English Vowel Perception and Production among Cebuano-speaking Junior High School Students: Investigating First Language Interference

Abstract

Accurate English vowel perception and production are essential for communicative competence. However, learners whose first language (L1) is Cebuano often struggle with certain English vowels due to phonological interference. This study examined the levels of vowel perception and production skills among thirty Grade 8 students at a National Trade School in Pagadian City and investigated the impact of Cebuano L1 interference on English vowel pronunciation. A descriptive survey design was employed. Data were collected through a Minimal Pair Test (MPT) assessing perception and a Sentence Reading Test (SRT) assessing production. Scores were analyzed quantitatively, and paired comparisons were conducted to identify differences between perception and production of the six target vowels (/ɪ/, /iː/, /ɛ/, /e/, /ɔː/, /uː/). Overall mean proficiency fell within the “Average Mastery” category: perception at 49.9% and production at 60.6%. No statistically significant differences emerged between perception and production for /ɪ/, /iː/, and /ɔː/ (p > .05), whereas significant differences were observed for /uː/, /ɛ/, and /e/ (p < .05). Analysis of substitution errors highlighted L1 interference: /iː/ and /ɔː/ were often replaced based on Cebuano phonology constraints, even though /iː/ exists in Cebuano and /ɔː/ does not. Cebuano phonological influence remains a barrier to accurate pronunciation of certain English vowels. The findings underscore the need for enhanced pronunciation instruction within the junior high curriculum. A structured intervention plan targeting problematic vowels is recommended to support students’ English phonological development.