The study assessed the barriers and innovative strategies in developing the English language proficiency of secondary school students in Mataasnakahoy District. The results were used as a basis for an action plan in English language enhancement. Thus the findings show that majority of the respondent are moderately proficient or approaching proficiency in English. The respondents moderately agreed that the linguistic barrier affects their proficiency. They further attested that they need to be proficient in diction and pronunciation. Also, the students are moderately affected by physical barriers, specifically in differentiating meaning and sentences structure development and reading. The respondents positively attested that support coming from friends and appreciation of people positively affects them, and that is why they have slight hesitance to join speaking activities. On the other hand, the respondents are psychologically motivated to learn English as they have a high interest and love for English words, however;, they still lack the confidence to speak the language most of the time. Meanwhile, the teachers strongly utilized strategies to correct the effects of the physical barrier by simplifying, clarifying and explaining difficult information in order for the students to merge the information well. The teachers strongly agreed that they fully utilize counteract measures for social barriers of proficiency by explaining each collaborative activity's value and engaging the students to participate more fully in activities. The teaching strategies that respond to the psychological barriers of proficiency are strongly utilized by fostering students' encouragement and welcoming students inquires. The physical and linguistic aspects are not related to the student's proficiency in English, unlike that of the social and psychological barrier.
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