English Proficiency Of First Year College Students And Its Relationship To Their Academic Performance: A Basis For Proposed Action Plan

Abstract

This study examined the English proficiency level of the students at University of Cagayan Valley particularly the college fresh men students enrolled in the School of Liberal Arts and Teacher Education program and its possible effect on their academic performance.

Using Quantitative research design, the study involved 238 student-respondents enrolled in the School of Liberal Arts and Teacher Education Program. Data was collected through adopted survey questionnaires measuring English Proficiency level of the respondents in three dimensions: Vocabulary, Grammar, and Reading Comprehension. Statistical tools such as Frequency and Percentage counts, Weighted Mean, Kruskal Wallis Test, Mann-Whitney U test, and Spearman’s rho correlation were used to analyze the data.

Findings revealed that most respondents fall under the basic level in vocabulary, reading comprehension, and grammar. This indicated that while students possessed fundamental knowledge of the English language, they still experienced difficulties in using vocabulary effectively, comprehending complex texts, and applying correct grammatical structures. Only a small number demonstrated advanced or expert-level proficiency, highlighting the need for further language development. Despite this, the respondents’ semestral grades indicated that most of them perform at an accomplished level in their English course. This suggested that although their measured proficiency is basic, they are still able to meet academic expectations, due to classroom support, assessment methods, or compensatory learning strategies. Results also showed significant relationship between English proficiency and semestral grades. Vocabulary showed the strongest relationship, followed by reading comprehension and grammar. This implied that students with better language skills tend to achieve higher academic performance.

While students demonstrated moderate academic performance, their English proficiency remains at a basic level. This gap highlighted the need for structured and targeted action plans. Hence, the proposed V.O.I.C.E. Program is designed to address these gaps by focusing on vocabulary development, reading comprehension, and grammar enhancement to improve students’ overall English proficiency and academic success.

The study concluded that there is a need for structured and targeted instructional interventions to improve students’ English proficiency. Hence, the implementation of the V.O.I.C.E. Program is strongly recommended, as it focuses on enhancing vocabulary, organizing ideas through reading comprehension, and strengthening communication through grammar. This program is expected to bridge the gap.