Perceived English-Speaking Proficiency Among Criminology Students in UM Digos College: Basis for Enhancement Program

This study employed a quantitative descriptive-comparative research design to assess the perceived English-speaking proficiency of Criminology students at UM Digos College and to develop an enhancement plan based on the results. The data was collected through an adapted survey distributed to two hundred ninety-one (291) students across different year levels. Statistical analysis focused on three core indicators: practicing, grammar, and communication. Results revealed a high overall level of English-speaking proficiency. In distinction, no significant variation was found when grouped by gender or age; however, significant differences were observed when analyzed by year level, with second-year students showing the lowest proficiency. A three-day enhancement program was proposed to improve oral communication, grammar usage, and speaking skills among target students through interactive tasks. To ensure continuous improvement, follow-up assessments are recommended to evaluate the program’s effectiveness in enhancing students’ communicative competence, particularly in preparation for their academic and professional development.

English-speaking proficiency, criminology students, language enhancement program

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