English Proficiency Profile of BSEd Students: Implications for Student Enhancement Activity Material (SEAM)

This study examined the English proficiency of Bachelor of Secondary Education (BSEd) students to determine if they meet the expected proficiency level for teachers in the Philippines. With the hope of pinpointing areas where help is needed and exploring what lies behind the rise and fall of a learner’s English-language abilities, this research was designed to provide data for targeted actions and reform of BSEd English courses. The aim was to help future teachers improve their English skills, raise the standard of English language teaching, and enable graduates to meet the new demands of twenty-first-century classrooms. The English Proficiency Assessment tool gathered scores in listening comprehension, reading comprehension, grammar knowledge, and writing. The test was a multiple-choice format, including a listening comprehension section where respondents listened to audio clips and then selected their answers. Data were analyzed using frequency, mean, percentage, standard deviation, ANOVA, and Least Significant Difference tests to examine the English proficiency and its relationship with variables such as year level (first to fourth year) and specialization (English, Filipino, Mathematics, Social Science, and Science). The study finds significant variation in the English proficiency of BSEd students in both variables of year level and specialization. In general, the English proficiency of BSED students is classified as "Developing," which means they can communicate in English. However, vocabulary and grammar hinder their ability to fully express complex ideas. This research contributes to the ongoing discourse on language education reform and enriches empirical information to guide policy and practice of teacher education. Based on the findings, the study proposed the formation of a Student Enhancement Activity Material (SEAM), which consists of worksheets designed to improve reading comprehension, listening comprehension, writing proficiency, and sentence structure where they have been found lacking, and aimed to better equip future educators with the necessary English language skills.