FACTORS AFFECTING THE LEVEL OF ENGLISH PROFICIENCY AMONG THE UNIVERSITY STUDENTS AT SULU STATE UNIVERSITY

Fatima Ayesha Ventura; Nelson Julhamid

doi:10.62596/q29wzs83

Authors

Fatima Ayesha Ventura School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Nelson U. Julhamid School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/q29wzs83

Keywords:

English Proficiency, New Language, Importance of Exposure, Comprehensible English, Influences

Abstract

This descriptive-correlational study used a sample of 100 students chosen through purposive selection to assess the English proficiency levels of college students at Sulu State University for the Academic Year 2025–2026. Weighted mean, standard deviation, one-way ANOVA, t-tests for independent samples, and Pearson's r were among the statistical techniques used in the investigation. Important conclusions include: 1) According to the respondents' demographic profile, the majority are female, between the ages of 21 and 31, have parents who only completed elementary school, and make an average of 10,000 pesos or less per month. 2) It was discovered that college students had a high level of overall English language competency. According to the study, a number of elements, including environmental influences, educational experiences, and individual motivation, are important in determining how well kids speak English. Students' proficiency levels are significantly influenced by factors like motivation, cognitive abilities, and emotional aspects like anxiety and self-confidence.3) However, factors like gender, age, parental education, and family income did not significantly mediate how students assessed their English proficiency levels. 4) The study found a significant relationship between students' competence in comparison to peers, the degree of influencing factors, and the significance of these elements with regard to English proficiency.5) The results also support Krashen's Second Language Acquisition (SLA) Theory (1982), with a focus on the Affective Filter Hypothesis, which holds that learners' emotions, including motivation and anxiety, can have a major impact on language acquisition. In conclusion, this study highlights the significance of diverse influences on English language proficiency among the college population while aligning with established language acquisition theories. The Input Hypothesis was also highlighted, indicating that language exposure slightly exceeding the student's current ability is crucial for effective learning.

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