Quiet Challenges: Unveiling Hidden Struggles of Grade 8 Learners in Oral Recitation

CHAPTER I

INTRODUCTION

Oral recitation remains a foundational classroom activity that promotes verbal

articulation, critical thinking, and confidence in learners (Zulkifli et al., 2021). It provides

students with an opportunity to demonstrate understanding, communicate ideas, and engage in

academic discourse. However, for many junior high school students, especially those in Grade 8,

oral recitation is not just a performance task it is a psychological challenge fraught with anxiety,

fear, and self-doubt (Dagar & Yadav, 2021). According to Moneva and Cuizon (2020), oral

recitation can be particularly stressful for students due to the fear of being judged or making

mistakes in front of their peers and teachers. This phenomenon, known as foreign language

anxiety or classroom performance anxiety, has been widely documented in recent educational

research (Alamer & Lee, 2023).

A critical factor influencing student participation in oral activities is self-confidence a

learner’s belief in their capacity to succeed in a given task (Fong et al., 2023). This belief, when

lacking, can significantly hinder classroom involvement and academic expression. As noted by

Pajo and Jusoh (2021), students with low self-confidence often avoid speaking in class, which in

turn limits their academic engagement and growth. Research further indicates that adolescents

with heightened fear of negative evaluation (FNE) are more likely to withdraw from oral
participation (Zhang & Rahimi, 2024). For students navigating the socially sensitive years of

early high school, the pressures of public speaking can be overwhelming (Parker et al., 2022).

This is especially true in culturally and linguistically diverse classrooms, such as those at

Calamba National Comprehensive High School (CNCHS), where language proficiency may

present an additional barrier to effective participation (Derakhshan et al., 2022).

Language plays a pivotal role in oral recitation success. Recent studies reiterate that

second-language learners may struggle not because they lack understanding, but because

expressing ideas under pressure in a non-native language demands advanced cognitive-linguistic

coordination (Wang & Sun, 2023). Studies on language anxiety suggest that students who

perceive a gap between their thoughts and their ability to express them fluently are more prone to

silence (Liu & Chen, 2024). In CNCHS, students from various linguistic backgrounds may find

it difficult to articulate their thoughts in English or Filipino, further undermining their self-

confidence and willingness to speak up (Al-Hoorie et al., 2023). Without supportive scaffolding

or differentiated instruction, these students often retreat into silence, leading teachers to

misinterpret their disengagement as laziness or lack of preparation (Dagar & Tada, 2022).

The psychological effects of repeated silence and non-participation are far-reaching.

Research by Al-Mutawa and Al-Furaih (2021) demonstrates that students who feel embarrassed

or judged during oral tasks are more likely to develop a negative academic self-concept. This

cycle of fear, withdrawal, and self-doubt not only affects academic performance but also

diminishes students' long-term motivation and self-esteem (Khatib & Taherian, 2022).
Meanwhile, oral recitation should ideally serve as a platform for growth—enhancing

communication skills, boosting interpersonal confidence, and preparing students for future

academic and professional contexts (Zulkifli et al., 2021).

Grade 8 students, in particular, face a complex intersection of developmental and social-

emotional challenges. As recent studies on adolescent psychosocial development emphasize

(Parker et al., 2022), this stage is marked by heightened sensitivity to peer judgment and identity

formation. In this context, the classroom becomes a critical space not just for learning but for

social affirmation (Wentzel, 2023). When students fear negative evaluation, they may suppress

their voices entirely, missing key opportunities to grow cognitively and emotionally (Ryan &

Deci, 2023).

Given these concerns, the present study titled "Quiet Challenges: Unveiling the Hidden

Struggles of Grade 8 Learners in Oral Recitation" aims to explore the underlying factors that

contribute to students’ reluctance to participate in oral classroom tasks. By examining students’

emotional responses, self-perceptions, and linguistic challenges, this research seeks to provide

educators and school leaders with deeper insights into the silent struggles students endure. The

ultimate goal is to inform classroom practices and interventions that promote inclusivity, build

student confidence, and encourage meaningful participation for all learners especially those who

remain unheard.
Theoretical Framework

Dependent Variable

Oral Recitation Performance

 Class participation scores

 Verbal clarity and fluency

 Frequency of oral engagement

 Willingness to respond voluntarily

 Confidence during recitation

Independent Variables

Quiet Challenges

 Self-Confidence Level. The belief students have in their speaking abilities during

classroom interactions.

 Communication Anxiety. The emotional tension and fear related to speaking in

public or in front of peers and teachers.

 Language Proficiency. Students' ability to express ideas clearly in English or

Filipino, especially under pressure.

 Fear of Negative Evaluation. Students’ fear of being judged, laughed at, or

corrected publicly.

 Past Negative Experiences. Prior incidents during oral recitation that led to

embarrassment or failure.
  Perceived Peer and Teacher Support. The emotional and academic encouragement

students feel they receive during oral tasks.

Figure 1 : Influences on Oral Recitation Performance and Underlying Student Challenges

Conceptual Framework

This study proposes a conceptual model where oral recitation performance is influenced by

self-confidence, communication anxiety, and language proficiency, but this relationship is

significantly shaped by peer and teacher support and past oral recitation experiences.
  Self-Confidence refers to students' belief in their ability to speak effectively and be

understood during oral recitation tasks.

 Communication Anxiety includes feelings of nervousness, fear, or apprehension when

asked to speak in front of others.

 Language Proficiency represents the student’s capability to articulate ideas clearly in

English or Filipino, especially under academic pressure.

 Peer and Teacher Support includes the presence of encouragement, constructive

feedback, and a non-threatening classroom environment.

 Past Oral Recitation Experiences include whether students had encouraging or negative

outcomes in previous oral performance tasks.

The conceptual framework suggests that oral recitation success is not determined solely by a

student’s language ability or knowledge of content. Rather, how confident students feel, how

anxious they are about speaking, and the kind of support and feedback they receive from their

social environment especially after past experiences play a key role in shaping performance.

These psychosocial and emotional elements influence whether learners choose to speak, how

they perform when they do, and how they perceive future speaking opportunities.

Figure 2 : Factors Affecting Oral Recitation Performance

Statement of the Problem

Grade 8 learners should actively and confidently participate in oral recitations, as it

enhances their communication skills, critical thinking, and classroom engagement (Alqahtani,

2023; Dewi et al., 2022). However, many students face challenges such as anxiety, fear of

judgment, and lack of confidence, which hinder their willingness to speak up (Zhang & Rahimi,

2023; Moneva & Cuizon, 2020). Recent studies highlight that fear of negative evaluation (FNE)

from peers and teachers remains a primary deterrent to oral participation (Lee & Oxford, 2024),

while language barriers further marginalize students in multilingual settings (Tran & Nguyen,

2023; Ulla & Perera, 2024).

These struggles often go unrecognized by educators, resulting in silent disengagement

and lost opportunities for skill development (Khan et al., 2023; Dagar & Tada, 2022). Prolonged

avoidance of oral tasks can reinforce negative self-perceptions and diminish academic

motivation (Al-Mutawa & Al-Furaih, 2021; Wang et al., 2025).

This study aims to uncover and understand the underlying factors contributing to these

struggles. By identifying these issues, the research seeks to provide insights and

recommendations for creating a more supportive and inclusive classroom environment that

fosters active participation and oral communication development.

The study will address the following key questions:

1. What are the common struggles students face during oral recitation?
2. What causes their fear or hesitation to speak?

3. How does this struggle affect their academic performance and classroom engagement?

4. What strategies can teachers implement to support students who struggle with oral recitation?

Objectives of the Study

Oral recitation is a fundamental classroom activity that builds communication skills and

confidence. However, many Grade 8 students struggle with participation due to anxiety, fear of

judgment, and language barriers. These challenges often lead to avoidance behaviors that hinder

academic growth.

This study aims to examine the challenges Grade 8 learners face in oral recitation. Specifically, it

seeks to:

1. Identify the common struggles experienced by Grade 8 learners during oral recitation.

2. Determine the factors that contribute to students' fear or hesitation in oral recitation.

Significance of the Study

This study is significant for several reasons, particularly in enhancing the understanding

of the hidden struggles faced by Grade 8 learners during oral recitation. For educators, the

research offers valuable insights into the psychological, social, and educational barriers that

prevent students from actively participating in class discussions (Zhang & Rahimi, 2024). By

identifying these barriers, teachers can develop targeted interventions, such as anxiety-reduction

strategies (Alamer & Lee, 2023), confidence-building activities (Fong et al., 2023), and

scaffolded speaking tasks that support learners at various stages of readiness.

 For school administrators and policy makers, the results can guide the development of

school-wide programs and professional development initiatives focused on promoting oral

communication skills (Derakhshan et al., 2022). This may include implementing speech-based

extracurricular activities, peer mentoring systems (Wang & Sun, 2023), or integrating social-

emotional learning (SEL) components into the curriculum (Parker et al., 2022). The study can

assist in formulating policies that recognize oral recitation as a developmental process requiring

consistent support (Liu & Chen, 2024).

Learners benefit significantly as the study validates their experiences with oral recitation

(Dagar & Yadav, 2021), promoting a growth mindset about communication skills (Al-Hoorie et

al., 2023). The research also offers insights for parents to provide more empathetic support at

home (Khatib & Taherian, 2022).

From an academic standpoint, the study contributes to educational psychology by

exploring the anxiety-participation-performance relationship in oral communication (Ryan &

Deci, 2023), enriching theoretical models of communication apprehension and self-efficacy

(Zulkifli et al., 2021). Future researchers may build on this study to examine intervention effects

or cultural influences across learning environments (Pajo & Jusoh, 2021).

Scope and Delimitations

 This qualitative study aims to explore the hidden struggles experienced by Grade 8

learners at Calamba National Comprehensive High School regarding oral recitation, focusing on

psychological, emotional, and social factors affecting participation (Alamer, 2021). The research

employs semi-structured interviews, focus group discussions, and reflective journals to capture

students' lived experiences (Derakhshan et al., 2022), particularly their internal thought processes

during recitation tasks (Zhang, 2023).

The study focuses on Grade 8 students as this transitional stage involves developing

academic engagement while navigating self-confidence and communication anxiety (Fong et al.,

2023). By concentrating on one school, it examines specific institutional and peer dynamics

influencing participation (Wang & Sun, 2023), without evaluating teaching strategies or

curricula (Liu, 2022).

The research emphasizes students' subjective experiences rather than pedagogical

frameworks (Al-Hoorie, 2023), recognizing qualitative research prioritizes depth over

generalizability (Parker, 2022). It excludes long-term performance data to focus on current

emotional experiences (Khatib & Taherian, 2022), maintaining a concentrated exploration of

classroom participation challenges (Ryan & Deci, 2023).

Definition of Terms
Oral Recitation. A method of assessment in which students verbally present their understanding

of a topic or respond to questions in front of their peers and teachers. It involves skills such as

articulation, clarity, and confidence in speaking.

Hidden Struggles. Challenges or difficulties that are not immediately visible or apparent, which

may affect learners' performance and participation in oral recitation. These can include

emotional, psychological, or social factors that inhibit effective communication.

Anxiety Levels. The degree of nervousness or apprehension that learners experience in

situations requiring public speaking or oral presentation. This can manifest as fear of judgment,

self-doubt, or physical symptoms such as sweating or trembling.

Self-Efficacy. A psychological construct that refers to an individual's belief in their ability to

succeed in specific situations or accomplish a task. In this context, it pertains to learners'

confidence in their oral communication skills.

Peer Support. The encouragement and assistance provided by classmates during learning

activities. This can include emotional support, constructive feedback, and collaborative learning

experiences that enhance confidence in oral recitation.

Cultural Background. The social, ethnic, and linguistic context in which a learner is raised,

which can influence their communication style, comfort level in speaking, and overall

participation in oral activities. This includes factors such as language proficiency and cultural

norms regarding public speaking.

Performance in Oral Recitation. The measurable outcome of a learner's ability to effectively

communicate during oral presentations. This can be assessed through criteria such as clarity of

speech, engagement with the audience, organization of ideas, and overall confidence.

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CHAPTER II

REVIEW OF RELATED LITERATURE

According to Moneva and Cuizon (2020), students who possess higher self-confidence

are more capable of performing effectively during oral recitation. Their study revealed a

significant difference in the students’ confidence levels before and after oral participation,

indicating that oral recitation activities help build student confidence over time.
 As stated by Moneva, Acibar, and Monding (2020), oral recitation serves as a helpful

method for improving memory retention and boosting student confidence in public speaking.

However, it also exposes learners to emotional challenges like fear and anxiety, especially when

they realize they are the center of attention during presentations.

According to Lar and Maulina (2021), self-confidence is closely related to speaking

ability. Most students refrain from speaking due to fear of making mistakes, which hinders their

progress in language learning.

In the study of Job, L. P. (n.d.) he shared that language is not only a communication tool

but also a reflection of one’s self-perception. A confident individual is more likely to use

language freely, while those with fear or doubt may avoid speaking entirely.

As emphasized by Riadil (2020), students develop stronger speaking skills when given

more opportunities to present orally. Teachers play a crucial role in boosting their confidence by

offering encouragement and frequent chances to practice.

As stated by Bagalay et al. (2021), the most frequent causes of anxiety during oral

participation include fear of making mistakes, low self-confidence, and feelings of self-

abasement. These factors contribute significantly to student reluctance in speaking activities.

Research by Al-Mutawa and Al-Furaih (2021) revealed that students who feel judged or

embarrassed during oral tasks are more likely to develop negative academic self-concepts. This

pattern of fear and withdrawal reduces long-term motivation and damages students’ self-esteem.
 According to Moneva, Acibar, and Monding (2020), performing oral recitation places

students in a position of vulnerability. Emotions such as fear and anxiety manifest physically,

often causing excessive sweating and discomfort.

As stated by Batubara et al. (2022), students who experience anxiety during speaking

tasks tend to feel nervous and are more prone to making errors. Anxiety alone, however, is not

the only factor affecting speaking performance.

Damayanti and Listyani (2020) found that speaking anxiety stems from three main

factors: communication apprehension, test anxiety, and fear of negative evaluation. These are

often aggravated by lack of vocabulary, low preparation, and the fear of embarrassment in front

of classmates.

As noted by Newman and Newman (2023), referencing Erikson’s psychosocial theory,

adolescence is a stage where individuals seek validation from their peers. This developmental

need makes students particularly sensitive to negative evaluation, which in turn stifles classroom

participation and growth.

According to Moneva and Cuizon (2020), one of the most effective methods to enhance

communication skills is through oral recitation. This activity gives students a chance to respond

verbally and develop their public speaking skills in a structured environment.

As noted by Zulkifli, Ramli, and Hassan (2021), oral communication does not only

improve academic performance but also prepares learners with essential employability and

interpersonal skills needed for future success.

 As discussed by Nihei, Ledda, and Mora (2021), students often feel hesitant to speak in

English because of concerns about grammar and pronunciation. This fear of inaccuracy prevents

full engagement in oral tasks, especially in major academic subjects.

Dansieh, Owusu, and Seidu (2021) observed that fear of public speaking (glossophobia)

in ESL contexts is influenced by factors such as lack of preparation, low speaking experience,

and fear of ridicule—all of which affect learners’ public communication.

As emphasized by Newman and Newman (2023), adolescents seek affirmation from

peers, making the classroom a high-stakes environment where fear of being judged can silence

students. When learners fear being criticized or embarrassed, they may avoid speaking

altogether, missing opportunities for both academic and social development.

According to Garingan, E. G. (n.d.) classroom participation is often hindered by internal

barriers such as inferiority complex, social phobia, and lack of self-esteem. Many students are

simply not accustomed to speaking in front of peers, which can result in a withdrawal from oral

activities.

As stated by Dagar and Tada (2022), students from varied linguistic backgrounds

struggle to articulate their thoughts in English or Filipino. Without proper scaffolding or tailored

instruction, these learners often retreat into silence, which teachers may misinterpret as laziness

or lack of preparation.
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Al-Mutawa, N., & Al-Furaih, S. (2021). Academic self-concept and its relation to academic

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Bagalay, B. D., Bayan, R. T., Caliboso, J. C., & Batang, B. L. (2021). Anxiety in classroom oral

participation among ESL college students. TESOL International Journal, 16(4.4), 11–20.
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H. J., & Zaini, N. (2022). Speaking anxiety and self-confidence in physical and virtual

poem recitation. European Proceedings of Educational Sciences.

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International Journal of Educational Psychology, 11(1), 32–47.

Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic

speaking class. Eltr Journal, 4(2), 152–170.

Dansieh, S. A., Owusu, E., & Seidu, G. A. (2021). Glossophobia: The fear of public speaking in

ESL students in Ghana. Language Teaching, 1(1), 22–22.

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classroom.

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students who are not yet proficient in English language.

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