Behind the Breakdown: A Systematic Analysis of Oral Discourse in Senior High School Classrooms

Abstract This study investigated the oral discourse errors, along with their underlying causes, committed by Senior High School students in the Division of Biliran during the school year 2024–2025. Utilizing a convergent mixed-methods research design, quantitative and qualitative data were elicited from Grade 11 students in the island province of Biliran. The findings revealed that the majority of the students committed errors across all identified aspects of spoken English, with the most pronounced deficiencies observed in pronunciation and comprehension. Furthermore, while the respondents acknowledged facing significant psychological and linguistic hurdles during classroom communication, they remained undecided regarding the impact of their learning environment. The root causes of these spoken errors were primarily categorized into language competence issues, psychological constraints, and teaching-learning strategies. Ultimately, the study concludes that poor speaking accuracy is a multifaceted issue driven by both internal student-centered factors and external instructional methodologies. Based on these insights, it is recommended that language educators implement immediate, constructive feedback mechanisms regarding student errors within the classroom, targeting both oral and written communication to foster comprehensive linguistic development.