English Language Proficiency and Communicative Competence among Graduate Students in Bicol Region, Philippines: A Foundation for English Language Enhancement Program Development

Abstract

Aims: To examine the English Language Proficiency and Communicative Competence of Graduate School Students in specific institutions within the Bicol Region of the Philippines, serving as the foundation for an English Language Enhancement Program. Study Design: The study employed a descriptive-comparative-correlational design, utilizing content-validated and reliability-tested questionnaires alongside the English First Standardized English Test (EF SET), a standardized English proficiency test. Place and Duration of Study: Naga College Foundation-Graduate school institution within the Bicol Region, Philippines. The timeframe of the study was, between April and June 2024. Methodology: The study involved 118 graduate students selected through purposive sampling. Data collection utilized a content-validated, reliability-tested questionnaire alongside the EF SET, a standardized English proficiency test. Statistical analyses included frequency, percentage, weighted mean, Chi-Square, ANOVA, and posthoc analysis using Tukey’s HSD. Results: The findings indicated a significant gender disparity, with females constituting 86.44% of respondents. Most students were at an intermediate level of communicative competence and scored in the upper-intermediate range (EF SET scores averaging 52.32). Chi-square analysis found no significant relationship between communicative competence appraisal and proficiency level. However, a moderately positive correlation (Pearson’s r = 0.4691, p < 0.00001) was observed between language proficiency and communicative competence. ANOVA indicated a significant difference in proficiency across educational levels, with doctoral students scoring the highest. The posthoc analysis using Tukey’s HSD further confirms the result of the ANOVA wherein two out of the three pairs of comparison have statistically significant difference. It can also be interpreted as reinforcement of the results wherein the group PhD is ranked first since it has significant difference when compared to the groups, while the groups MAEd and Bachelors are close together, ranking second and third, respectively. Conclusion and Recommendation: The study found that enhancing English proficiency and communicative competence can be achieved through a targeted English Language Enhancement Program; thus, the development of such a program. This approach could be beneficial in addressing skill disparities and improving communication effectiveness among graduate students.