English Use across Formal and Informal Oral Communication: Contextual Patterns, Reported Strategies, and Sex-Recorded Group Comparisons among Philippine Senior High School Students
DOI:
10.70211/ltsm.3026-7196.812Published:
2026-10-21Abstract
This cross-sectional survey investigated self-reported English use in formal and informal oral communication, responses to social- and affective-strategy-labelled items, and perceived reasons for using English among 54 Grade 11 students at a public school in Pangasinan, Philippines (27 recorded as female and 27 as male). Group-level summaries covered 16 context-specific English-use items and 24 strategy-labelled items, while open-ended responses were synthesized descriptively. Mean English-use ratings in formal and informal contexts were 2.98 and 2.50, respectively, for female-recorded students and 2.90 and 2.04 for male-recorded students; these differences between context averages were not tested inferentially. Independent-samples tests yielded no statistically significant female–male differences in overall English use (p = .155), social strategy-labelled responses (p = .745), or affective strategy-labelled responses (p = .503). Assuming equal variances in the reported tests, reconstructed Hedges’ g estimates were approximately 0.39, 0.09, and 0.18, respectively. Open-ended responses emphasized language development, academic participation, confidence, international communication, and career aspirations. The findings describe reported practices in one purposively selected sample and do not establish causation, between-group equivalence, or intervention effectiveness.
Keywords:
English Oral Communication Formal and Informal Settings Language Learning Strategies Self-Report School-Record Sex Senior High SchoolReferences
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