Communication barriers in English faced by irregular students of the Cavite State University in distance learning : a survey / by Kimbrely Claire B. Austria, Daniella Aira N. Ceballos, Khristine Nicole D. Eco, Ma. Angelica E. Erni and Vivien Nathaniel L. Navarro.

Thesis (Bachelor of Arts in English Language Studies) Cavite State University.

Includes bibliographical references.

College of Arts and Sciences (CAS)

AUSTRIA, KIMBERLY CLAIRE B., CEBALLOS, DANIELLA AIRA N., ECO, KHRISTINE NICOLE D., ERNI, MA. ANGELICA E., NAVARRO, VIVIEN NATHANIEL L. Communication Barriers in English Faced by Irregular Students of the Cavite State University-Main Campus in Distance Learning: A Survey. Undergraduate Thesis. Bachelor of Arts in English Language Studies. Cavite State University, Indang, Cavite. June 2022. Adviser: Ms. Shaira C. Lobrio

This research generally aimed to determine the communication barriers in English faced by irregular students of the Cavite State University in distance learning. Specifically, it was conducted to: (1) identify the common examples of communication barriers faced by irregular students of the Cavite State University-Main Campus in English courses in distance learning; (2) determine the types of communication barriers faced by the participants; (3) identify the most common type of communication barrier faced by the participants; (4) determine the significant differences on the impact of communication barriers to the participants per college, and (5) determine how the irregular students of CvSU-Main Campus in English courses cope with the communication barriers they face in distance learning. This research was conducted at the College of Arts and Sciences in Cavite State University Indang Cavite. Descriptive research, employing both qualitative and quantitative methods, was used in this study. The researcher used a validated survey questionnaire to gather the necessary data. Purposive and convenient sampling were also used in the selection of 119 participants. - After administering the survey questionnaires, the researchers used frequency counting, percentage, and weighted mean to determine the types and the most common barriers faced by the irregular students in English courses. The types of communication barriers mentioned by Smith (2013) were used in this study. Technical barrier was the most common type of communication barrier faced by the participants with a frequency of 151 (39.74%), followed by the psychological barrier with a frequency of 115 (30.26%), while collaboration barrier was found third with a frequency of 68 (17.89 %). The least common type of barrier was the physical barrier with a frequency of 4 (1.05%). Standard deviation and One-Way ANOVA were used to measure and examine the significant differences on the impact of communication barriers across all the participants from different colleges. Descriptive analysis was used to determine how irregular students cope with the communication barriers they face. Results about the significant differences on the impact of communication barriers to the participants revealed that had the highest mean of 3.58 and a standard deviation of 1.03 were obtained from the responses of the participants from CCJ. This implies that communication barriers have a massive impact on CCJ students. CEIT ranked next, with a mean of 3.33 and a standard deviation of 0.64, followed by CSPEAR, which had a mean of 3.31 and a standard deviation of 0.69. Lastly, data from the CON participants gave a mean of 2.93 and a standard deviation of 0.00. With these, no significant difference was found on the impact of communication barriers to the participants when grouped by college. In conclusion, communication barriers are faced by learners of English in distance learning

Submitted to the University Library 07/28/2022 T-9023