The level of English Proficiency of the CELA Graduating Students: An assessment to English Proficiency Course Introduction English is spoken

by one out of every six people in the world. It is the primary language of the United States, Australia, the U.K., and the Anglophone territories of

Canada, making it second only to Mandarin Chinese in number of speakers. English belongs to the Germanic branch of the IndoEuropean family of languages. The great number of words found in the English vocabulary is in large part due to extensive borrowings from other languages, including Latin, French, Low German, and the Scandinavian languages. A dialect can be defined as a "variation of a language used by a group of speakers set apart from others

geographically or socially." Using this definition, it is easy to identify English as a language with many dialects. Not only are but there there variations are more due subtle to geographic that

differences,

shadings

identify someone as being from a specific region. Not to mention the differences between urban and suburban speech,

educated diction and slang. The rainbow of variations is part of what makes English an endlessly interesting pursuit. Due to the demand of globalization, schools have made sure, that their students would become competent in using English language effectively. We have adopted English as medium of our instruction and offered many English Courses in the tertiary level to enhance the English Proficiency of the students. In Saint Joseph Institute of Technology, we offered an English students. Proficiency This is to Course make (EPC) sure to our they graduating are already

that

proficient in using the language outside the portal of the school. The course is expected to develop the students English Proficiency in the following areas: Basic Grammar, English Vocabulary and Reading Comprehension. It enhance is the expected students that the program in will review and a

learning

English

and

become

proficient user of the language. This study is conducted to assess the affectivity of the program using the students from the College The of Education will be and the Liberal basis for Arts as

respondents.

results

further

studies in other colleges.

Theoretical Framework An understanding of second language acquisition can

improve the ability of mainstream teachers to serve the culturally and linguistically diverse students in their

classrooms (Fillmore & Snow, 2002; Hamayan, 1990). While significant professional development is necessary to gain a full understanding of second language acquisition theory, some key concepts can be quickly understood and applied in the classroom. Current theories of second language acquisition are

based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001). One concept endorsed by most current theorists is that of a continuum stages of of learningthat language is, predictable in which and the

sequential

development,

learner progresses from no knowledge of the new language to a level of competency closely resembling that of a native speaker. These theories have resulted in the identification of several distinct stages of second language development. These stages are most often identified as:

Stage I: The Silent/Receptive or Preproduction Stage: This stage can last from 10 hours to six months.

Students often have up to 500 "receptive" words (words they can understand, but may not be comfortable using) and can understand new words that are made comprehensible to them. This stage often involves a "silent period" during which students may not speak, but can respond using a variety of strategies including pointing to an object, picture, or

person; performing an act, such as standing up or closing a door; gesturing or nodding; or responding with a simple "yes" or "no." Teachers should not force students to speak until they are ready to do so. Stage II: The Early Production Stage: The early production stage can last an additional six months after the initial stage. Students have usually

developed close to 1,000 receptive/active words (that is, words they are able to understand and use). During this stage students can usually speak in oneor two-word

phrases, and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions.

Stage III: The Speech Emergence Stage: This stage can last up to another year. Students have usually developed approximately 3,000 words and can use

short phrases and simple sentences to communicate. Students begin to use dialogue and can ask simple questions, such as "Can I go to the restroom?" and are also able to answer simple questions. Students may produce longer sentences,

but often with grammatical errors that can interfere with their communication. Stage IV: The Intermediate Language Proficiency Stage: Intermediate proficiency may take up to another year after speech emergence. Students have typically developed close to 6,000 words and are beginning to make complex opinions, ask for clarification, share

statements,

state

their thoughts, and speak at greater length. Stage V: The Advanced Language Proficiency Stage: Gaining advanced proficiency in a second language can typically students vocabulary classroom take have and from five to seven years. By this stage some specialized fully in content-area grade-level support.

developed can

participate if given

activities

occasional

extra

Students

can

speak

English

using

grammar

and

vocabulary

comparable to that of same-age native speakers. Understanding that students are going through a

predictable and sequential series of developmental stages helps stage, teachers while predict modifying and accept a students to current

their

instruction

encourage

progression to the next stage. A concept is endorsed Stephen by most language acquisition input"

theorists

Krashens

"comprehensible

hypothesis, which suggests that learners acquire language by "intaking" and understanding language that is a "little beyond" their current level of competence (Krashen, 1981, p. 103). For the instance, phrase a preschool your child By already slightly

understands

"Get

crayon."

altering the phrase to "Get my crayons," the teacher can provide an appropriate linguistic and cognitive challenge offering new information that builds off prior knowledge and is therefore comprehensible (Sowers, 2000). Providing consistent, comprehensible input requires a constant

familiarity with the ability level of students in order to provide a level of "input" that is just beyond their

current level.

Research by Merrill Swain and others has extended this concept to include "comprehensible output." According to

several studies, providing learners with opportunities to use the language and skills they have acquired, at a level in which they are competent, is almost as important as

giving students the appropriate level of input (Pica et al., 1989, 1996; Swain & Lapkin, 1995). Krashens concept that Affective has found Filter wide Hypothesis acceptance is another both

with

researchers and ELL instructors (Krashen, 1981; Krashen & Terrell, 1983). This theory suggests that an individuals emotions can directly interfere or assist in the learning of a new language. According to Krashen, learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment, or anger. These

negative emotions can create a kind of filter that blocks the learners ability to process new or difficult words. Classrooms affirming that of a are fully engaging, native nonthreatening, and and

childs

language

cultural

heritage can have a direct effect on the students ability to learn by increasing motivation and encouraging risk

taking.

Another theory that has directly influenced classroom instruction is Jim Cumminss distinction between two types of language: basic interpersonal communications skills

(BICS) and cognitive academic language proficiency (CALP). Research has shown that the average student can develop conversational fluency within two to five years, but that developing fluency in more technical, academic language can take from four to seven years depending on many variables such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native

language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, & Witt, 2000; Thomas & Collier, 1997). Later, Cummins expanded this concept to include two distinct types of communication, depending on the context in which it occurs:

Context-embedded

communication

provides

several

communicative supports to the listener or reader, such as objects, gestures, or vocal inflections, which help make the information comprehensible. Examples are a

one-to-one social conversation with physical gestures, or storytelling activities that include visual props.

Context-reduced

communication

provides

fewer

communicative clues to support understanding. Examples are a phone conversation, which provides no visual

clues, or a note left on a refrigerator. Similarly, Cummins distinguished between the different cognitive learner:

demands

that

communication

can

place

on

the

Cognitively minimal Examples

undemanding of

communication or on

requires

amount are a

abstract

critical the

thinking. or

conversation

playground,

simple yes/no questions in the classroom.

Cognitively demanding communication, which requires a learner to analyze and synthesize information quickly and contains are abstract academic or content specialized lessons, concepts. such as a

Examples

social studies lecture, a math lesson, or a multiplechoice test. Understanding these theories can help teachers develop appropriate instructional strategies and assessments that guide students along a continuum of language development, from cognitively undemanding, context-embedded curricula,

to

cognitively

demanding,

context-reduced

curricula

(Robson, 1995). A basic knowledge of language acquisition theories is extremely directly useful for mainstream classroom teachers and

influences

their ability to provide appropriate

content-area instruction to ELL students. It is especially important in those schools or districts where limited

resources result in little or no instructional support in a students situations, native a language. In these teacher can "sink-or-swim" with make a clear the

committed of

mainstream

understanding difference.

language

acquisition

all

Conceptual Framework
Stage 1: Preproduction Stage 2: Early Production Stage Stage 3: Speech Emergence Stage Stage 4: Intermediate Language Proficiency Stage 5: Advanced Language Proficiency

Language Acquisition

Fig 1. Concept of Language Acquisition

English Proficiency Course

Basic Grammar

Vocabulary

Reading Comprehension

Fig 2. Objectives of English Proficiency Course

Statement of the Problem

This

study of

aims the

to

evaluate graduating

the

level

of To

English achieve

proficiency

CELA

students.

this purpose the following questions are formulated:

1. What is the profile of the respondents in terms of the following: a. Course b. Sex c. Age

2. What is their level of English Proficiency in terms of their before performance and after score their along the following to the areas

exposure

English

Proficiency Course: a. Mastery in Basic Grammar b. Background in English Vocabulary c. Skills in Reading Comprehension 3. Is there a significant difference in the students

level of English Proficiency before and after their exposure to the program?

Hypothesis There is no significant difference in the students level of English Proficiency before and after their

exposure to the program.

Significance of the Study The researcher considered this study vital to the

instructors of English Proficiency Course, as well as to the administration of Saint Joseph Institute of Technology and to the future researchers. As a pioneering effort, this can inspire other English instructors to conduct parallel studies and help the administration to give more focus on the students English Language Proficiency. For English Instructors 1. The knowledge of the students English Language Proficiency effective will inspire in them to find more

strategies

teaching

English

Proficiency Course. 2. Upon knowing the weak points among the different areas of English Language, the instructors can design learning manuals that will fit to the students needs and give more focus on students weak points.

3.

Results of this study will help them assess the effectiveness of the subject they are teaching.

For the Administrators The results of this study can serve as one of the bases for circular evaluation of the course and planning for its improvement. It will also guide the administrators in their conscious effort to undergo planned changes in design of the program.

Methodology This students study of was conducted among the of CELA graduating There

Saint

Joseph

Institute

Technology.

were twenty three (23) students of the said college who were chosen as respondents. In complete gathered the selection of the respondents, was purposive Data in and were

enumeration in terms of

sampling the

utilized. scores

performance

English

Proficiency Test. The includes vocabulary subjected researcher the and to used an in online basic questionnaire grammar, Data the which

proficiency reading

English was

comprehension. analysis

collated

statistical

using

frequency

distribution, mean and analysis of variance.

Discussion of Results Table 1 Distribution of Respondents According to Course Course BEE BSE AB Psych AB MC Total Table 1 shows Frequency 7 2 8 6 23 the distribution Percentage 30 9 35 26 100 of respondents

according to their course. Results shows that most of the respondents are AB Psychology with the percentage of 35, BEE is 30 percent followed by AB Mass Communication which has a percentage of 26 and the least number of respondents are BSE. Table 2 Distribution of Respondents According to Sex Sex Males Females Total Frequency 4 19 23 Percentage 17 83 100

Table

shows

the

distribution

of

respondents

according to their sex. The results reveal that 83 percent of the respondents This simply are female and only 17 percent of the are CELA

males.

indicates

that

majority

graduating students are females.

Table 3 Distribution of Respondents According to Age Age 18 19 20 21 22 - 23 Total Number of Respondents Table according 3 to shows their the age. distribution The results of respondents that 48 Frequency 9 11 3 23 Percentage 39 48 13 100

indicate

percent of the respondents fall in the age bracket 20 -21, 39 percent fall in the age bracket 18-19 and only 13

percent fall in the age bracket 22 23.

Table 4 Distribution of Respondents According to their Proficiency in Basic Grammar Before and After Taking EPC Frequency Before After 5 2 2 3 13 13 1 1 2 4 Percentage Before After 22 9 9 13 56 56 4 4 9 17

Performance Indicator Excellent Very Satisfactory Satisfactory Fair Poor

Table

shows

the

distribution

of

respondents

according to their proficiency in basic grammar before and after taking the EPC program. Results indicate that

students who got Excellent decreases from 22 percent to 9 percent. Students who got very satisfactory increases from 9 percent to 13 percent. Students who got satisfactory are constant which is 56 percent. Students who got Fair level are also constant which 4 is percent. Students who got a poor level of proficiency increases from 9 percent to 17 percent. Further, have a the data show that of most of the in

respondents

satisfactory

level

proficiency

Basic Grammar.

Table 5 Distribution of Respondents According to their Proficiency in English Vocabulary Before and After Taking EPC Frequency Before After 1 1 8 8 11 10 0 1 3 3 distribution Percentage Before After 4 4 35 35 48 43 0 4 13 13 of respondents

Performance Indicator Excellent Very Satisfactory Satisfactory Fair Poor Table 5 shows the

according to their proficiency in English vocabulary before

and

after

taking

EPC

program.

The

data

reveals

that

students who got excellent have a constant score which is 4 percent. Students who got very satisfactory are also

constant which is 35 percent. Students who got satisfactory decreases from 48 percent to 43 percent. Students who got fair level increases from 0 percent to 4 percent. Students who got poor the level data are show constant that which is 13 percent. got a

Further,

most

respondents

satisfactory level of proficiency in English vocabulary.

Table 6 Distribution of Respondents According to their Proficiency in Reading Comprehension Before and After Taking EPC Frequency Before After 0 0 3 7 8 6 4 2 8 8 distribution in Percentage Before After 0 0 13 30 35 26 17 9 35 35 of respondents comprehension

Performance Indicator Excellent Very Satisfactory Satisfactory Fair Poor Table according 6 to shows their the

proficiency

reading

before and after taking EPC program. Data reveal that there are no students who got excellent. However, students who got very satisfactory increases from 13 percent to 30

percent. Students who got satisfactory decreases from 35 percent to 26 percent. Students who got a fair level of proficiency decreases from 17 percent to 9 percent.

Students who got poor reading comprehension are constant which is 35 percent. Further, results show that most

students are poor in reading comprehension.

Table 7 Distribution of Respondents According to their Level of English Proficiency Before and After Taking EPC Frequency Before After 0 1 2 4 12 10 4 3 5 5 Percentage Before After 0 4 9 17 52 43 17 13 22 22

Performance Indicator Excellent Very Satisfactory Satisfactory Fair Poor

Table 7 shows the general level of English Proficiency of the respondents before and after taking EPC program. Data reveal that 22 43 percent got of the 17 respondents percent got got very

satisfactory;

percent

poor;

satisfactory; 13 percent got fair and only 4 percent got excellent. respondents proficiency. Further, have a data reveal that level most of of the

satisfactory

English

Table 8 Summary of Respondents Level of English Proficiency Before and After Taking EPC Basic Grammar Vocabulary Reading Total Comprehension Before After Before After X VD X VD X VD X VD 73 S 83 VS 88 VS 91 E 70 S 80 VS 76 S 83 VS 70 S 70 S 61 S 73 S 66 S 76 S 71 S 74 S 76 S 86 VS 84 VS 88 VS 36 P 40 P 35 P 38 P 46 P 56 F 63 S 66 S 63 S 73 S 78 S 81 VS 80 VS 80 VS 79 S 80 VS 53 F 50 P 58 F 59 F 36 P 46 P 55 F 59 F 80 VS 80 VS 73 S 76 S 63 S 60 S 79 S 78 S 83 VS 80 VS 75 S 74 S 66 S 76 S 72 S 75 S 56 F 66 S 62 S 65 S 56 F 50 P 62 S 64 S 40 P 40 P 59 F 55 F 36 P 50 P 53 F 48 P 50 P 56 F 46 P 48 P 56 F 30 P 49 P 44 P 20 P 33 P 39 P 47 P 23 P 83 VS 44 P 71 S 64 S 67 S

Before After Before After X VD X VD X VD X VD 90 E 91 E 100 E 100 E 73 S 83 VS 86 VS 86 VS 53 F 78 S 60 S 70 S 70 S 70 S 76 S 76 S 91 E 91 E 86 VS 86 VS 44 P 44 P 26 P 30 P 77 S 77 S 66 S 66 S 87 Vs 87 VS 83 VS 83 VS 70 S 75 S 86 VS 86 VS 62 S 67 S 60 S 60 S 66 S 67 S 63 S 63 S 69 S 79 S 70 S 70 S 89 Vs 89 VS 86 VS 86 VS 63 S 63 S 80 VS 80 VS 63 S 63 S 86 VS 86 VS 60 S 60 S 70 S 70 S 60 S 55 F 70 S 86 VS 50 P 64 S 86 VS 60 S 64 S 43 P 60 S 50 P 42 P 63 S 46 P 26 P 64 S 36 P 26 P 66 S 31 P 43 P 66 S 66 S 43 P 71 S 66 S 58 F OVERALL TOTAL

Table 8 clearly shows the English proficiency level of the CELA graduating students. Data reveal that the over all performance of the respondents are satisfactory before

taking EPC program and does not change after taking the EPC program.

Conclusions Based on the data gathered and presented above, the following findings are formulated: 1. Most of the respondents are AB Psychology. 2. Most of the respondents are females. 3. Most of the respondents fall in the age bracket 20 21. 4. Most of the respondents have a satisfactory level in Basic grammar.

5. Most of the respondents have a satisfactory level in English vocabulary. 6. Most of the respondents are poor in reading

comprehension.

Recommendations Based on the results of the study the following

recommendations are formulated: 1. The faculty teaching EPC program should find suitable strategies that will enhance the English Proficiency of the students; 2. The faculty should conduct enhancement program to

help the students improve their proficiency in Basic grammar and English vocabulary; 3. The faculty should give focus on improving students reading comprehension; 4. Trainings on English language should be strengthened in the English Foundation courses; 5. Further research on the causes of low English

proficiency should be conducted; 6. Further research on the effects the of modern students

instructional

materials

towards

performance should be conducted;

7. Conduct colleges

parallel to assess

research the

across

the

different of the

English

Proficiency

students in SJIT. 8. Conduct parallel research that will determine the

effectiveness of English Proficiency Course in other programs.

References

Fillmore & Snow, 2002. Concepts in Learning a Language. HLI Asia

Battistich V., Solomon, D., Watson, M., & Schaps, e. (1997, Vol. 32, No. 3) Caring School Communities.

Educational Psychologist. 137 - 151

Hamayan, 1990. Teaching for Effective Study. Great Britain: Biddler Ltd.., Guildford and Kings Lynn

Krashen, 1981. Affective Filter Hypothesis. London: Orion Books Ltd.

Learning

and

Language

Acquisition.

(nw)

Tips

from

the

University of Alabama. June 1981

English Proficiency Test: www. Transparent.com/proftest