Abstract
The study investigated factors contributing to language fluency difficulties among 150 first-year AB English students at a community college in Negros Occidental, with the aim of developing a targeted intervention program. Addressing these persistent challenges was vital for the academic and professional success of these majors, especially amid the reported decline in national English competency. Using a quantitative design with self-administered survey questionnaires, the research categorized contributing elements into three domains: linguistic, affective, and environmental factors. Findings showed that fluency challenges were shaped by these domains, with affective barriers such as anxiety, low confidence, and lack of motivation exerting the strongest impact. Vocabulary, grammar, and pronunciation, along with limited opportunities to practice English outside the classroom and peer judgment in unsupportive settings, further exacerbated these issues. The study also revealed that the impact of these barriers varied across demographic profiles. Sex differences were notable, with female students reporting stronger affective challenges. Environmental factors also differed by educational background, as students from public high schools consistently experienced less supportive settings, linking limited resource accessibility to poorer outcomes. Likewise, those from non-communication-focused Senior High School (SHS) strands, particularly the ABM strand and Others, reported the least favorable learning environments, underscoring how prior curriculum orientation and limited communicative exposure restricted fluency growth. These findings emphasized that fluency difficulties were shaped not only by universal barriers but also by profile-specific conditions. Consequently, the study recommended strengthening instruction, improving resources, and integrating affective support strategies through a carefully crafted intervention program.