Assessing the English proficiency of education students: Basis for Intervention

 Corresponding author: Cynthia M. Sanchez Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0. Assessing the English proficiency of education students: Basis for Intervention Cynthia M. Sanchez *, Viverly E. Mata, Camille A. Sese, Grace Alison M. Manglallan and Jermaine P. Mendoza College of Education, Bulacan Agricultural State College, Pinaod San Ildefonso, Bulacan, Philippines. World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 Publication history: Received on 27 May 2025; revised on 03 July 2025; accepted on 05 July 2025 Article DOI: https://doi.org/10.30574/wjarr.2025.27.1.2435 Abstract This study investigated the relationship between English proficiency and academic achievement among undergraduate education students at BASC. Results indicate that most students have advanced English proficiency, while a notable number are at an intermediate level. This distribution reflects a strong foundation in English, though further development is needed for intermediate students to fully meet future teaching demands. Academic performance, as measured by the General Weighted Average (GWA) from the previous school year, shows a positive trend, suggesting that the current curricula and support systems effectively facilitate student learning and content mastery. The study also reveals a significant correlation between English proficiency and academic achievement, with a Pearson correlation coefficient of .319 and a p-value of .000. This highlights the crucial role of English skills in academic success. Education students acknowledge the importance of English proficiency for their teacher education, emphasizing that effective communication is vital for teaching. In response, the study proposes a matrix of interventions to enhance English proficiency. Recommended programs include targeted language support, workshops, and resources focusing on specific language areas such as grammar, pronunciation, and reading comprehension. These interventions are designed to build on students' existing strengths and address language gaps, preparing them effectively for their future roles as educators Keywords: English Proficiency; Academic Achievement; Teacher Education; Language Support; Grammar; Pronunciation; Reading Comprehension 1. Introduction English maintains its paramount significance in today's interconnected global landscape, serving as an indispensable tool for effective communication across diverse cultural contexts. The significance of proficient communication remains beyond dispute, assuming an essential role in the academic and professional lives of individuals. Owing to its pervasive usage and expansive global reach, English has firmly entrenched itself as the preeminent global lingua franca. Currently, English boasts a staggering user base exceeding 1.5 billion individuals worldwide, positioning it as the most widely adopted second language. Moreover, its status as an official language in numerous countries and its ubiquity as a medium of instruction in academic institutions worldwide further underpin its indispensability. From diplomatic negotiations and scientific discourse to commercial interactions and international tourism, English remains the preferred conduit for effective cross-cultural exchange. Within the Philippines, English serves as a secondary language, complementing the official national language, Filipino. Furthermore, English exerts influence in the domains of science and technology, aiming to foster competence in both Filipino and English on a nationwide scale. The integration of English as the primary medium of instruction constitutes a pivotal facet of the Philippine education system. Its pervasive influence permeates virtually every aspect of communication. Notably, the nation's strengths encompass its commendable English proficiency, a factor that has catalyzed economic growth and positioned it as a leading provider of voice outsourcing services. However, a worrying pattern emerged that is marked by a decline in English competence among both teachers and students. The decline in World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 570 English proficiency among teachers and pupils, however, is a concerning trend that has been identified. Regrettably, the English proficiency of the Filipino workforce has exhibited a downturn, potentially attributed to graduates' attainment of only basic working proficiency levels (Jugo, 2020). The ability to use English effectively is no longer a mere skill but a critical tool that can significantly Influence both personal and academic success. Asio and Quijano (2023) unveiled a noteworthy connection between English proficiency and academic performance. They discussed that students who are proficient in the language tend to excel academically, as this proficiency equips students with the tools necessary for comprehending and interpreting complex academic texts. Moreover, Panado (2023) asserted that proficiency in the four language skills plays a vital role in academic performance. This enables the students to understand and express themselves confidently, which leads to improved learning outcomes and academic success. In a significant response to this mounting concern, the Philippine Senate Resolution 622 (2018) was introduced, advocating for a comprehensive investigation into the diminishing English proficiency levels among Filipino students. Reports from sources like Hopkins International Partners and the Common European Framework of Reference for Languages served as inspiration for this call to action. According to the Hopkins International Partners study, college graduates in the Philippines had lower levels of English proficiency when compared to those required of Thai high school students and even Dubai cab drivers. Additionally, according to data from the Common European Framework of Reference for Languages, university graduates from the Philippines have competence levels comparable to those of students in the fifth and sixth grades in English-speaking nations (Oducado et al., 2020). Educators and institutions play a pivotal role in nurturing English language skills, as they serve as platforms that facilitate the acquisition of language skills, offer guidance, and provide a supportive community for language learners. As recommended by Clark et al. (2021), an intensive language program can be offered to improve the skills of the students. This program should address the needs of various disciplines, helping students not only communicate but also excel in their chosen fields of study. On the other hand, Ouyang and Han (2017) focused on the specific situations of college students, and they suggested that improving the teaching plan, adding special supplements to English learning, and building a college English culture are some of the methods that can be done to help students develop their proficiency. The present state of the English language among Filipino learners, particularly in written form, lays bare a discernible decline. Alarmingly, concerns have emerged encompassing grammatical inaccuracies, lexical deficiencies, punctuation discrepancies, capitalization errors, and the incoherent progression of ideas. These disconcerting trends have garnered the attention of English educators, curriculum planners, and governmental entities alike (Tanpoco et al., 2019). In the impending future, pre-service educators within the basic education system will shoulder the fundamental responsibility of shaping the linguistic proficiency of grassroots learners. The profound impact of their endeavors cannot be understated, considering the extensive cohort of students they are poised to educate (Torres & Alieto, 2019). Moreover, the transition from pre-service teachers to full-fledged educators positions them as vital agents in policy implementation, thereby conferring upon them a role as examples in determining the linguistic standards within educational settings (Alieto, 2018). Given the urgency of the matter, a comprehensive study is imperative to assess the strengths and vulnerabilities encompassing the English language skills of education students at BASC. This scholarly endeavour seeks to find possible interventions for improving English language competence in the context of teacher education. Thus, it is important to look at the relationship between undergraduate students' English proficiency, academic achievement, and perceptions. Objectives The purpose of this study is to examine the relationship between English proficiency and the academic achievement of first to third year Education students of BASC. Specifically, it aims to determine the connection between undergraduate education students’ English proficiency, academic performance, and perceptions with the aim of identifying potential interventions for enhancing English language skills in the context of teacher education. Specifically, the study aims to seek answers to the following questions: • How may the level of English proficiency of undergraduate education students be described? • How may the academic achievement of education students be described in terms of their general weighted average (GWA) during the preceding school year? World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 571 • Is there a correlation between the level of English proficiency of the education students and their academic achievement? • What are the perceptions of education students about the importance of English proficiency in their teacher education? • What intervention could be crafted based on the results of the study? 2. Methodology After securing the necessary permits and approvals from the Research, Extension, Production, and Development (REPD) office at BASC, the researchers developed a comprehensive questionnaire to assess various English skills, including grammar, punctuation, spelling, pronunciation, and reading comprehension. This questionnaire was initially reviewed and validated by five English teachers from the Institute of Arts and Sciences, who provided constructive feedback. Based on their suggestions, the researchers revised the instrument and submitted it for final approval before administering it to the respondents. The study utilized a sequential explanatory research design, combining quantitative and qualitative methods to investigate the relationship between English proficiency and academic achievement among education students at Bulacan Agricultural State College (BASC). The design was implemented in two phases: quantitative and qualitative. In the quantitative phase, all first to third-year education students for the 2023-2024 academic year were targeted, with 553 out of 577 students participating in a 100-item English Proficiency Test. Developed and validated by language faculty, the test assessed grammar and reading comprehension. The results were analyzed using Pearson’s correlation to determine the relationship between English proficiency levels and students' General Weighted Average (GWA) from the previous year. The qualitative phase involved semi-structured interviews with a subset of students to explore their perceptions of the importance of English proficiency in teacher education. Thematic analysis was employed to identify patterns and insights from these interviews, complementing the quantitative findings and providing a deeper understanding of factors affecting academic performance. 2.1. Conceptual Framework The conceptual framework for this study encompasses a comprehensive analysis of the interplay between English proficiency, academic achievement, and perceptions among education students at Bulacan Agricultural State College (BASC). At its core, this framework is underpinned by key independent variables, including the students’ proficiency in the English language and their academic performance based on their general weighted average (GWA) from the preceding academic year. These variables serve as the foundational elements upon which the study’s investigations were anchored. Another variable included was the students’ perceptions regarding the importance of English proficiency in their pursuit of teacher education. This subjective perspective, derived through surveys and interviews, played a vital role in shaping their self-assessment of competency and their motivation towards mastering the language. World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 572 3. Theoretical Framework This study was anchored on the theoretical framework of the behaviorist theory of learning, which states that learning a language includes the acquisition of learning habits that can be influential in learning another language. In addition, it states that as learners commit errors, they can overcome those mistakes if the errors are pointed out to them. Joo, Bong, and Choi (2021) also mentioned self-efficacy, a central concept in Bandura's Social Cognitive Theory, to refer to an individual's belief in their ability to perform specific tasks or accomplish goals. In the context of learning and self-efficacy pertains to a student's confidence in their capacity to successfully complete academic tasks, overcome challenges, and achieve learning objectives. 3.1. Sources and materials The researchers from the Institute of Education were the ones who administered the English Proficiency Test through a Google Form. The researchers obtained a list of education students for the academic year 2023-2024 from the program chairs of the Institute of Education. The research team gathered the needed data with the help of a computer or laptop, an internet connection, bond papers, pens, envelopes, and a printer. Written interview surveys were used to gather other relevant information. The answers to the interview questions and thematic analysis were done to identify patterns, themes, and trends related to their perceptions of the students' English proficiency. This analysis provided a deeper understanding of the factors that may influence academic performance. The integration of data was done through a sequential explanatory design. Sequential explanatory research combines quantitative and qualitative research methodologies in two separate phases: the first phase is quantitative, and the second phase is qualitative. This design is used to provide a deeper understanding of the quantitative results by gathering qualitative data to explain or elaborate on the findings. Recent literature continues to validate the sequential explanatory design as a crucial methodology in mixed methods research, particularly for its ability to integrate quantitative and qualitative approaches. Creswell and Creswell (2020) highlight its importance in fields like education and healthcare, where combining broad quantitative analysis with indepth qualitative exploration provides a more refined understanding of complex issues. Almeida and Faria (2021) similarly emphasize the design's systematic approach, which allows researchers to connect statistical trends with participants' lived experiences, making the findings more comprehensive and actionable. Schoonenboom (2022) and Johnson and Onwuegbuzie (2023) further illustrate the design's adaptability in addressing complex research questions across various domains. They point to its effectiveness in uncovering the underlying factors behind quantitative results, such as in educational policy and health sciences. Maxwell (2024) adds that the sequential explanatory design ensures a coherent link between qualitative and quantitative phases, enhancing the depth and applicability of the research. These recent contributions collectively underscore the design's continued relevance in producing robust, contextually rich findings that are directly applicable to real-world challenges. 3.2. Intervention/s to be done/used The results of this study were used to determine the levels of proficiencies of the Education students and for crafting the intervention to be used in improving more the different English macro skills being acquired by the future educators. 3.3. Data collection techniques, sampling procedures A 100-item English Proficiency Test, developed by the proponents and validated by BASC Faculty members specializing in Language. The instrument was administered to all firstto third-year education students to assess their proficiency level. Additionally, students responded to a question to gauge their perceptions of the importance of English in their education. For the quantitative data, a descriptive analysis was conducted. The study utilized valid English proficiency test results, which were converted to their Common European Framework of Reference for Languages (CEFR) equivalents to enable a more unified and relevant analysis. This approach was adapted and modified from Meniado (2019). The CEFR standards were employed as benchmarks due to their comprehensive descriptors that are reflective of academic settings. A slight modification was made to the CEFR scale to categorize proficiency levels as follows: Beginner (0-20), Elementary (21-40), Intermediate (41-60), Advanced (61-80), and Proficient (81-100). World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 573 To assess academic performance, the students' general weighted average (GWA) from the previous school year was utilized. The average of the students’ GWA from the first and second semester was categorized using the verbal descriptors from the BASC Student Handbook. The categories are as follows: Excellent (1.0), Very Good (1.25 - 1.5), Good (1.75 - 2.0), Satisfactory (2.25 - 2.5), and Passing (2.75 - 3.0). Pearson’s correlation coefficient was employed to examine the relationship between the two variables. Pearson’s correlation coefficient is an appropriate statistical tool for examining the relationship between English proficiency results and the general weighted average (GWA) of college students because it measures the strength and direction of the linear relationship between two continuous variables. Both English proficiency scores and GWA are typically treated as continuous data, making Pearson’s correlation suitable for this analysis. Additionally, educational research often assumes a linear relationship between language proficiency and academic performance, where higher proficiency might correspond to higher academic achievement, as supported by studies like those by Graham (2020) and Rodriguez and Carrasquillo (2021). Pearson’s correlation is widely used in similar studies due to its straightforward interpretation and its effectiveness in identifying significant relationships in educational data, further justifying its use in this context. In the qualitative analysis, the researchers reviewed the interview responses and performed a thematic analysis to determine the perceptions of Education students about the importance of English proficiency in their teacher education. According to Caulfield (2023), “thematic analysis is a method in analyzing qualitative data that is usually applied to a set of texts.” The researchers followed the six steps which includes familiarization, coding, generating themes, reviewing themes, defining and naming themes, and writing up. The study involved a total enumeration of all firstto third-year education students at BASC during the 2023-2024 academic year, focusing on their English proficiency, which is crucial for their future licensure examination as teachers. Out of 577 enrolled students, 553 were able to take the exams. The table below shows the number of students enrolled in different programs, like BEED and BSED, and how many of them took the exam. It breaks down the data by program and specialization, giving a clear picture of student participation and commitment. This helps identify trends in engagement and areas that might need improvement. Table 1 Distribution of Student Respondents Section Enrolled Exam takers Percentage of takers (%) BEED 1A 33 24 73 BEED 1B 29 24 83 BSED English 1A 39 38 97 BSED English 1B 49 49 100 BSED -Science 1A 50 46 92 BEED 2A 38 38 100 BEED 2B 39 38 97 BSED English 2A 46 46 100 BSED English 2B 46 44 97 BSED -Science 2A 25 25 100 BEED 3A 58 58 100 BSED English 3A 36 36 100 BSED English 3B 38 36 95 BSED -Science 3A 22 22 100 BSED -Science 3B 29 29 100 TOTAL 577 553 96 World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 574 The data presented indicates a strong overall participation rate among students across various educational sections, with a total of 577 enrolled students and 553 exam takers, resulting in an impressive overall percentage of approximately 95.84%. This high level of engagement reflects the students' commitment to their academic pursuits and suggests effective instructional strategies and support systems in place within the program. Notably, many individual sections achieved participation rates of 100%, particularly in the secondand third-year levels, highlighting a culture of accountability and motivation among students. However, 24 students were unable to participate, citing reasons such as illness, plans to transfer to other schools, or intentions to shift to other courses, which may warrant further investigation to understand the factors influencing these outcomes. Overall, the data underscores a positive trend in student involvement, which is crucial for fostering a successful learning environment. The following tables analysed the English proficiency and academic performance among BASC teacher education students, covering aspects like proficiency levels, academic performance (GWA), the link between proficiency and achievement, student perceptions on English importance, and strategies to enhance language skills. This overview highlights key findings and suggests areas for improvement in English proficiency within teacher education. Table 2 Level of English Proficiency of Undergraduate Education Students YEAR LEVEL Beginner Elementary Intermediate Advanced Proficient TOTAL 1ST 0(0%) 6(3.68%) 52(31.9%) 112(68.29%) 11(6.71%) 181 2ND 0(0%) 2(1.1%) 42(23.3%) 132(73.3%) 15(8.3%) 191 3RD 0(0%) 1(0.57%) 20(11.49%) 134(77.01%) 26(14.94%) 181 TOTAL 0(0%) 9(1.63%) 114(20.61%) 378(68.35% 52(9.41%) 553 The table above shows the distribution of proficiency levels among firstto third-year students, revealing that the majority, 68.29%, are at the advanced level, while a significant proportion, 31.9%, are at the intermediate level. A small percentage of students are at the elementary (3.68%) and proficient (6.71%) levels, with none at the beginner level. This pattern aligns with recent findings that emphasize the importance of early academic preparation and college readiness, where students entering higher education with strong foundational skills are more likely to perform well, thus explaining the high percentage of students at the advanced level (Schneider & Preckel, 2017). In the second year, 73.3% of the students are at the advanced level, with 23.3% at the intermediate level. A negligible percentage of students are at the elementary (1.1%) and proficient (8.3%) levels, with none at the beginner level. The theory of academic momentum, which suggests that students building on early successes tend to maintain higher performance levels, explains this distribution (Attewell & Monaghan, 2016). By the third year, 77.01% of students are at the advanced level, with 14.94% at the proficient level. A smaller portion of students are at the intermediate level (11.49%), with almost none at the elementary and beginner levels. The increase in students achieving proficient levels alongside those at the advanced level can be attributed to cumulative learning, as students advance in their academic programs and accumulate knowledge and experience, leading to higher proficiency levels, particularly as they near the completion of their studies (Kuh & O'Donnell, 2013). Across all year levels, the advanced level has the highest concentration, while the intermediate level decreases from the first year to the third year. This trend suggests that students generally progress to higher proficiency levels as they advance in their studies. The structured curricula effectively support learning progressions, enabling students to advance from simpler to more complex levels of understanding throughout their academic careers (Darling-Hammond et al., 2020). The increasing number of students reaching the proficient level in the third year reflects contemporary research on expertise development, suggesting that students are mastering the content as they gain more in-depth knowledge and experience (Ericsson & Pool, 2016). Finally, the overall strong progression from lower to higher proficiency levels observed across the years can be linked to the growing recognition of self-regulated learning (SRL) strategies, which are crucial for student success, as they empower learners to take control of their education, leading to significant advancements in proficiency (Panadero, 2017). World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 575 Table 3 Frequency and Percentage Distribution of the Students’ General Weighted Average (GWA) of Education Students during the Academic Year 2023 – 2024 Level 1st Year 2nd Year 3rd Year Frequency Percentage Frequency Percentage Frequency Percentage Excellent (1.0) 0 0% 0 0% 0 0% Very Good (1.25 – 1.5) 2 1% 5 2.57% 2 1.09% Good (1.75 – 2.0) 64 32% 132 68.04% 112 61.20% Satisfactory (2.25 – 2.5) 124 62% 56 28.87% 69 37.70% Passing (2.75 – 3.0) 10 5% 1 0.52% 0 0% As shown in the table above, none of the first-year students (0%) achieved an excellent grade. Meanwhile, there are two (1%) students who achieved a very good grade. On the other hand, 64 (32%) students fell into the good category. The majority of 1st year students, or 124 students, are at a satisfactory level, which indicates that most are passing but may need improvement. Lastly, 10 (5%) students are at the passing level, which means that they are just meeting the minimum requirements. There are several factors which contribute to first year students achieving only passing grades, and one of them as what Oguntunde et al, (2018) found in their study is change in environment and peer pressure can cause students to lose focus. Another factor, as stated by Butcher et al. (2022) strict policies during the first year of studies may lead to decreased student effort and lower grades. For the second-year students, no one got an excellent grade, while five (2.57%) students achieved a very good grade. The majority of the second-year students, 132 (68.04%), fall into the good category. There are 56 (28.87%) students who are at the satisfactory level, and only 1 (0.52%) student is in the passing category. Overall, the major population of the second-year students shows a significant improvement in their GWA as compared to the first-year students. This improvement can be attributed to having been adjusted to the environment of higher education (Mthimunye et al., 2017). Additionally, Cahyono and Sajuni (2022) explained that personal interests in the chosen field of study which developed during the first year of studies significantly impacts academic performance. When it comes to the 3rd year students, no one achieved an excellent grade, and there are 2 (1.09%) students who got a very good grade. As for the good level, there are 112 (61.20%) students who fall into this level, which is slightly lower than the 2nd year students but is still indicative of a strong academic performance. On the other hand, 69 (37.70%) students achieved a satisfactory grade, while no one got a passing grade. The data implies that academic performance of 3rd year students is slightly lower than the 2nd year students. Considering this situation, Magallanes (2021) reported that students in the higher year levels struggle with time management due to increased workload and financial stress. Furthermore, Jimenez et al. (2024) stated that the higher years involved research works and academic paper and many students encounter difficulties in academic writing, including grammar usage, information organization, and vocabulary. Table 4 Correlation between the Level of Proficiency and Academic Achievement of Education Students English Proficiency Academic Achievement English Proficiency Pearson Correlation 1 0.319** Sig. (2-tailed) 0.000 N 553 553 Academic Achievement Pearson Correlation 0.319** 1 Sig. (2-tailed) 0.000 N 552 552 **. Correlation is significant at the 0.01 level (2-tailed). The data suggests a general trend of academic improvement from 1st year to 2nd year, with a significant number of students moving from satisfactory level to good level. However, in the third year, while a majority remains in the good World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 576 category, there is a slight decline in the number of students in this category compared to the 2nd year, and there is an increase in those in the satisfactory level. This implies a slight decline in academic performance as students’ progress to higher levels of their studies. The table above shows a Pearson correlation coefficient of .319 which indicates a highly significant relationship between English proficiency and academic achievement among the 553 students studied. The p-value of .000 is less than the alpha level of 0.01, confirming the statistical significance of this relationship. This suggests that higher English proficiency is associated with better academic performance, as reflected in the students' general weighted average, thereby rejecting the null hypothesis. This finding reinforces the idea that language skills play a crucial role in educational success. The following studies collectively support the critical link between English proficiency and academic performance across diverse educational contexts. Rudd and Honkiss (2019) found a robust positive correlation between English proficiency and GPA among 2,026 students in Thailand, a relationship consistent across different demographics. Similarly, Izatullah, Nasir, and Gul (2022) and Devi (2023) reported significant positive correlations between English proficiency and academic achievement in undergraduate and postgraduate students, respectively, reinforcing the importance of language skills in academic success. Chen (2021), however, highlighted the complexity of this relationship, noting that English proficiency's role in academic performance is intertwined with identity and other factors, suggesting a more nuanced understanding is necessary. Lopez (2023) and Oducado et al. (2020) further emphasized the predictive power of English proficiency, linking it to mathematics competency among Filipino students and success in nursing licensure exams, respectively. Bo, Fu, and Lim (2022) extended this analysis to Singaporean university students, where English proficiency was found to significantly predict academic performance, though the effect varied slightly across academic disciplines. In summary, while English proficiency consistently emerges as a significant predictor of academic success, its impact can be influenced by other contextual and individual factors, necessitating a holistic approach to understanding its role in educational outcomes. The table below summarizes the codes retracted by the researchers from the students’ responses and is organized into themes. The significant statements from the respondents are also presented. Table 5 The Perceptions of Education Students about the Importance of English proficiency in their Teacher Education Codes Major Themes Significant Statements · Springboard for effective communication · Expression of oneself · Opportunity to meet people · An advantage to easily understand others and share ideas and thoughts · Being as fluent as the children · Aid for the teaching-learning process Relevance for Communication “English is a bridge to express myself and interact with other people both at home and in school.” “Being proficient in English makes the sharing of ideas and thoughts easier.” · A bridge to success · Professional Growth · Bridge toward becoming a professional teacher · Comprehension of English subjects · To produce good speakers of English in the future · Medium of Instruction Academic Success and Professional Growth “English is the medium of instruction in schools. Being proficient in English will serve as a bridge towards my success in my field.” “I wish to be more proficient because my students may not learn from me since I struggle to express myself in English.” World Journal of Advanced Research and Reviews, 2025, 27(01), 569-582 577 · Bridge to be efficient in imparting knowledge · A tool for being competitive · To be a globally literate educator · Living out the vision to be globally engaged · Expanding knowledge and connections Global Competitiveness “English is the universal language, and so I should master the language to be able to go into places, and live-out the college’s visionto produce globally competitive graduates.” “Learning and knowing English opens up international or global opportunities to attain global standards in the teaching profession.” · Can be used in future career · A working pass to work abroad · Building confidence Personal Advancement “The institutes prepare us to be confident by helping us to speak and understand English.” “This helps me to plan for my future. Being able to speak in English will allow me to find work, preferably abroad.” 3.3.1. Theme 1: Relevance for Communication Education students believe that English proficiency is a relevant tool for achieving effective communication, not only in terms of personal communications but more so in their professional teaching contexts. As a student has expressed, “English is a bridge to express myself and interact with other people both at home and in school.” This agrees with Hingne (2013), who states that as a global language, English facilitates interaction across regions and countries, serving as a universal subject discipline. “Being proficient in English makes the sharing of ideas and thoughts easier.” A few have expressed that since children nowadays are fluent in speaking English, teachers should be more fluent than anyone else in the class for better facilitation of the teaching and learning process. The relationship between language proficiency and teaching ability has implications for language assessment and teacher training programs (Richards, 2017). 3.3.2. Theme 2: Academic Success and Professional Growth This theme highlights the students’ perception that English proficiency is essential both for academic achievement and professional growth. Students perceive English proficiency as a vital aspect of their education since tertiary courses are taught and delivered in English, and that supports their understanding of their course materials/modules and enhances their future careers as well. “English is the medium of instruction in schools. Being proficient in English will serve as a bridge towards my success in my field.” On the other hand, many students have also expressed that their pedagogical preparation as well as the transfer of learning or knowledge is affected by their English proficiency level. “I wish to be more proficient because my students may not learn from me since I struggle to express myself in English.” This aligns with the studies indicating that many pre-service teachers have elementary to low intermediate English proficiency levels, which may be inadequate for effective teaching (Tanjung et al., 2020; Hadi, 2019). As it is recommended, a focus on improving students’, particularly pre-service teachers', English proficiency and gaining practical teaching experience to enhance professional growth is needed. (Tanjung et al., 2020; Tüfekçi Can, 2019). 3.3.3. Theme 3: Global Competitiveness Aside from academic achievement and professional advancement, students look to their English proficiency as a springboard for global engagement and competitiveness. “English is the universal language, and so I should master the language to be able to go into places and live out the college’s vision—to produce globally competitive graduates.” In addition, others have added that “ Learning and knowing English opens up international or global opportunities to attain global standards in the teaching profession.” Moreover, they believe that English proficiency contributes to expanding knowledge and building connections. Students see it as an essential skill for gaining and understanding new concepts. Studies have shown that proficient English speakers demonstrate better performance in the global market. Further, English proficiency also enhances other 21st century skills such as cross-cultural communication skills and access to global resources, preparing students for international challenges (Haryadi & Aminuddin, 2023).