Effect of Mother Tongue on English Language Performance among Grade 3 Pupils in MSU-ILS

Abstract

This research aims to investigate the effects of the mother tongue on English language performance among grade 3 pupils at Mindanao State University-Integrated Laboratory School (MSU-ILS) in Marawi City. The study is grounded in language acquisition theories, including Stephen Krashen’s Input Hypothesis, Jim Cummin’s Interdependence Theory, and Lev Vygotsky’s Theory on Social Interaction. The conceptual framework encompasses psychological, personal, and social factors, with an emphasis on the impact of the mother tongue on learners' English language proficiency. The research employs a descriptive-correlational method, utilizing descriptive statistics such as percentages, frequency distributions, and means to analyze demographic profiles and assess the status of psychological and social factors influencing English language learning. The study addresses specific questions related to the learners' profiles, attitudes, motivations, learning strategies, and environmental factors affecting language acquisition. Additionally, it investigates the relationship between English language performance and psychological, personal, and social factors, with a focus on vocabulary, grammar, and comprehension. The hypotheses tested include the absence of significant relationships between English language performance and psychological factors, personal factors, social factors, and cognitive factors. The study, set at MSU-ILS, a laboratory school within the Mindanao State University campus, provides insights into the ongoing debate surrounding the role of the mother tongue in language instruction and its implications for learners' competence and performance. The findings aim to inform educators, curriculum developers, and policymakers, offering recommendations for optimizing language learning strategies in the context of the new curriculum in the Philippines.