Degree of acquisition of the English language, attitude, and speaking proficiency of pre-service teachers in a state university in Iloilo, Philippines

Abstract

English, one of the most important languages that is being spoken globally, serves as a tool for global networks and for local identities. There is a need to achieve higher English proficiency level among students in order to meet the demands of time and to totally gear them up for global competitiveness. This descriptive research was conducted to assess the degree of English language acquisition among the 112 pre-service students, which focused on the variables such as sex, field of specialization, family monthly income, and place of residence. It also looked into the speaking proficiency of the respondents, which formed bases of enhancement programs. A validated questionnaire was used to gather data on the degree of English language acquisition of the pre-service teachers with reliability coefficient of 0.87 while an impromptu speech was done to evaluate their speaking proficiency. Results revealed that “sex” was not a factor in the degree of English language acquisition of the pre-service teachers but “field of specialization,” “family monthly income,” and “place of residence” were factors. In terms of speaking proficiency, “field of specialization” and “place of residence” were factors. “Reading,” among the language areas, was found to be the most employed strategy in English language acquisition of the pre-service teachers but “speaking” was common among those with “high” level of speaking proficiency. Thus, English language acquisition is shaped by personal factors such as attitude, motivation and exposure to the language, and social factors such as socio-economic status and social proximity but is enhanced through reading, watching, listening to expedient materials accompanied by using the language. It is recommended that further studies be conducted considering the inputs the students get from school and outside