Emerging English Teaching Strategies Utilization and English Language Proficiency among First-Year College Students of the University of Perpetual Help System DALTA–Calamba Campus
DOI:
https://doi.org/10.5281/zenodo.21543947Keywords:
English language proficiency, emerging English teaching strategies, communicative language teaching, technology-enhanced language learning, TOEIC, higher educationAbstract
English language proficiency is essential to academic participation, employability, and communication in increasingly globalized educational and professional environments. This study investigated the utilization of emerging English teaching strategies and their relationship with the English language proficiency of first-year college students at the University of Perpetual Help System DALTA–Calamba Campus. A quantitative descriptive-correlational design was used. The participants were 134 first-year students selected through stratified random sampling and five Purposive Communication teachers selected purposively. Data were obtained through a validated researcher-adapted questionnaire covering Communicative Language Teaching, Task-Based Language Teaching, Content-Based Language Teaching, Technology-Enhanced Language Learning, Multilingual Education, and Project-Based Learning, together with institutional Test of English for International Communication scores. Frequency, percentage, weighted mean, standard deviation, independent-samples t-test, and Pearson product-moment correlation were employed. All six strategies were utilized, with Content-Based Language Teaching obtaining the highest composite mean (3.18) and Communicative Language Teaching the lowest (2.97). The students achieved a reported mean TOEIC score of 884, interpreted as Advanced Working Proficiency. Teachers and students did not differ significantly in their assessments of strategy utilization. Significant positive relationships were found between each strategy and English language proficiency (r = .239-.469, p < .05). The findings indicate that consistent use of learner-centered, contextualized, technology-supported, multilingual, and project-based approaches is associated with stronger English proficiency. Continued pedagogical integration, differentiated language support, and an institutional enhancement program are recommended.
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