WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.253-264
Authors
Glady Gay B. Galvez, Irene B. Paja, Joan U. Nadela,
Annabelle A. Dela Rama, Juancho C. Tesado
Language and Literature Unit
Abuyog Community College
ABSTRACT
This study examined the English language proficiency of Bachelor of Secondary Education students majoring in English at Abuyog Community College employing a descriptive correlational research design framed within the Common European Framework of Reference for Languages (CEFR). The investigation assessed participants’ competencies across the four essential language macro-skills: writing clarity, reading comprehension, speaking fluency, and listening comprehension, utilizing standardized online assessments administered by Education First (EF SET).
Additionally, the study determined the relationship between English proficiency and various demographic and experiential factors, including age, sex, year level, mother tongue, and self-reported English exposure. Unlike prior research focusing on general learners or adult populations, this study specifically addresses the profile of future English educators, underscoring critical preparatory measures required to align their language proficiency with global standards.
A total of 88 students participated in the study, predominantly female (84.09%) and primarily Waray-Waray speakers (86.36%), representing first to third-year levels. Demographic and profile data were collected through an online survey using Google Forms. The overall mean CEFR score was 54.23, situating the cohort within the B1-B2 proficiency range. Among the four macro skills assessed, writing clarity achieved the highest mean score of 56.95, followed by reading comprehension at 53.06, listening comprehension at 51.47, and speaking fluency at 52.11—the lowest score—indicating a notable disparity between written and oral language proficiency. Statistical analysis revealed a significant correlation between age and English language proficiency, while other factors such as sex, year level, mother tongue, and self-reported English exposure exhibited no statistically significant relationship with proficiency levels.
The study emphasizes the necessity and significance of addressing the instruction techniques. It suggests the implementation of an English Proficiency Development Program in schools in a structured way to develop students' macro skills areas, their competitiveness, and their teaching career in the future.
Keywords: Language proficiency, speaking fluency, reading comprehension, writing clarity, listening comprehension
INTRODUCTION
A 2024 English Proficiency Survey by Education First (EF EPI, 2024) shows a notable decline in English Proficiency among Filipino adults from 13th in 2016 and now at 22nd in the latest survey. Evidence of this decline is identified in the country’s performance in the TOEIC-based report from Hopkins International, 2024. At the local level, faculty and staff at Abuyog Community College (ACC) also express concern about this issue. The incoming first-year students were observed by the faculty and staff members, who often displayed poor reading comprehension and speaking fluency despite having high grades during high school, showing that the national decline may also be evident in their performance.
The four macro skills of English competency are speaking, reading, writing, and listening. The study of Abdukadirova and Mirzajonova (2021), stresses the critical role of reading skills in Industry 4.0, while Mantra et al. (2020) discovered that limited vocabulary and exposure hinder reading comprehension among BSED English students. In terms of listening, Alzamil (2021) explained that listening skills are one of the most difficult skills due to issues such as accent and speed, and Vandergrift (2007) emphasized the importance of authentic practice for developing this skill. Writing proficiency benefits from AI-driven tools, with Fahmi and Cahyono (2021) showing that Grammarly and teacher feedback improve grammar accuracy, and Tseng and Lin (2024) showing that ChatGPT-assisted strategies improve academic writing. Speaking fluency is the most feared skill, according to many, often limited by fear and exposure, yet it can be improved through innovative methods, as shown by Nair and Yunus (2021), who discovered that digital storytelling is effective in building oral communication and confidence.
This emphasizes problems experienced by English major students, such as narrow vocabulary, poor comprehension, fear of speaking, and limited language exposure. While digital learning tools have been proven to improve students' performance in English, some students are still experiencing difficulties in the English language. These are issues. emphasize the significance of assessing the degree of English proficiency among learners and identifying learning strategies to be suggested. If not addressed or neglected, these issues may prevent students’ academic high performance and decrease their global competitiveness.
This research, therefore, targets to assess the English proficiency status of English majors at Abuyog Community College and whether their performance reflects the national decline. There is little research on English majors in local community colleges like Abuyog Community College. Unlike the previous studies, which mainly focus on general learners or adults. This highlights the need to evaluate their English proficiency level and suggests recommended interventions in the institutions to ensure the students meet the global standards.
Statement of the Problem
The study evaluated the present proficiency of the Bachelor of Abuyog Community College English majors pursuing a Bachelor of Science in Education (BSED), assesses their general level of English proficiency using the Common European the CEFR, or Framework of Reference for Languages, and outlines the elements that impact these levels.
Specifically, it sought to answer the following questions:
1. What is the socio-demographic profile of the English Major students in Abuyog Community College in terms of:
1.1 Age
1.2 Sex
1.3 Year Level
1.4 Mother Tongue
1.5 Exposure to the English Language
2. What is the actual proficiency level of ACC English majors in terms of:
2.1 Reading Comprehension
2.2 Writing Clarity
2.3 Listening Comprehension
2.4 Speaking Fluency
3. What is the overall English Proficiency level of English Majors based on the CEFR scale?
4. Is there a significant relationship between each variable and the level of English Proficiency attained by the English Majors of Abuyog Community College?
5. What could be the possible intervention methods to retain a high English Proficiency among English Majors?
METHODOLOGY
Research Design
This study used a descriptive-correlational research design to assess the English proficiency of BSED English majors using the CEFR framework. The researchers decided to use a descriptive-correlational design for its appropriateness to this study. It not only explains the existing English proficiency level of the learners but also examines the possible relationships between socio-demographic variables and their English proficiency levels. In contrast to experimental designs, it does not control the variables but evaluates naturally the occurring data of the participants, which is relevant for educational settings to attain the goal of understanding trends and associations rather than establishing direct cause and effect. The four macro-skills were assessed to measure participants’ overall language proficiency level. This approach helps the researchers to describe students’ current proficiency and identify potential relationships among variables, providing a sound basis for recommending targeted interventions to enhance English language skills.
Respondents of the Study
The study's respondents were selected by the researchers to be English majors. The research is focused only on the 1st year, 2nd year, and 3rd year, consisting of 228 total population of English Major Students.
Locale of the Study
The study was performed at Abuyog Community College in Abuyog, Leyte, Philippines. This is the institution where the respondents of the study are currently enrolled. The researchers ensured that the data collection was conducted efficiently as the respondents did not need to travel to another location to complete the online test.
Research Instruments
The researchers employed the free online English proficiency test developed by Education First, the EF Standard English Test (EF SET), which assesses speaking, writing, listening, and reading skills based on the Common European Framework of Reference for Languages (CEFR) scale, ranging from A1 to C2. The test generates a detailed report including CEFR level, skill performance, and improvement recommendations. Designed for English majors from first to third year at Abuyog Community College, the EF SET’s CEFR-aligned framework accommodates learners across proficiency levels, allowing for consistent tracking of student progress and providing reliable, standardized results aligned with academic benchmarks.
In addition, the sociodemographic profile of the participants was collected by the researchers using Google Forms, which included a section that included the link to the EF SET Test and a blank space where participants attached the link to their certificates, which highlights the breakdown of their results and their overall English Proficiency.
Data Gathering Procedure
On this ground, the researchers requested approval from the College Education Dean. In a letter, the President of the College, the MIS Coordinator, and the list of BSED-English majors; having secured permission to do so, the teachers concerned were notified, and the students were invited to participate. First to third-year respondents were thus duly represented using stratified random sampling. Participants were given access to the EF SET link through Google Forms for the survey and were asked to answer a few questions to collect socio-demographic information.
Ethical Consideration
The researchers ensured that all participants in the study were volunteers, and everyone was briefed on how the data and the outcomes would be used. The objectives of the study were well explained to the participants. methods accessible there, as well as their freedom to discontinue participation at any time without consequence. All responses have been kept strictly confidential, while the identifying information has been withheld from the report.
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