College Students’ Perspectives on English as a Second Language

This study investigates the perspectives of college students at Mindoro State University (MinSU) on learning English as a second language (ESL), focusing on attitudes, challenges, and the influence of sociocultural and educational factors on motivation and confidence. English, widely regarded as a global lingua franca, is essential for academic success, professional growth, and cross-cultural communication. Using an exploratory research design and in-depth interviews, the study reveals that students recognize English as a critical tool for career opportunities and academic excellence. However, they face challenges such as limited vocabulary, pronunciation difficulties, grammar issues, and anxiety about judgment when speaking. Sociocultural factors, including family expectations, cultural identity, and peer interactions, significantly shape students’ confidence and drive to learn significantly shape students’ confidence and drive to learn, including family expectations, cultural identity, and peer interactions.Respondents highlighted the supportive role of teachers and peers in creating a positive learning environment, which fosters resilience and reduces fear of mistakes. While some students leverage self-directed learning strategies, such as digital tools, these often lack personalized feedback. The study underscores the importance of integrating culturally sensitive, student-centered interventions to enhance ESL learning experiences. Recommendations include implementing structured language programs, such as pronunciation workshops and vocabulary-building activities, alongside fostering collaborative and inclusive classroom dynamics. Addressing these challenges holistically can empower students to overcome language barriers and develop the competence and confidence needed for academic and professional success. This research contributes to understanding localized ESL experiences in a multilingual educational setting, offering actionable insights to improve English language instruction in culturally diverse contexts.