English Proficiency and Academic Achievement in the Philippines ESL Contexts

To cite this article: CHEN Bing. (2021). English proficiency and academic achievement in the Philippines ESL contexts. Asia-Pacific Journal of Humanities and Social Sciences, 01:2, 035-047, DOI:10.53789/j.1653-0465.2021.0102.004

To link to this article: https://doi.org/10.53789/j.1653-0465.2021.0102.004

Abstract: The extant literature has focused on the factors which impacted the individuals’ academic achievement such as intercultural communication, acculturation, motivation and attitude etc. However, research on individuals’ English language proficiency and its impacts on college students’ academic achievement and identity need to be taken into account. Based on second language acquisition theory, using a case study with mixed methods, this article conducted the questionnaire survey and in-depth interviews. The results of the study indicate that there is not always a clear relationship between English language proficiency and academic achievement; the participants are willing to communicate in English; the English language is in relation to identities construction and negotiation. The implications of this study highlight the need to study the other factors which impact the ESL learners’ academic achievement. Based on the findings, contributions to theory and practice, limitations, and future directions are discussed in conclusion.

Keywords: English language proficiency; academic achievement; identities; the Philippines; ESL context

CHEN Bing Number 2 APJHSS.pdf