The Impact of English Proficiency on Students' Academic Performance

Abstract. English proficiency plays a crucial role in students’ academic success, particularly in educational settings where English is used as the primary medium of instruction. This study examined the impact of English proficiency on students’ academic performance among junior high school learners at Buenavista Integrated School during the School Year 2025–2026. Specifically, the study assessed students’ proficiency in four key language domains: reading comprehension, grammar, vocabulary, and spelling, and determined whether these skills were significantly associated with their academic performance in English. A quantitative descriptive–correlational research design was employed. The participants consisted of 119 junior high school students, selected using random sampling techniques. Data on English proficiency were collected using a researcher-made questionnaire with items measured on a 4-point Likert scale, while students’ academic performance was obtained from their official English grades. Descriptive statistics and Pearson Product–Moment Correlation were used to analyze the data. The findings revealed that students demonstrated a moderate level of English proficiency, with an overall mean of M = 3.89. Among the language domains, grammar and spelling obtained the highest mean scores (M = 3.03), while reading comprehension recorded the lowest mean (M = 2.61). The students’ academic performance showed a mean grade of 84.76 (SD = 3.69), interpreted as satisfactory. Correlation analysis indicated a very weak positive relationship between English proficiency and academic performance (r = .101). However, the relationship was not statistically significant (p = .276), indicating that English proficiency alone did not significantly predict students’ academic performance. The findings suggest that although English proficiency contributes to students’ learning, other factors such as motivation, study habits, instructional strategies, and the learning environment may play a more substantial role in academic achievement. The study highlights the importance of strengthening English language instruction while also addressing broader educational factors that influence student success. The results may assist educators and school administrators in designing targeted interventions to enhance both language proficiency and academic performance. Keywords: English proficiency, academic performance, reading comprehension, grammar, vocabulary, spelling, secondary education