Assessing the English proficiency of education students: Basis for Intervention

Sanchez, Cynthia M and Mata, Viverly E and Sese, Camille A and Manglallan, Grace Alison M and Mendoza, Jermaine P (2025) Assessing the English proficiency of education students: Basis for Intervention. World Journal of Advanced Research and Reviews, 27 (1). pp. 569-582. ISSN 2581-9615

This study investigated the relationship between English proficiency and academic achievement among undergraduate education students at BASC. Results indicate that most students have advanced English proficiency, while a notable number are at an intermediate level. This distribution reflects a strong foundation in English, though further development is needed for intermediate students to fully meet future teaching demands. Academic performance, as measured by the General Weighted Average (GWA) from the previous school year, shows a positive trend, suggesting that the current curricula and support systems effectively facilitate student learning and content mastery. The study also reveals a significant correlation between English proficiency and academic achievement, with a Pearson correlation coefficient of .319 and a p-value of .000. This highlights the crucial role of English skills in academic success. Education students acknowledge the importance of English proficiency for their teacher education, emphasizing that effective communication is vital for teaching. In response, the study proposes a matrix of interventions to enhance English proficiency. Recommended programs include targeted language support, workshops, and resources focusing on specific language areas such as grammar, pronunciation, and reading comprehension. These interventions are designed to build on students' existing strengths and address language gaps, preparing them effectively for their future roles as educators