English is Filipinos' Second Language (L2). It is used and understood by most people in the community. In a person's daily conversation using the L2, speech errors occur regularly and spontaneously. This study sought to identify, categorize and analyze the 20 speech errors committed by random users of English as a Second Language in different contexts in a normal speech or communication. It also sought to provide its implication to English Language Teaching. The study employed the Qualitative descriptive research design through context analysis. Qualitative descriptive research design is completely derived from the data gathered and is generally characterized by collecting data and analysis simultaneously. Qualitative data analysis was used to analyze and give a level of explanation and interpretation of the data gathered. Speech errors detected firsthand by the researcher were documented using a speech monitoring log in a span of one month. The study revealed that speech errors detected were categorized into seven according to types such as anticipation, perseveration, metathesis or exchange, blends, addition, misdeviation and shift. The data showed that substitution speech errors are prevalent compared to all other error types. These errors happened due to the movement, exchange, and substitution of a phonological or morphological segment to another. Most of the speech errors regardless of type are highly phonological. This implies that most of the speech errors were on the production of phonemic sounds which are nearly related to the intended speech. English teachers play an important role in honing students' speaking skills and preparing them to become fluent and effective communicators in the future. It is, therefore, the responsibility of the teachers to provide lessons that would challenge students to be fluent and to produce the correct speech. Students may also be encouraged to practice self-repair more to prevent the same mistakes in speech production in the future. Teachers may also research strategies in correcting students' speech error to properly address the problem.