Exploring the Link of Psychosocial Skills on the Adaptation to English Language Among Junior High School Students

ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 Exploring the Link of Psychosocial Skills on the Adaptation to English Language Among Junior High School Students Zeneth O. Galindo Abstract. This study aimed to determine which domains of psychosocial skills significantly influence the adaptation to the English language among junior high school students using a non-experimental quantitative descriptive-correlational design. A total of 339 Grade 8 students from Cluster 1 Public Secondary Schools in Davao City were selected through stratified random sampling. The researcher used validated, pilot-tested adapted survey questionnaires to ensure high reliability. Findings showed that psychosocial skills were moderately extensive, with conflict resolution and emotional self-control rated higher than cooperative behavior and relational understanding. English language adaptation was also moderately extensive, with strengths in vocabulary acquisition and grammar usage, while pronunciation and listening comprehension needed improvement. A weak but significant relationship was found between psychosocial skills and English language adaptation. Notably, conflict resolution and cooperative behavior positively influenced English adaptation, while emotional self-control and relational understanding were not significant predictors. These results imply that collaboration and conflict resolution skills play a more direct role in supporting English learning. Thus, psychosocial interventions focused on interaction and teamwork may effectively enhance language acquisition. KEY WORDS 1. Psychosocial skills 2. conflict resolution 3. , cooperative behavior Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction The adaptation to the English language among junior high school students presents significant educational challenges, particularly as English serves as a critical medium for academic instruction and future opportunities. Many students struggle to attain proficiency, hindered by a lack of foundational skills and limited practice opportunities. This struggle is often compounded by insufficient psychosocial support, which is crucial for successful language learning. Addressing these issues, the proposed study aims to explore the influence of psychosocial skills on students’ adaptation to the English language. By identifying and enhancing these skills, the research seeks to provide actionable insights that could lead to more effective educational strategies and improved language acquisition among junior high students. In the United States, students often face significant challenges in adapting to academic English, which can be markedly different from everyday spoken English. The report of NIJSE (2025) - Hartshorn and McMurry (2020) showed that students from non-English-speaking backgrounds often struggle due to a lack of exposure to academic vocabulary at home. Also, Umansky et al. (2022) adds that the cultural nuances and complex syntax of academic English pose additional hurdles, making comprehension and effective communication difficult for learners. The educational system’s reliance on standardized testing, which often does not account for language diversity, exacerbates these challenges. Therefore, there is a pressing need for educational policies that support English language learners more holistically and provide them with the resources to succeed academically. In Arab countries, the adaptation to English is particularly challenging due to the significant linguistic differences between Arabic and English. According to Tang and Calafato (2021), the structural and phonetic contrasts between the two languages make learning English especially daunting for native Arabic speakers. Hopkyns (2022) pointed out that the traditional rote learning methods prevalent in the region are ineffective at fostering genuine language acquisition and adaptation. These educational practices do not encourage critical thinking or practical application, which are essential for mastering a new language. To improve English language adaptation, Arab countries need educational reforms that emphasize interactive learning and real-world application. In Asia, the challenges related to English language adaptation are compounded by the large class sizes and limited resources. Galloway et al. (2020) noted that in countries like China and India, the teacher-to-student ratio makes it difficult for learners to receive the individual attention they need to overcome language barriers. Wang and Wu (2023) further explained that there is often a lack of trained English language teachers who can effectively address the specific needs of English learners. Additionally, the heavy emphasis on memorization and examination results detracts from the development of practical language skills. Asian educational systems need to shift towards more student-centered learning environments to enhance English language adaptation effectively. In the Philippines, despite English being an official language and medium of instruction, many students still struggle with adapting to its use in academic and professional settings. Reyes et al. (2023) discussed how regional dialects and the multilingual nature of the country complicate the uniform application and mastery of English. Espino et al. (2021) added that limited access to quality educational resources and exposure to native English speakers further hinders students’ ability to adapt to English. The inconsistency in English usage across different educational levels and regions leads to varied proficiency, which can affect students’ future academic and employment opportunities. The Philippines could benefit from more consistent English language education and greater access to nativespeaking environments. In the researcher’s, the adaptation to English among students is influenced by the city’s diverse linguistic environment where multiple languages are spoken daily. The frequent switching between languages can impact the depth of language acquisition, as students often revert to their mother tongue for comfort. Additionally, schools in Davao City sometimes lack the resources to provide comprehensive English language training, which is necessary to help students adapt fully to using English. Moreover, the cultural preference for local languages over English in informal settings may reduce the perceived importance of English proficiency among students. Enhancing English language education in Davao City requires a focus on resource allocation, training for teachers, and a cultural shift towards the value of English proficiency for future opportunities. Despite the increasing recognition of the critical role psychosocial skills play in academic success, there remains a significant research gap in understanding how these skills specifically 2ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - influence English language adaptation among junior high school students in Davao City. Most existing studies have focused on broader educational contexts or have not differentiated the effects of these skills from other cognitive and environmental factors. Furthermore, the unique multilingual landscape of Davao City, where students often switch between several languages, poses specific challenges that may impact the development and application of psychosocial skills in language learning. This gap highlights the need for a focused study that examines the relationship between psychosocial skills—such as resilience, motivation, and self-efficacy—and English language proficiency within this specific demographic and locale. The urgency of conducting this study in Davao City’s Cluster 1 public secondary schools stems from the city’s educational and linguistic diversity, which is not sufficiently addressed in current teaching strategies. As English proficiency becomes increasingly crucial for academic and professional success, understanding how to effectively integrate psychosocial skill development into language learning could transform educational practices and outcomes. Moreover, with the growing emphasis on holistic education, insights from this study could lead to more tailored, effective educational interventions that enhance students’ adaptation to English. This could not only boost their academic performance but also equip them with the necessary skills to navigate future challenges. Therefore, conducting this quantitative study is imperative to fill the existing research void and provide actionable data that can significantly influence educational policies and practices in Davao City. 1.1. Theoretical/Conceptual Framework of the Study —This study is anchored on Bandura’s (1977) Social Learning Theory which posited that people learn from one another through observation, imitation, and modeling. Bandura introduced this theory emphasizing the role of observing others in acquiring new behaviors, skills, and attitudes. In the context of learning English as a second language, Social Learning Theory can help explain how students may adopt language skills by observing and mimicking proficient speakers. This theory supports the idea that psychosocial skills like motivation and self-regulation can be enhanced through peer interactions and teacher modeling in the classroom. By applying this theory, educators in Davao City’s public schools could design more collaborative and interactive learning environments that encourage students to engage actively and learn from each other, potentially accelerating their adaptation to English. In support, Deci and Ryan’s (1985) SelfDetermination Theory focuses on the motivation behind choices people make without external influence and interference, highlighting the role of intrinsic and extrinsic motivations. This theory suggests that higher levels of selfmotivation and self-determination lead to better learning outcomes. This theory is particularly relevant to language learning as it underscores the importance of intrinsic motivation in mastering a new language like English. In Davao City, where students face linguistic diversity, fostering an environment that enhances intrinsic motivation can help improve their engagement and proficiency in English. Implementing strategies based on Self-Determination Theory could help educators develop programs that make learning English more personally relevant and enjoyable for students, thereby improving their psychosocial skills and overall language adaptation. Lastly, Vygotsky’s (1978) Zone of Proximal Development introduces the concept of an optimal learning area where students can achieve tasks with guidance before being able to complete them independently. This theory emphasizes the importance of scaffolded learning, facilitated by more knowledgeable peers or adults. The ZPD is highly applicable to teaching English in a multilingual setting such as public secondary schools. It supports the use of adaptive learn3ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework ing strategies that cater to the diverse English language skills within a classroom, where some students may require more support than others. Utilizing this theory allows for targeted educational interventions that can bridge the gap between a student’s current abilities and potential development, using psychosocial skills as the scaffolding that supports language learning progress. This study is compose of two variables, as shown in Figure 1. The independent variable is psychosocial skills or the set of interpersonal and intrapersonal competencies that enable individuals to manage emotions, interact effectively with others, and navigate various social situations. The measures of psychosocial skills are emotional self-control or the ability of students to manage and control their emotions, especially in stressful or challenging situations; relational understanding or the ability to understand and share the feelings of another person, which is a critical component of effective social interactions; conflict resolution or the ability to negotiate and resolve disagreements with others in a constructive manner; and cooperative behavior or the willingness and ability to work collaboratively with others towards a common goal. 2. Methodology This section provides a comprehensive overview of the research design, including details on the research respondents, ethical considerations, research instruments, and procedural steps. It also outlines the methods for data collection and analysis, ensuring a clear framework for the study. 4ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - 2.1. Research Design—For this study, the researcher chose to use a quantitative descriptive-correlational research design. Quantitative research design involved collecting and analyzing numerical data to identify patterns, relationships, and trends. It used statistical methods to test hypotheses and measure variables objectively (Nelson et al., 2017). For this study, a quantitative design was suitable because it allowed the researcher to systematically measure the influence of psychosocial skills on English language adaptation. By using numerical data, the study was able to accurately assess the strength and direction of these relationships. Additionally, quantitative methods enabled the generalization of findings to a larger population of junior high school students, enhancing the study’s overall validity and reliability. Further, descriptive research methods aimed to describe the characteristics of a population or phenomenon being studied. They provided a detailed account of the current status of variables without manipulating them (McCombes, 2019). Descriptive methods were appropriate for this study as they helped in outlining the existing levels of psychosocial skills and English language adaptation among junior high school students. This approach provided a clear and comprehensive understanding of the current situation, which was essential for identifying areas that needed improvement. Furthermore, descriptive statistics highlighted trends and patterns that informed the development of targeted interventions to enhance language adaptation. Furthermore, correlational research examined the relationship between two or more variables to determine if they were associated. It quantified the strength and direction of these relationships without establishing causation (Sullivan, 2024). The correlational approach was ideal for this study as it sought to explore how different psychosocial skills were related to the adaptation to the English language among junior high school students. By identifying correlations, the researcher was able to determine which psychosocial factors were most strongly linked to successful language adaptation. This understanding informed the creation of supportive programs that targeted specific skills to improve students’ English proficiency. 2.2. Ethical Consideration—Ethical considerations were crucial in ensuring that research was conducted responsibly and with respect for all participants involved. This study adhered to strict ethical guidelines to protect the rights and well-being of the junior high school students who participated. 2.3. Research Respondents—The study involved a sample of 339 Grade 8 students, selected from an estimated pool of 2,200 students who attended Cluster 1 Public Secondary Schools in Davao City. This sample size was determined using the Slovin formula, a statistical method commonly used to calculate an appropriate sample size that ensured representativeness with a reasonable margin of error. By applying this formula, the study aimed to accurately reflect the broader student population’s characteristics and behaviors regarding their adaptation to the English language and psychosocial skills. This methodological choice helped ensure that the conclusions drawn from the research could be generalized to the entire population of Grade 8 students within the cluster. Using a scientifically calculated sample size enhanced the validity and reliability of the study’s findings, making them more applicable and useful for developing effective educational strategies. For the selection of respondents, the simple random sampling technique was employed. This method ensured that every student within the larger group had an equal chance of being selected, which helped minimize selection bias and ensured a fair representation of the population (West, 2016). The process involved listing all Grade 8 students in Cluster 1 Public Secondary Schools and then randomly selecting names using a computer-generated random num5ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - ber sequence. This approach not only upheld the principles of fairness and equality but also contributed to the scientific rigor of the study. Random sampling was crucial for maintaining the study’s objectivity, allowing for the collection of unbiased data that accurately reflected the diverse characteristics of the student body. The inclusion criteria set by the researcher for selecting respondents were designed to ensure that the study focused on a specific and relevant group. Respondents had to be officially enrolled Grade 8 students within the specified schools, aged between 14 and 18 years old. They were not part of any other simultaneous educational research study to avoid confounding variables that could have impacted the results. Also, students with known learning disabilities or those who were already participating in special education programs were excluded to maintain focus on the typical learning environment and dynamics of psychosocial skill development. 2.4. Research Instrument—The researcher made use of an adapted and modified survey questionnaire to suit the current investigation. For scaling, the researcher used 2.5 (half of 5) as the average cutoff point to represent a fair level, and each scale step increased by 0.80. Before the researcher used the questionnaire, three experts reviewed it to validate its accuracy. The researcher made any necessary changes based on their feedback. The first part measured the psychosocial skills of junior high school students. This questionnaire was composed of 20 statements divided among the domains, namely: emotional self-control; relational understanding; conflict resolution; and cooperative behavior. The Cronbach alpha value for this instrument was 0.779, described as acceptable and interpreted as moderately reliable, demonstrating strong internal consistency among the items. Responses were collected using a 5-point Likert scale to measure how much respondents agreed or disagreed with each statement. The analysis used predefined ranges of means to effectively categorize the data. Range of Mean, Descriptive Levels, and Interpretation for Psychosocial Skills of Junior High School Students Range of Mean Descriptive Level Interpretation 4.20 – 5.00 Very Extensive The psychosocial skills are always observed among junior high school students. 3.40 – 4.19 Extensive The psychosocial skills are oftentimes observed among junior high school students. 2.60 – 3.39 Moderately Extensive The psychosocial skills are sometimes observed among junior high school students. 1.80 – 2.59 Less Extensive The psychosocial skills are seldom observed among junior high school students. 1.00 – 1.79 Not Extensive The psychosocial skills are never observed among junior high school students. The second part of the instrument measured the adaptation to English language among junior high school students through the indicators: vocabulary acquisition; pronunciation improvement; grammar usage; and listening comprehension. The Cronbach alpha value for this instrument was also 0.827, described as good and interpreted as reliable, demonstrating strong in6ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - ternal consistency among the items. Responses were collected using a 5-point Likert scale to measure how much respondents agreed or disagreed with each statement. The analysis then used predefined ranges of means to effectively categorize the data. Range of Mean, Description, and Interpretation Range of Mean Description Interpretation 4.20 – 5.00 Very Extensive The adaptation to English language among junior high school students is always manifested. 3.40 – 4.19 Extensive The adaptation to English language among junior high school students is oftentimes manifested. 2.60 – 3.39 Moderately Extensive The adaptation to English language among junior high school students is sometimes manifested. 1.80 – 2.59 Less Extensive The adaptation to English language among junior high school students is seldom manifested. 1.00 – 1.79 Not Extensive The adaptation to English language among junior high school students is never manifested. 2.5. Data Gathering Procedure—In conducting this study, the researcher underwent several steps. These are as follows: The first step in starting the study was to get an endorsement from the Dean of the Graduate School at The Rizal Memorial Colleges, Inc., in Davao City. This endorsement officially recognized and supported the research project, confirming its educational value and how it fit with the school’s research goals. After receiving this endorsement, the researcher sought ethical clearance from the Graduate School RMC-Research Ethics Committee (GSRMC-REC). Getting this clearance was important because it ensured the study followed the right ethical standards, especially regarding confidentiality, consent, and the well-being of the respondents. Once the researcher secured the endorsement and ethical clearance, the researcher asked the Schools Division Superintendent in Davao City for permission to carry out the study in the Cluster 1 Public Secondary Schools. This request included copies of both the endorsement from the Dean and the ethical clearance certificate to show that the study met academic and ethical standards. After receiving approval from the superintendent, the researcher reached out to the principals of the schools in Cluster 1. During this step, the researcher explained the purpose of the study, its potential benefits for education, and what the schools and their teachers were expected to do, ensuring everything was clear and encouraging cooperation. The first step in the distribution of the questionnaire involved the selection of research respondents, which was based on the established inclusion criteria ensuring all respondents were bona fide Grade 8 students in Cluster 1 Public Secondary Schools. This was followed by a pilot test conducted on a small group of respondents to ensure the clarity and reliability of the questionnaire. The pilot test helped identify any ambiguities or biases in the questions and allowed the researcher to make necessary adjustments. This testing phase was crucial for validating the questionnaire’s effectiveness in accurately collecting the intended data. Following the successful pilot test, the main distribution of the research questionnaires occurred. The selected respondents were given sufficient time to complete the questionnaire, ensuring they provided thoughtful and thorough responses. Re7ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - spondents had the flexibility to choose their preferred method of completion, either face-to-face or online, accommodating their convenience and comfort levels. This approach not only facilitated a higher response rate but also accommodated the diverse preferences and schedules of the respondents, potentially enhancing the quality and accuracy of the data collected. The final phase involved the retrieval of the completed questionnaires. The researcher established a deadline for submission, which was communicated clearly at the time of distribution. Respondents submitted their completed questionnaires through the predetermined method, either returning the physical documents in face-to-face settings or submitting them electronically. Once all questionnaires were collected, the researcher proceeded with data analysis, using statistical software to quantify the results and examine the relationships between psychosocial skills and adaptation to English language among junior high school students. 2.6. Data Analysis—The following statistical tools were utilized by the researcher in processing the gathered data: Weighted Mean. This was used to measure the extents of psychosocial skills and adaptation to English language among junior high school students in Cluster 1 Public Secondary Schools in Davao City. This was used to answer Objectives 1 and 2. Pearson Product-Moment Correlation. This was evaluated to examine the relationship between psychosocial skills and adaptation to English language among junior high school students in Cluster 1 Public Secondary Schools in Davao City. Pearson product-moment correlation assessed the strength and direction of a linear relationship between two continuous variables. This was used to answer Objective 3. Regression Analysis This technique was utilized to examine which domains of psychosocial skills significantly influenced adaptation to English language among junior high school students in Cluster 1 Public Secondary Schools in Davao City. Regression analysis involved identifying the equation that best predicted a dependent variable based on one or more independent variables. This was used to answer Objective 4. 3. Results and Discussion This chapter presents the results generated from the data gathered. It is sequenced based on the objectives of the study as presented in the first chapter. Thus, it presents the extents of psychosocial skills and adaptation to English language among junior high school students; the significant relationship among these variables; and the influence of psychosocial skills on the adaptation to English language among junior high school students in Cluster 1 Public Secondary Schools in Davao City. 3.1. Psychosocial Skills of Junior High Schools Students—The psychosocial skills among junior high school students is measured in terms of emotional self-control; relational understanding; conflict resolution; and cooperative behavior. The extent of this variable and its domain is presented among the tables below. The findings in Table 1 reveal that the psychosocial skills of junior high school students in Cluster 1 Public Secondary Schools in Davao City were moderately extensive with an overall mean score of 3.05. This means that such skills were sometimes observed in classroom and peer interactions. This supports the 8ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - findings of Hyseni Duraku et al. (2023) that a moderate level of psychosocial behavior among students suggests that while they occasionally demonstrate skills such as empathy, emotional regulation, and social cooperation, these are not yet consistently observed in their daily interactions. This developmental stage reflects the ongoing formation of socio-emotional competencies influenced by peer relationships, school climate, and individual differences. Table 1. Summary on Psychosocial Skills of Junior High School Students in Cluster 1 Public Secondary Schools in Davao City Indicators Mean Descriptive Equivalent Emotional Self-Control 2.99 Extensive Relational Understanding 3.12 Moderately Extensive Conflict Resolution 3.13 Extensive Cooperative Behavior 2.97 Moderately Extensive Overall 3.05 Moderately Extensive Legend: Very Extensive = Always Observed; Extensive = Oftentimes Observed; Moderately Extensive = Sometimes Observed; Less Extensive = Seldom Observed; Not Extensive = Never Observed. Among the four indicators, conflict resolution registered the highest mean score of 3.13, described as extensive. In contrast, cooperative behavior was the lowest-rated indicator with a mean score of 2.97, categorized as moderately extensive. As supported by Kılı c¸ and S¸ im s¸ ek (2019), fostering cooperative behavior through structured group tasks and inclusive learning environments can enhance not just academic performance but also social cohesion among learners. Thus, these findings underscore the need for intentional teaching strategies that promote both individual regulation and collaborative engagement to develop holistic psychosocial competencies. 3.2. Adaptation to English Language of Junior High School Students—The adaptation to English language among junior high school students is measured in terms of vocabulary acquisition; pronunciation improvement; grammar usage; and listening comprehension. The extent of this variable and its domain is presented among the tables below. The findings in Table 2 reveal that the overall adaptation to the English language among junior high school students in Cluster 1 Public Secondary Schools in Davao City was rated as moderately extensive (Mean = 3.37). This implies that students sometimes manifest language adaptation across key language domains. Among the indicators, grammar usage (Mean = 3.43, Extensive) recorded the highest mean, followed closely by vocabulary acquisition (Mean = 3.42, Extensive). Coversely, listening comprehension had the lowest mean (Mean = 3.28, Moderately Extensive). The moderately extensive rating on adaptation to English language indicates that the process by which non-native speakers acquire proficiency in English, enabling them to communicate effectively and understand academic content delivered in this language is sometimes manifested among learners. According to Yu et al. (2019), language adaptation occurs in stages, and students at the moderate level are typically transitioning from basic interpersonal commu9ISSN 3028-1261 10.5281/zenodo.17339795/NIJSE.2025 NIJSE (2025) - Galloway, N., Numajiri, T., & Rees, N. (2020). The ‘internationalisation’, or ‘englishisation’, of higher education in east asia. 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