English Language Speaking Inhibitions and Coping Strategies of Filipino Teachers

Abstract

In several casual conversations with Filipino teachers in professional trainings in the south-central area of Maryland, many have shared that they are not exempt from communication difficulties in speaking the English Language, such as inhibitions. Admittedly, on many occasions, they have lofty ideas to share during group activities and interactions. Still, something stunts their tongue, and they keep the ideas to themselves or share them with fellow Filipino teachers. This study determined the level of English Language speaking inhibitions as well as the coping strategies of Filipino Teachers in South Central Maryland. It determined the relationship between and among the teachers’ profiles, their level of inhibition, and their use of coping strategies. Mixed methods research design was used involving 136 teachers in South Central Maryland. The study revealed that the respondents had a low level of inhibitions in items under Cognitive, Affective, and Peer-related factors except for the mastery of grammar, where a moderate level of inhibition existed. In the interview, the respondents revealed that there are factors that surround the English language speaking inhibitions: the preparation and experiences, the overall personality of the teacher, and the level of support in the workplace. In terms of coping strategies, the respondents use multimedia resources as well as peer-enhanced activities.