A phenomenological study of indigenous students’ lived experiences in spoken English proficiency

Abstract

This phenomenological study explored the lived experiences of Indigenous Peoples (IP) students speaking English in the classroom at Tambobong National High School in Tambobong, Baguio District, Davao City. Specifically, it sought to understand how IP students describe their English-speaking experiences, how they make meaning of these experiences, what themes emerge from their narratives, what factors influence their confidence or anxiety, and what support program may be proposed based on the findings. The study involved twenty (20) purposively selected co-participants, composed of ten (10) Grade 11 and ten (10) Grade 12 IP students. Data were generated through in-depth semi-structured interviews and were analyzed using thematic analysis guided by Braun and Clarke’s six-phase procedure. The findings revealed six major themes: speaking English as a gradual process of growth and adjustment; anxiety, fear of mistakes, and public speaking pressure; linguistic barriers in vocabulary, pronunciation, grammar, and translation; supportive teachers and classmates as sources of confidence; indigenous language and culture as identity, challenge, and strength; and preparation, practice, and exposure as pathways to participation. The co-participants experienced English speaking as both challenging and meaningful. While they encountered difficulties with limited vocabulary, pronunciation, grammar, fear of judgment, and translation from their indigenous language into English, they also demonstrated resilience, motivation, and a willingness to improve. Their narratives further emphasized the importance of culturally responsive instruction, emotional safety, respectful peer interaction, and supportive teacher feedback. Based on the findings, the study proposed Katutubong Tinig: A Confidence-Building English Speaking Program for Indigenous Peoples (IP) Students, a culturally responsive support program designed to enhance confidence, participation, and oral communication through structured practice, peer support, teacher encouragement, and culture-based speaking activities.