Influential Factors Affecting Students’ English Proficiency

Abstract

The primary goal of the study was to examine the interrelationships that support Cebu Normal University (CNU) English Language major students' English competency. It sought to ascertain the students' level of English proficiency in relation to the four fundamental communication skills, their profile with regard to internal factors like anxiety, attitude, motivation, and multiple intelligences, as well as their level of English proficiency with regard to the following external factors like teaching effectiveness, media exposure, and pedagogical approaches. The instructional guidelines for tertiary English language instruction were also identified, along with the contributing elements to students' English competency.

This study used a descriptive survey method as part of a quantitative-qualitative research design. One hundred fifty (150) students and ten (10) English language instructors participated in the study at CNU. The students' proficiency in the English language was assessed using the International English Language Testing System (IELTS). In order to ascertain students' profiles in internal and external elements as well as the contributing factors to their English proficiency, validated sets of questionnaires from various sources were also utilized. A standardized answer key was used to objectively grade the students' responses on the Listening and Reading exams. Different standards were used to evaluate the students' responses in the Speaking and Writing assessments. The results were translated into particular band scores on the nine-band IELTS test. The linguistic level of the students was indicated by each band. To determine the components that contribute to students' proficiency, the numerous sets of questionnaires on both internal and external factors were tallied and evaluated using percentages, ranking, weighted mean formula, and Pearson Product Moment Correlation.

The general level of competency required of English Language major students in the General Training Module, which is supposedly simpler than the Academic Module, was band 6, but they fell short of that mark. They fell under the category of Modest Users. They were found to be weak in speaking, reading, and writing before deficient in listening. Overall, the findings demonstrated that subjective emotional expressions and media exposure have a significant impact on language learners' competency or lack thereof. As a result, when students' bad behaviors take control of the circumstances, linguistic intelligence does not play a major role in promoting language proficiency. Learners who have a "low affective filter receive more input and interact with confidence," according to Krashen.