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This study was conducted to determine the students’ language proficiency in English classes, specifically to find out a significant pre-post difference in their proficiency level as well as the contributory factors affecting performance as perceived by teachers and the students. A lesson guide was designed to provide communication practice in the four macro-skills needed in different work settings.
Six intact English Plus classes were the respondents of the study. A quasi- experimental pre-test post-test group design was used. Two instruments were utilized in the study. A Departmental Integrative Achievement Test was adapted from dela Cruz’s study while the questionnaire for the teachers was adapted and modified from Artiaga’s study and the questionnaire for the students was adapted from Angco’s study.
The findings showed that the freshman students’ language proficiency level in listening, speaking, reading, and writing both in the pre-test and post-test was below average. Among the four competencies, the students’ listening proficiency level showed no significant improvement. The contributory factors affecting performance as perceived by the teachers and the students were learning improvement; teaching performance; teachers’ family problems; and absenteeism; financial and health problems; and lack of facilities and incentives. Students’ motivation and attitude affected their performance exemplifying favorable attitude towards English as a second language. In addition, class schedule and school facilities also affected their performance in English classes.
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