The Effects of English Language Proficiency on the

Academic Performance of the Students

of College of Arts and Sciences
S/Y 2022-2023

An Undergraduate Thesis Presented to the

Faculty Of College of Arts and Sciences

Naga College Foundation, Inc.

Naga City

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Arts in English Language

Donna Cabrera
Alvin Michael Mampo
Yvanne Kris Murillo IV
October 2022
 CHAPTER I
THE PROBLEM

Introduction

The majority of people consider English to be a very broad and difficult

language. Low academic performance has been a problem faced by students

with low Proficiency in English. Failure to understand the English language

becomes a barrier to academic success for students. English performance

determines performance in other subjects because it is the medium of instruction

in schools.

Every time a student does not understand an English word they have

heard or read; they suffer. Students who struggle with the English language may

struggle to function effectively in all of their academic endeavors, not just

English. The impact of English as a medium of communication on all other

curriculum subjects invariably emphasizes the fact that students' English

language performance influences their overall performance. The ability of

students to demonstrate the knowledge they have learned through

examinations, quizzes, presentations, and the final examination reflects on their

academic success.

Not all learners are born with an affinity with the English language. Some

people have acquired through watching movies, through books and animated

videos. That is the foreground for basic grammar construction aside from leaning
in school institution. It is how some people learn and acquire the language itself.

Although in the past century, the mother or the father may use the “katon” as a

medium for teaching their children to speak fluently. It is the norm before that a

child could not enter school if he or she does not know how to read properly.

The teachings of the parent would be the correct pronunciation or the sounds

pertaining to the vowel sounds and the consonants. In this way the child would

be then send to school to know how to comprehend things. As the “katon” is

limited only to speaking and without teaching little or no comprehension skills.

The importance of English as one of the official languages in the

Philippines Article XIV recognized and promoted the nation's two official

languages. Section 7 of the 1987 Constitution declares, "For the purposes of the

official languages of the Philippines are communication and instruction. Until

otherwise provided by law, Filipino and English." This remark demonstrates the

urgent demand for English proficiency. The Department of Education reinforced

this by designing a curriculum. LAMC stands for Language Arts and Multiliteracies

Curriculum which in a 12-year basic education cover less learning competencies

per year curriculum. Meanwhile, more advanced English subjects are available as

core subjects (reading, writing, and oral communication) and as applied track

subjects topics (for example, English in senior high school (i.e., English for

Academic and Professional Purposes). The goal is to ensure mastery of the

learning materials. As they progress through senior high school, they will become

communicatively competent and multiliterate learners.

 The above-mentioned curricular change, which emphasized the inclusion

of language and communication subjects in senior high school, emphasizes the

Department of Education's goal of communicative competence even more. It is

stated:

The student demonstrates mastery of English language basics.

language arts; accurately, fluently, and appropriately communicates orally
for a range of purposes in various social and academic contexts at his or
her level while performing real-world tasks required to meet the demands
of a functionally literate and competent local, national, and global citizen.

Filipinos' English proficiency is well-known throughout the world; in fact,

according to the results of its annual Business English Index (BEI), the

Philippines was named the world's best country in business English proficiency in

2012 and 2013, even beating out the United States (Mendoza 2012). However,

the country has been declining in the EF English Proficiency Index in recent

years. It was placed in the 13th spot in 2016, the 15th spot in 2017, the 14th

spot in 2018, and know what they should know” in response, the Philippines

Department of Education (DepEd) said that this will be taken as a challenge to

improve the Philippines’ quality of education (Aguilar, 2021).

Based on data from international transfer students in a dual degree

undergraduate economics program in the U.S., this research asks whether

English proficiency impacts academic performance measured as the overall U.S.

GPA upon graduation and the grade obtained in a writing-intensive capstone

course. The results indicate that English proficiency positively impacts academic

performance, but at a declining rate.

There are clear indications of students' English language weakness, as

students are unable to speak English and have a limited ability to comprehend

and understand written texts (Minshar, 2020). Furthermore, students struggle to

understand conversations they hear in English and struggle with written

expression (the 20th spot in 2019). (CNN Philippines Staff, 2020). In the year

2020, the Philippines dropped from the 20th to 27th spot on the English

Proficiency Index (EPI) (Baclig, 2020). The consistent drop in the country since

2016 has become the Philippines’ one major concern. Furthermore, in 2021,

WHO reported that 80 percent of Filipino children “don’t.

This led to the increase in learning disabilities in English language among

students and its great impact on the future of children, their social and

professional lives, and their psychological stability. The organization for Economic

Cooperation and Development (OECD) ranked Philippines as the lowest in

reading comprehension during the 2018 Program for International Student

Assessment among 79 countries. The country only had a score of 340. This goes

to show how much our quality of English is declining rapidly over the last few

years.

There are numerous learning styles, teachers must incorporate activities

that appeal to each one in their curriculum to ensure that all students succeed in

their classes (Gilakjani, 2012). Multimedia technology and its application to

teaching, which includes audio, visual, and animation effects, has come into full

play in English class teaching, providing a favorable platform for reform and

exploration of the English teaching model in the new era (Shabiralyani, 2015).

Constructivism is a teaching and learning philosophy based on the premise

that cognition (learning) is the result of students’ blending new information with

what they already know (Bada, 2015). Constructivism is concerned with the

scenarios and content that are necessary for multimedia learning, such as

research and decision-making applications, as well as cooperation and active

involvement among learners (Gilakjani, 2013). Constructivists contend that

learning is affected by the environment in which a subject is taught as well as by

students' attitudes and beliefs (Gray, 2019). According to Jaleel & Verghis

(2015), a dynamic knowledge generation system may be developed by fusing

constructivism theory with the multimedia method. The objective of this study

was to gather evidence from a variety of sources to support the claim that

students' mastery of learning depends on the integration of multimedia and

constructivist learning theory.

Therefore, the researcher decided to investigate and identify the effects of

English Language Proficiency on the Academic Performance of students at the

College of Arts and Sciences. It would assist students in improving their English

learning and acquiring skills that are necessary in today's society. Furthermore,

the purpose of this research is to present the students' performance level in

English Language Proficiency. An instructional material will be created to meet

 the needs of the students and to create supplementary activities to improve their

learning and skills.

Statement of the Problem

This study aims to determine the effects of the English Language

Proficiency on the Academic Performance of the Students of College of Arts and

Sciences S/Y 2021-2022. Specifically, this aims to answers the following

questions:

1. What are the effects of the English Language Proficiency of the students of

College of Arts and Sciences in terms of:

a. Linguistic Knowledge

b. Learning Environment

c. Teaching Strategies

d. Student Personality

2. What is the level of Academic Performance of the students in terms of:

a. Attendance

b. Recitation

c. Examination

d. Performance Task

3. Is there a significant relationship between the factors affecting the English

Language Proficiency and the Level of Academic Performance?

4. What intervention program can be crafted to enhance the English Language

proficiency and the level of academic performance?

Assumption

This study is anchored with the following assumptions:

1. There are a lot of factors that affects the English Language Proficiency of the

students of College of Arts and Sciences.

2. English Language Proficiency affects the Academic Performance of the students.

3. There is a direct relationship between English Language Proficiency and the level

of Academic Performance of the students of College of Arts and Sciences.

Hypothesis

This study is significant in relation with English Language Proficiency and the

level of Academic Performance.

Significance of the Study

The findings of this study could be useful in the solution of problems related

to English Language Proficiency and the level of Academic Performance. Definitely,

students, English Instructor, administrators, parents and researcher.

Students. As the primary beneficiaries of the study, the respondent would

help and guide by educators to assess and improve their level of English Language
Proficiency as well as their current academic performance and be motivated to do

something to improve themselves through the help of the school and instructors.

English Instructors. The findings of this study would help the English

Teachers. The instructors may identify the needs of the students when it comes to

learning the English Language. This may also serve as starting point for them to

plan and devise teaching objectives and strategies to maximize learning potential

and to improve the academic performance of the students.

School Administrators. The school will be educated about how English

Language Proficiency affects the academic performance of their students. Through

this study they might take initiative in formulating other techniques or programs on

how they can better help their students.

Parents. The parents will know what are the things that they need to do on

their part in order to help in the learning process of their children.

Other Researchers. Through this paper, the researcher will be educated

first hand as to how the system is currently affecting students on different level.

They will know also be given a chance to assess their own situations.

Scope and Delimitation

The aims of this study are to determine the effects of the English Language

Proficiency on the Academic Performance of the students of College of Arts and

Sciences. This study covers the students from first year to fourth year students of

different courses in College of Arts and Sciences. This study will be conducted at the

Naga College Foundation, Inc.

However, the study excludes the students from other department enrolled

on the second semester of school year 2022-2023 of the Naga College Foundation,

Inc. Each of the respondent will be given a questionnaire to answer through google

form using their Gbox account. The study considers the student’s personal

information such as their name age, gender and courses and section.

Definition of Terms

For the purpose of clarification, the following important terms have

defined conceptually and operationally and how these are being used in the

study.

English Language Proficiency. It refers to the skills or expertise of the

students using the English Language.

Linguistic Knowledge. It refers to the ability of the students to understand

the Language.

Learning Environment. It is where the students feel motivated to learn.

Teaching Strategies. The method that teachers used to deliver the lesson

in ways that keep students engaged in class discussion.

 Student Personality. It is the personality characteristics of students while

learning the English Language.

Academic Performance. It refers to the academic standing of the

students such as their attendance, performance tasks, examination, recitation or

class participation during discussion.

Notes

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August 19, 2020 from http://www.officialgazette.gov.ph

Department of Education. (2012). Policy guidelines on the implementati of

grades 1 to 10 of the K to 12 basic education curriculum (BEC) effective school

year 2012–2013. Retrieved March 3, 2019 from: http://www.deped. gov. ph/

sites/default/files/order/2012/DO_s2012_31.pdf

Department of Education. (2016). K to 12 curriculum guide for English.

Retrieved March 2, 2020 from: http://www.deped.gov.ph/sites/default/files/

page/2016/English%20CG_0.pd

Mendoza, S. (2012, April 25). PH: World’s best country in business

English.Yahoo!newshttps://ph.news.yahoo.com/ph--world-s-best-countryin

businessenglish.html.

Aguilar, K. (2021, July 02). DepEd challenged by PH’s poor ranking in

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Inquirer.https://newsinfo.inquirer.net/1454473/depedaccepts-world-bank-report-

as-challenge-in-improving-phs-quality-of-education

Minshar, M. A. (2020). The effect of using educational games on third-

grade students’ achievement of English vocabulary in the Hebron governorate.

Psychological and educational studies journal, 13(3), 309-319.

CNN Philippines Staff. (2020, November 20). PH slides to 27th place in

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globalEnglish-proficiency-rankings.htm

Baclig, C.E. (2020, November 20). Philippines drops further in global

English proficiency rankings. Inquirer.

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Bada, O.S. (2015). Constructivism Learning Theory: A Paradigm for

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Gilakjani, A.P., Leong, L., & Ismail, H.N. (2013). Teachers’ Use of

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Shabiralyani, G., Hasan, K.S., Hamad, N., & Iqbal, N. (2015). Impact of

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Gray, A. (2019). Constructivist Teaching and Learning.

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