Learners' Satisfaction on Language Learning Environment and English Language Proficiency

Abstract This study examined the relationship between learners’ satisfaction on the language learning environment (LLE) and their English language proficiency among Grade 11 Humanities and Social Sciences (HUMSS) and General Academic Strand (GAS) learners at Sagay City Senior High School during the first semester of school year 2024–2025. Anchored on Bandura’s Social Cognitive Theory and Eccles and Wigfield’s Expectancy-Value Theory, the research investigated how learners’ demographic profiles, satisfaction with LLE, and environmental factors influenced proficiency in grammar, vocabulary, and reading comprehension. Using a descriptive correlational-comparative design, data were gathered from 149 respondents through a researcher-made questionnaire and a 50item proficiency test. Descriptive and inferential statistics were applied to analyze demographic trends, satisfaction levels, proficiency scores, and potential relationships between variables. Findings showed that most learners were aged 15–16, predominantly female, and enrolled in the HUMSS strand. Learners reported higher satisfaction on classroom environments compared to peer, social, and home contexts. HUMSS learners outperformed GAS learners in vocabulary and reading comprehension, while GAS learners scored higher in grammar. No significant differences were observed in satisfaction and proficiency when grouped by sex or age, though the academic strand yielded notable differences in specific skills. Importantly, no significant correlation was found between learners’ satisfaction on the LLE and their English proficiency. The study concluded that while environment and strand influenced certain aspects of performance, learners perceived satisfaction alone did not directly predict proficiency. Recommendations and an Academic Action Plan were developed to enhance English instruction and support for learners. Keywords: language learning environment, learners’ satisfaction, English proficiency, grammar, vocabulary, reading comprehension, HUMSS, GAS