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Published in
Academic Frontiers
English Policy in Enhancing Pupils' Speaking Skills
Academic Frontiers, 2(6), 250-263, ISSN: 3082-4400, 2026.
Recommended Citation:
Estrada, J. P., & Maghuyop, A. Z. (2026). English Policy in Enhancing Pupils' Speaking Skills. Academic Frontiers, 2(6), 250–263. https://doi.org/10.5281/zenodo.20769575
Author(s)
Estrada, Jinky P., Maghuyop, Alicia Z.
Abstract
This study investigated the effectiveness of the English Policy in developing the English-speaking skills of Grade 4 pupils at Hanigad Elementary School in Surigao City during the Fourth Quarter of School Year 2025–2026. Employing a quasi-experimental one-group pretest–posttest design, the study involved all twenty-seven (27) Grade 4 pupils selected through total enumeration. Data were gathered using a teacher-made performance-based speaking assessment instrument anchored on the Grade 4 Quarter 4 English Learning Competencies of the Department of Education. The instrument consisted of five structured speaking tasks, evaluated using a criterion-referenced analytic rubric that measured three key competencies: vocabulary knowledge, grammar accuracy, and pronunciation and stress, each scored on a four-point scale with a maximum composite score of 60 points. Prior to administration, the instrument was validated by two Master Teachers and one Education Program Supervisor specializing in English instruction, who reviewed the tasks and rubric criteria for content validity, alignment with DepEd learning competencies, and developmental appropriateness. Inter-rater reliability was likewise established using Cohen’s Kappa coefficient to ensure consistent and objective scoring. The acceptability of the proposed English Policy was evaluated using a researcher-developed survey questionnaire, validated by a panel of five experts comprising two assistant principals, one school head, one master teacher, and one experienced language program teacher. The intervention was implemented over four weeks through structured classroom and school-based language activities, incorporating daily English routines, guided conversational practice, environmental language exposure, and positive reinforcement strategies. Results revealed statistically significant improvements across all three speaking competencies following the implementation of the policy. Among the assessed components, pronunciation and stress registered the greatest gains. Beyond measurable skill development, the intervention fostered increased pupil participation and growing confidence in using English orally, notwithstanding initial hesitancy and instances of code-switching during the early phase of implementation. The proposed policy was likewise rated highly acceptable by expert validators with respect to content, clarity, relevance, and practicality. The study concluded that a structured and supportive English Policy can effectively enhance the oral English proficiency of elementary pupils within a multilingual learning environment. Sustained exposure to English, consistent teacher modeling, and contextualized speaking activities emerged as critical factors in advancing pupils' communicative competence. These findings underscore the value of deliberate language policy implementation at the classroom level as a viable strategy for improving oral language outcomes in Philippine elementary education.
Keywords
English Policy, speaking skills, vocabulary knowledge, grammar accuracy, pronunciation and stress
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