Abstract
One of the essential skills that most students struggle with in the classroom is speaking, especially when they are asked to use the English language. The extent to which the factors impact the grade 12 HUMMSS students at the University of the Cordilleras' English-speaking performance was significant to the researchers. The study specifically attempted to uncover the perceived factors influencing the cognitive, emotive, and performative elements of grade 12 Senior High students' understanding of the English language. The findings demonstrated that the students valued all three aspects of speaking—cognitive, emotive, and performative—. As a result, Senior High teachers may continue to assign more performance responsibilities to the students. Teachers must also impart the required concepts, particularly grammar, vocabulary, and pronunciation, to improve their pupils' cognitive abilities
