Reading Habits, Writing Skills, and Vocabulary Acquisition as Predictors of English Language Proficiency Among Grade 11 Senior High School Students of Solano High School: A Multivariate Study

This study examined the relationship between reading habits, writing skills, and vocabulary acquisition, as well as their predictive value for English language proficiency, among Grade 11 senior high school students at Solano High School. Using a quantitative research design, a Likert-scale questionnaire was administered to 30 purposively sampled students to gather demographic data and measure their reading practices, writing abilities, vocabulary knowledge, and overall proficiency in English. Descriptive statistics were used to describe trends in student responses, while multivariate regression analysis was employed to identify the influence of each predictor on language outcomes. Findings showed that writing skills had the strongest and most significant effect on English proficiency. In contrast, vocabulary acquisition showed a promising but non-statistically significant impact, and reading habits—despite positive perceptions—did not emerge as a significant predictor. These results highlight the pivotal role of writing in enhancing English proficiency and underscore the importance of incorporating vocabulary-building exercises and diverse reading opportunities into instruction. Overall, the study emphasizes the importance of a holistic approach to teaching English, providing valuable insights that can inform educators and curriculum planners on how to enhance language learning among senior high school students.