Π

ENGLISH LANGUAGE PROFICIENCY IN

THE COLLEGE OF EDUCATION:
A STUDY OF INFLUENCING FACTORS
AT SOUTHERN PHILIPPINE COLLEGE,
INC.
Ulila, Edelyn Celda et al.
Completed 2025

Introduction
 In today's interconnected global society, effective communication has
emerged as a cornerstone for personal, professional, and academic success.
Proficiency in English, widely recognized as the lingua franca of international
communication, is no longer merely an advantage but a critical necessity in various
domains, including academia, business, and international relations (Smith, 2023).
In the context of higher education, English plays a pivotal role. Many
prestigious universities and research institutions worldwide use English as their
primary language of instruction. This is crucial as academic learning heavily relies
on English resources, such as scholarly articles, textbooks, research papers, and
online databases, which are predominantly available in English. Moreover,
international collaborations and academic exchanges are increasingly conducted in
English, requiring researchers and scholars to possess strong English
communication skills for effective participation and dissemination of knowledge.
For educators, English proficiency is not only essential for personal and
professional growth but also crucial for effective teaching and learning. Educators
are responsible for imparting knowledge, cultivating critical thinking skills, and
nurturing the next generation of learners. Effective communication is the
cornerstone of successful teaching. Educators must possess excellent oral and
written communication skills to effectively convey complex concepts to students,
ensure comprehension and learning, and create an inclusive and engaging learning
environment. This involves adapting teaching methods to diverse learning styles,
utilizing a variety of instructional strategies such as multimedia presentations,
interactive discussions, and real-world applications, and employing clear, concise,
and engaging language that is easily understood by students from diverse
backgrounds.
The significance of English proficiency extends beyond the academic realm.
In a globalized world, English has emerged as the dominant language, serving as
the lingua franca for communication across borders in various domains, including
business, tourism, and international relations. As Rao (2019) emphasizes, "the
entire world has become narrow, accessible, sharable, and familiar for all the people
living on this earth as English is used as a common language." This global reality
necessitates strong English communication skills for individuals to thrive in diverse
settings, access information, and engage in meaningful collaborations.
The Philippines, a nation with a rich linguistic tapestry of over 180 languages,
recognizes the importance of English in education and government. While the K-12
curriculum aimed to enhance English language instruction, challenges remain in
ensuring high levels of English proficiency among all Filipinos, especially those from
diverse linguistic backgrounds. This is particularly crucial for prospective teachers,
who play a critical role in shaping the future of the nation's education system.
This study aims to investigate the factors that influence English proficiency
among prospective teachers at Southern Philippine College, Inc. (SPCI). By
understanding these factors, the study seeks to contribute to the development of
effective strategies to enhance English language proficiency among future
educators, thereby improving the quality of education in the Philippines.

1.2 Statement of the Problem

 Variations in English language proficiency exist among students in the
College of Education at Southern Philippine College, Inc. This study aims to
investigate the factors contributing to these observed differences.

1.3 Purpose of the Study

The primary purpose of this study is to identify and analyze the factors
that contribute to variations in English language proficiency among students
in the College of Education at Southern Philippine College, Inc.
1.4 Research Questions
1. What is the relationship between age and English language proficiency
among College of Education students at SPCI?
2. Is there significant gender-based differences in English language
proficiency among College of Education students at SPCI?
3. How does the type of high school curriculum (non-K12 vs. K12) impact
English language proficiency among College of Education students at
SPCI?
4. Do students in different specializations within the College of Education
at SPCI exhibit significant variations in English language proficiency?
5. Is there a significant difference in English language proficiency among
students in different year levels (Freshman, Sophomore, Junior, Senior)
in the College of Education at SPCI?
6. What are the specific aspects of English grammar and reading
comprehension skills demonstrated by College of Education students at
SPCI?
a. Grammar
b. Vocabulary
c. Reading Comprehension
[Link] implications may be drawn from the findings of the study?

1.5 Methodology
This study will employ a quantitative research design to investigate the
factors influencing English language proficiency among College of Education
students at Southern Philippine College, Inc.
Data Collection
Two primary methods will be used to collect data:
 Standardized English Proficiency Testing: Participants will
complete the [Specify the specific modules or sections of the
test used, e.g., "Grammar & Vocabulary" module, "Reading &
Writing" module, "Overall Proficiency" assessment] of the
standardized English proficiency test provided by Transparent
Language. This test evaluates various aspects of English language
skills, including grammar, vocabulary, reading comprehension, and
listening comprehension.
 Survey Administration: A structured questionnaire will be
administered to gather demographic information (age, gender, etc.),
educational background (high school curriculum – non-K12 vs. K12),
specialization within the College of Education, year level, and self-
perceived English language proficiency. The survey will include a
combination of closed-ended questions (e.g., multiple-choice, Likert
scale) and a limited number of open-ended questions to allow for some
qualitative insights.
Data Analysis
 Descriptive statistics (mean, standard deviation) will be used to
summarize demographic information and self-perceived language
proficiency.
 Inferential statistics (e.g., t-tests, ANOVA, correlation analysis) will
be employed to examine relationships between variables, such as
gender, high school curriculum, specialization, year level, and English
proficiency scores as measured by the Transparent Language test.
This methodology will allow for the systematic collection and analysis of data
to address the research questions and provide valuable insights into the
factors influencing English language proficiency among the target
population.

1.6 Research Objectives

This study aims to:
1. Assess the current level of English language proficiency among
students in the College of Education at SPCI, including specific skills
such as grammar, vocabulary, reading comprehension, and oral
communication.
2. Investigate the influence of demographic factors, including age,
gender, and type of high school curriculum attended.
 3. Examine the relationship between chosen specialization within the
College of Education and English language proficiency levels.
4. Develop and propose recommendations for enhancing English
language instruction and support within the College of Education at
SPCI based on the research findings.

1.7 Significance of the Study

The findings of this study will have significant implications for:
 Improving teacher education:
o By identifying key factors influencing English proficiency, the
College of Education can implement targeted interventions to
enhance the English language skills of its students. These
interventions may include:
 Developing and implementing specialized English language
courses for pre-service teachers, focusing on areas such as
pronunciation, grammar, vocabulary building, and effective
communication strategies.
 Integrating English language development across the
curriculum in all subject areas, requiring students to
demonstrate their English proficiency in various academic
settings, such as writing assignments, class presentations,
and group projects.
 Providing opportunities for students to engage in authentic
communication experiences, such as teaching practicums,
tutoring sessions, and community outreach programs,
where they can apply their English language skills in real-
world contexts.
 Offering professional development workshops for faculty on
effective English language teaching methodologies.
 Enhancing teaching and learning:
o The findings can inform the development of more effective
English language instruction strategies within the College of
Education. This may involve incorporating evidence-based
teaching practices, utilizing appropriate instructional materials,
and creating a supportive learning environment that fosters
English language development.
 Improving student outcomes:
 o By addressing the factors that contribute to variations in English
language proficiency, the College of Education can help all
students, regardless of their background or chosen
specialization, achieve prominent levels of English proficiency,
which is crucial for their academic and professional.

1.8 Limitations of the Study

1. Scope and Generalizability: The study is limited to students in the
College of Education at Southern Philippine College, Inc. Therefore, the
findings may not be generalizable to students in other colleges,
universities, or even other departments within the same institution.
2. Sample Size and Representativeness: The sample size may be
limited, potentially affecting the statistical power and generalizability
of the findings. Furthermore, the representativeness of the sample to
the selective delegate on College of Education students at SPCI needs
to be carefully considered.

3. Data Collection Methods:

 The reliance on self-report measures (e.g., surveys) may be subject to
social desirability bias, where participants may provide responses that
they believe are socially acceptable.
 The validity and reliability of the instruments used to measure English
language proficiency, such as tests and assessments, will significantly
influence the accuracy of the findings.
4. Data Analysis and Interpretation:
 The interpretation of qualitative data can be subjective, and different
researchers may draw different conclusions from the same data.
 Statistical analyses may not fully capture the complex interplay of
factors influencing English language proficiency.
5. External Factors:
 Unforeseen events, such as changes in the academic calendar,
unexpected disruptions, or shifts in educational policies, could impact
the research process and potentially affect the results.
6. Focus on Specific Factors: The study may not comprehensively
address all the potential factors that influence English language
proficiency, such as socio-economic background, cultural factors, and
individual learning styles.
1.9 Scope and Delimitation
  Scope: This study will focus on identifying and analyzing the factors
that contribute to variations in English language proficiency among
students enrolled in the College of Education at Southern Philippine
College, Inc.
 Delimitations:
o The study will be limited to the current student population of the
College of Education at SPCI during 2024 – 2025 academic year.
o The study will primarily focus on the following aspects of English
language proficiency:
 Grammar
 Vocabulary
 Reading comprehension
o The study will not investigate the impact of specific teaching
methodologies or individual teacher characteristics on student
outcomes.
o The study will not delve into the specific socio-economic
backgrounds of the participants in detail.

2.0 Theoretical Framework

This study draws upon several theoretical frameworks to understand the
factors influencing English language proficiency among College of Education
students at Southern Philippine College, Inc.
 Sociolinguistics:
o In this study, sociolinguistics will help understand how factors
like gender, socioeconomic background, and cultural identity
may influence students' English language proficiency and their
experiences within the educational context.

 Cognitive Linguistics:
o This framework focuses on how language is processed and
understood by the human mind.
o Cognitive linguistics emphasizes the role of mental
representations, conceptual structures, and embodied
experiences in language acquisition.
 o This perspective will help in analyzing students' understanding of
grammatical structures, reading comprehension strategies, and
their ability to use language effectively for communication.
By integrating these theoretical frameworks, this study will provide a
comprehensive understanding of the multifaceted factors that contribute to
variations in English language proficiency among College of Education
students at SPCI.

Related Literature
Numerous studies have explored factors influencing English language
proficiency in various contexts. Research has investigated the impact of:
 Socioeconomic factors: Bornstein (2012) and Hoff (2003) have
demonstrated that family income, parental education levels, and
access to resources significantly influence language development.
 Academic factors: Oxford (1990) and Willing (2008) have shown that
high school background, prior language learning experiences, and
study habits play a crucial role in English language development.
 Personal factors: Gardner (1985) and Zimmerman (2000) have
highlighted the significant influence of motivation, self-efficacy, and
learning styles on language learning outcomes.
 Instructional factors: Krashen (1985) and Long (1983) have
emphasized the importance of effective teaching methodologies,
teacher quality, and curriculum design in successful language learning.
 Institutional factors: Gee (2005) and Lave & Wenger (1991) have
explored the impact of school policies, resource availability, and the
overall learning environment on student learning outcomes.
However, research specifically examining the factors influencing
English language proficiency variations among students in the College of
Education at Southern Philippine College, Inc. is limited.

Glossary of Terms
 Bilingualism - The ability to speak and understand two languages
fluently.
 Curriculum - The planned course of study for a particular subject or
program of study.
 Demographics - Statistical data relating to the population and
particular groups within it.
 English Language Proficiency - The level of skill in understanding,
speaking, reading, and writing English.
 Ethnolinguistic - Relating to both ethnicity and language.
 Globalization - The process of increasing interconnectedness and
interdependence among countries and people worldwide.
 Instructional Factors - Elements related to the teaching and learning
process, such as teaching methods, teacher quality, and curriculum
design.
 Institutional Factors - Factors related to the school or institution,
such as policies, resources, and the overall learning environment.
 K12 Curriculum - The Philippine education system that covers 12
years of basic education, including kindergarten and 12 years of
elementary and secondary education.
 Lingua Franca - A language that is widely used as a means of
communication between speakers of other languages.
 Personal Factors - Individual characteristics and traits that influence
language learning, such as motivation, self-efficacy, and learning
styles.
 Proficiency - The level of skill or competence in a particular area.
 Socioeconomic Factors - Factors related to an individual's social and
economic background, such as family income, parental education, and
access to resources.
 Stakeholders - Individuals or groups who have an interest in or are
affected by a particular situation or organization.

References
 Bornstein, M. H. (2012). Handbook of parenting: Volume 4: Applied
perspectives in parenting science. Guilford Press.
 Gardner, R. C. (1985). Social psychology and second language
learning: The role of attitudes and motivation. Edward Arnold.
 Gee, J. P. (2005). The anti-racist educator: How and why to make
classrooms multicultural. Teachers College Press.
 Hoff, E. (2003). The specificity of early language experience and its
consequences. Current Directions in Psychological Science, 12(3), 141-
144.
 Jones, D., & Davis, M. (2022). [Insert publication details for Jones &
Davis's work].
  Krashen, S. D. (1985). The input hypothesis: Issues and implications. In
S. Gass & C. Madden (Eds.), Input in second language acquisition (pp.
3-41). Newbury House.
 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral
participation. Cambridge University Press.
 Long, M. H. (1983). Native speaker intuitions in second language
acquisition. Applied Linguistics, 4(2), 175-187.
 Oxford, R. L. (1990). Language learning strategies: What they are, how
they work, and how to teach them. Newbury House Publishers.
 Rao, P. (2019). [The role of English as a global language].
 Smith, J. (2023). [The Importance of English in a Globalized World,"
"English Language Proficiency in Higher Education]

Juan___________ in the library this morning.

 is study
 studying
 is studying
 are studying
Alicia, __________ the windows please. It's too hot in here.
 opens
 open
 opened
 will opened
The movie was __________ the book.
 as
 as good
 good as
 as good as
Eli's hobbies include jogging, swimming, and __________.
 to climb mountains
 climb mountains
 to climb
 climbing mountains
Mr. Hawkins requests that someone _________ the data by fax immediately.
 sent
 sends
 send
 to send
Who is ____________, Marina or Sachiko?
 tallest
 tall
 taller
 the tallest
The concert will begin ________ fifteen minutes.
 in
 on
 with
 about
I have only a ________ Christmas cards left to write.
 few
 fewer
 less
 little
Each of the Olympic athletes ____________ for months, even years.
 have been training
 were training
 has been training
  been training
Maria __________ never late for work.
 am
 are
 were
 is
The company will upgrade _________ computer information systems next
month.
 there
 their
 it's
 its
Cheryl likes apples, _________ she does not like oranges.
 so
 for
 but
 or
You were ____________ the New York office before 2 p.m.
 suppose call
 supposed to call
 supposed calling
 supposed call
When I graduate from college next June, I _____________ a student here for
five years.
 will have been
 have been
 has been
 will have
Ms. Guth _________ rather not invest that money in the stock market.
 has to
  could
 would
 must
Restart Test

Instructions: Select the underlined word or phrase that is incorrect.

The majority to the news is about violence or scandal.

 The
 to
 news
 violence
Takeshi swimmed one hundred laps in the pool yesterday.
 swimmed
 hundred
 in
 yesterday
When our vacation, we plan to spend three days scuba diving.
 When
 plan
 days
 diving
Mr. Feinauer does not take critical of his work very well.
 does
 critical
 his
 well
Yvette and Rinaldo send e-mail messages to other often.
 and
  send
 other
 often
Mr. Olsen is telephoning a American Red Cross for help.
 is
 a
 Red
 for
I had a enjoyable time at the party last night.
 a
 time
 at
 last
The doctor him visited the patient's parents.
 The
 him
 visited
 patient's
Petra intends to starting her own software business in a few years.
 intends
 starting
 software
 few
Each day after school, Jerome run five miles.
 Each
 after
 run
 miles
He goes never to the company softball games.
  never
 the
 softball
 games
Do you know the student who books were stolen?
 Do
 know
 who
 were
Jean-Pierre will spend his vacation either in Singapore nor the Bahamas.
 will
 his
 nor
 Bahamas
I told the salesman that I was not interesting in buying the latest model.
 told
 that
 interesting
 buying
Frederick used work for a multinational corporation when he lived
in Malaysia.
 used work
 multinational
 when
 lived in

Instructions: Select the best answer.

Restart Test
The rate of ___________ has been fluctuating wildly this week.
 money
  bills
 coins
 exchange
The bus ___________ arrives late during bad weather.
 every week
 later
 yesterday
 always
Do you ____________ where the nearest grocery store is?
 know
 no
 now
 not
Jerry Seinfeld, the popular American comedian, has his audiences
___________.
 putting too many irons in the fire
 keeping their noses out of someone's business
 rolling in the aisles
 going to bat for someone
The chairperson will ____________ members to the subcommittee.
 appoint
 disappoint
 appointment
 disappointed
The critics had to admit that the ballet ______________ was superb.
 procrastinate
 performance
 pathology
 psychosomatic
Peter says he can't ___________ our invitation to dinner tonight.
  angel
 across
 accept
 almost
We were __________ friends in that strange but magical country.
 upon
 among
 toward
 in addition to
The hurricane caused ____________ damage to the city.
 extend
 extended
 extensive
 extension
Many cultures have special ceremonies to celebrate a person's _________ of
passage into adulthood.
 right
 rite
 writ
 write
nstructions: Select the best answer.
Restart Test
Directions to Erik's house

Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles.
After one mile, you will pass a small shopping center on your left. At the next
set of traffic lights, turn right onto Maple Drive. Erik's house is the third
house on your left. It's number 33, and it's white with green trim.
What is Erik's address?
 Interstate 25
 2 Elm Street
 13 Erika Street
  33 Maple Drive
Which is closest to Erik's house?
 the traffic lights
 the shopping center
 exit 7S
 a greenhouse
Date: May 16, 1998
To: Megan Fallerman
From: Steven Roberts
Subject: Staff Meeting

Please be prepared to give your presentation on the monthly sales figures at

our upcoming staff meeting. In addition to the accurate accounting of
expenditures for the monthly sales, be ready to discuss possible reasons for
fluctuations as well as possible trends in future customer spending. Thank
you.
The main focus of the presentation will be ______________.
 monthly expenditures
 monthly salary figures
 monthly sales figures
 staff meeting presentations
Who will give the presentation?
 the company president
 Megan Fallerman
 Steven Roberts
 future customers
The B&B Tour

Spend ten romantic days enjoying the lush countryside of southern England.
The counties of Devon, Dorset, Hampshire, and Essex invite you to enjoy
their castles and coastline, their charming bed and breakfast inns, their
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tour begins August 15. Call or fax us today for more information 1-800-222-
XXXX. Enrollment is limited, so please call soon.
Which of the following counties is not included in the tour?
 Devon
 Cornwall
 Essex
 Hampshire
How many people can go on this tour?
 10
 an unlimited number
 2-8
 a limited number
What can we infer about this area of southern England?
 The region has lots of vegetation.
 The coast often has harsh weather.
 The sun is hot and the air is dry.
 The land is flat.
Anna Szewcyzk, perhaps the most popular broadcaster in the news media
today, won the 1998 Broadcasting Award. She got her start in journalism as
an editor at the Hollsville County Times in Missouri. When the newspaper
went out of business, a colleague persuaded her to enter the field of
broadcasting. She moved to Oregon to begin a master's degree in broadcast
journalism at Atlas University. Following graduation, she was able to begin
her career as a local newscaster with WPSU-TV in Seattle, Washington, and
rapidly advanced to national television. Noted for her quick wit and trenchant
commentary, her name has since become synonymous with Good Day,
America! Accepting the award at the National Convention of Broadcast
Journalism held in Chicago, Ms. Szewcyzk remarked, "I am so honored by this
award that I'm at a total loss for words!" Who would ever have believed it?
What is the purpose of this announcement?
 to invite people to the National Convention of Broadcast Journalism
 to encourage college students to study broadcasting
 to recognize Ms. Szewcyzk's accomplishments
 to advertise a job opening at the Hollsville County Times
The expression "to become synonymous with" means
 to be the same as.
 to be the opposite of.
 to be in sympathy with.
 to be discharged from.
What was Ms. Szewczyk's first job in journalism?
 She was a T.V. announcer in Washington.
 She was a newscaster in Oregon.
 She was an editor for a newspaper in Missouri.
 She was a talk show host in Chicago.
Restart Test
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