Investigating the Challenges Faced by the Learners of English as a Second Language: Mixed-Method Design

Abstract

Grammatical competence, or the capacity to comprehend and construct grammatically sound sentences, is the foundation of successful communication in every language. This study explored the challenges faced by Grade 11 STEM students at the University of Cebu Pardo and Talisay, Inc. in achieving grammar competence during the academic year 2024-2025. The research employed a mixed-method research design, integrating both quantitative and qualitative data to provide a comprehensive understanding of the students' linguistic weak points and lived experiences. The quantitative findings revealed varied levels of grammar proficiency among the 41 student respondents. While students demonstrated "Outstanding" mastery in determiners, their performance in subject-verb agreement, pronoun identification, and relative clauses "Did Not Meet Expectations". Notably, a critical gap was identified in prepositions, where students recorded a 0% correct average. For data analysis, the study utilized statistical treatment for quantitative data to determine frequencies, percentages, and the significant relationship between student profiles and grammar competence. For the qualitative phase, the Colaizzi method was used to analyze in-depth interviews, allowing the researcher to identify significant statements and formulate meanings that eventually clustered into the emergent themes. The main themes emerging from the qualitative analysis were: (1) Multifaceted Nature of English Grammar Acquisition, (2) How Experience and Deep Involvement Shape Us, (3) The Influence of the First Language (L1), and (4) Impact of Explicit Instruction and Learning Strategies. The qualitative results highlighted that students perceived grammar acquisition as a holistic challenge shaped by a complex interplay of internal and external elements. These themes underscored that L1 interference (specifically Bisaya) and the lack of exposure were primary hurdles, while interactive strategies such as games and real-world applications were seen as highly effective for retention. Based on these findings, a set of differentiated learning activities was proposed to enhance student performance. In conclusion, the study reveals that while students demonstrate mastery in certain fundamental areas, significant gaps in grammatical competence persist due to the complex interplay of first-language interference and a lack of immersion; consequently, it is recommended that educators adopt the proposed differentiated learning activities and interactive, strategy-based instruction to address these multifaceted linguistic challenges and foster a more holistic mastery of the English language.