ManuScript Details
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Paper Id:
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IJARW3183
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Title:
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LINGUISTIC DIFFICULTIES IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF GRAMMAR, PRONUNCIATION, VOCABULARY, AND READING COMPREHENSION BARRIERS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 8 Issue 2 |
| Pages: |
17
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| Published On: |
8/15/2026 11:13:43 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Jessa Maria Claire D. Canonio |
| Institute: |
Don Carlos Polytechnic College |
Co - Author Details
| Author Name |
Author Institute |
| MAE ANN C.TIGBABAO |
Don Carlos Polytechnic College |
| AILA CRIS M. DAGCOM |
Don Carlos Polytechnic College |
| JAYLOU ANGEL D. CANONIO |
Don Carlos Polytechnic College |
| JAMES AARON LLOYD A. VICENTE |
Don Carlos Polytechnic College |
| ALTHEA MARIE SOLATORIO |
Don Carlos Polytechnic College |
Abstract
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Research Area:
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Languages and Literature |
| KeyWord: |
Linguistic Difficulties, Grammar, Pronunciation, Vocabulary, Reading Comprehension, HUMSS, STEM |
| Abstract: |
This study examined the linguistic difficulties encountered by Senior High School students in Kitaotao National High School, specifically focusing on grammar, pronunciation, vocabulary, and reading comprehension. It assessed the level of linguistic challenges experienced by learners in terms of syntactic accuracy, phonological competence, lexical development, and comprehension skills. In parallel, the study compared the linguistic performance of HUMSS and STEM students to determine whether significant differences existed between the two academic strands. A descriptive comparative research design was employed to evaluate the extent of linguistic difficulties and identify strand specific variations. The study involved 80 Senior High School students selected through purposive sampling from the HUMSS and STEM strands. Data were collected using validated survey questionnaires that measured the four linguistic domains. The gathered data were analyzed using descriptive statistics, such as mean and standard deviation, and inferential statistics, particularly the independent samples t test, to examine differences between groups.
The findings revealed that students demonstrated moderate levels of difficulty across all linguistic domains, with vocabulary and reading comprehension emerging as the most challenging areas. Grammar and pronunciation also registered moderate difficulty levels, indicating persistent gaps in syntactic and phonological competence. Furthermore, the results showed a significant difference in grammar difficulties between HUMSS and STEM students, while no significant differences were found in pronunciation, vocabulary, and reading comprehension.
Based on these findings, it was concluded that linguistic difficulties remain a notable concern among Senior High School learners, and that strand specific instructional approaches may be necessary to address grammatical challenges. The study concludes that strengthening vocabulary instruction, enhancing grammar competence, and improving reading comprehension strategies can contribute to better language learning outcomes.
It is recommended that teachers implement targeted interventions, integrate multimodal instructional strategies, and provide strand responsive support to improve students’ linguistic proficiency in English. |
Citations
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IEEE
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Jessa Maria Claire D. Canonio, MAE ANN C.TIGBABAO, AILA CRIS M. DAGCOM , JAYLOU ANGEL D. CANONIO, JAMES AARON LLOYD A. VICENTE , ALTHEA MARIE SOLATORIO, "LINGUISTIC DIFFICULTIES IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF GRAMMAR, PRONUNCIATION, VOCABULARY, AND READING COMPREHENSION BARRIERS", International Journal Of All Research Writings,
vol. 8, no. 2, pp. 185-201, 2026.
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MLA
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Jessa Maria Claire D. Canonio, MAE ANN C.TIGBABAO, AILA CRIS M. DAGCOM , JAYLOU ANGEL D. CANONIO, JAMES AARON LLOYD A. VICENTE , ALTHEA MARIE SOLATORIO "LINGUISTIC DIFFICULTIES IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF GRAMMAR, PRONUNCIATION, VOCABULARY, AND READING COMPREHENSION BARRIERS." International Journal Of All Research Writings,
vol 8, no. 2, 2026, pp. 185-201.
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APA
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Jessa Maria Claire D. Canonio, MAE ANN C.TIGBABAO, AILA CRIS M. DAGCOM , JAYLOU ANGEL D. CANONIO, JAMES AARON LLOYD A. VICENTE , ALTHEA MARIE SOLATORIO (2026). LINGUISTIC DIFFICULTIES IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF GRAMMAR, PRONUNCIATION, VOCABULARY, AND READING COMPREHENSION BARRIERS. International Journal Of All Research Writings,
8(2), 185-201.
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LINGUISTIC DIFFICULTIES IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF GRAMMAR, PRONUNCIATION, VOCABULARY, AND READING COMPREHENSION BARRIERS
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