Barriers and Challenges in Learning Basic English Competencies Among TESDA Adult Learners: A Phenomenological Study

Abstract

This study examined the barriers and challenges encountered by TESDA adult learners in acquiring basic English competencies at the Masbate Institute of Fisheries and Technology (MIFT). Guided by the principles of adult learning and a phenomenological perspective, the study aimed to identify the barriers experienced by learners, describe their learning experiences, and determine the coping strategies they employed to overcome difficulties in learning English. A qualitative descriptive research design using a phenomenological approach was employed. Fifteen TESDA adult learners enrolled in Food and Beverage Services NC II, Trainers Methodology Level I, Housekeeping NC II, Events Management Services NC III, and the 3-Year Diploma Program in Hotel and Restaurant Operation and Management were purposively selected. Data were gathered through a validated semi-structured interview guide and analyzed using thematic analysis. Findings revealed seven major barriers: limited vocabulary and difficulty understanding English, lack of confidence, difficulty in pronunciation, limited exposure and practice, difficulty understanding spoken English, anxiety and pressure during assessments, and environmental distractions. Learners’ experiences reflected both positive and negative dimensions of language learning, including skill development, learning through failures, emotional challenges, motivation to improve, appreciation of instructional support, and limitations in learning resources. To address these challenges, learners employed six coping strategies: self-practice and repetition, use of technology and online learning tools, observation and peer interaction, exposure to English media, self-motivation and confidence-building, and support from teachers, peers, and family. The study concluded that TESDA adult learners demonstrate resilience and adaptability despite linguistic, emotional, and environmental barriers. It recommended the implementation of an English Communication Enhancement Action Plan to strengthen learners’ confidence, vocabulary development, communication skills, and access to learning resources. The study aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by supporting inclusive language learning and workforce readiness. Its sustainability impact lies in strengthening educational, institutional, and socio-economic development through improved communication competencies among adult technical-vocational learners.