RELATIONSHIP OF ENGLISH LANGUAGE PROFICIENCY TO THE ACADEMIC PERFORMANCE IN TECHNICAL AND PROFESSIONAL EDUCATION OF THE TECHNICAL TEACHERS EDUCATION STUDENTS

This study sought to determine the relationship of the Bachelor of Technical Education students’ level of English language proficiency and their academic standing in their professional and technical education courses. A proficiency test which covered the four macro skills was designed to determine the level of language proficiency of the respondents. For the validity of results, the respondents’ grades in their English subjects were also gathered. Pearson r was used to decide whether there is a critical connection between the respondents’ English capability and execution in Technical and Professional Education subjects. Based on the gathered data, the respondents were found proficient in English. Also, the respondents’ performance in English significantly differed from their performance in Technical and Professional Education. Similarly, there was a significant difference when the respondents were grouped according to sex but no difference when they were grouped according to area of specialization. It is recommended that reinforcement be given to improve the students on their areas of deficiencies and an ESP material should be created to bridge the gap between the competencies that the students lack in English proficiency.