Authors : Letecia D. Bico; Belen L. Dominguiano

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/yemee9km

Scribd : https://tinyurl.com/3hpr5z6j

DOI : https://doi.org/10.38124/ijisrt/26May1692

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Despite the emphasis on communicative competence in English language education, many Filipino students continue to struggle with oral recitation due to anxiety, limited vocabulary, and lack of confidence. These challenges hinder classroom participation and the development of essential speaking skills. In this research, teachers examined students’ oral performance and academic engagement across selected subject areas in Annunciation College of Bacon Sorsogon Unit, Inc., during the School Year 2025–2026 under the Matatag Curriculum. It aimed to determine students’ level of performance during recitation, identify the strategies employed by teachers, describe the challenges encountered by both students and teachers, and propose suitable intervention activities. Using a mixed method research design, data were collected through observation checklists and questionnaire. Results revealed variations in students’ fluency, pronunciation, vocabulary, grammatical accuracy, and confidence, reflecting diverse levels of communicative competence and engagement. Teachers reported that limited vocabulary, lack of confidence, and linguistic barriers were the most common challenges affecting recitation. The findings underscored the need for strategic interventions, such as contextualized oral tasks and feedbackoriented instruction, to enhance both participation and academic engagement in classroom recitations.

Keywords : Oral Performance, Academic Engagement, Recitation, Matatag Curriculum.

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