Barriers of Language, Speaking Proficiency and Reading Comprehension Among Senior High School Students

Abstract

This study examined the relationship among language barriers, speaking proficiency, and reading comprehension among 120 Grade 11 and Grade 12 HUMSS students at Digos City Senior High School. Using a descriptive-quantitative research design, data were gathered through a researcher-made questionnaire and analyzed using mean, Pearson’s r, and significance testing. Results showed that students experienced a high level of language barriers, with an overall mean of 3.63, particularly in learning and second language acquisition. Barriers in speaking proficiency were moderate, with an overall mean of 3.45, while reading comprehension was rated moderate to high, with an overall mean of 3.53. Correlation results revealed a weak but significant positive relationship between language barriers and reading comprehension (r = .197, p = .031). However, the relationship between speaking proficiency and reading comprehension was weak and not significant (r = .173, p = .059). The findings suggest that language barriers affect students’ reading comprehension, while speaking proficiency alone may not strongly predict reading performance. The study highlights the need for targeted classroom interventions that strengthen vocabulary, confidence, pronunciation, and academic reading skills among senior high school students.