Speaking Proficiency and Lexical Competence Among Senior High School Students, Loon Districts, Loon, Bohol

Abstract

This study examined the speaking ability and lexical competence of senior high school students in Bohol's Loon North and South Districts during the 2022-2023 school year. Although the research offered valuable insights, focusing solely on these districts may limit the extent to which the results apply. Researchers used a quantitative correlational method and randomly selected 277 students from 985 enrolled in public secondary schools. Data was collected using two tools: a Speaking Proficiency assessment that measured content, grammar, vocabulary, pronunciation, and fluency, and a researcher-made lexical competency test focused on collocations and word associations. The study followed ethical standards, including informed consent, confidentiality, and proper data management. The results showed that students had low levels of speaking ability and lexical competence, highlighting the need for more language development activities in schools. Most respondents were female and enrolled in the Academic Track, mainly in the General Academic Strand. Students generally struggled with speaking skills and lexical competence, especially with collocations and word associations. Speaking proficiency was linked to sex, grade level, track, and strand, but lexical competence was not. There were apparent differences in speaking proficiency and lexical competence by gender, grade level (Grade 11 or 12), and track (Academic or Technical-Vocational-Livelihood). The analysis also found notable differences in these skills among the various senior high school strands.