PROFICIENCY AND ACADEMIC PERFORMANCE OF GRADE 7 LEARNERS IN ENGLISH AS A SECOND LANGUAGE

Abstract

The purpose of this study is to analyze the English as a Second Language (ESL) proficiency and academic performance of Grade 7 students at Monico Rarama National High School in San Pedro, Roxas, Isabela. In this study, a descriptive correlational method was used to examine the relationships between ESL proficiency levels, academic performance, ESL learning activities, and literacy challenges. Data were collected from 81 Grade 7 learners through structured questionnaires. Frequency count and percentage distribution, weighted mean, and Pearson-r correlation were used to analyze the data. Results show that students demonstrated proficiency in listening, speaking, reading, writing, and viewing skills, with varying levels of academic performance. Academic performance was not significantly correlated with diverse ESL learning activities, while it was significantly correlated with proficiency levels across communication skills. Further, the respondents stated that they had trouble completing ESL literacy tasks which served as a challenge among them. Thus, it is recommended intervention programs and personalized approaches should be implemented to address these challenges. Implementing these recommendations can lead to improved learning outcomes and overall proficiency in English among Grade 7 ESL learners. Further, educators, policymakers, and curriculum developers can use the findings to optimize ESL learning strategies and support student success.