English Proficiency among Teacher Education Students: A Basis for an Intervention Program
Queenie M. Tataro *
La Salle University, Ozamiz, Philippines.
Ken Abarquez
La Salle University, Ozamiz, Philippines.
Kyla E. Baldesanso
La Salle University, Ozamiz, Philippines.
Raul Kenth P. Filipino
La Salle University, Ozamiz, Philippines.
Mae Angelie Morito
La Salle University, Ozamiz, Philippines.
Ereca C. Tayros
La Salle University, Ozamiz, Philippines.
Jackjun G. Caupayan
La Salle University, Ozamiz, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: English proficiency is the ability of an individual to use the English language effectively in both oral and written communication. It is a vital skill for all students. This study aimed to determine the English proficiency level of the first-year College of Teacher Education students in a private catholic institution in Ozamiz and made it a basis for an intervention program.
Study Design: The study utilized descriptive-developmental research design.
Place and Duration of Study: The study was conducted at a private catholic institution in Ozamiz City, Philippines, which lasted from November to December 2024.
Methodology: To determine the English proficiency level of the students, the researchers conducted a standardized test adopted from Birmingham City Schools. The test consists of 170 items: 100 for grammar, 50 for vocabulary and 20 for reading comprehension. There were a total of 40 students who took the test. Results were then analyzed and interpreted and made as a basis for designing an intervention program.
Results: Findings revealed that students exhibited low proficiency in vocabulary, grammar, and reading comprehension necessitating the development of Project LEAP (Language Enhancement for Academic Proficiency) to address these gaps.
Keywords: English proficiency, vocabulary, grammar, reading comprehension