RATIONALE

Speaking fluency and confidence in oral participation are crucial skills for students majoring in

English, as they greatly impact both academic performance and future career prospects. This study

aims to investigate the relationship between speaking fluency and confidence among first-year BSED

English students at Ramon Magsaysay Memorial Colleges Marbel Inc.

English learners around the globe encounter difficulties with oral fluency and self-assurance,

which hinder their effective communication. Pham et al. (2021) discovered that self-confidence plays a

crucial role in students' speaking abilities, with anxiety serving as a significant obstacle. Guevara-

Betancourt and Flores Albuja (2023) noted that a lack of practice and the fear of making mistakes can

create obstacles to achieving fluency in speaking. A study conducted by Tran (2022) in Vietnam found

that students who have lower self-efficacy often struggle with oral communication tasks. The research

highlighted that enhancing self-confidence through organized interventions can lead to better fluency.

The Tran (2022) study in Vietnam revealed that students with lower self-confidence were

struggling to perform oral communication tasks due to anxiety-related hesitation and difficulties in self-

expression. This indicates that students who doubt their efficacy suffer challenges in fluency and

effective communication, consequently hindering them from participating in speaking activities.

A study by Tran (2022) in Vietnam revealed that students with lower self-efficacy often face difficulties

with oral communication tasks. The research emphasized that boosting self-confidence through

structured interventions can improve fluency.

Dela Cruz (2022) found that university students in Mindanao often feel insecure when speaking

English, mainly due to a fear of judgment from their peers. The study recommended integrating

confidence-building strategies into the curriculum to address this issue. From these findings, it follows

that the students need tentative and supportive pressure to motivate them to speak.

Always find adequate encouragement from making them realize the importance of speaking.
 At Ramon Magsaysay Memorial Colleges Marbel Inc., first-year BSED English students often

hesitate to participate in oral activities, which reflects their struggles with both fluency and self-

confidence. Initial observations show that students have difficulty speaking spontaneously and

engaging in classroom discussions.

Although speaking fluency and creating studies have explored confidence, there have not been

many studies done on their relationship among first-year English majors RMMC MI. This study is going

to fill the gap with empirical data.

The proceeding information necessitates the investigation of the correlation between speaking

fluency and confidence in oral participation among the first-year BSED English of RMMC MI. This study

intends to find the dynamics that will enhance their oral communication skills.

RESEARCH OBJECTIVES

This study aims to assess the speaking fluency and confidence in oral participation among first-

year BSED English major students at Ramon Magsaysay Memorial Colleges Marbel Inc. It specifically

seeks to investigate the relationship between these two elements and to pinpoint factors that may

influence students' oral communication skills. To accomplish this, the study intends to:

1. To determine the speaking fluency levels of first-year English major students.

2. To determine the confidence these students have in participating orally.

3. To determine the connection between speaking fluency and confidence in oral participation

among english majors students at RMMC-MI.

 CONCEPTUAL FRAMEWORK

This study's conceptual framework highlights the connection between speaking fluency and

confidence in oral participation. It is founded on the premise that a student's fluency in English can

impact their confidence when engaging in oral activities.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Speaking Fluency Confidence in Oral Participation

- Refers to the ability of students to - Refers to the students’ self-assurance

communicate smoothly, accurately, and and willingness to actively engage in class

with minimal hesitation in spoken English. discussions, presentations, and other

- Includes aspects such as pronunciation, speaking activities.

coherence, speech rate, and grammatical - Involves anxiety levels, willingness to

accuracy. speak, and perceived competence in

using English.

RESEARCH DESIGN

This study uses a descriptive-correlational research design to explore the relationship between

English-speaking fluency and confidence in oral participation among first-year BSED English major

students at Ramon Magsaysay Memorial Colleges Marbel Inc. The descriptive part of the study focuses

on assessing and describing the levels of speaking fluency and confidence in oral participation among

the students, offering a clear picture of their current proficiency and self-assurance in spoken English.

On the other hand, the correlational part aims to find out if there is a significant relationship between

speaking fluency and confidence in oral participation. By adopting this approach, the study seeks to

provide empirical data on how fluency levels might influence students’ willingness and ability to engage

in oral communication activities.

RESPONDENTS

The participants in this study are first-year BSED English major students at Ramon Magsaysay

Memorial Colleges Marbel Inc. To ensure a representative selection of students with different levels of

fluency and confidence, the study will employ stratified random sampling.

LOCALE

The study will take place at Ramon Magsaysay Memorial Colleges Marbel Inc., located in

Koronadal City, South Cotabato, Philippines.

RESEARCH INSTRUMENT

Thus, a survey questionnaire supplemented by two standardized scales will be used for the

study to elicit reliable data. The speaking fluency and confidence scales will help to bring more

structure in assessing that relationship between fluency and confidence in the students. Questionnaire

adopted from: https://www.scribd.com/document/676145807/Survey-Questionnaire

STATICTICAL TOOL

This study will employ both descriptive and inferential statistical methods to analyze the data:

"English Speaking Fluency and Confidence in Oral Participation among English Major Students

at RMMC-MI," the study will likely correlate:

Variable 1: A measure of English speaking fluency

Variable 2: A measure of confidence in oral participation

REFERENCES

Dela Cruz, M. (2022). The Impact of English Language Proficiency on the Academic Performance of

University Students in Mindanao. University of Mindanao Press.

Guevara-Betancourt, M., & Flores Albuja, J. (2023). The Role of Confidence in Oral Communication: A

Study of EFL Learners in Ecuador. Universidad San Francisco de Quito Press.

Pham, T., Nguyen, T., & Le, T. (2021). The Relationship Between Self-Confidence and Speaking

Fluency in English as a Foreign Language Learners. Vietnam National University Press.

Tran, T. (2022). Improving Oral Fluency and Confidence in Vietnamese EFL Learners: A Study of the

Impact of Structured Interventions. Hanoi University of Education Press.

APPENDIX

The study will use a survey questionnaire with two standardized scales:

5 - Strongly Agree

4 - Agree

3 - Neutral

2 - Disagree

1 - Strongly Disagree

STATEMENT 5 4 3 2 1

Grammar

1. Have the ability to use correct english grammar when

speaking is evident.
2. Good grammar is essential for effective communication in
english
3. I active listen to improve my english grammar skills for
better speaking.
4. Skill in applying complex grammatical structures in my
spoken english.
5. Proficient in using english grammar during conversations.

Sentence Structure

1. Can work on improving sentence structure during spoken

communication.
2. Capable in using varied sentence structures while speaking
in english.
3. The ability to form clear and concise sentences in english
can be measured.
4. I believe that proper sentence structure enhances my ability
to convey ideas effectively.
5. Well structured sentences when speaking english
showcase confidence.
Fluency in Speech

1. Confident in speaking fluently without frequent pauses.

2. I always practice to improve my fluency in spoken english.

3. Comfortable with maintaining a continuous flow of speech.

4. Fluency is crucial for effective spoken communication in

english.
5. I am aware of my fluency when speaking in english.

Pronunciation

1. I am good at pronunciation.

2. Active efforts are made to improve pronunciation when

speaking english.
3. Able of pronouncing challenging english words and sounds
without difficulty.
4. I'm sure that my pronunciation does not hinder effective
communication.
5. Clear pronunciation is important for being understood in
english.
6. In english, rich vocabulary is crucial for effective spoken
communication.
Vocabulary

1. I possess abroad knowledge of vocabulary.

2. Eagerly work on expanding my english vocabulary for better

speaking.
3. Using a wide range of english vocabulary in conversations.

4. I have the ability to express ideas effectively with my

current vocabulary.
5. Rich vocabulary is crucial for effective spoken
communication in english.
Willingness to Speak

1. Always active to participate in discussions.

2. Initiating conversations in english with my peers during

class activities.
3. In seek of opportunities to speak during group discussions
and presentations.
4. Willing to speak up during english class activities.

5. I am not hesitant to share my thoughts and opinions in

english during class discussions.
Comfort with Public Speaking

1. Not afraid presenting in front of the class in english.

2. Actively practice public speaking skills to improve my

comfort level.
3. Tensed when delivering speeches or presentations in
english.
4. Feeling neither nervous nor anxious when having the speak
in front of my classmates.
5. Comfortable with public speaking.

Ability to Engage

1. Effective at engaging my classmates during english class

discussions.
2. Willingly try to involve others and stimulate discussions
during english activities.
3. Confident in my ability to keep discussions lively and
engaging during class.
4. I encourage participation and interaction among my peers
during spoken activities.
5. My engagement skills positively impact the overall quality of
class discussions in english.
Clarity

1. I am clear and concise when expressing my thoughts and

ideas in english during discussions.
2. Working on improving the clarity of my communication in
english.
3. Using clear and straightforward language during class
discussions is something i keep in mind.
4. I have confidence in my ability to effectively convey
messages during spoken activities in english.
5. Clear communication is essential for productive
discussions.
Frequency of Participation

1. I consistently participate in spoken english activities during

class.
2. Consciously strive to engage more in class discussions.

3. I always join glass discussions.

4. I'm confident that my participation enhances my english

class learning.
5. Active and frequent participation is crucial for improving my
english speaking skills.