TY  - BOOK
AU  - Miraballes, Evelyn A.
AU  - Teves, Marinella M.
AU  - Valdez, Monica R.
TI  - Factors affecting the students' self-esteem in oral communication skills in English
AV  - BSED .M671 2024
PY  - 2024///
KW  - Secondary Education
KW  - Thesis, Academic
N1  - Undergraduate thesis (Secondary Education) - University of Rizal System, Cainta 2024; Includes bibliographical references
N2  - This study was conducted to determine the Factors Affecting Students’
Self-Esteem in Oral Communication Skills in English during the Academic Year
2023-2024.
The researchers collected data from 251 students, representing 80% of
the College of Education population, using a stratified random sampling method
and a researcher-made questionnaire. The questionnaire gathered the profile of
the respondents with respect to their age, sex, course, year level, dialect/s
spoken, and factors affecting the students’ self-esteem in oral communication

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skills in English with respect to self, family, circle of friends, teachers, and
classmates.
The result show that 62.55% of respondents were aged 21-25, 80% are
female, 35.86% are from the Bachelor of Secondary Education major in English,
and 89.20% spoke Tagalog. Meanwhile, the respondents’ self-assessed mean
scores for the factors affecting the students’ self-esteem in oral communication
skills in English are as follows: Self (3.99), Family (3.59), Circle of Friends (3.70),
Teachers (3.90), and Classmates (3.82)—all interpreted as “Agree.” This
suggests that “Self” is the most influential factor, followed by classmates and
teachers. Family and friends also positively contribute, though their impact is less
significant.
The study concludes that students' Self is the primary factor influencing
their self-esteem in relation to their oral communication skills in English. While
family offers support, its impact is less significant. Feedback from classmates on
errors contributes positively to students’ progress and confidence in speaking
English. Furthermore, Teachers’ constructive feedback enhances self-esteem by
encouraging openness to improvement improving thes students’
English-speaking abilities.
The researchers recommend that the school encourage self-reflection and
goal-setting to enhance students' self-esteem while involving families through
progress updates and support strategies to strengthen their English
communication skills. Teachers should provide regular, constructive feedback
with specific, actionable advice, creating a supportive classroom environment.

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Structured peer feedback sessions should be implemented to provide
constructive comments that improve students’ skills and build their confidence in
speaking English. Future researchers should conduct similar studies that include
other linguistic variables to expand understanding in this area
UR  - https://docs.google.com/forms/d/e/1FAIpQLSdtj_eCncT3hgTIbOB8g-3uMYPTK14UGxs8cj-GqWFJPmnTLA/viewform
UR  - https://drive.google.com/file/d/1DMeGEtXLCGJnemGMQG2uSiwiz-AeeVuD/view?usp=sharing
ER  -