Impact of English Proficiency

Sta.
Cecilia College
#108, Gen. T. De Leon, Valenzuela City
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Impact of English Language Proficiency on Academic
Performance of the Education Students
Majoring in English at
Sta Cecilia College
In partial Fulfillment of the Requirements
for the Language Research Subject
By:
Jackielyn B. Pareño
(BSE3A)
Sta. Cecilia College
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(2018)
Problem and Review of Related Literature
Introduction
Language is our primary source of communication. It's the method through
which we share our ideas and thoughts with others. Some people even say that
language is what separates us from animals and makes us human.(Zeeshan Naved)
There are thousands of languages in this world. Countries have their own national
languages in addition to a variety of local languages spoken and understood by their
people in different regions. Some languages are spoken by millions of people, others
by only a few thousand.

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English may not be the most spoken language in the world, but it is the official
language in a large number of countries. It is estimated that the number of people in
the world that use in English to communicate on a regular basis is 2 billion.
And because of that people think that English language proficiency has a large
impact on the academic performance of the students.But does it really affects the
academic performance of the students? Does proficiency in English makes the
students feel superior towards other students?
The most effective and widely used medium of communication is the English
language, whether it is in international business or in technology based industries and
in the field of education.Philippines is one of the country where people can speak
English fluently. It has been long recognized the importance of English and has
placed various strategies in the education system to improve the standard of its citizen
's English language capability.
English as the Language of Instruction (LOI), has fallen victim of blame of not
just some secondary students but also students in the tertiary level as the cause of their
poor performance.Philippines like other multilingual communities globally has not
eluded the problem of language of education. The Language of Instruction (LOI)
nearly 50 years now since independence has always been a matter of public raging
debate. This being the case, the poor performance of students in their academic
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achievement in their national examinations, for many years has been directed to low
proficiency of the LOI which is English. This has been considered to be the major
cause of not only the decline in academic achievement but also the general falling of
the standards of education. Indeed, proficiency in the LOI is an important factor in
educational performance. Despite the presence of some few studies in Philippines that
show, in some way, the connection between LOI and academic performance, there is
still a misunderstanding and disbelieve on the existence of connection between test
scores and actual performance. Judging from the work, under performance of the
graduates, the general public, which is the final consumer of the services provided by
the former, have often failed to see the connection between graduates’ actual
performance and scores shown in the certificates/ transcripts of these graduates.
Students’ success in school depends upon their being proficient in the LOI (Wilkinson
& Silliman, 2008). The LOI plays a crucial role in learning, as Malekela (2003)
argues, if the learner is handicapped in the LOI, then, learning may not take place as
the instructor and the learner will not be communicating. Therefore, the overall
performance of Filipino students depends on the LOI to a great extent.
The researcher decided to make a study regarding this issue in order to find out
or determine the impact of English language proficiency in the academic standings of
the students particularly on the Education students majoring in English at Santa
Cecilia College. In this research, the researcher investigates whether the education
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students who were majoring in English at Santa Cecilia Colleges’ English language
proficiency will have an impact on their overall academic performance.

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Review of Related Literature
Foreign Studies
The Impact of English Language
Warlow’s previous research measured English deficiency and English
competency from crosssectional (Wardlow, 2006;Pokay & Blumenfeld,
1990;Sadler-Smith, 1996;Watkins & Hattie, 1981) data, the current study on the other
hand proposes a time-lagged approach to test a causal model which utilizes actual
records of student performance. Difficulties in English (or sometimes referred as "
deficiency " or " inadequacy " in English) is composited here to signify the skills of
English: writing, reading, listening and speaking—although the first two have been
argued to cause students more difficulty in an academic environment (Martirosyan,
Hwan andWanjohi, 2015) than the others. On the contrary, English competency can
be described as both " the linguistic and the pragmatic " comprehension of any
language (Kasper, 1997) and/or the distinguished learning outcome of higher
education (Bruyn, 2005).

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Some existing research on factors contributing to academic achievement of
students in higher education reveals a number of factors in multiple dimensions. In
general, these factors fall into the following four categories: academic, psychosocial,
cognitive, and demographic (McKenzie & Schweitzer, 2001). All these factors have
been extensively explored and examined by previous research. For example, among
academic factors, prior academic achievement (e.g., McKenzie & Schweitzer, 2001;
McKenzie, Gow, & Schweitzer, 2004), learning skills and habits (e.g., Abbott
Chapman, Hughes, & Wyld, 1992), learning strategies (i.e., general learning strategies,
subject-matterspecific strategies) and approaches (e.g., Duff, Boyle, Dunleavy, &
Ferguson, 2004; Pokay & Blumenfeld, 1990; Sadler-Smith, 1996; Watkins & Hattie,
1981) were explored as variables influencing academic performance. With regard to
the psychosocial dimension, social integration into the university system, motivation,
anxiety, social and emotional support, and psychological health were explored (e.g.,
Terenzini & Pascarella, 1978). The cognitive dimension, which includes self-efficacy
(e.g., McKenzie & Schweitzer, 2001) and an individual’s attribution style (e.g.,
Peterson & Barrett, 1987) were also studied in many empirical studies. Lastly, various
demographic features such as gender and age were examined in relation to academic
performance in higher education (Li, Chen, & Duanmu, 2010). These factors that
were identified in the literature are applicable to both domestic and international
students in higher education. However, there are other factors involved when it comes
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to the international students' academic performance in higher education, since
international students have unique characteristics that distinguish them from domestic
students (Li et al., 2010).Understanding students' cultural backgrounds and specific
needs can help in terms of creating English intervention activities not only tailored to
their needs but also directed toward augmenting their English-language capabilities to
meet academic demands (Hu 2014;Mukminin & McMahon 2013;Ohnishi & Ford
2015;Rutledge & Cannata 2016;Tomlinson & Jarvis 2014). Research has indicated
that English-language proficiency significantly influences students' metacognitive
efforts, particularly when engaging in classroom tasks (Smith & Khawaja 2011;Zhao,
Kuh & Carini 2005), as well as when coping with academic rigours in general (Ferris
2006;Martirosyan, Hwang & Wanjohi 2015;Sadeghi, Kashanian, Maleki &
Haghdoost 2013). Efforts to address a lack of English-language proficiency include
the implementation of English language assessments in universities – one of which is
the Post-Entry English Language Assessment (PELA). Many empirical studies
indicate that English proficiency plays a crucial role for international students in
completing their studies in English-medium institutions, especially for those students
whose first language is not English (e.g., Li et al., 2010; Wardlow, 1999). In addition
to English proficiency, some culture-specific and cross-cultural issues (e.g., academic
culture shock associated with a different education system, lecture style, and
relationships between students and lecturers) have been identified as factors that
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contribute to the international students' potential for academic success (Li et al., 2010).
Importantly, the socio-cultural and psychological adjustment of international students
might be influenced by their English proficiency, which might impact their academic
success. For example, Yang, Noels, and Saumure (2006) highlighted the role of
English self-confidence in the process of socio-cultural and psychological adjustment
to an English-speaking academic environment. Further, Trice (2007) reported that
weak English language skills were perceived as one of the reasons why international
students were isolated from local students and faculty members. These findings
indicate that English proficiency is indirectly associated with academic performance
of international students through its impact on other factors in the socio-cultural and
psychological dimensions. Research on factors affecting the international students'
academic success in foreign institutions is ongoing, not only due to increasing
numbers of international students, but also due to changing demographics of
international students.
The literature reviewed below presents some existing research on the
relationship between self-perceived English language proficiency and academic
performance of international students, as well as the relationship between
multilingualism and academic performance.
62 Journal of International Students Self-perceived English language
proficiency and multilingualism were the main independent variables examined

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within this study. Language Proficiency and Academic Performance Many
researchers (e.g., Hill, Storch, & Lynch, 1999; Huong, 2001; Johnson, 1988;
Kerstijens & Nery, 2000; Krausz, A. Schiff, J. Schiff, & Hise, 2005; Light, Teh-Yuan,
& Weinstein-Shr, 1991; Light, Xu, & Mossop, 1987; Staynoff, 1997; Woodrow, 2006)
investigated the relationship between language proficiency and academic performance
among different groups of international students in English speaking institutions by
utilizing standardized test scores such as TOEFL (Test of English as a Foreign
Language) and IELTS (International English Language Testing System). In a study
conducted at the State University of New York at Albany, Light et al. (1987)
determined a statistically significant positive correlation between TOEFL scores and
grade point averages (GPAs) among 376 international graduate students (r = .14, p =
<.05). Similar results were reported by Johnson (1988), who conducted a
confirmatory study at the University of Wisconsin - Green Bay among 196
international undergraduate students. There was a moderately low correlation between
overall TOEFL scores and mean GPAs (Johnson, 1988). Students with TOEFL scores
lower than 500 had significantly lower grades compared to those with TOEFL scores
of 500 or above. Some other studies also produced similar results on the relationship
between language proficiency measured by TOEFL and GPA (e.g., Light et al., 1991;
Staynoff, 1997). Staynoff (1997) examined factors influencing international students’
academic achievement among 77 international freshmen students who were in their

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first six months of studies. Based on the results, a statistically significant correlation (r
= .26, p = .01) was reported between TOEFL scores and GPAs (Staynoff, 1997). This
meant that participants who had high TOEFL scores were more likely to have a high
GPA, and those who had low TOEFL scores were more likely to have a low GPA.
While there are a number of studies emphasizing the relationship between language
proficiency as measured by TOEFL scores and academic achievement as measured by
GPA, there are also studies implying that TOEFL scores might not be a good
predictor for international students' academic success (Krausz et al., 2005; Xu, 1991).
For example, the findings of a study conducted by Krausz et al. (2005) showed that
TOEFL scores were not associated with academic performance of international
graduate students majoring in accounting. Xu (1991) also examined the impact of
students' English proficiency and background variables on international students'
academic performance among 450 international graduate students enrolled in three
large universities in the United States. The findings revealed that self-perceived
English proficiency was a predictor for academic difficulty that students perceived,
but TOEFL scores were not significantly associated with students’ actual academic
difficulty (Xu, 1991). Another recent study reported results of a meta-analysis of 22
studies on the relationship between English language proficiency and academic
achievement of international students in U.S. institutions of higher education
(Wongtrirat, 2010). The studies reviewed were conducted between 1987 and 2009
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using TOEFL score as a measure of English proficiency, and GPA and course
completion as measures for academic performance. Based on the results of the
meta-analysis, it was concluded that "TOEFL has a small predictive ability on
academic achievement of international students whether measured by GPA or the
course completion" (Wongtrirat, 2010, p. 45). Available literature on the relationship
between IELTS scores and academic performance of international students is as
inconsistent as is the case for TOEFL. Hill, Storch, and Lynch (1999), Huong (2001),
and Woodrow (2006) found a statistically significant positive, but weak relationship
between IELTS and academic performance among international students, especially
those from nonEnglish speaking backgrounds. Inconsistently, Kerstijens and Nery
(2000) found no statistical relationship between IELTS and GPA. Overall, the review
of existing literature in relation to international students’ academic performance and
English proficiency indicated that the majority of studies investigated the relationship
between TOEFL or IELTS score and GPA. The findings were contradictory, implying
that English proficiency measured solely by
TOEFL or IELTS scores cannot be a reliable predictor of international
students’ academic success. Moreover, Fox (2004) noted that language tests do not
measure other factors such as social networks of support, financial security, time
availability for study abroad, acculturation, and academic adjustment that might
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impact international students' academic performance significantly. Other researchers
also indicated other contributing factors such as inadequate background knowledge,
poor study skills, ESL support, difficulty of course work, differences in language
demands for different courses, motivation, maturity, and previous experiences
(Woodrow, 2006). Therefore, additional investigations are needed to explore other
constructs in measuring English proficiency, as well as other variables that might
predict international students' academic success. Multilingual International Students
and Academic Success There is a dearth of studies on academic success of
multilingual students who speak two or more languages, implicating cognitive
advantages or disadvantages of being multilingual in American higher education.
Kovalik (2012) investigated the association between multilingualism and academic
success measured by GPA among 305 undergraduate students.
Local Studies
Robelle Millie Ann B. Racca and Ronald Candy S. Lasaten studies about the
English Language Proficiency and Academic Performance of Philippine Science High
School Students, they posited that in a report published by called Business English
Index (BEI), Philippines was tagged as the world’s best country in business English
proficiency, in not just one but two consecutive years. Based on the BEI Report in
2012, only the Philippines attained a score above 7.0, putting the country within range
of a high proficiency that indicates an ability to lead business discussions and perform
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complex tasks. Moreover, in 2013 BEI report, the Philippines earned 7.95 score, an
improved BEI score over the prior year. This maybe the reason why the Philippines
has taken over India as a hub for call centers in Asia. However, various studies reveal
that the quality of education in the Philippines is continuously declining. This notion
is based on the results of achievement tests and board examinations. Not only the
elementary and secondary graduates are affected but also the college graduates. The
Professional Regulatory Commission (PRC) reports that passers of board
examinations in all fields of endeavor continue to go down. One of the important
causes for this phenomenon is the low academic performance in the elementary and
secondary levels. This academic performance of the students can be attributed to their
proficiency in the Manuscript received February 20, 2016; revised June 12, 2016. R.
M. B. Racca is with the Philippine Science High School-Ilocos Region Campus, San
Ildefonso, Ilocos Sur, Philippines (e-mail: robelleracca_23@yahoo.com.ph). R. C. S.
Lasaten is with the Mariano Marcos State University College of Teacher Education
(MMSU-CTE), Laoag City, Philippines (e-mail: ronaldcandylasaten@yahoo.com.ph).
English language. Educators agree that proficiency in the English language is the
basis for success in academic pursuits. Reading, writing, and working with numbers
are tasks that are based on language skills , describes this as the interplay between
everyday language skills and more advanced communication skills. Indeed, language
proficiency is a key to academic performance. A person who does not know English,
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for instance, may not have access to the world’s known scientific and technological
discoveries that are predominantly written in English . This means that students need
to be proficient in English for a better grasp of knowledge in Technology, Science,
and Mathematics. As claim, language proficiency in English is significantly related to
academic performance. Academic subjects like Science, Mathematics and English
often requires the use of language functions. The language functions play a significant
role in critical and analytical thinking required in science and mathematics subjects.
The more language functions with which students are adept, the more effective their
thinking can be. Thus, the more the students are proficient with the English language,
the more they are likely to perform well in their academic subjects. Relative to the
said claim, the Department of Education (DepEd) asserts that students’ proficiency in
Science and Mathematics has a relationship with their language proficiency in English.
Majority of the students had not really mastered the different learning areas in
Mathematics. From the performance of Grade VI pupils, it was reflected that their
skills in problem solving was only 53%; analysis, 56%; and computation was 62%.
These skills all require proficiency in English. Likewise, from the results yielded,
Science noticeably tailed at fifth rank with only 56.87% percentile rank. It was noted
that the questions given required comprehension and analytical skills of the learners.
Again, English has something to do with the skills of the learners. Undeniably, in
many a lesson in Sciences and Mathematics, English is very vital as a tool in

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comprehension, analysis, evaluation, and interpretation of results. Multifarious
interventions have been made to address such claim and assertion. However, still a lot
of students struggle in Science, Mathematics and English.
Statement of the Problem
This research sought to identify how proficiency in English affects the
academic achievements of the education students majoring in English at Sta Cecilia
College. Specifically, it aimed to answer the following questions:
1. What is the profile of the respondents ( Education students majoring in
English at Sta Cecilia College) as to:
Age;
Gender;
GPA;
Awards received;
2. What are the education students majoring in English ‟ evaluation of their
English language ability”?

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A. Very Great extent;
B. Great extent;
C. Moderate extent;
D. Low extent;
E. No extent;
3. Is there any significance in on the academic performance of the students when
the profile of the respondents is considered?
4. Is there any significant relationship between the English Language proficiency
and the Academic performance of the education students majoring in English at Sta
Cecilia College?
Hypothesis
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The researcher administered a survey to discover the number of languages
that the participants were fluent in and their overall grade point averages. The findings
revealed no relationship between multilingualism and GPA. Interestingly, those who
spoke more than one language obtained lower GPA. However, in the study, the
sample size representing those who spoke two or more languages was too small (i.e.,
only 12.43% out of total sample), which might have skewed the results (Kovalik,
2012). It was also not clear which language was each respondent’s first language. It is
therefore hard to conclude that students who are multilingual, but do not have English
as a mother tongue, have cognitive advantages or disadvantages in predominantly
English speaking institutions. Hence, in addition to investigating the relationship
between self-perceived English language proficiency and academic performances of
students, this study also examined how GPA is related to the number of languages
spoken by education students majoring in English students at Sta Cecilia College. The
following research questions were addressed in this study: (a) Are there significant
differences in the academic performance of the education students majoring in
English students at Sta Cecilia College in relation to the level of English language
proficiency?; (b) Are there significant differences in the academic performance of
education students majoring in English students at Sta Cecilia College in relation to
the number of languages spoken?

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Scope and Delimitation
This research entitled “The Impact of English Language Proficiency on
Academic Performance of the Education Students Majoring in English in Sta Cecilia
College” is conducted to determine the relationship of English language proficiency
and the academic performance of the education students majoring in English at Sta
Cecilia College.
The researcher’s objective is to know the profile of the respondents and their
responses to the following questions. The researcher also wants to find out how would
the students, specially the education students majoring in English at Sta Cecilia
College evaluate or assess their knowledge on the English language.
This study was conducted at Sta Cecilia College in the year 2018. The school
was located at 108 Gen T De Leon, Valenzuela City.
Significance of the Study
This study is conducted to show the impact of English Language proficiency
in the academic performance of the students. This study also shows the relationship
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between the English language proficiency and the academic performance of the
students specifically the education students majoring in English at Sta Cecilia
College.
The findings of the study are essential and beneficial to the following:
For the School, they can use this research to know enhance their facilities
towards English language learning.
For the students, this study will serve as a reminder, this will remind them the
importance of English language on their studies.
For the parents, they can use this study to know the factors that can affect the
academic performance of their children.
For the future researchers, they can use this study as a reference in the future.
Definition of Terms
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Academic- - relating to education and scholarship, not of practical relevance; of
only theoretical interest.
Achievement- something accomplished, especially by superior ability, special
effort, great courage
BEI- Business English Index
Deficiency- the quality or state of being defective or of lacking some necessary
quality or element
Education- is the process of facilitating learning, or the acquisition of knowledge,
skills, values, beliefs, and habits.
English Language- is a West Germanic language that was first spoken in early
medieval England and is now a global lingua franca.
Etymologist- one who studies history of words, their origins, and how their form
and meaning have changed over time
GPA- Grade Point Average
IELTS- International English Language Testing System, or IELTS, is an
international standardized test of English language proficiency for non-native English
language speakers.
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Language- is a system that consists of the development, acquisition,
maintenance and use of complex systems of communication, particularly the human
ability to do so; and a language is any specific example of such a system.
Linguistic- is the scientific study of language, and involves an analysis of
language form, language meaning, and language in context.
Multilingual- using or able to speak several or many languages with some
facility.
Performance - the execution of an action; something accomplished
PRC - Philippine Regulatory Commission
Self-perceived - an act or faculty of perceiving, or apprehending by means of the
senses or of the mind; cognition; understanding.
TOEFL- Test of English as a Foreign Language is a standardized test to measure
the English language ability of non-native speakers wishing to enroll in English-
speaking universities.
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Theoretical Framework
English Language
Proficiency
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Student’s Attitude Student’s Academic

Performance``
Helps the Interaction Understanding Word comprehension,

students to with people instructions was problems analysis,
gain self- becomes were easily
easy. evaluation, and
easier. understood
confidence. interpretation
The researcher designed this theoretical framework to emphasize the relationship

of English language proficiency towards student’s academic performance as well as
their attitude.
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Research Methodology
Research Design
An ex-post fact, non-experimental approach was used in this study to examine
the relationship between English language proficiency and academic performance of
Sta Cecilia College Education students majoring in English. A standardized
self-reported questionnaire was developed and utilized to collect data. In addition to
some basic demographic questions, the instrument included items on English
language proficiency. Students were asked to rate their English language proficiency
using a 5-point Likert scale: 5 (Very Great extent), 4 (Great extent), 3 (moderately
extent), 2 (Low extent) 5(no extent). They were also asked to indicate whether they
had academic difficulties in understanding English, specifically in reading, writing,
listening, and speaking. A 5-point Likert-scale was used for these items as well: 5
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(Very Great extent), 4 (Great extent), 3 (Moderately extent), 2 (Low extent) and 1( No
extent). The questionnaire included an item on the number of languages spoken as
well. Participants indicated whether English was their 1st, 2nd, 3rd or more language.
Participants' academic performance was measured by their
Respondents of the Study
In order to attain the goal of the study, the respondents of this study is
compose of twenty five (25) BSEd Major in English students at Sta Cecilia College
in different year level.
Research Instrument
The researcher made use of interviews, questionnaires and survey forms as the
main instruments of this study. The questionnaire was utilized for information and
background of the respondents and verbal interviews to test their proficiency in
English grammar.
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Procedure in Gathering Data
The data for this research were collected using survey questionnaires, the
survey was created using suitable questions modified from related researches and
individual questions acquired to the internet. The questionnaires were distributed to
the BSEd students Major in English. The researcher assured the honesty of the
respondents. The respondents were given enough time to respond.

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Statistical Treatment of Data
The following statistical tools will be used in treating the data in
accordance with specific problems of the study.
Formula: p=f/n x 100
Where;
P= percentage f= frequency n= number of population
Table1.1
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Survey questions Very Total

great Moderate
Great Low No
extent extent
extent extent extent
(5) (3)
(4) (2)
A.) Evaluate your English Skills
I speak English 7 11 7 1 0 25
I write English 10 12 3 0 0 25
I read English 20 5 0 0 0 25
I understand Spoken English 17 8 0 0 0 25
B.) Describe your English Skills

I feel that I know English as well 10 12 3 0 0 25
as a native speaker
I feel that I know English better 11 9 3 2 0 25

than Filipino on average.
I am proud of my English skills 18 7 0 0 0 25
I feel like I need to learn more 5 3 1 16 0 25

about English
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Table 1.2
(C.) GPA Failed

as of Below 75-77 78-79 80-81 82-84 85-87 88-90 91-93 94-96 97-100
2018 75
(5)
(3) (2.75) (2.50) (2.25 (2.00) (1.75) (1.50) (1.25) (1.00) total
)
0 0 0 1 3 12 7 2 20
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Findings
The findings of the present study implicate the role of English proficiency on
academic achievement of Education students Majoring English at Sta Cecilia College.
However, the previous analysis of literature indicated that the effect of English
proficiency on academic achievement among students should vary depending on the
required levels of language skills in completing courses or programs (cf., Light et al.,
1987, Johnson, 1988).
 Base on the surveys and interviews that the researcher have been used as an
instrument to gather the data needed, proficiency in English has a large impact on
academic performance of the BSE Major in English students of Sta Cecilia
College. The result of the survey shows that their proficiency in English made
them easier to achieve their desired grades.

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 It also shows that proficiency in English help them gain self - confidence in
answering critical and analytical questions.
 Their proficiency in English made their demo-teaching a success and making
their lesson plan was also easier.
 However, during my interviews, though the English proficiency has a large
impact on their academic achievement, it was only a contributory factor. There
are other factors why the students excel in their class.
Conclusion
Based on the findings of the study, the following conclusion are drawn:
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 The education students who were majoring in English should not only focus on
being proficient in English, they also need to look on other factors that can affect
their academic performance, such as, behavior and other contributory factors.
 Their proficiency in English will be their edge in achieving their desired grades.
 They also need to improve their vocabularies in their own language which is
Filipino, because not all subjects required English, especially here in our country.
 They need English teachers that is capable enough to guide them in learning and
in teaching.
 They are not provided with enough school materials such as books as reference
on their studies.
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Recommendations
Based on the findings and conclusions drawn, the following recommendations are
hereby proposed:
 The school should provide English Teachers that were capable enough to guide
the students in learning and in future teaching.
 The school should implement the “English Speaking Area” on several areas of
the school.
 The school should provide programs suited for the Education students Majoring
in English that will not only enhance their English ability but also, enhance their
personality
 There is also a need for English Department in the school that will design a
program that will enhance the student’s ability in speaking, writing, listening and
understanding the English language.
 The English Department should also conduct seminars and training on how to be
proficient in English Language for the teachers and students.

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Acknowledgment
This research wouldn’t be possible without the help and support of different
people around me. First I would like to express my sincere gratitude to our Lord God
for giving me wisdom in order to finish this research. I also thank the ever helpful and
super supportive teacher of ours , Mr. Jeffrey Flores, thank you for all the tips and
suggestions. Your guidance helped me a lot in going through this research.
I also want to say thank you to all the instructors/teachers that I’ve interviewed.
To Mrs. Lucia Pascua for her words of wisdom, thank you.I also want to thank all the
education students who participated in my research. My sincerest gratitude also to my
friends, who always pushed me to my limit. Mrs. Noemi Pacpaco, who always say
“ You can make it! When you’re tired, take a rest then go on”. I would never forget
your words of encouragements.

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To the coolest guy behind this subject, Mr. Romarico Ramos, Thank You!
You’re the best Sir! And to my Mom, for all the support and love thank you so much,
I love you! And lastly to my one and only prince, this is all for you!
References
Robelle Millie Ann B. Racca and Ronald Candy S. Lasaten ,” English Language
Proficiency and Academic Performance of Philippine Science High School
Students”
Hill, Storch, & Lynch, 1999; Language Proficiency and Academic Performance
Huong, 2001; Language Proficiency and Academic Performance

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Johnson, 1988; Kerstijens & Nery, 2000;Language Proficiency and Academic
Performance
Krausz, A. Schiff, J. Schiff, & Hise, 2005;Language Proficiency and Academic
Performance
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Impact of English Proficiency

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Impact of English Proficiency

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Sta.

Impact of English Language Proficiency on Academic

Performance of the Education Students

Sta Cecilia College

In partial Fulfillment of the Requirements

for the Language Research Subject

Problem and Review of Related Literature

Language is our primary source of communication. It's the method through

language is what separates us from animals and makes us human.(Zeeshan Naved)

languages in addition to a variety of local languages spoken and understood by their

by only a few thousand.

language in a large number of countries. It is estimated that the number of people in

the world that use in English to communicate on a regular basis is 2 billion.

academic performance of the students? Does proficiency in English makes the

students feel superior towards other students?

language, whether it is in international business or in technology based industries and

's English language capability.

poor performance.Philippines like other multilingual communities globally has not

eluded the problem of language of education. The Language of Instruction (LOI)

the standards of education. Indeed, proficiency in the LOI is an important factor in

still a misunderstanding and disbelieve on the existence of connection between test

performance and scores shown in the certificates/ transcripts of these graduates.

performance of Filipino students depends on the LOI to a great extent.

or determine the impact of English language proficiency in the academic standings of

the students particularly on the Education students majoring in English at Santa

proficiency will have an impact on their overall academic performance.

Review of Related Literature

The Impact of English Language

Warlow’s previous research measured English deficiency and English

competency from crosssectional (Wardlow, 2006;Pokay & Blumenfeld,

records of student performance. Difficulties in English (or sometimes referred as "

argued to cause students more difficulty in an academic environment (Martirosyan,

language (Kasper, 1997) and/or the distinguished learning outcome of higher

education (Bruyn, 2005).

Some existing research on factors contributing to academic achievement of

students in higher education reveals a number of factors in multiple dimensions. In

subject-matterspecific strategies) and approaches (e.g., Duff, Boyle, Dunleavy, &

1981) were explored as variables influencing academic performance. With regard to

to the international students' academic performance in higher education, since

students (Li et al., 2010).Understanding students' cultural backgrounds and specific

that English-language proficiency significantly influences students' metacognitive

2006;Martirosyan, Hwang & Wanjohi 2015;Sadeghi, Kashanian, Maleki &

Haghdoost 2013). Efforts to address a lack of English-language proficiency include

the implementation of English language assessments in universities – one of which is

the Post-Entry English Language Assessment (PELA). Many empirical studies

completing their studies in English-medium institutions, especially for those students

to English proficiency, some culture-specific and cross-cultural issues (e.g., academic

Importantly, the socio-cultural and psychological adjustment of international students

English self-confidence in the process of socio-cultural and psychological adjustment

to an English-speaking academic environment. Further, Trice (2007) reported that

indicate that English proficiency is indirectly associated with academic performance

psychological dimensions. Research on factors affecting the international students'

academic success in foreign institutions is ongoing, not only due to increasing

numbers of international students, but also due to changing demographics of

The literature reviewed below presents some existing research on the

relationship between self-perceived English language proficiency and academic

performance of international students, as well as the relationship between

multilingualism and academic performance.

62 Journal of International Students Self-perceived English language

proficiency and multilingualism were the main independent variables examined

within this study. Language Proficiency and Academic Performance Many

investigated the relationship between language proficiency and academic performance

among different groups of international students in English speaking institutions by

utilizing standardized test scores such as TOEFL (Test of English as a Foreign