Chapter II

Review of Related Literature

This chapter presents the review of related literature and studies arranged in

topical form, Synthesis of State-of-the-Art, Gap Bridged by the Study, Theoretical and

Conceptual Framework.

English Language Proficiency

In the study conducted by Santos (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. It is evident that the Philippines is the largest

English-speaking country among other nations.

According to Gabriel (2018) The ability to use English as a second language is

measured by English language proficiency. In the study conducted by Oducado (2018)

Problems with proficiency in the language used by the instructor to teach curricular

courses may be considered a barrier to effective learning and academic success.

Moreover, English language proficiency is an important factor in determining the

academic and licensure success of nursing students. That schools must ensure that

approaches in improving students' English language proficiency must be well integrated

into the undergraduate... program.

 The English language is known to be a universal language as it is used in

different parts of the world according to Maiden (2021). 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.

In a 2016 study of Leyaley (2016) The findings led to the conclusion that the

English language proficiency of freshmen students who are enrolled in the Institute of

Teacher Education is described as Early Intermediate regardless of the type of school

they graduated from, the program they are enrolled in, and the honors they have

received.

As cited from the study Santos et. al (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. The Philippines has three main languages

namely; Filipino (the country’s national language) Cebuano ( The mother language of

the provinces along visayan islands and in the Mindanao island.) and English as the 2 nd

language of the Philippines. In the Philippines, from elementary until Senior High School

English is used as a 2nd language for teaching. Nevertheless still student does not have

the competencies to possess such fluency and skills in English language proficiency.
Although it is considered as 2 nd language of the Philippines it is for a minority to consider

people to speak fluent and can write satisfactory in written works.

Based upon the study conducted by Madrunio M. et.al, (2016) The integration of

the ASEAN Economic Community (AEC) in 2015, as well as the United Nation’s call for

Education for All (EFA) by 2015, has pushed the Philippine government to revamp the

country’s educational system. The education system was then given critics by such as

review of the effectiveness of English language education (ELE) in the country. It is

reviewed upon by professionals to elevate the English language proficiencies in

throughout the country. The ELE was first introduced during the American colonial

period in hopes to alleviate the English language proficiency among the Filipinos. It was

then implemented together with mother tongue for an ease of teaching making it more

proficient to teach English language and achieve high marks in English language

proficiencies.

In the study conducted by Sasan, J. M., & Rabillas, A. R. (2022) In the context of

English study, multimedia has provided learners with unique features and benefits.

Constructivist learning theory, on the other hand, has had a considerable impact on

students’ learning processes and progress as one of the most fundamental teaching

theories in the field of education. This is observed when students are in a classroom

setting. Following the constructivist theory students construct their knowledge by

engaging activities that may help them perform better in their English language

proficiency. In today’s standards of teaching multimedia is integrated in the curriculums.

It helps in alleviating the poor performances of students in the English implied lectures.
These methods are helpful in raising the English language proficiencies among students

who are low in low English proficiency at their respective levels.

Based from the study of Cawagdan–Cuarto, H., & Rivera, E. (2018) Learning of

English as second and even foreign language has been stressed out in all levels of

education… the study showed that memory, metacognitive, cognitive, compensation,

organizing and evaluation and affective learning strategies do not significantly affect

students English proficiency test performance; whereas social learning strategies is a

strong predictor of students English proficiency test performance. The aforementioned

factors give meaning on how students develop, learn, and acquire the English. It is true

that memory, metacognitive, cognitive, organizing and evaluations do not effect on how

students acquire the language. In the Philippines, every citizen acquire and learn the

language through social learning may it be that parents taught them on how to address

information in a manner of English conversation. The generation of today next to Gen Z

are immersed in an English speaking environment thru watching online videos in popular

streaming sites. This in turn makes the young kids learn acquire the english language.

This is then improved when the children is then study in elementary until college. The

social learning strategies is also a key factor in learning of the English language and

their levels of English language proficiency.

According to the study of Renandya, W. et. al. (2018) As many teachers may not

have reached a level of proficiency considered sufficient for effective teaching, we then

discuss key theoretical principles from SLA that can be used as a basis for developing a

training programme to help raise teachers’ proficiency. We conclude by calling all

stakeholders (i.e., policy makers, language education providers and professional

associations) to work together and find ways to support teachers in their effort to

acquire a higher level of proficiency in English. The study conducted in Indonesia shows

information on how English language proficiency could not be alleviated because of the

unsatisfactory ratings of their teachers living in Indonesia. The study stressed that they

lack qualified teaching personnel with high satisfactory ratings in English Language

proficiency. The incompetence’s of a teacher will result into poor English language

proficiencies among students.

Based upon the research of Martirosyan, et.al (2015) this research examined the

impact of English language proficiency and multilingualism on the academic performance

of international students enrolled in a four-year university located in north central

Louisiana in the United States. The Statistical analyses revealed significant differences in

language proficiency and multilingualism in relation to academic performance. The

highest mean GPA was evident among students who had reported high levels of self-

perceived English language proficiency, and among students who spoke at least three

languages. The study conducted to determine English language proficiency and

multilingualism on academic performance resulted that English Language proficiency is

present among people who speak more than one language (English language included).

It is proved that if a person can speak more than one language can perform well in

academics achieve high marks in tests.

In the study of Wang, C. et. al. (2013) Two hundred Chinese and 160 German

college students completed two surveys about their self-efficacy beliefs and self-

regulated learning (SRL) strategies learning English in China and Germany. The

comparative studies presented in a matter of studying two separate students in a two

distinct different countries. The participants took an English language test to measure
their English proficiency. It is then backed by Cronbach’s alpha was used to check the

internal consistency of the surveys, and confirmatory factor analysis was employed for

the construct validity for reliability of studies. The study then resulted that female

students reported higher levels of self-efficacy beliefs but gained lower scores on the

English language test in both countries. Implications of the results are discussed for

English language instruction in both countries. The comparative study sought to seek

the English language differences among China and German students. The study then

revealed that even if a student had a higher self-esteem that they confidently know that

they can speak and write well yet they did not possess English language proficiency.

Based on the study of Li, Y., et. Al (2022) The relationship between the English

proficiency and economic development of Asian countries. The non-English-speaking

countries with no history of colonization by an English-speaking country should prioritize

English education reforms, which are more practical than enacting a bilingual nation

policy. The case is different if there is no history of colonization that the colonizers had

never introduced the English language. Improving their English language proficiency

must first make changes in the educational sector. There is a country in the South East

Asia that is strictly following strict rules that they may teach English but it is written in

their own Language. This would lead to low English language proficiencies in their

countries if they will practice the same policies.

According to the study of Roberts, P. W., & Amit, R. (2003) the paper examines

the incidence of poor English competency in Australia from 1981 onwards. … There was

a sharp rise in the numbers of people not speaking English well between the 2011 and
2016 Censuses. The study then reiterated that participation in a course of English

language training for those without functional English skills would gave them an

advantage to achieve satisfactorily marks in their English Language proficiencies.

Academic performance

On the study oif Orlanda (2019) The importance of English language in

globalization is seen in different institutions as foreign students who want to pursue a

degree may have to take a test and assessment of the language. The importance of

academic excellence is much needed in today’s world because it will be a passport of

one student and soon to be a graduate in order to earn decent employment. Indeed,

English language proficiency is key to high academic performance.

According to the study of Rotas & Cahapay (2020) The most educational systems

across the world have migrated to remote learning modality as a measure against the

spread of the coronavirus disease 2019 (COVID-19). This phenomenon is causing a lot

of difficulties especially as voiced out by students in the context of developing countries.

Magulod (2019) In order to better prepare university students as proficient, versatile and

productive information and industrial technologists in the 21st century, the need to

implement instructional strategies and activities naturally align with their predispositions

will make them better learners.

In the study conducted by Tus (2020) Students' academic performance embodies

an essential part of the constellation of factors determinant of student success. Also, it

plays a very significant role in education, primarily as a concrete tool to assess the

student's learning process. Psychologists and researchers have attempted to

comprehend how students vary in processing, retaining, and retrieving learning

information and have used various personality, attitudinal, cognitive styles, and ability

measures. De Chavez et. al. (2016) The level of student’s academic performance in

General Education subjects like English and Mathematics along with the professional

subjects. Their performance inside the school in terms of their Final Grades in both

General and Professional Education courses served as reference with regards to their

knowledge, understanding and performance during their college studies at the

university. Amazona (2019) Student academic performance describes how well a student

meets the standards of a course or a whole of the program.

According to the study of Francisco, C. D. C., & Celon, L. C. (2020) this means

that for every unit improvement in the instructional management practices mentioned

could generate a certain increase in students' academic performance. It added that the

planning, teaching, and assessment practices of the teachers did not produce significant

combined effects on the academic performance of students.. The academic

performances among students are then proved that even if the instructors and their

teaching practices does not affect their level of academic performances. Furthermore,

the improvements in the instructional practices also give a noticeable increase in the

academic performances of students. The syllabus of the students if given intensive

review and revisions would help increase the academic performances of students.

Based upon the study of Alipio, M. (2020) A cross-sectional survey was

conducted with a systematic sample of 12,452 college freshmen from 70 higher

education institutions (HEIs) in the Philippines. The study sought to verify the

connections between psychological factors, expectancy-value beliefs, and academic

performance. The psychological factors which include… help-seeking, self-esteem, self-

efficacy, and social support positively influence expectancy-value beliefs and academic

performance. The aforementioned determinants are factors that make the increase in

academic performances of the students.

On the study on Whole brain teaching in the Philippines Torio, V. A. G., &

Cabrillas-Torio, M. Z. (2016) Teaching strategy for assessing motivation and academic

performance. The whole brain teaching strategy was then introduced in help to raise the

performances of students in particular to their academic performances in their respected

fields. The WBT teaching includes techniques that uses varying intonations within

presenting information among students. The study was participated by two groups of

grade 10 Physics classes. The results of using WTB in lectures were proven to increase

the learning gains by the students of about 20%. The 20% increase of learning gain

would be also beneficial in enhancing the academic performances in schools where there

is a decline in academic performances.

According to Weda, S., & Sakti, A. E. F. (2018) the relationship between study

anxiety and academic performance among English students at Faculty of Languages and

Literature Universitas Negeri Makassar, Indonesia. This study focuses its investigation on

a significant correlation of students’ study anxiety and their academic performance.

Their studies show that even anxieties do affect the academic performances among

students.

In the study of De La Rosa Benavides, L. G. (2016) for learning strategies and

academic achievement in students of a primary school in public institution Policarpa

Salavarrieta Colombia. The study then tested the students’ academic performance in a
test designed to gather information about their academic performances in their

respected grade levels. The results are comprehensive that the researchers determined

that there are correlations between learning strategies of the students and on how they

gain high marks on the tests.

A study was conducted by Roche, T., & Harrington, M. (2013) to determine the

recognition vocabulary knowledge as a predictor of written Academic English Proficiency

(AEP) and overall Academic Achievement in an English medium higher education

program in an English-as-a-Foreign-Language (EFL) context. The Performance on these

measures was correlated with Grade Point Average (GPA) as a measure of academic

achievement of the students. In addition, the TYN test is proven as reliable, cost and

time effective general measure of AEP and for showing if students have the necessary

vocabulary knowledge to undertake study in a tertiary level English medium program.

According to Neumann, H., Padden, N., & McDonough, K. (2019) The information

about students’ academic self-concept (ASC) may provide additional information that

helps predict future academic success. The academic self-concept or ASC relates on how

an individual feels when they can learn. Research has consistently shown a positive

relationship between students’ ASC and subsequent academic achievement and

educational attainment in both school and higher education settings. Correlations

between the students’ course grades, GPA, EPT scores, and ASC score were calculated.

The findings from all data sources were triangulated and show that language ability,

ASC, and other factors impact academic success during the first year in a business

program.
 In the study of Bo, W. V., Fu, M., & Lim, W. Y. (2023) language proficiency has

been extensively researched to understand its impact on academic achievement in

English-medium universities, mainly because of students’ non-English-speaking

backgrounds The role of international students’ English. Moreover, proficiency scores

significantly strengthened the association between students’ prior academic performance

and their current GPA. There is truly a determinant in the students English proficiency as

on how it affects the academic performances of students. In countries that are

considered as non-English speaking backgrounds the level of English proficiency is at

low levels. Whilst on English speaking countries do have the high levels of English

Proficiencies.

Synthesis of State-of-the-Art

The foregoing related literature, studies gathered and reviewed by the

researchers provided them with baseline information and fruitful insights and

contributed the conceptualization to the present study.

The literature gives the readers ideas about the English language

proficiency and academic performances that are relevant to the study. The

English language is one of the most prevalent dialects in the entire Philippines.

Throughout the time, there is a prevailing decline among the English language

proficiency in the country. Further research suggests that according to Mizon (2018)

there is a noticeable decline in the English language proficiency among the citizens of

the country. Although according to Gabriel (2018) the English as a second language in

the Philippines is measured by English language proficiency. To achieve the target

English language proficiency the institutions must adhere to address the competitiveness
of its instructors and professors to determine the success of the English language

proficiency competency among the students.

Various studies have been gathered to assess the academic performances of the

student's in various institutions. In the study conducted by Orlanda (2019) that English

language proficiency is key to academic performance. It is pertinent that institutions

with a high academic performance have excellent English proficiency ratings. It is sought

by Amazona (2019) that student academic performance on how well they meet the

standards of the course or a program they are currently taking. However, the student's

performance is measured by their final grades as suggested by Chavez et. al. (2016) in

the studies.

Gap Bridged by the Study

This study aimed to determine the effects of English language proficiency on the

academic performance of the students of College of Arts and Sciences for the school

year 2022-2023. All studies have been made for the researchers to have an idea on the

contents of related literature and related studies regarding the effects of English

language proficiency on the academic performances of the students. There is only one

study conducted similar to the study of the researchers but on the international level.

The study entitled Effects of English language proficiency on academic performance is

focused on the students of the College of Arts and Sciences. As the researchers looked

upon the records of studies similar to the study the researchers wanted to pursue. There

were no similar studies as of date that are similar to the study being conducted at

present-day. This study is conducted to gather information on how the English language
proficiency of the students are affected by the academic performances of the students

of the College of Arts and Sciences.

Theoretical Framework

To explain the relationship of the variables involved in the study, theories were

utilized by the researcher. The study uses Bailey (2017) second language acquisition

(SLA) theory as the main theory which is supported by Performative theory, Behavioral

Theory.

English as a second language is now more important than ever in the Philippines,

as seen by its standing as a core subject of education and curriculum (Crookes, 2018).

As the number of English language learners grows the efficacy of the English language

the teachers should grow and enhance. In terms of the theory’s connection to this

study, the second language acquisition (SLA) theory of Bailey (2017) was used in order

to provide direction for the successful creation and improved use of English language

proficiency (ELP) assessments with learners. It also illustrates how the students gain

English language proficiency by using the second language acquisition theory for

students who are not born as Native English speaker. The theory will likely assess the

learners on how well they are adept in the second language leading to their ranks in

terms of English language proficiency.

Judith Butler’s theory of Performativity theory was used to back up this study. As

cited by Butler (2012) In drawing on performativity theory, it conceptualizes such

classroom interactions, along with the research practices used to investigate them, as

constitutive actions. It considers such practices as producing the social realities (such as

language) and particular subjectivities (such as language learner) which are the concern
of second language researchers. In applying it to education, all classroom interactions,

on the way it be upon the grades as basis for determining the performance of the

student at school. This may also serve as a guide for determining the effects of

performance upon the English language proficiency. That the results of the grades of the

students, regardless of satisfactory or not, is the determinant of the ELS and the

academic performance of the students.

Constructivism is a teaching and learning philosophy based on the premise that

cognition (learning) is the result of students’ blending new information with what they

already know (Bada, 2015). Constructivists believe that the setting in which a topic is

taught, as well as the beliefs and attitudes of students, have an impact on learning

(Gray, 2019). In the classroom, the constructivist view of learning can point towards a

number of different teaching practices. In the teaching and education process becomes

more centered towards the practical application of the concepts.

In particular with English language proficiency, students are different from one

another. Some may have good grammar and good diction. Proficiency in the language is

not the same for anyone. It is at times, affected by the factors a student may

experience in his development of the English language.

 Performativity Theory
Butler (2012)
Constructivism
It considers such practices as
(Bada, 2015)
producing the social realities (such
Learners construct knowledge
as language) and particular
rather than just passively take in
subjectivities (such as language
information.
learner) which are the concern of
second language researchers.

The Effects of English Language

Proficiency
on the Academic Performance
of the Students of College of Arts
and Sciences
S/Y 2022-2023

Theory of Second Language

Acquisition (SLA)
Bailey (2017)
Illustrates how the students gain
English language Proficiency by
using the second language
acquisition theory for students
who are not born as Native
English speakers.

Figure 1

Theoretical Paradigm
Conceptual Framework

The different concepts as well as the processes followed by the researchers

within the conduct of the study are summarized in this part. The researcher first

formulated objectives to be achieved as well as problems to be addressed by the end of

the study. Then, in order to support this study, the different related literature and

studies were used. These studies and literatures were then analyzed and were

correlated to the study.

The researchers made tests to gather data in which the factors of English

language proficiency are tested. Through Linguistic knowledge, learning Environment,

and teaching strategies factors that will determine the effects of these factors to the

English language proficiency of the students. Then, the level of the academic

performance is then examined through a series of carefully crafted questions that will

determine the levels of the academic performances of the students. It is then that, all of

the data is examined and analyzed. The researchers shall make interventions if it is

necessary to alleviate the student’s English proficiency and their academic performances.
 The Effects of English Language
Proficiency on the Academic Performance
of the Students of College of Arts and
Sciences S/Y 2022-2023

Factors of English Level of Academic  Intervention

Language Performance of Plan for least
Proficiency the Students mastered Skills
a. Linguistic a. Attendance in English
Knowledge b. Class  English
b. Learning Participatio Language
environme n Skills
nt c. Examinatio Workshop for
c. Teaching n English
Strategies d. Performanc Teacher and
d. Student e Task Students
Personality

Figure 2

Conceptual Paradigm
Notes

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