findings underscore the efficacy of indigenous wisdom in

addressing contemporary educational challenges. (Heronimus Delu Pingge, Nana Supriatna,

Abdul Azis Wahab, 2023).

Indigenous Students

The Philippines’ indigenous peoples (IP) have preserved much of their pre-colonial

culture, social institutions, and livelihood practices. They generally live in geographically

isolated areas with limited access to basic social services and few opportunities for

mainstream economic activities, education, or political participation. According to the 2015

population census, the country’s Indigenous population continues to be estimated at between

10% to 20% of the national population of 100,981,437 (International Work Group for

Indigenous Affairs, 2021).

According to Adams et al. (2016) examined the prevalence of speech and language

disorders among indigenous students in rural communities. The researchers found that

environmental factors, such as limited access to speech-language services and cultural

differences in communication styles, can contribute to speaking difficulties in indigenous

students. The study underscored the need for culturally sensitive assessment and intervention

strategies to address the unique communication needs of indigenous students.

of intergenerational trauma on speech and language development in indigenous students. The

researchers found that historical trauma and systemic oppression can have a profound effect on

communication skills and language acquisition in indigenous children. The study highlighted the

importance of trauma-informed approaches and culturally relevant interventions to support

indigenous students in overcoming speaking difficulties.

Furthermore, according to study of Blackbird & Thundercloud (2020) investigated the

role of cultural identity in shaping the communication experiences of indigenous students. The

researchers emphasized the importance of preserving and promoting indigenous languages and

oral traditions to enhance the communication skills and self-esteem of indigenous students. The

study suggested that incorporating culturally relevant content and language supports into

educational programs can help Indigenous students develop stronger speaking abilities and

maintain their cultural heritage.

One study by Smith (2017) explored the social skills of indigenous students in a rural

community and found that these students often faced unique challenges in developing social

skills due to cultural differences and limited access to social opportunities outside of their

immediate community. The study emphasized the importance of incorporating culturally relevant

social skills training programs to support the development of social skills in indigenous students.

Culture

Culture, according to Terry Eagleton (2016), is a fundamental aspect of humanity, yet its

definition and role in our lives are far from simple. Eagleton, a leading literary and cultural critic,
explores the evolution of culture over the past two centuries, from a rarefied realm to everyday

practices and from a defense against industrialism to a product of capitalism. Through a blend of

analysis and humor, Eagleton discusses how our perceptions of culture have changed, touching

on various disciplines such as art, literature, philosophy, and anthropology. He highlights the

historical and theoretical contexts of culture, exposing its connections to colonialism,

nationalism, religious decline, and societal divisions. Eagleton also critiques the contemporary

commodification of culture, arguing that its true value lies in its ability to enrich social life and

potentially drive societal transformation.

Moreover, the impact of culture on speaking difficulties is discussed in several studies.

Gambhir Bahadur Chand (2018) explores challenges faced by bachelor level students while

speaking English, including personal, social, environmental, and linguistic problems. Another

study highlights students’ difficulties in speaking English and their attitudes towards speaking

English, showing that students experiencing speaking difficulties often have problems with

motivation and self-confidence. Additionally, the inseparability of culture and language is

proposed, suggesting ways to implement instructional strategies for teaching culture to enhance

students’ linguistic comprehension. According to Leaño, Mat Rabi, and Gnana Piragasam (2019)

a study investigates Philippine indigenous learners’ speaking difficulties in English, noting issues

such as inability to use English language to express interpretations of messages.

Additionally, social skills are, in fact, significantly influenced by culture. Being more

conscious of one’s own culture and the differences across cultures, which might influence social

interactions, is a crucial component of social growth, according to the [Link] text (Leighton,

L., 2013).
 However, the text from Vanderbilt University emphasizes the importance of

understanding cultural influences on behavior, especially in diverse classroom settings, where

teachers need to be mindful of how culture affects students’ beliefs and practices, ultimately

influencing behavior and interactions.

Furthermore, parents’ culture influences child development, including how they

discipline and set boundaries for their children. Parents from individualistic cultures may

discipline differently from those in collectivist cultures. Children raised in individualistic

cultures tend to describe themselves based on unique attributes, while those in collectivist

cultures define themselves through relationships with others. Exposure to positive or negative

cultural influences can impact a child’s development significantly (Rodriguez, 2021).

Moreover, according to SciSpace (n.d.) the challenges faced by Indigenous students in

English speaking, particularly regarding speaking difficulties and social skills, are influenced by

various factors, including linguistic barriers, cultural factors, and the impact of cultural capital.

Indigenous learners often struggle with articulating their ideas in English due to limited exposure

to the language, leading to difficulties in expressing feelings and engaging in oral activities.

These challenges are compounded by a lack of vocabulary and exposure to English, affecting

their comprehension and ability to speak fluently.

Lack of Self-Confidence

As stated by Nguyen et. Al. (2019) found that anxiety, despair, and suicidal thoughts are

more common in people who lack confidence in themselves. According to a Vietnamese study,
pupils who had poor self-esteem were almost six times more likely to have depressive symptoms

and twice as likely to experience anxious symptoms as students who had a normal self-esteem.

Meanwhile, the lack of self-confidence can significantly impact students’ public speaking

abilities. Students who lack confidence may struggle with expressing themselves effectively,

leading to difficulties in public speaking. This lack of confidence can stem from doubts about

their own skills, limited vocabulary, and overall self-assurance. Research indicates that self-

confidence plays a crucial role in students’ ability to communicate effectively in various

situations, ultimately boosting their confidence when speaking in public (Tridinanti, 2018).

Nevertheless, the study explain Harris and Orth Low (2020) about self-esteem can

significantly impact social skills and relationships. Research indicates that individuals with low

self-esteem may experience more negative affect, greater stress severity, and disruptions in social

interactions due to a lack of psychosocial resources like [Link] have shown that

self-esteem influences social relationships by affecting how individuals perceive themselves and

how they interact with others. Additionally, there is a positive correlation between self-

confidence and social interaction, where higher self-confidence leads to better social interactions

and relationships (Dasalinda and Nopitasari, 2021).

Furthermore, low self-esteem has been associated with various mental health issues such

as anxiety, depression, substance abuse, and suicidal ideation. Adolescents with low self-esteem

are at a higher risk of experiencing anxiety symptoms and depression compared to those with

normal self-esteem levels (Nguyen et. Al., 2019). Low self-esteem can also contribute to

academic stress and impact mental health outcomes negatively (He, X., 2022).
 Another study by Morcom (2017), speaking challenges and social skills can be greatly

impacted by an indigenous student’s lack of confidence. According to research, indigenous

learners’ academic success and general well-being are significantly influenced by their sense of

self-worth and cultural identity. Native American pupils could experience issues with vocabulary

development, linguistic hurdles, and cultural elements that affect their ability to communicate.

These difficulties may cause students to lose confidence in their ability to communicate clearly

in English, which will impede their ability to interact socially and advance academically

(SciSpace, 2021).

Inadequacy of Vocabulary

The limitations of vocabulary instruction are multifaceted, as highlighted by various

researchers. One significant challenge is the sheer magnitude of the task, where teaching new

words individually falls short in achieving the necessary volume of vocabulary growth for

proficient reading. Moreover, many vocabulary instruction methods have not shown a substantial

increase in reading comprehension. Another critical limitation is the failure to consider the

diversity of English vocabulary, necessitating tailored instructional approaches for different word

types (Vocabulary, nd).

Another study of Seffar, (2015) related the influence of vocabulary inadequacy on

speaking difficulties.. Studies have shown that a limited vocabulary can lead to poor

performance in language skills, hindering students’ comprehension of reading assignments,

causing difficulties in expressing thoughts effectively in speech and writing, and impacting

overall academic success. Teachers and researchers have identified vocabulary deficiency as a
primary factor behind students’ inability to speak fluently in English, emphasizing the crucial

role of vocabulary knowledge in oral communication.

Furthermore, the impact of vocabulary Inadequacy on social skills has been a significant

concern among educators and researchers. According to Vocabulary deficiency (2019) a report

commissioned by the Oxford University Press highlighted that many schoolchildren suffer from

a “vocabulary deficiency,” affecting their overall education, social skills, and self-esteem.

Teachers have observed that this linguistic deficit can hinder students’ performance across

various subjects, not just in English but also in geography and history, where extensive reading is

required. The lack of vocabulary can lead to difficulties in comprehending questions and

academic material, potentially affecting exam performance.

Moreover, the limitations of vocabulary instruction have been recognized as a

contributing factor to vocabulary deficiencies among students. Researchers emphasize the

importance of fostering independent word learning through extensive reading to enhance

vocabulary development. Effective vocabulary instruction strategies are crucial for improving

language skills, facilitating communication, and enhancing social interactions. Recognizing the

impact of vocabulary inadequacy on social skills underscores the necessity for comprehensive

vocabulary instruction to address these challenges and support students in developing essential

language competencies (Willingham & Price, 2009).

Mother Tongue Use

Language serves as a vital means of communication, shaped by various factors such as

objective, duration, age, and inspiration for acquisition (Blakeley, 2021). English, as the lingua
franca, exerts significant influence, often dominating other languages and affecting individuals’

proficiency in their mother tongue. This influence becomes evident in aspects such as grammar,

where improper proficiency can distort the entire language, leading to difficulties in reading,

speaking, and writing (Noviyenty et al., 2020). Students, particularly non-native speakers, often

struggle with speaking difficulties due to the influence of their mother tongue, leading to feelings

of inferiority and inefficiency in communication (Rahayu et al., 2021). They may find it

challenging to communicate effectively in a second language, often resorting to direct translation

or code-switching, especially if their exposure to English is limited to formal settings such as

school.

Nevertheless, the Impact of using one’s mother tongue on social skills is a topic that has

been explored by various authors and researchers. According to Amy Tan (2023) in her essay

“Mother Tongue,” she reflects on how her mother’s command of English, despite being

misunderstood by some, was clear and natural to her, shaping her perception of the

[Link], research studies have shown that utilizing the mother tongue in education

can significantly contribute to intellectual development, fostering stronger literacy abilities and

cognitive skills in [Link], research studies have shown that utilizing the mother

tongue in education can significantly contribute to intellectual development, fostering stronger

literacy abilities and cognitive skills in children.

For study of Native American pupils’ use of their mother tongue can have a big impact

on their social skills and speaking challenges. Studies have indicated that pupils of indigenous

descent who speak their mother tongues as their first language typically have a closer bond with

their cultural and social identities. However, the loss of native tongues as a result of Spanish’s

increasing dominance, even in private, religious, and everyday contexts, can cause an irregularity
and instability in an individual’s bonds to their ethnic group or particular indigenous community

(Redalyc, 2018).