World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 284-289
DARWIN J. YLANAN
Teacher 6, San Jose Elementary School
Masbate Province Division
Abstract
This study examined the teachers’ perceptions of learners’ proficiency in English at San Jose Elementary School. Specifically, it focused on learners’ proficiency in grammar, vocabulary, and reading comprehension, as well as teachers’ perceptions of students’ strengths and challenges in writing, reading, and communication skills. The study used a mixed-methods research design combining quantitative and qualitative approaches. The respondents included four Grade 6 teachers and twenty-two Grade 6 students selected through purposive sampling. Data were gathered using a standardized English proficiency test, survey questionnaires, and structured interviews. The collected data were analyzed using percentage, weighted mean, and thematic analysis.
The findings revealed that most learners were classified under the developing proficient and beginning proficient levels in grammar, vocabulary, and reading comprehension. Teachers observed that students commonly struggle with grammar, limited vocabulary, reading comprehension, pronunciation, sentence construction, and confidence in speaking English. The study also found that regular writing activities, reading exercises, oral participation, and guided classroom interactions help improve learners’ English proficiency. Furthermore, teachers emphasized the importance of administrative support, instructional materials, and intervention programs in enhancing students’ language development.
The study concluded that learners at San Jose Elementary School still need continuous support and effective teaching strategies to strengthen their English proficiency skills. It is recommended that schools implement reading intervention programs, provide teacher training, and encourage interactive and student-centered learning activities to improve learners’ academic performance and communication skills.
Keywords: English proficiency, teachers’ perceptions, grammar, vocabulary, reading comprehension, communication skills, elementary learners.
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