Abstract

Mother tongue interference (MTI) remains a significant issue affecting the spoken discourse of English language learners. This qualitative phenomenological study explores the significance of mother tongue interference on the spoken discourse of second-year Bachelor of Secondary Education major in English students at Davao de Oro State College. It examines the influence of the mother tongue, the challenges encountered, and the coping mechanisms employed. Ten participants were selected through convenience sampling and engaged in in-depth interviews to investigate the manifestation of MTI on spoken discourse. Data were analyzed using thematic analysis following Braun and Clarke’s six-phase framework. For students’ experiences of mother tongue interference on spoken discourse, the data revealed context-dependent language disruptions, emotional and cognitive struggles, and pronunciation challenges due to accent influence. Regarding challenges encountered when speaking English, students identified limited vocabulary, psychological and emotional factors affecting speaking confidence, and grammar difficulties as major obstacles to oral communication. As for the coping mechanisms students used, they relied on resources and technology to reinforce language, implemented interactive strategies, and engaged in advanced preparation and consistent practice. These findings confirm that students struggle with both linguistic and emotional barriers but make conscious efforts to overcome them. Learner-centered teaching approaches and institutional support are recommended to enhance English fluency and mitigate the negative effects of mother tongue interference on spoken discourse.