Instructional and Environmental Factors Influencing the Oral Proficiency of Grade 6 Pupils in Kakiduguen Elementary School, Kasibu West District

Developing English oral proficiency among elementary learners remains a significant educational concern, particularly in multilingual learning environments where instructional and environmental conditions influence language acquisition. This study assessed the instructional and environmental factors influencing the oral proficiency of Grade 6 pupils at Kakiduguen Elementary School, Kasibu West District. Specifically, it examined the respondents' demographic profile, determined their segmental and suprasegmental phonemic difficulties, identified the factors affecting oral proficiency acquisition, and evaluated the overall level of oral proficiency difficulties. A descriptive-survey research design was employed involving 40 Grade 6 pupils selected through total enumeration. Data were gathered using a researcher-developed and validated questionnaire and analyzed through frequency, percentage, weighted mean, and standard deviation. Results revealed that most respondents were 12 years old, female, and primarily spoke Tagalog at home. The pupils demonstrated moderately serious segmental phonemic difficulties (M = 2.97, SD = 0.73), with vowels and consonant clusters emerging as the most challenging areas. Likewise, suprasegmental phonemic difficulties were found to be moderately serious (M = 2.94, SD = 0.83), with stress identified as the most problematic feature. Instructional and environmental factors affecting oral proficiency were rated Very Serious (M = 3.49, SD = 0.49), indicating that learner characteristics, classroom instruction, and learning environments influence English oral communication skills. Strengthening pronunciation instruction, increasing meaningful speaking opportunities, fostering supportive classroom environments, and promoting collaboration among teachers, parents, and school administrators are essential to improving pupils' oral proficiency and communicative competence.