Analyzing Students’ English Proficiency Test Results Across Pre-, During, and Post-COVID Pandemic

The educational interruptions caused by the COVID-19 pandemic transformed the landscape of teaching and learning, necessitating that students adjust to innovative methods for developing technical and language skills. This research investigates the differences in English speaking and writing proficiency test results of graduating college students across three (3) educational modalities and phases: 1. blended learning (pre-pandemic), 2. fully online learning (during pandemic), and 3. ubiquitous learning (post-pandemic). This research examined the English proficiency test results utilizing quantitative approaches that featured descriptive statistics and the Kruskal Wallis Test. The results reveal significant differences in English proficiency levels for both speaking and writing among the three modalities and phases. Statistical findings consistently indicated variations across all criteria for both speaking and writing test, highlighting the impact of changing educational delivery methods on students' language proficiency.