English Proficiency among Teacher Education Students: A Basis for an Intervention Program

Abstract

Aims: English proficiency is the ability of an individual to use the English language effectively in both oral and written communication. It is a vital skill for all students. This study aimed to determine the English proficiency level of the first-year College of Teacher Education students in a private catholic institution in Ozamiz and made it a basis for an intervention program.  Study Design: The study utilized descriptive-developmental research design. Place and Duration of Study: The study was conducted at a private catholic institution in Ozamiz City, Philippines, which lasted from November to December 2024. Methodology: To determine the English proficiency level of the students, the researchers conducted a standardized test adopted from Birmingham City Schools. The test consists of 170 items: 100 for grammar, 50 for vocabulary and 20 for reading comprehension. There were a total of 40 students who took the test. Results were then analyzed and interpreted and made as a basis for designing an intervention program. Results: Findings revealed that students exhibited low proficiency in vocabulary, grammar, and reading comprehension necessitating the development of Project LEAP (Language Enhancement for Academic Proficiency) to address these gaps.