English Language Proficiency of Language Studies Students: Basis for a Language Instructional Plan

This study assessed the English language proficiency of Bachelor of Arts in English Language Studies (ABELS) students at Cagayan State University–Carig Campus during the First Semester of S.Y. 2025–2026, using the Common European Framework of Reference for Languages (CEFR) B1(Intermediate) as the basis for evaluation. Specifically, it determined the respondents’ proficiency across the four macro-skills (listening, speaking, reading, and writing) and examined differences and relationships with selected demographic variables such as sex, language used at home, social media exposure, year level, parents’ monthly income, and academic performance.
The study employed a sequential explanatory mixed-methods design. Quantitative data were gathered through an adopted and contextualized CEFR-aligned test (EF SET), while qualitative data were obtained through semi-structured interviews with selected respondents. Descriptive and inferential statistics (frequency, percentage, mean, t-test, ANOVA, and Pearson correlation) were used for quantitative analysis, while thematic analysis was applied to qualitative data.
Findings revealed that respondents demonstrated an overall C1 (Advanced) level of proficiency, although performance varied across macro-skills. Students showed stronger competence in receptive skills, particularly reading and writing, while listening was satisfactory. However, speaking emerged as the most problematic skill, reflecting difficulties in fluency, vocabulary use, and grammatical accuracy in spontaneous communication. Furthermore, year level showed a significant difference in proficiency, suggesting that increased academic exposure contributes to language development, while social media exposure showed no significant relationship with proficiency.
Qualitative findings supported these results, highlighting challenges such as speaking anxiety, lack of confidence, and limited vocabulary. Based on these findings, the study proposed a CEFR-aligned instructional plan focusing on improving speaking skills while sustaining strengths in other macro-skills.
These findings imply the need for curriculum and instructional enhancements that prioritize communicative and speaking-centered activities, confidence-building strategies, and CEFR-aligned interventions to address productive skill gaps while sustaining students’ strengths in other macro-skills.

English language proficiency, CEFR, macro-skills, speaking anxiety, instructional plan

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