Title:
PERCEPTIONS ON TEACHING ENGLISH AS A SECOND LANGUAGE AND ENGLISH PROFICIENCY LEVELS OF GRADE 6 LEARNERS: FOUNDATION FOR ENHANCED ENGLISH INSTRUCTION PLAN

Authors:
Allan Lanoy Tuvilla, Philippines

Abstract:
This study determined the perceptions on Teaching English as a Second Language (TESL) and the English proficiency levels of Grade 6 learners in Cabangan District, Schools Division of Zambales during the School Year 2023-2024. A quantitative-descriptive approach was employed, utilizing a validated questionnaire to collect data from 317 Grade 6 learners. The questionnaire assessed various dimensions including teaching resources, teaching approaches, learning support, assessment methods, and English proficiency levels. The study found that Grade 6 learners predominantly aged 11, primarily female, and mostly from families with a monthly income of P19,999 or below. They spent less than 1.0 hour studying at home on average, and their learning facilitators were mostly college graduates. Learners moderately observed the utilization of TESL resources and approaches. In terms of English proficiency, learners showed proficiency in oral communication and moderate proficiency in writing, vocabulary mastery, and reading comprehension. Significant differences were observed in learners’ perceptions of TESL across dimensions based on age and the educational attainment of their facilitators. The study revealed a substantial correlation between learners' perceptions of TESL and their English proficiency levels. These findings underscore the need for an enhanced English instruction plan to improve TESL and English proficiency levels among Grade 6 learners.