Factors Hindering English Language Learning of English Education Students

Abstract

This study aims to determine the level of factors hindering English language learning of English education students specifically, psychological factor, academic factor, and parental support in a university in Central Philippines during the school year 2024-2025. This study utilized a descriptive quantitative research design. A total number of 169 English education students were selected through stratified random sampling. The data were collected using a researcher-made survey questionnaire validated by three jurors achieving a validity index of 4.41. A pilot test was conducted with 30 first to third-year BSED-English students. Cronbach Alpha was utilized to determine the reliability index of the instrument with a coefficient of 0.941. Data analysis involved descriptive and comparative analytical schemes, utilizing statistical tools such as frequency and percentage, mean and standard deviation, and the Mann-Whitney U Test to test hypothesis at 0.05 level of significance. The findings indicated that psychological factors had the most significant influence on English language proficiency among English Education students, regardless of gender, year level, parental education, or family income. Also, there is no significant difference in the level of factors hindering English language proficiency of English education students when grouped according to sex, year level, parent's highest educational attainment and average family monthly income.This study calls for educators to establish inclusive classrooms, employ varied teaching methods to meet diverse learning styles, and provide ample opportunities for low‑stakes language practice with constructive feedback to reduce anxiety and strengthen learner confidence.