Abstract. This study aimed to investigate the lived experiences of Grade 9 students in acquiring English language proficiency. The researcher utilized Colaizzi’s phenomenological approach and employed the purposive sampling technique. The participants of the study were seven students from a public high school in Negros Oriental. The researcher used a semi-structured interview as the primary method for data collection. The findings revealed several key insights regarding the lived experiences of Grade 9 students and identified the following three emergent themes reflecting how these students acquire their English language proficiency: (1) The Heavy Cloak of Language, (2) The Dance of Engagement, and (3) Treasures of Learning Tools. The study highlights the complexities of language learning, particularly the emotional and academic challenges faced by Grade 9 students. It emphasizes the interconnectedness of their emotions and educational hurdles, showcasing how factors such as anxiety, motivation, and personal circumstances influence their learning effectiveness. By illuminating these lived experiences, the study aims to provide valuable insights for educators and curriculum developers, enabling them to create supportive learning environments that cater to student needs. Additionally, by addressing the emotional aspects of language learning, the research advocates for a holistic approach to English education, empowering students to navigate obstacles and enhance their proficiency. Ultimately, these findings intend to inform future research and educational practices in language acquisition, underscoring the importance of understanding students' emotional and academic contexts to facilitate success in learning English.

Keywords: English proficiency; Grade 9 students; Language acquisition; Language learning experience; Second language challenges.