Barriers to Foreign Language Acquisition: Insights from Cavite State University Students

Abstract

This study investigated the different barriers that students at Cavite State University encounter when learning a foreign language, paying close attention to cognitive, affective, instructional, and environmental factors. Using a descriptive–comparative quantitative design, the researchers surveyed 276 students from various programs offering foreign language courses, selected through a combination of stratified random sampling and convenience sampling. Data were collected through a researcher-made questionnaire that was reviewed by language experts and tested for reliability using Cronbach’s alpha.
The results revealed that most students had only limited prior exposure to foreign languages, which may have contributed to the difficulties they experienced. Among the four categories, cognitive (M = 2.70) and affective barriers (M = 2.51) were the most pronounced. Many students reported struggling with vocabulary retention, understanding grammar structures, and managing anxiety or embarrassment when speaking in a foreign language. Instructional (M = 2.06) and environmental barriers (M = 2.38) were rated lower, although students consistently noted that the lack of opportunities to practice outside the classroom slowed down their progress.