Phonotactic Constraints in English Language Learning among Bachelor of Arts in English Language Studies Students at Mindanao State University-Sulu

Suriyana Said; Aurizia Siraji

doi:10.62596/z956fb81

Authors

Suriyana M. Said School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Aurizia D. Siraji School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/z956fb81

Keywords:

Phonotactic, Constraints, English, Arts, Students

Abstract

This study explored the phonotactic constraints experienced by Bachelor of Arts in English Language Studies students at Mindanao State University–Sulu in learning the English language. It specifically examined segmental modifications, suprasegmental influences, and communicative adaptation strategies. A descriptive–correlational research design was employed, with data gathered from 100 students through an adapted and validated survey questionnaire. The data were analyzed using frequency and percentage distribution, weighted mean, t-test, analysis of variance (ANOVA), and Pearson correlation. The findings showed that most respondents were female, 25 years old and below, came from families with an average monthly income ranging from 10,001 to 15,000 pesos, resided mainly in rural areas, and were slightly dominated by first-year students. Results further revealed that segmental modifications were rarely observed among the respondents, while suprasegmental influences and communicative adaptation strategies were occasionally evident in their English language learning experiences. The study also found no significant differences in the extent of phonotactic constraints when respondents were grouped according to gender, age, parents’ average monthly income, and area of residence. However, a significant difference was identified when respondents were classified according to year level. In addition, the correlational analysis showed low to high positive relationships among segmental modifications, suprasegmental influences, and communicative adaptation strategies, suggesting that these factors are interconnected and collectively influence students’ English language learning. Based on these findings, the study recommends that university administrators strengthen programs aimed at improving students’ pronunciation and phonological competence. Teachers are encouraged to apply more targeted and communicative teaching strategies, while students should engage more actively in pronunciation practice and self-monitoring. Future researchers may also consider conducting intervention-based studies and exploring the use of technology-assisted language learning to further enhance English language instruction.

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