Self-esteem and English oral proficiency level of junior high school students in the Philippines

Abstract

This study intended to determine if there is a significant relationship between self-esteem and the English oral proficiency level of junior high school students in a private school in Manolo Fortich, Bukidnon. A descriptive-correlational design was employed to describe the relationship between self-esteem and oral proficiency level. Through a simplified random sampling procedure, 99 grade 7 students were identified as respondents of the study. They first answered to the Rosenberg Self-esteem Scale (RSES) to identify their level of self-esteem. After answering the survey, each respondent delivered a 2–3-minute extemporaneous speech about a specific topic. The data gathered from this study were analysed through frequency count, Pearson r, t-test, and ANOVA. Results showed that the computed Pearson r value between self-esteem and English oral proficiency level was 0.445 which means that there was a moderate positive correlation between the variables. Hence, the development of self-esteem should be given consideration in speech intervention or enhancement programs. English classrooms must be safe spaces for students to be open about what they feel. Furthermore, teachers must promote the culture of praise to establish a positive self-esteem among their students.