# 1.
English Language Proficiency in the Philippines: An Overiew
ANNIE Santos, VANESSA Fernandez, RAMIL Ilustre
International Journal of English Language Studies 4
(3), 46-51, 2022
The Philippines is considered one of the largest English-speaking nations in the world. In fact,
English is one of the official languages in the Philippines. But throughout the years, a gradual
deterioration in English language proficiency can be observed among Filipinos based on the EF
English Proficiency Index, Test of English for International Communication (TOEIC), and the
average score of Filipino IELTS takers. This paper aims to discuss the different factors behind
the descending Filipino English proficiency, such as learners' motivation, parental
involvement, learning environment, teaching strategies, comprehensive input, learners'
socioeconomic status, and learners' age. Several articles have been reviewed and examined
for the authors to come up with the following conclusions: 1)
Continuous practice and usage of the English language could help us further cement our
economy; 2) there is still a huge room for improvement in terms of grammar which could also
help alleviate learners' anxiousness, and 3) we still need to strike a balance in polishing the
English language education and nurturing our local and cultural languages. This review will
help the teachers in planning and implementing English classes to improve students' English
proficiency, the educational institutions that aim to uplift the quality of English language
teaching, and curriculum developers in constructing innovative English proficiency learning
materials.
# 2. English Language Proficiency Of Elementary Pupils
Journal of Language and Linguistics in Society (JLLS)
ISSN 2815-0961 1 (02), 12-20, 2021
The English language is known to be a universal language as it is used in different parts of the
world. It connects nations, links people from different places, is widely used in education and
the business world, and is most notably used for globalization. Although people were given all
of the chances and opportunities to study the said language, some were still struggling to use
it orally or in writing. With all the interventions made, others are yet to improve and have a low
or poor English language proficiency.
Hence, the objective of this descriptive study is to determine the English language proficiency
of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in
the school year
2020-2021 at one private institution in the Northern Philippines. The results revealed that the
overall English language proficiency of the pupils is at an advanced level, regardless of
whether they are in the transitional year from using their mother tongue to using the English
language, which is grade IV.
Meanwhile, the profile variables included in the study were not significantly associated with
the pupils' English language proficiency. Thus, a manifestation that respondents' profile does
not prompt pupils' proficiency level because no relationship was revealed as suggested by the
results of this study.
# 3. Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils
Marz Kimberly T Salas, Ma Judy B Legaspi Philippine Social Science Journal 3 (2), 73-74, 2020
Methods. A descriptive-comparative and correlational research design were used to compare
and correlate language learning exposure and grammatical proficiency of Grade 6 pupils of a
Catholic school in Bacolod City during the School Year 2019-2020.
Using stratified random sampling, 137 Grade 6 pupils served as respondents in the study. The
current study employed an adapted survey questionnaire to assess the extent of language
learning exposure and a standardized instrument to determine the level of grammatical
proficiency of Grade 6 pupils to gather data for this study. Mean, Standard Deviation, Mann
Whitney U test, and Spearman rank correlation was employed for the data analysis.
Results. The findings of the study revealed that the extent of language learning exposure of
Grade 6 pupils is great, whereas the level of grammatical proficiency of Grade 6 pupils is
below average. In relation to the problems of the study, no significant difference is found in
the extent of language learning exposure of Grade 6 pupils when grouped according to sex
and section. Furthermore, there is no significant difference in grammatical proficiency level
when Grade 6 pupils are grouped according to sex.
However, a significant difference is present in the level of grammatical proficiency when the
pupils are classified according to section. Also, there is a correlation that exists between
language learning exposure and grammatical proficiency which is inconclusive.
Conclusion. It is indicated that even when the Grade 6 pupils experience difficulties acquiring
the second language, they can cope with these difficulties if they are sufficiently exposed to a
languagerich environment where correct grammar is being modeled in oral and written
production. Moreover, informal contexts and casual interactions should be considered to
maximize the learner's exposure to the grammatical use of the language. Other possible
factors, such as age, aptitude, motivation, attitude, personality, cognitive style, memory, and
learning strategies, also affect the result. Enriching the different lessons and activities in
English instruction and creating new instructional strategies to make language learning
meaningful may be considered to effectively address the learners' needs in learning the
second language.
# 4. Factors that contribute to the poor writing skills in Filipino and English of the elementary
pupils
Analyn Saavedra
International Journal on Innovation, Creativity and Change, 2020
This study primarily aims to know the factors that contribute to the poor writing skills in
English and Filipino of the Six Grader elementary pupils in one of the Divisions in the
Zamboanga Peninsula. Using purposive sampling, 43 language teachers teaching English and
Filipino who are teaching the subjects from five years and above were selected as
respondents. They too are teaching in different public elementaries in the same Division. A
standardized survey questionnaire which had undergone validation, reliability, and pilot
testing served as the instrument of the study. Using the mean score and standard deviation
through the SPSS, the researchers interpreted the data using the 5-point Likert scale, which
was rated by the language teachers. The data revealed that there are five factors that
language teachers considered to have influenced the poor English and Filipino writing skills of
the elementary pupils. Based on their experiences and observations while teaching writing to
the pupils, the following was recorded: 1) lack of vocabulary in the target language; 2)
difficulty in conveying and organizing ideas; 3) pupils' perception that writing is a hard task;
4) lack of motivation and interest in writing; and 5) the difficulty in spelling, grammar and
sentence construction are the reasons why many elementary pupils have poor writing skills in
English and Filipino.
These factors can be attributed to the first languages of the pupils (Chabacano, Bahasa Sug,
and Cebuano), where English and Filipino are considered as L2 only. Despite the effort of
teachers, they acknowledged that elementary pupils' writing skills still did not meet the
standard in writing. That is why they are optimistic that following the K to 12 curricula will
pave the way for improving the writing skills of the pupils, which has long been deteriorating.
It is also an interesting point that curriculum planners, especially the language specialist,
should look to help our pupils improve their writing skills in L2 eventually.
# 5. English Language Proficiency Of Elementary Pupils
The English language is known to be a universal language as it is used in different parts of the
world. It connects nations, links people from different places, is widely used in education and
the business world, and is most notably used for globalization. Although people were given all
of the chances and opportunities to study the said language, some were still struggling to use
it orally or in writing. With all the interventions made, others are yet to improve and have a low
or poor English language proficiency.
Hence, the objective of this descriptive study is to determine the English language proficiency
of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in
the school year
2020-2021 at one private institution in the Northern Philippines. The results revealed that the
overall English language proficiency of the pupils is at an advanced level, regardless of
whether they are in the transitional year from using their mother tongue to using the English
language, which is grade IV.
Meanwhile, the profile variables included in the study were not significantly associated with
the pupils' English language proficiency. Thus, a manifestation that respondents' profile does
not prompt pupils' proficiency level because no relationship was revealed as suggested by the
results of this study.
# 6. Difficulties of Multigrade Pupils in Learning English Language: Basis for an Enhancement
Program
Rochel Rendon, Francis Mervin Agdana
Psychology and Education: A Multidisciplinary Journal
3 (4), 312-320, 2022
This research investigated the difficulties of multigrade pupils in learning English language. It
identified the profile of the respondents according to sex, parent's highest educational
attainment, exposure to social media, frequency in using English language at home, frequency
in reading, and availability of resources/materials at home. Likewise, the extent of difficulties
encountered, relationship and differences between the difficulties of multigrade pupils in
learning English language in subject-verb agreement, reading comprehension and vocabulary
to design an enhancement program. There were 94 multigrade pupils answered the
researcher-made questionnaire and 10-item multiple-choice tests for each of the three
variables. The statistical tools used were Frequency Count and Percent, Mean and Standard
Deviation, Point Biserial Correlation, Spearman Rank Correlation, Pearson Product Moment
Correlation, One-Way Analysis of Variance (ANOVA) for Repeated Measures and Bonferroni
Post Hoc Test. Study revealed greater male respondents than female, majority of parents
belong to elementary level and none had a college degree.
Most respondents did not own a gadget, sometimes used English language at home, and give
time for reading. However. they only have limited learning resources and materials at home.
Furthermore, respondents experienced higher difficulty in subject-verb agreement, reading
comprehension and most difficulty in vocabulary. Results showed that there is significant
relationship on sex to the extent of difficulties encountered by the pupils in reading
comprehension and vocabulary. Males experienced higher difficulties in reading
comprehension and vocabulary than females and found out that multigrade pupils experienced
higher level of difficulty in vocabulary than in other two competencies. The study concluded
that difficulties in subject-verb agreement, reading comprehension and vocabulary were
evident in multigrade pupils. Thus, an enhancement program has been proposed to overcome
the difficulties encountered in learning
English language.
