International Journal of Education Humanities and Social Science

ISSN: 2582-0745
Vol. 7, No. 03; 2024

PERCEPTIONS ON TEACHING ENGLISH AS A SECOND LANGUAGE AND

ENGLISH PROFICIENCY LEVELS OF GRADE 6 LEARNERS: FOUNDATION FOR
ENHANCED ENGLISH INSTRUCTION PLAN
Allan Lanoy Tuvilla
Mondriaan Aura College, Subic Bay Freeport Zone, Philippines

https://doi.org/10.54922/IJEHSS.2024.0721

ABSTRACT
This study determined the perceptions on Teaching English as a Second Language (TESL) and the
English proficiency levels of Grade 6 learners in Cabangan District, Schools Division of Zambales
during the School Year 2023-2024. A quantitative-descriptive approach was employed, utilizing a
validated questionnaire to collect data from 317 Grade 6 learners. The questionnaire assessed
various dimensions including teaching resources, teaching approaches, learning support,
assessment methods, and English proficiency levels. The study found that Grade 6 learners
predominantly aged 11, primarily female, and mostly from families with a monthly income of
P19,999 or below. They spent less than 1.0 hour studying at home on average, and their learning
facilitators were mostly college graduates. Learners moderately observed the utilization of TESL
resources and approaches. In terms of English proficiency, learners showed proficiency in oral
communication and moderate proficiency in writing, vocabulary mastery, and reading
comprehension. Significant differences were observed in learners’ perceptions of TESL across
dimensions based on age and the educational attainment of their facilitators. The study revealed a
substantial correlation between learners' perceptions of TESL and their English proficiency levels.
These findings underscore the need for an enhanced English instruction plan to improve TESL and
English proficiency levels among Grade 6 learners.

Keywords: Perceptions, Teaching English, Second Language, English Proficiency Levels, Grade
6 Learners.

1. INTRODUCTION
The study delves into the intricate dynamics between language instruction and proficiency levels
in young learners. Various studies emphasize the importance of innovative, inclusive, and adaptive
teaching methodologies. Verma (2020) highlights the impact of mobile technology in education,
particularly during the COVID-19 pandemic, showing significant improvements in learners'
writing skills, vocabulary, and spelling through the use of SMS and mobile-based emails.
Similarly, Hien (2024) demonstrates the positive impact of using Quizizz for lesson revision on
student motivation and engagement, supporting the integration of technology in TESL. Ananda et
al. (2023) also found that language-learning apps like Duolingo significantly enhance learners'
interest in learning English, suggesting that such tools can be valuable for promoting language
proficiency among Grade 6 learners.
Moreover, Arroyo-Romano (2022) addresses the challenges faced by bilingual preservice
teachers in Texas, emphasizing the need for early assessment and tailored instruction to bridge
gaps in language proficiency. This aligns with Singh's (2024) discussion on the limited availability
of teaching resources in rural Nepalese schools, stressing the importance of adaptable resources to

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 International Journal of Education Humanities and Social Science

ISSN: 2582-0745
Vol. 7, No. 03; 2024
supplement traditional materials for improving English teaching effectiveness in resource-
constrained settings. Additionally, Khan et al. (2024) introduce Directed Motivational Currents
(DMC) in the context of L2 motivation, indicating that incorporating DMC into English teaching
practices can significantly improve motivational aspects and the overall teaching-learning process,
enhancing learners' proficiency levels.
Studies further underscore the importance of culturally relevant and contextually
appropriate teaching strategies. Ullah et al. (2024) explore the relationship between accent and
identity in English as a Lingua Franca (ELF) communication, highlighting the need to consider
learners' cultural and linguistic backgrounds in TESL approaches. Salaberri-Ramiro and Zaafour
(2023) emphasize the need for culturally relevant teaching resources that respect local languages
and cultures in the MENA region. Hongwilal and Kawboonsai (2023) advocate for a shift from
traditional teacher-centered models to more integrated and context-specific professional
development approaches, while Valledor et al. (2023) highlight the effectiveness of personalized
learning environments and blended learning methodologies. Lastly, Mubaroq and Qamariah
(2024) explore various curriculum approaches in English language teaching, emphasizing the
flexibility required in selecting and combining different methods to provide a comprehensive
language learning experience. These insights collectively support the development of a
comprehensive and effective English instruction plan that addresses the diverse needs of Grade 6
learners, ultimately enhancing their language proficiency and overall academic performance.

2. STATEMENT OF THE PROBLEM

This study determined the perceptions on TESL and English proficiency levels of Grade 6
learners at Cabangan District, Schools Division of Zambales during the School Year 2023-2024.
Specifically, it aimed to answer these questions:
1. How may the profile of the respondents be described in terms of:
1.1. age;
1.2. sex;
1.3. monthly family income;
1.4. daily number of hours spent studying English at home; and
1.5. highest educational attainment of a learning facilitator?
2. How may the respondents’ perceptions on TESL be described in terms of:
2.1. teaching resources;
2.2. approaches to teaching;
2.3. learning support; and
2.4. assessment methods?
3. How may the English proficiency levels of the respondents be described in terms of:
3.1. oral communication;
3.2. writing proficiency;
3.3. mastering vocabulary; and
3.4. reading comprehension?
4. Is there a significant difference between the respondents’ perceptions on TESL and their
profile when grouped accordingly?
5. Is there a significant correlation between the respondents’ perceptions on TESL and their
English proficiency levels?

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 International Journal of Education Humanities and Social Science

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Vol. 7, No. 03; 2024
6. What enhancement plan can be proposed for TESL and English proficiency levels of
Grade 6 learners?

3. METHODS AND MATERIALS

This study determined the perceptions on classroom discipline management of
intermediate learners at Cabangan District, Schools Division of Zambales during the School Year
2023-2024. Utilizing a quantitative-descriptive method, data were collected, classified,
summarized, and presented using percentages and means. The respondents comprised 317 Grade
6 learners, employing total population sampling to ensure unbiased representation and validity. A
researcher-designed questionnaire served as the primary data collection instrument, consisting of
three parts covering the profile of respondents, perceptions on TESL, and English proficiency
levels of respondents. Internal consistency was confirmed through Cronbach’s Alpha scores,
indicating excellent reliability across dimensions. Non-parametric testing, specifically Kruskal-
Wallis Test and Spearman’s Rho Correlation Coefficient, were employed due to non-normal
distribution of data, revealing significant findings across various dimensions.

4. RESULTS AND DISCUSSIONS

4.1. Profile of Respondents
Table 1 presents the distribution of age profiles among respondents, providing both
frequency and percentage. The table indicates that 155 learners (48.90%) were 11 years old, 105
learners (33.12%) were 12 years old, 40 learners (12.62%) were 13 years old, and 17 learners
(5.36%) were 14 years old. The mean age of the learners was 11.74, approximately equivalent to
12 years old.

Table 1. Frequency and Percentage Distribution of the Profile of

Respondents in terms of Age

Age Frequency Percentage

14 years old 17 5.36
13 years old 40 12.62
12 years old 105 33.12
11 years old 155 48.90
Total 317 100.00
Mean 11.74 or 12 years old
The present study paralleled previous studies (Balanon, 2023; Herrera, 2023; Cabling,
2024) conducted in Zambales, focusing on a specific age group and providing insights into the
characteristics and behaviors of individuals approximately 11 years old and above.
Regarding sex, Table 2 displays the frequency and percentage distribution of respondents'
profiles. It is observable that a majority of the learners (51.10%) were female, and 155 learners
(48.90%) were male.

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 International Journal of Education Humanities and Social Science

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Vol. 7, No. 03; 2024
Table 2. Frequency and Percentage Distribution of the Profile of
Respondents in terms of Sex

Sex Frequency Percentage

Male 155 48.90
Female 162 51.10
Total 317 100.00
Similarly, the present study aligned with previous studies (Reyes, 2022; Tampos, 2023;
Villarin, 2023) conducted in Zambales, revealing a notable gender distribution among learners,
particularly a predominant representation of females, suggesting exploration of gender-related
aspects within the educational context during the specified timeframe.
Table 3 outlines the monthly family income profile of the respondents, illustrating the
frequency and percentage distribution. The data on the table shows that 114 learners (35.96%)
belonged to families with a monthly income of P19,999 and below, 75 learners (23.66%) belonged
to families with a monthly income of P20,000 to P39,999, 43 learners (13.56%) belonged to
families with a monthly income of P40,000 to P59,999, 27 learners (8.52%) belonged to families
with a monthly income of P60,000 to P79,999, 22 learners (6.94%) belonged to families with a
monthly income of P80,000 to P99,999, 19 learners (5.99%) belonged to families with a monthly
income of P100,000 to P119,999, and 17 learners (5.36%) belonged to families with a monthly
income of P120,000 and above. The mean monthly family income was P42,712.43, falling within
the bracket of P40,000 to P59,999.

Table 3. Frequency and Percentage Distribution of the Profile of

Respondents in terms of Monthly Family Income

Monthly Family Frequency Percentage

Income
P120,000 and above 17 5.36
P100,000 to P119,999 19 5.99
P80,000 to P99,999 22 6.94
P60,000 to P79,999 27 8.52
P40,000 to P59,999 43 13.56
P20,000 to P39,999 75 23.66
P19,999 and below 114 35.96
Total 317 100.00
Mean P42,712.43
Furthermore, the present study was similar to previous studies (Barcelon, 2022; Deliquiña,
2023; Tabun, 2023) conducted in Zambales, highlighting a significant association between learners
and lower monthly family income or belonging to the bracket of P19,999 and below, offering
insights into the educational challenges faced by economically disadvantaged backgrounds in the
province.
Table 4 breaks down respondents’ daily number of hours spent studying English at home,
illustrating the distribution through frequency and percentage. The table reveals that 117 learners
(36.91%) spent less than 1.0 hour studying English at home, 84 learners (26.50%) spent 1.0 to 1.9

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 International Journal of Education Humanities and Social Science

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Vol. 7, No. 03; 2024
hours studying English at home, 62 learners (19.56%) spent 2.0 to 2.9 hours studying English at
home, 35 learners (11.04%) spent 3.0 to 3.9 hours studying English at home, and 19 learners
(5.99%) spent 4.0 hours and above studying English at home. The mean daily number of hours
spent studying English at home was 1.68 hours, falling within the bracket of 1.0 to 1.9 hours.

Table 4. Frequency and Percentage Distribution of the Profile of

Respondents in terms of Daily Number of Hours Spent Studying English
at Home

Daily Number of Hours

Spent Studying English at Frequency Percentage
Home
4.0 hours and above 19 5.99
3.0 to 3.9 hours 35 11.04
2.0 to 2.9 hours 62 19.56
1.0 to 1.9 hours 84 26.50
less than 1.0 hours 117 36.91
Total 317 100.00
Mean 1.68 hours
Moreover, the present study was consistent with previous studies (Ebba, 2022; Soriano,
2022; Ebuengan, 2023) conducted in Zambales, uncovering prevalent patterns among learners,
indicating that the majority spent less than 1.0 hour daily studying their English lessons at home,
suggesting potential areas of interest related to subjects.
Concerning the highest educational attainment of a learning facilitator, Table 5 showcases
the frequency and percentage distribution of respondents' profiles. It is noticeable that 119 learners
(37.54%) had learning facilitators who were college graduates, 100 learners (31.55%) had learning
facilitators who were high school graduates, 78 learners (24.61%) had learning facilitators who
were MA graduates, and 20 learners (6.31%) had learning facilitators who were elementary
graduates.

Table 5. Frequency and Percentage Distribution of the Profile of

Respondents in terms of Highest Educational Attainment of a Learning
Facilitator

Highest Educational
Attainment of a Learning Frequency Percentage
Facilitator
MA Graduate 78 26.41
College Graduate 119 37.54
High School Graduate 100 31.55
Elementary Graduate 20 6.31
Total 317 100.00
Additionally, the present study was tantamount to previous studies (Elcano, 2022; Francisa,
2022; Moralejo, 2022) conducted in Zambales, revealing that a significant portion of learners’

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 International Journal of Education Humanities and Social Science

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Vol. 7, No. 03; 2024
learning facilitators were college graduates, suggesting exploration of the role and impact of
learning facilitators with varying educational backgrounds on learners' English proficiency.
4.2. Respondents’ Perceptions on TESL
In Table 6, the mean rating and interpretations of respondents’ perceptions on TESL in
terms of teaching resources are provided. The table indicates that the respondents moderately
observed TESL when their teachers taught English by using colorful pictures and charts that made
learning new words super exciting (µ = 2.40), storybooks that had big letters and fun pictures,
making the lessons enjoyable (µ = 2.44), cards showing words and pictures, turning the class into
a fun game (µ = 2.43), different flashcards every day, helping them remember new words (µ =
2.49), audio recording, where they heard the correct pronunciation of words (µ = 2.47), videos
with cool characters, making the class more interesting (µ = 2.41), worksheets and activities to
practice writing and using English words (µ = 2.40), games and puzzles, making the English
lessons feel like playtime (µ = 2.45), a variety of books, helping them discover new words and get
better at reading (µ = 2.49), and online resources and fun apps at home, giving them extra help to
practice English (µ = 2.49). In terms of teaching resources, the general mean rating was 2.45,
interpreted as moderately observed.

Table 6. Mean Rating and Interpretations of the Respondents’ Perceptions on

TESL in terms of Teaching Resources

Mean
Item Indicator Interpretation
Rating
1 My teacher teaches English by using 2.40 Moderately Observed
colorful pictures and charts that make
learning new words super exciting.
2 My teacher teaches English with 2.44 Moderately Observed
storybooks that have big letters and
fun pictures, making the lessons
enjoyable.
3 My teacher teaches English with 2.43 Moderately Observed
cards showing words and pictures,
turning the class into a fun game.
4 My teacher teaches English using 2.49 Moderately Observed
different flashcards every day,
helping me remember new words.
5 My teacher teaches English with 2.47 Moderately Observed
audio recordings, where I can hear the
correct pronunciation of words.
6 My teacher teaches English using 2.41 Moderately Observed
videos with cool characters, making
the class more interesting.
7 My teacher teaches English with 2.40 Moderately Observed
worksheets and activities to practice
writing and using English words.

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 International Journal of Education Humanities and Social Science

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Vol. 7, No. 03; 2024
8 My teacher teaches English through 2.45 Moderately Observed
games and puzzles, making the
English lessons feel like playtime.
9 My teacher teaches English with a 2.49 Moderately Observed
variety of books, helping me discover
new words and get better at reading.
10 My teacher teaches English by 2.49 Moderately Observed
encouraging me to use online
resources and fun apps at home,
giving me extra help to practice
English.
General Mean Rating 2.45 Moderately Observed
The present study was parallel to the previous studies (Misechko & Lytniova, 2024; Fatima
et al., 2024; Maitio et al., 2024) in terms of investigating learners' perceptions of TESL and the
availability and impact of teaching resources. The present study, along with previous research
highlights the importance of investigating learners' perceptions of TESL and the role of teaching
resources, particularly Information and Communication Technology (ICT), in language education.
These studies collectively underscore the significance of leveraging technology and exploring
innovative approaches to enhance language learning experiences and improve language
proficiency levels. By examining the evolution of language education practices, the impact of ICT
on TESL, and teachers' perceptions of incorporating technology in language classes, these studies
contribute to a deeper understanding of effective language teaching methodologies and the
potential benefits of utilizing teaching resources to facilitate language learning.
The mean rating and interpretations of the respondents’ perceptions on TESL in terms of
approaches to teaching are displayed in Table 7. The data suggests that the respondents moderately
observed TESL when their teachers taught English by telling interesting stories that helped them
understand new words and ideas (µ = 2.39), fun games that made learning feel like playtime in the
class (µ = 2.42), acting out scenes from stories, making the lessons enjoyable (µ = 2.45), songs
and rhymes, making it easier for them to remember words (µ = 2.47), sharing their own stories,
making the class more interactive (µ = 2.48), role-playing activities, helping them practice
conversations in a fun way (µ = 2.41), pictures and drawings to explain concepts, making it easy
to understand (µ = 2.42), group activities, so each learned from each other (µ = 2.45), educational
videos that made the lessons interesting (µ = 2.49), and hands-on activities, allowing them to
explore and learn in a creative way (µ = 2.47). In terms of approaches to teaching, the general
mean rating was 2.44, interpreted as moderately observed.

Table 7. Mean Rating and Interpretations of the Respondents’ Perceptions on

TESL in terms of Approaches to Teaching

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Mean
Item Indicator Interpretation
Rating
1 My teacher teaches English by telling 2.39 Moderately Observed
interesting stories that help me
understand new words and ideas.
2 My teacher teaches English using fun 2.42 Moderately Observed
games that make learning feel like
playtime in the class.
3 My teacher teaches English by letting 2.45 Moderately Observed
me act out scenes from stories,
making the lessons enjoyable.
4 My teacher teaches English through 2.47 Moderately Observed
songs and rhymes, making it easier
for me to remember words.
5 My teacher teaches English by asking 2.48 Moderately Observed
me to share my own stories, making
the class more interactive.
6 My teacher teaches English with role- 2.41 Moderately Observed
playing activities, helping me practice
conversations in a fun way.
7 My teacher teaches English using 2.42 Moderately Observed
pictures and drawings to explain
concepts, making it easy to
understand.
8 My teacher teaches English by 2.45 Moderately Observed
encouraging group activities, so each
can learn from each other.
9 My teacher teaches English by 2.49 Moderately Observed
showing educational videos that make
the lessons interesting.
10 My teacher teaches English by 2.47 Moderately Observed
incorporating hands-on activities,
allowing me to explore and learn in a
creative way.
General Mean Rating 2.44 Moderately Observed
The present study was similar to the previous studies conducted by Koutska (2024), Alisoy
(2024), and Dewaele et al. (2022) in terms of exploring learners' perceptions of TESL and effective
approaches to language education. These studies contribute to a nuanced understanding of learners'
perceptions of TESL and highlight the significance of adopting learner-centered, interactive, and
engaging approaches to language education to enhance learning outcomes and promote positive
learning experiences.
Table 8 outlines the mean rating and interpretations concerning the respondents’
perceptions on TESL in terms of learning support. It is evident from the table that the respondents
moderately observed TESL when their teachers taught English by helping them when they found

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difficult words, making sure they understood (µ = 2.36), giving extra time for them to practice
speaking and using new words (µ = 2.40), providing additional resources, like books and games,
to support their learning (µ = 2.43), asking questions and seeking help when they needed it (µ =
2.49), creating a comfortable environment where they felt safe to make mistakes and learn (µ =
2.48), giving personalized feedback on their work, helping them improve (µ = 2.42), using
different ways to explain things until they understood (µ = 2.40), offering extra practice activities
for them to reinforce what they had learned (µ = 2.43), partnering them with classmates for peer
support in learning new words (µ = 2.48), and celebrating their achievements and progress, making
them feel proud of their learning journey (µ = 2.49). In terms of learning support, the general mean
rating was 2.44, interpreted as moderately observed.

Table 8. Mean Rating and Interpretations of the Respondents’ Perceptions on

TESL in terms of Learning Support

Mean
Item Indicator Interpretation
Rating
1 My teacher teaches English by 2.36 Moderately Observed
helping me when I find difficult
words, making sure I understand.
2 My teacher teaches English by giving 2.40 Moderately Observed
extra time for me to practice speaking
and using new words.
3 My teacher teaches English by 2.43 Moderately Observed
providing additional resources, like
books and games, to support my
learning.
4 My teacher teaches English by 2.49 Moderately Observed
encouraging me to ask questions and
seek help when I need it.
5 My teacher teaches English by 2.48 Moderately Observed
creating a comfortable environment
where I feel safe to make mistakes
and learn.
6 My teacher teaches English by giving 2.42 Moderately Observed
personalized feedback on my work,
helping me improve.
7 My teacher teaches English by using 2.40 Moderately Observed
different ways to explain things until
I understand.
8 My teacher teaches English by 2.45 Moderately Observed
offering extra practice activities for
me to reinforce what I have learned.

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9 My teacher teaches English by 2.48 Moderately Observed
partnering me with classmates for
peer support in learning new words.
10 My teacher teaches English by 2.49 Moderately Observed
celebrating my achievements and
progress, making me feel proud of my
learning journey.
General Mean Rating 2.44 Moderately Observed
The present study was aligned to the previous studies conducted by Fisher et al. (2024),
Sun & Luo (2023), and Soyoof et al. (2022) in terms of investigating learners' perceptions of TESL
and the role of learning support in facilitating language acquisition. These studies underscore the
importance of understanding learners' perceptions and needs in designing effective learning
support systems and teaching methodologies for TESL. By leveraging insights from learner
experiences and preferences, teachers can enhance the effectiveness of language instruction and
optimize learning outcomes for diverse learner populations.
The mean rating and interpretation of the respondents’ perceptions on TESL in terms of
assessment methods are presented in Table 9. The table reveals that the respondents moderately
observed when their teachers taught English by checking their understanding through fun quizzes
and games (µ = 2.40), asking questions that helped them show what they had learned in the lessons
(µ = 2.41), giving them projects to express themselves and use new words creatively (µ = 2.46),
letting them share stories in English, showing how much they had learned (µ = 2.47), having
conversations with them to see how well they spoke and listened (µ = 2.49), using pictures or
drawings for them to explain what they understood (µ = 2.39), looking at their written work and
giving helpful feedback to improve (µ = 2.43), observing how they participate in class activities
and discussions (µ = 2.47), providing different tasks to see how well they applied what they had
learned (µ = 2.49), and celebrating their progress and efforts in learning the language (µ = 2.48).
In terms of assessment methods, the general mean rating was 2.45, interpreted as moderately
observed.

Table 9. Mean Rating and Interpretations of the Respondents’ Perceptions on

TESL in terms of Assessment Methods

Mean
Item Indicator Interpretation
Rating
1 My teacher teaches English by 2.40 Moderately Observed
checking my understanding through
fun quizzes and games.
2 My teacher teaches English by asking 2.41 Moderately Observed
questions that help me show what I
have learned in the lessons.
3 My teacher teaches English by giving 2.46 Moderately Observed
me projects to express myself and use
new words creatively.

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4 My teacher teaches English by letting 2.47 Moderately Observed
me share stories in English, showing
how much I have learned.
5 My teacher teaches English by having 2.49 Moderately Observed
conversations with me to see how
well I can speak and listen.
6 My teacher teaches English by using 2.39 Moderately Observed
pictures or drawings for me to explain
what I understand.
7 My teacher teaches English by 2.43 Moderately Observed
looking at my written work and
giving helpful feedback to improve.
8 My teacher teaches English by 2.47 Moderately Observed
observing how I participate in class
activities and discussions.
9 My teacher teaches English by 2.49 Moderately Observed
providing different tasks to see how
well I can apply what I have learned.
10 My teacher teaches English by 2.48 Moderately Observed
celebrating my progress and efforts in
learning the language.
General Mean Rating 2.45 Moderately Observed
The present study was cognizant of the previous studies conducted by Butler (2023),
Varsamidou (2024), and Hiver et al. (2021) in terms of assessing learners' perceptions of TESL,
particularly in relation to assessment methods. These studies underscore the importance of
considering learners' perceptions and preferences when designing assessment methods in TESL.
By incorporating self-assessment, authentic assessment, and promoting active learner engagement,
teachers can create inclusive and learner-centered language learning environments that cater to the
diverse needs and preferences of language learners.
The summary of respondents’ perceptions on TESL is detailed in Table 10. It can be seen
from the table that the respondents moderately observed TESL in terms of teaching resources,
approaches to teaching, learning support, and assessment methods (µ = 2.45, 2.44, 2.44, 2.45,
respectively). The overall mean rating was 2.45, interpreted as moderately observed.

Table 10. Summary on the Respondents’ Perceptions on TESL

Item Dimensions GMR Interpretation

1 Teaching Resources 2.45 Moderately Observed
2 Approaches to Teaching 2.44 Moderately Observed
3 Learning Support 2.44 Moderately Observed
4 Assessment Methods 2.45 Moderately Observed
Overall Mean Rating 2.45 Moderately Observed
The present study was tantamount to the previous studies conducted by Tursunova (2024),
Kizi (2024), and Kenjabaev (2024) in terms of highlighting the importance of TESL and the

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challenges associated with language learning and instruction. These studies underscore the
multifaceted nature of TESL and the importance of adopting effective teaching methodologies to
address the diverse needs and challenges faced by language learners. By acknowledging the
significance of TESL and the complexities involved in language learning, teachers can strive to
create inclusive and engaging language learning environments that foster proficiency and fluency
in English as a second language.

4.3. English Proficiency Levels of the Respondents

The frequency and percentage distribution of the English proficiency levels of the
respondents in terms of oral communication are depicted in Table 11. The table indicates that 105
learners (33.12%) were moderately proficient in English, 83 learners (26.18%) were highly
proficient in English, 65 learners (20.50%) were proficient in English, and 64 learners (20.19%)
were not proficient in English. The mean English proficiency level of the respondents in terms of
oral communication was 2.53, interpreted as proficient.

Table 11. Frequency and Percentage Distribution of the English

Proficiency Levels of the Respondents in terms of Oral Communication

English Proficiency Levels Frequency Percentage

Highly Proficient 83 26.18
Proficient 65 20.50
Moderately Proficient 105 33.12
Not Proficient 64 20.19
Total 317 100.00
Mean 2.53
Interpretation Proficient
The present study was parallel to the previous studies (Tsang, 2022; Anitha et al., 2024;
Prahaladaiah & Thomas, 2024) in terms of exploring the relationship between English as a foreign
language (EFL) learners' anxiety in public speaking and their proficiency levels in oral
communication. While anxiety in L2/FL public speaking remains under-explored, the findings
resonate with existing research that emphasizes the significance of addressing learners' anxiety in
oral communication contexts. These studies collectively underscore the importance of considering
learners' anxiety levels and pronunciation competence in fostering proficiency in oral
communication. By addressing anxiety and implementing targeted interventions, teachers can
facilitate the development of confident and proficient speakers in EFL contexts.
The English proficiency levels of the respondents, focusing on writing proficiency, are
outlined in Table 12. The table presents that 107 learners (33.75%) were moderately proficient in
English, 79 learners (24.92%) were proficient in English, 67 learners (21.14%) were highly
proficient in English, and 64 learners (20.19%) were not proficient in English. The mean English
proficiency level of the respondents in terms of writing proficiency was 2.47, interpreted as
moderately proficient.

Table 12. Frequency and Percentage Distribution of the English

Proficiency Levels of the Respondents in terms of Writing Proficiency

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English Proficiency Levels Frequency Percentage

Highly Proficient 67 21.14
Proficient 79 24.92
Moderately Proficient 107 33.75
Not Proficient 64 20.19
Total 317 100.00
Mean 2.47
Interpretation Moderately Proficient
The present study was similar to the previous studies (Sanchez-Perez, 2021; Wong & Fan,
2020; Dursun et al., 2020) in terms of exploring the relationship between English proficiency
levels and specific language contexts, albeit focusing on moderately proficient learners and their
writing proficiency. These studies underscore the significance of addressing writing proficiency
in specific language contexts and highlight the complexity of developing tailored assessment tools
for moderately proficient learners. By understanding the relationship between language
proficiency and disciplinary literacy variables, teachers can provide targeted support to enhance
writing proficiency among learners in English-medium instruction contexts.
Table 13 outlines the frequency and percentage distribution of the English proficiency
levels of the respondents in terms of mastering vocabulary. As observed from the table, 97 learners
(30.60%) were not proficient in English, 88 learners (27.76%) were moderately proficient in
English, 71 learners (22.40%) were proficient in English, and 61 learners (19.24%) were highly
proficient in English. The mean English proficiency level of the respondents in terms of mastering
vocabulary was 2.30, interpreted as moderately proficient.

Table 13. Frequency and Percentage Distribution of the English

Proficiency Levels of the Respondents in terms of Mastering Vocabulary

English Proficiency Levels Frequency Percentage

Highly Proficient 61 19.24
Proficient 71 22.40
Moderately Proficient 88 27.76
Not Proficient 97 30.60
Total 317 100.00
Mean 2.30
Interpretation Moderately Proficient
The present study was aligned to the previous studies (Aras & Hastini, 2024; Nengtias,
2024; Gani et al., 2024) in terms of investigating the relationship between English proficiency
levels and vocabulary mastery, specifically focusing on moderately proficient learners and their
acquisition of vocabulary. These studies underscore the significance of addressing vocabulary
mastery among moderately proficient learners and highlight the need for targeted interventions to
support vocabulary acquisition. By understanding the challenges learners face and identifying
effective strategies for vocabulary development, teachers can enhance language proficiency and
communication skills among learners in English language learning contexts.

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In terms of reading comprehension, Table 14 summarizes the mean rating and percentage
distribution of the English proficiency levels of the respondents. It can be observed from the table
that 103 learners (32.49%) were not proficient in English, 89 learners (28.08%) were moderately
proficient in English, 67 learners (21.14%) were proficient in English, and 58 learners (18.30%)
were highly proficient in English. The mean English proficiency level of the respondents in terms
of reading comprehension was 2.25, interpreted as moderately proficient.

Table 14. Frequency and Percentage Distribution of the English

Proficiency Levels of the Respondents in terms of Reading
Comprehension

English Proficiency Levels Frequency Percentage

Highly Proficient 58 18.30
Proficient 67 21.14
Moderately Proficient 89 28.08
Not Proficient 103 32.49
Total 317 100.00
Mean 2.25
Interpretation Moderately Proficient
The present study was coincided to the previous studies (Mirzaelan & Maghsoudi, 2024;
Adora et al., 2024; Alahmadi, 2024) in terms of investigating reading comprehension abilities
among moderately proficient English learners, albeit focusing on different interventions and
contexts. These studies underscore the importance of addressing reading comprehension abilities
among moderately proficient English learners and highlight various interventions and contexts
through which reading proficiency can be enhanced. By understanding the factors influencing
reading comprehension and implementing effective interventions, teachers can support learners in
developing strong reading skills essential for academic success and language proficiency.
The summary of the English proficiency levels of the respondents is detailed in Table 15.
It can be seen from the table that the English proficiency levels of the respondents were proficient
in the dimension of oral communication (µ = 2.53), and moderately proficient in various
dimensions such as writing proficiency, mastering vocabulary, and reading comprehension (µ =
2.47, 2.30, 2.25, respectively). The overall mean rating was 2.39, interpreted as moderately
proficient.

Table 15. Summary on the English Proficiency Levels of the Respondents

Item Dimensions GMR Interpretation

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1 Oral Communication 2.53 Proficient
2 Writing Proficiency 2.47 Moderately Proficient
3 Mastering Vocabulary 2.30 Moderately Proficient
4 Reading Comprehension 2.25 Moderately Proficient
Overall Mean Rating 2.39 Moderately Proficient
The present study was alongside the previous studies (Islam et al., 2024; Ngo et al., 2022;
Welesilassie & Nikolow, 2024) in terms of examining the impact of English language proficiency
and related factors on learners' abilities and experiences. These studies underscore the multifaceted
nature of English language proficiency and its impact on learners' abilities, experiences, and
integration into society. By examining various factors influencing language proficiency and
learning outcomes, teachers and policymakers can develop targeted interventions to support
learners in achieving their language learning goals and fostering inclusive language learning
environments.

4.4. Difference between the Respondents’ Perceptions on TESL and Their Profile
Table 16 presents the results of a Kruskal-Wallis Test investigating the difference between
the respondents’ perceptions on TESL and their age profile. The computed asymptotic significant
values for dimensions of perceptions on TESL such as teaching resources, approaches to teaching,
learning support, and assessment methods (ASig. = 0.000, 0.000, 0.000, 0.000, respectively) all
fall below the 0.05 significance threshold. Consequently, the null hypothesis is rejected, signifying
a notable difference between respondents’ age profile and the overall perceptions on TESL, with
an overall computed value of ASig. = 0.000.
Table 16. Difference between the Respondents’ Perceptions on TESL and Their
Profile in terms of Age

Asymp.
TESL H-value df Decision
Sig.
Teaching Resources Reject H01
41.799 3 .000
Significant
Approaches to Teaching Reject H01
41.397 3 .000
Significant
Learning Support Reject H01
40.220 3 .000
Significant
Assessment Methods Reject H01
40.897 3 .000
Significant
Reject H01
Overall 41.095 3 .000
Significant
The present study was similar to the previous studies conducted by Kaya & Sagnak (2022),
Haryono & Manggopa (2024), and Zaafour & Salaberri-Ramiro (2022) in terms of examining the
role of age in learners' perceptions and experiences of TESL. These studies highlight the
importance of considering age-related factors in TESL contexts, whether it be through exploring
the use of gamification, examining age-related differences in language acquisition, or investigating
the impact of teachers' age on instructional approaches. By understanding how age influences

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TESL experiences, teachers can tailor their teaching methods to better meet the diverse needs and
preferences of learners across different age groups.
Table 17 showcases the results of a Kruskal-Wallis Test examining the difference between
the respondents’ perceptions on TESL and their sex profile. The computed asymptotic significant
values for dimensions of teaching resources, approaches to teaching, learning support, and
assessment methods (ASig. = 0.781, 0.906, 0.962, 0.961, respectively), all fall above the 0.05
significance threshold. Hence, the null hypothesis is accepted, signifying no difference between
respondents’ sex profile and the overall perceptions on TESL, with an overall computed value of
ASig. = 0.955.

Table 17. Difference between the Respondents’ Perceptions on TESL and Their
Profile in terms of Sex

Asymp.
TESL H-value df Decision
Sig.
Teaching Resources Accept H01
.078 1 .781
Not Significant
Approaches to Teaching Accept H01
.014 1 .906
Not Significant
Learning Support Accept H01
.002 1 .962
Not Significant
Assessment Methods Accept H01
.002 1 .961
Not Significant
Accept H01
Overall .003 1 .955 Not
Significant
The present study was similar to the previous studies conducted by Ehrlich & Milani
(2024), Masood et al. (2024), and Wang & Kruk (2024) in terms of examining the relationship
between learners' perceptions of TESL and the sex of learners. These studies underscore the
importance of considering the role of gender and sex in shaping learners' perceptions and
experiences of TESL. By understanding how learners' perceptions may vary based on the sex of
teachers and other related factors, teachers can develop more inclusive and effective teaching
practices to cater to the diverse needs and preferences of learners in TESL contexts.
In Table 18, a Kruskal-Wallis Test is demonstrated to investigate the difference between
the respondents’ perceptions on TESL and their monthly family income. The computed asymptotic
significant values for dimensions of respondents’ perceptions on TESL, including teaching
resources, approaches to teaching, learning support, and assessment methods (ASig. = 0.166,
0.168, 0.133, 0.111, respectively), all fall above the 0.05 significant threshold. Accordingly, the
null hypothesis is accepted, signifying no difference between respondents’ monthly family income
and their overall perceptions on TESL, with an overall computed value of ASig. = 0.104.
Table 18. Difference between the Respondents’ Perceptions on TESL and Their
Profile in terms of Monthly Family Income

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Asymp.
TESL H-value Df Decision
Sig.
Teaching Resources Accept H01
9.146 6 .166
Not Significant
Approaches to Teaching Accept H01
9.102 6 .168
Not Significant
Learning Support Accept H01
9.801 6 .133
Not Significant
Assessment Methods Accept H01
10.346 6 .111
Not Significant
Accept H01
Overall 10.522 6 .104 Not
Significant
The present study was similar to the previous studies conducted by Xu et al. (2024), Wang
(2024), and Keskin & Kucuk (2024) in terms of examining the relationship between learners'
perceptions of TESL and the monthly family income of learners. These studies underscore the
importance of considering the socioeconomic background of learners when examining their
perceptions and experiences of TESL. By understanding how family income may influence
learners' strategies for language learning, academic achievement, and readiness for online learning,
teachers can tailor instructional approaches to better support learners from diverse socioeconomic
backgrounds in TESL contexts.
In Table 19, the results of a Kruskal-Wallis Test are displayed, examining the difference
between the respondents’ perceptions on TESL and their daily number of hours spent studying
English at home. The computed asymptotic significant values for dimensions of perceptions on
TESL, particularly teaching resources, approaches to teaching, learning support, and assessment
methods (ASig. = 0.507, 0.419, 0.600, 0.463, respectively), all fall above the 0.05 significance
threshold. Thus, the null hypothesis is rejected, signifying no difference between respondents’
daily number of hours spent studying English at home profile and the overall perceptions on TESL,
with an overall computed value of ASig. = 0.392.

Table 19. Difference between the Respondents’ Perceptions on TESL and Their
Profile in terms of Daily Number of Hours Spent Studying English at Home

Asymp.
TESL H-value df Decision
Sig.
Teaching Resources Accept H01
3.311 4 .507
Not Significant
Approaches to Teaching Accept H01
3.908 4 .419
Not Significant
Learning Support Accept H01
2.754 4 .600
Not Significant
Assessment Methods Accept H01
3.597 4 .463
Not Significant
Overall 4.103 4 .392 Accept H01

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Not
Significant
The present study was similar to the previous studies conducted by Milliner & Dimoski
(2021), Le Pichon et al. (2021), and Han et al. (2023) in terms of examining the relationship
between learners' perceptions of TESL and the daily number of hours spent studying English at
home. These studies highlight the complex nature of learners' perceptions of TESL and suggest
that factors beyond study hours, such as instructional interventions and teaching methodologies,
may play a significant role in shaping learners' attitudes towards language learning.
In Table 20, the outcomes of a Kruskal-Wallis Test are presented, exploring the difference
between the respondents’ perceptions on TESL and the highest educational attainment of their
learning facilitator. The computed asymptotic significant values for dimensions of respondents’
perceptions on TESL, focusing on teaching resources, approaches to teaching, learning support,
and assessment methods (ASig. = 0.000, 0.001, 0.000, 0.001, respectively), all fall below the 0.05
significance threshold. Therefore, the null hypothesis is rejected, signifying a notable difference
between respondents’ highest educational attainment of their reading facilitator profile and the
overall perceptions on TESL, with an overall computed value of ASig. = 0.000.

Table 20. Difference between the Respondents’ Perceptions on TESL and Their
Profile in terms of Highest Educational Attainment of a Learning Facilitator

Asymp.
TESL H-value df Decision
Sig.
Teaching Resources Reject H01
19.379 3 .000
Significant
Approaches to Teaching Reject H01
16.627 3 .001
Significant
Learning Support Reject H01
18.029 3 .000
Significant
Assessment Methods Reject H01
17.196 3 .001
Significant
Reject H01
Overall 19.055 3 .000
Significant
The present study was similar to the previous studies conducted by Baihaqi (2024),
Ramalingam et al. (2022), and Nghipandulwa et al. (2022) in terms of examining the relationship
between learners' perceptions of TESL and the highest educational attainment of the reading
facilitator. These studies highlight that learners' perceptions of TESL may be influenced by various
factors, including instructional approaches, technology integration, and teachers' roles, rather than
solely by the highest educational attainment of the reading facilitator.
4.5. Correlation between the Respondents’ Perceptions on TESL and Their English
Proficiency Levels
In Table 21, the correlation between the respondents’ perceptions on TESL and their
English proficiency levels in terms of oral communication is presented, utilizing Spearman’s Rho
Correlation Coefficient. The respondents’ perceptions on TESL focusing on teaching resources,
approaches to teaching, learning support, and assessment methods (r s = 0.868, 0.866, 0.851, 0.866,

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respectively) exhibit a positively very high correlation with their English proficiency levels in
terms of oral communication. The corresponding significant values (α = 0.000, 0.000, 0.000, 0.000,
respectively) are all significant at the 5% level, leading to the rejection of the null hypothesis.
Overall, there exists a positively very high correlation (rs = 0.866, α = 0.000) between the
respondents’ perceptions on TESL and their English proficiency levels in terms of oral
communication.

Table 21. Correlation between the Respondents’ Perceptions on TESL and Their
English Proficiency Levels in terms of Oral Communication

Sig.
Correlation
TESL Interpretation (2- Decision
Coefficient
tailed)
Teaching Resources Positive Very High Reject Ho2
.868 .000
Correlation Significant
Approaches to Positive Very High Reject Ho2
.866 .000
Teaching Correlation Significant
Learning Support Positive Very High Reject Ho2
.851 .000
Correlation Significant
Assessment Methods Positive Very High Reject Ho2
.866 .000
Correlation Significant
Positive Very High Reject Ho2
Overall .866 .000
Correlation Significant
The present study was similar to the previous studies (Crosling et al., 2023; Ho, 2020) in
terms of exploring learners' perceptions on TESL and its impact on their oral communication
proficiency. These studies underscore the significance of oral communication skills in various
contexts, from workplace communication to tourism English, and highlight the importance of
effective pedagogical approaches in fostering learners' oral proficiency. By understanding learners'
perceptions and needs, teachers can design more inclusive and effective English language teaching
strategies to support learners in developing essential oral communication skills.
In Table 22, the correlation between the respondents’ perceptions on TESL and their
English proficiency levels in terms of writing proficiency is presented, utilizing Spearman’s Rho
Correlation Coefficient. The respondents’ perceptions on TESL focusing on teaching resources,
approaches to teaching, learning support, and assessment methods (r s = 0.910, 0.904, 0.895, 0.906,
respectively) exhibit a positively very high correlation with their English proficiency levels in
terms of writing proficiency. The corresponding significant values (α = 0.000, 0.000, 0.000, 0.000,
respectively) are all significant at the 5% level, leading to the rejection of the null hypothesis.
Overall, there exists a positively very high correlation (r s = 0.907, α = 0.000) between the
respondents’ perceptions on TESL and their English proficiency levels in terms of writing
proficiency.

77

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Table 22. Correlation between the Respondents’ Perceptions on TESL and Their
English Proficiency Levels in terms of Writing Proficiency

Sig.
Correlation
TESL Interpretation (2- Decision
Coefficient
tailed)
Teaching Resources Positive Very High Reject Ho2
.910 .000
Correlation Significant
Approaches to Positive Very High Reject Ho2
.904 .000
Teaching Correlation Significant
Learning Support Positive Very High Reject Ho2
.895 .000
Correlation Significant
Assessment Methods Positive Very High Reject Ho2
.906 .000
Correlation Significant
Positive Very High Reject Ho2
Overall .907 .000
Correlation Significant
The present study was aligned to the previous studies (Buragohain et al., 2023; Ahmedova
& Normurodova, 2024; Wahyudi, 2024) in terms of exploring learners' perceptions on TESL and
its impact on their writing proficiency levels. Together, these studies underscore the significance
of various factors, including technology integration, language policy, and pedagogical approaches,
in influencing learners' perceptions and writing proficiency levels in English as a second language
contexts. By understanding these factors and their impact on language learning outcomes, teachers
can design more effective strategies to support learners in developing their writing skills
effectively.
In Table 23, the correlation between the respondents’ perceptions on TESL and their
English proficiency levels in terms of mastering vocabulary is presented, employing Spearman’s
Rho Correlation Coefficient. The respondents’ perceptions on TESL focusing on teaching
resources, approaches to teaching, learning support, and assessment methods (r s = 0.842, 0.830,
0.830, 0.866, respectively) exhibit a positively very high correlation with their English proficiency
levels in terms of mastering vocabulary. The corresponding significant values (α = 0.000, 0.000,
0.000, 0.000, respectively) are all significant at the 5% level, leading to the rejection of the null
hypothesis. Overall, there exists a positively very high correlation (rs = 0.838, α = 0.000) between
the respondents’ perceptions on TESL and their English proficiency levels in terms of mastering
vocabulary. 78

Table 23. Correlation between the Respondents’ Perceptions on TESL and Their
English Proficiency Levels in terms of Mastering Vocabulary

Sig.
Correlation
TESL Interpretation (2- Decision
Coefficient
tailed)
Teaching Resources Positive Very High Reject Ho2
.842 .000
Correlation Significant

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Approaches to Positive Very High Reject Ho2
.830 .000
Teaching Correlation Significant
Learning Support Positive Very High Reject Ho2
.830 .000
Correlation Significant
Assessment Methods Positive Very High Reject Ho2
.836 .000
Correlation Significant
Positive Very High Reject Ho2
Overall .838 .000
Correlation Significant
The present study was cognizant to the previous studies (Novia et al., 2024; Kurniawan et
al., 2024; Tiara et al., 2024) in terms of investigating learners' perceptions on TESL and its impact
on their mastery of vocabulary. These studies highlight the importance of employing engaging and
interactive teaching methods, such as cue card media, game-based learning, and word games, to
enhance learners' vocabulary mastery. By understanding learners' perceptions and utilizing
effective instructional strategies, teachers can create engaging learning environments that promote
vocabulary acquisition and proficiency development effectively.
In Table 24, the correlation between the respondents’ perceptions on TESL and their
English proficiency levels in terms of reading comprehension is presented, using Spearman’s Rho
Correlation Coefficient. The respondents’ perceptions on TESL focusing on teaching resources,
approaches to teaching, learning support, and assessment methods (rs = 0.823, 0.813, 0.812, 0.820,
respectively) exhibit a positively very high correlation with their English proficiency levels in
terms of reading comprehension. The corresponding significant values (α = 0.000, 0.000, 0.000,
0.000, respectively) are all significant at the 5% level, leading to the rejection of the null
hypothesis. Overall, there exists a positively very high correlation (r s = 0.820, α = 0.000) between
the respondents’ perceptions on TESL and their English proficiency levels in terms of reading
comprehension.

Table 24. Correlation between the Respondents’ Perceptions on TESL and Their
English Proficiency Levels in terms of Reading Comprehension

Sig.
Correlation
TESL Interpretation (2- Decision
Coefficient
tailed)
Teaching Resources Positive Very High Reject Ho2
.823 .000
Correlation Significant
Approaches to Positive Very High Reject Ho2
.813 .000
Teaching Correlation Significant
Learning Support Positive Very High Reject Ho2
.812 .000
Correlation Significant
Assessment Methods Positive Very High Reject Ho2
.820 .000
Correlation Significant
Positive Very High Reject Ho2
Overall .820 .000
Correlation Significant
The present study was tantamount to the previous studies (Putra, 2024; Chavitri, 2024;
Suwarsiki, 2024) in terms of investigating the relationship between learners' perceptions on TESL

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and their English proficiency levels, specifically in the context of reading comprehension. These
studies highlight the importance of considering learners' perceptions, motivation, and instructional
strategies in promoting reading comprehension skills. By understanding the factors that influence
reading comprehension and implementing effective teaching methods, teachers can better support
learners in developing their reading proficiency levels.
In Table 25, the summary of the correlation between the respondents’ perceptions on TESL
and their English proficiency levels is presented, utilizing Spearman’s Rho Correlation
Coefficient. The respondents’ perceptions on TESL focusing on teaching resources, approaches to
teaching, learning support, and assessment methods (r s = 0.891, 0.883, 0.877, 0.888, respectively)
exhibit a positively very high correlation with their English proficiency levels. The corresponding
significant values (α = 0.000, 0.000, 0.000, 0.000, respectively) are all significant at the 5% level,
leading to the rejection of the null hypothesis. Overall, there exists a positively very high
correlation (rs = 0.888, α = 0.000) between the respondents’ perceptions on TESL and their English
proficiency levels.

Table 25. Summary on the Correlation between the Respondents’ Perceptions on

TESL and Their English Proficiency Levels

Sig.
Correlation
TESL Interpretation (2- Decision
Coefficient
tailed)
Teaching Resources Positive Very High Reject Ho2
.891 .000
Correlation Significant
Approaches to Positive Very High Reject Ho2
.883 .000
Teaching Correlation Significant
Learning Support Positive Very High Reject Ho2
.877 .000
Correlation Significant
Assessment Methods Positive Very High Reject Ho2
.888 .000
Correlation Significant
Positive Very High Reject Ho2
Overall .888 .000
Correlation Significant
The present study was parallel to the previous studies (Singer, 2024; Yaccob et al., 2022;
Tai & Zhao, 2022) in terms of investigating the learners' perceptions on TESL and their English
proficiency levels. These studies provide valuable insights into the relationship between learners'
perceptions, teaching methodologies, and English proficiency levels. By understanding learners'
perspectives and exploring innovative approaches to language teaching, teachers can effectively
enhance language learning experiences and promote English proficiency among learners.

4.6. An Enhanced Instructional Plan on TESL and English Proficiency Levels.

In response to the evolving needs of learners, an enhanced instructional plan for TESL and
improving English proficiency levels has been developed. This comprehensive plan focuses on
increasing study hours, refining teaching methodologies, and bolstering support mechanisms to

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foster language acquisition and proficiency among learners. Recognizing the challenges posed by
limited resources and ineffective instructional methods, the plan aims to ensure equitable access
to quality language instruction. Key processes include collaborative planning, resource allocation,
professional development for teachers, and ongoing monitoring and evaluation. By creating an
enriched learning environment, the plan supports learners' academic success, social integration,
and future career opportunities. This initiative represents a commitment to excellence in education,
empowering learners to achieve their full potential in English language proficiency.

5. CONCLUSIONS
1. The profile of Grade 6 learners reveals that the majority were 11 years old, with a
significant portion being female, and a large proportion came from families with a monthly income
of P19,999 and below; furthermore, it was observed that most spent less than 1.0 hour studying at
home and had learning facilitators who were college graduates.
2. Grade 6 learners moderately observed the utilization of teaching resources, approaches
to teaching, learning support, and assessment methods in TESL.
3. Grade 6 learners had proficiency levels of oral communication in English, and were
moderately proficient in writing, mastering vocabulary, and reading comprehension.
4. A significant difference was noted in Grade 6 learners’ perceptions of TESL across all
dimensions - teaching resources, approaches to teaching, learning support, and assessment
methods - based on age and the highest educational attainment of the reading facilitator, with
computed asymptotic significant values falling below the 0.05 level of significance, resulting in
the rejection of the null hypothesis, thus indicating a substantial disparity between Grade 6 learners'
perceptions of TESL and their age and the highest educational attainment of the reading facilitator.
5. A positively very high and significant correlation was discovered between Grade 6
learners' perceptions of TESL across various dimensions - teaching resources, approaches to
teaching, learning support, and assessment methods - and their English proficiency levels
concerning oral communication, writing proficiency, mastering vocabulary, and reading
comprehension; the computed value reached significance at a 5% level, leading to the rejection of
the null hypothesis, therefore indicating a positively very high significant correlation exists
between Grade 6 learners' perceptions of TESL and their English proficiency levels in terms of
oral communication, writing proficiency, mastering vocabulary, and reading comprehension.
6. An enhanced English instruction plan for TESL and the English proficiency levels of
Grade 6 learners has been developed.

6. RECOMMENDATIONS
1. The Grade 6 learners must allocate more time for studying at home, considering their
limited study hours, and teachers should be aware of the socioeconomic background of learners to
tailor teaching approaches accordingly.
2. Grade 6 learners must actively engage with a wider range of learning resources,
approaches, and support mechanisms to enhance their proficiency in learning English as a second
language.

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3. Grade 6 learners must focus on improving writing skills, vocabulary mastery, and
reading comprehension to complement their proficient oral communication in English.
4. The Grade 6 learners must receive differentiated instruction based on age and the
educational background of their reading facilitators to address the identified disparities in
perceptions of TESL.
5. Grade 6 learners must be encouraged to perceive TESL holistically, understanding its
correlation with their overall English proficiency to optimize their learning outcomes.
6. The Grade 6 learners must actively participate in the implementation of the enhanced
English instruction plan to effectively improve their English proficiency levels in TESL.
7. Further studies on the long-term impact of implementing tailored teaching approaches
based on learners' socioeconomic backgrounds in Grade 6 English language education must be
conducted to assess its effectiveness and sustainability.

7. ACKNOWLEDGMENT
The researcher extends profound appreciation to all who played pivotal roles in the successful
culmination of this study. Foremost, Edgar B. Geniza PhD, Editha B. Geniza PhD, Elisa A. Menor
PhD, Yzagany Ivarra B. Geniza PECE, MS, and Arturo P. Caseñas Jr. MIT, MHRM, MBA, from
Mondriaan Aura College, Subic Bay Freeport Zone for their insightful feedback and constructive
recommendations, which greatly enriched the study’s depth and quality. Gratitude is also extended
to Jessie D. Ferrer, CESO V, Schools Division Superintendent, Melinda D. Punzalan, EdD, Public
Schools District Supervisor, Isagani C. Canonizado PhD, Marilyn B. Edañol EdD, Juvy O.
Marmito EdD, Airis Jerika C. Lacbain PhD, Maria Elizabeth D. Dalit EdD, Sheryl O. Edejer EdD,
and the esteemed school heads of Cabangan District, Schools Division of Zambales. The active
engagement and valuable contributions of the Grade 6 learners at Cabangan District, Schools
Division of Zambales, were instrumental in shaping the research trajectory. The steadfast support
and unwavering assistance of the researcher’s family members, including Luderico Albotra
Tuvilla, Teresita Polga Lanoy, Arlene L. Tuvilla, Alma L. Tuvilla, Arnel L. Tuvilla, Amy T.
Tampos, and Annabelle T. Stefina, were indispensable throughout this academic pursuit. This
acknowledgment is a testament to the collective effort and collaboration that contributed to the
successful completion of the research project.

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