PSYCHOLINGUISTIC FACTORS IN SECOND LANGUAGE PROFICIENCY OF THE 21ST CENTURY LEARNERS IN THE NEW NORMAL PEDAGOGY

Abstract

This study determine the influence of psycholinguistic factors in second language (L2) proficiency of the 21st century learners in the new normal pedagogy. Respondents were composed of two hundred forty (240) Grade 12 students from the academic strands of Talavera Senior High School (TSHS) who accomplished the e-survey using Google Form from the adapted tool of Hsuan-Yau Tony Lai (2013) and transparent.com for the EPT. Descriptive and inferential statistics were used in analysis and interpretation of data. Significant findings shows that the respondents’ level of second language (L2) proficiency was intermediate and psycholinguistic factors (motivation, anxiety, attitude, and language learning experience) were influential in L2 proficiency of the respondents. Furthermore, significant correlations were recorded between the L2 proficiency level and their strand as well as their parents’ highest educational attainment; and the psycholinguistic factors and the respondents strand. However, no significant correlations were recorded between the respondents’ L2 proficiency level, psycholinguistic factors, and their age, language used at home, and the reading materials available at their homes. Further in-depth studies or similar endeavor were highly encourage with regards to the findings of this paper.