2026 IJRSE – Volume 15 Issue 4
Available Online: 24 February 2026
Author/s:
Echaure, Jessie S.*
Northern Zambales College, Inc., Philippines (jessieechaure48@gmail.com)
Edora, Rialyn E.
Northern Zambales College, Inc., Philippines
Abstract:
This study analyzed the barriers to English communication competence among Bachelor of Elementary Education (BEED) students at New Zealand Colleges Inc. (NZCI). Using a sample of 147 respondents drawn from a population of 232, the research identified speaking skills as the most significant barrier, followed by listening, writing, and reading. ANOVA results revealed a statistically significant difference among the skill areas, with speaking showing the highest level of difficulty. Although a strong negative correlation (r = −0.804) was observed between perceived barriers and academic performance, the relationship was not statistically significant (p > 0.05). Based on these findings, an intervention program was developed to address the specific language challenges through targeted activities aimed at improving fluency, comprehension, and confidence in English communication.
Keywords: speaking, listening, reading and writing, barriers in English communication, challenges
DOI: https://doi.org/10.5861/ijrse.2026.26078
Cite this article:
Echaure, J. S., & Edora, R. E. (2026). Struggling to speak: Analyzing the English proficiency barriers among NZCI’s future educators. International Journal of Research Studies in Education, 15(4), 137-144. https://doi.org/10.5861/ijrse.2026.26078
* Corresponding Author