English-only Versus Mother Tongue: An Analysis on Students’ Fluency and Self-confidence

Abstract

This study evaluates the impact of English-only policy and mother tongue instruction on the fluency and self-confidence of one hundred-two second-year education students taking a Bachelor of Secondary Education degree major in English at Local Community Colleges in Misamis Oriental. The researcher used a mixed-method approach, combining Focus Group Discussions, Survey Questionnaires, and Classroom Observations to triangulate the data and establish reliable findings. The results show that the main factors that affect students’ self-confidence in speaking English in the classroom are their fear of making errors, such as mispronouncing words, peer pressure, ridicule from peers, and inadequate preparation. Furthermore, the findings suggest that students feel more nervous in a strictly English-only policy classroom setting compared to when they use their first language, as they tend to produce more words and express their thoughts more effectively in their mother tongue with less filled pauses and interruptions. To enhance their English oral fluency, the study recommends providing students with more opportunities to practice speaking English in communicative activities and oral discourse.