Predictors of English Language Learning Difficulty Among Muslim High School Students in North Cotabato and BARMM

The difficulty in acquiring English language proficiency remains a challenge among Muslim high school students due to various factors. Using a descriptive-regression research design, this study determined the predictors of English language learning difficulty among Muslim high school students. Data were gathered from 222 Muslim high school students from selected public schools at Carmen, North Cotabato, and Kapalawan, SGA, BARMM, using a validated researcher-made questionnaire and were analyzed using mean scores and multiple linear regression analysis. The findings revealed that Muslim high school students generally exhibited a high level of perception toward the factors influencing difficulty in acquiring English language proficiency, with limited English exposure registering the highest level of perception (M = 4.23, Strongly Agree). These students also exhibited a high level of difficulty in acquiring English language proficiency (M = 77.64). The regression model was statistically significant, F(5,216) = 3.900, p = .002, with R = .288 and R² = .083, indicating that the five predictors collectively accounted for 8.3% of the variance in English language learning difficulty. However, the model demonstrated relatively limited explanatory power. Furthermore, regression analysis revealed that only mother tongue interference (B = −0.887, β = −.215, p = .002) and limited English exposure (B = −1.063, β = −.179, p = .009) were significant predictors. Cultural and religious identity (p = .577), low socioeconomic status (p = .625), and affective factors (p = .481) did not demonstrate significant independent influences. The study recommends that schools, teachers, parents, and students work collaboratively to increase meaningful English language exposure and support English language learning through culturally responsive practices.