Baseline Common European Framework of Reference for Languages (CEFR) Proficiency and Skill-Specific Gaps of Freshmen Students: Basis for an English Proficiency Enhancement Program
DOI:
https://doi.org/10.69569/jip.2026.106xKeywords:
CEFR, Communicative competence, English language proficiency, Higher education, Language assessment, PhilippinesAbstract
English language proficiency is a critical determinant of academic success in higher education, particularly in contexts where English serves as the primary medium of instruction. This study assessed the baseline English language proficiency and identified skill-specific gaps among freshmen students at San Pablo Colleges using the Common European Framework of Reference for Languages (CEFR). A descriptive–comparative research design was employed, involving 205 first-year students from various academic programs. Data were collected using a CEFR-aligned assessment tool that measured four macro-skills: reading, listening, writing, and speaking. The data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics, including frequency, percentage, mean (M), and standard deviation (SD), were used to assess overall proficiency levels and examine variation across macro-skills. Inferential analyses, specifically independent samples t-tests and one-way analysis of variance (ANOVA), were conducted to assess differences in proficiency when grouped by sex and academic program, with the level of significance set at 0.05. Findings revealed that the majority of respondents were classified at the B2 (Upper Intermediate) and C1 (Advanced) proficiency levels, indicating generally adequate readiness for academic engagement. However, disparities across macro-skills were evident, with reading obtaining the highest mean score (M = 61.18) and speaking the lowest (M = 50.25), highlighting a persistent gap in productive language skills, particularly oral communication. Results of the inferential analyses indicated that differences in proficiency across sex and academic program were not statistically significant, suggesting a relatively uniform distribution of language competencies among the respondents.
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