Demographic Variables and English Proficiency of Adult Language Learners: A Correlational Study
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 16 January 2019

Demographic Variables and English Proficiency of Adult Language Learners: A Correlational Study

Joel C. Meniado

The Royal Commission for Jubail and Yanbu, Saudi Arabia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.02.01.38

​

​

Abstract

This study examined the influence of demographic variables on adult language learners’ English proficiency development. Specifically, it tried to ascertain the level of English proficiency of the respondents when grouped according to demographic variables such as gender, age, civil status, length of work experience, highest educational attainment, specialization, and designation. It also tried to find out if there are significant differences in the respondents’ level of proficiency in the four macro-linguistic skills and if there are significant correlations between the respondents’ English proficiency and the identified demographic variables. Using descriptive-correlational research design with academic professionals working in a higher education institution in the Philippines as respondents, this study found that the respondents have intermediate level of English proficiency (B1, CEFR), lower than what is expected from academicians in a higher learning institution. Findings further reveal that there are significant differences in the respondents’ level of proficiency in the identified macro-linguistic skills and that age, educational attainment, and length of service are positively correlated with English proficiency, while gender, civil status, specialization, and designation are negatively correlated with the same. Implications of the findings are discussed in relation to curriculum development, language teaching and assessment, and language policy and planning.

References

  1. American Council on the Teaching of Foreign Languages. (2018). ACTFL Proficiency Guidelines 2012. Retrieved from https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

  2. British Council. (2018). Understand how to calculate your IELTS score. Retrieved from https://takeielts.britishcouncil.org/find-out-about-results/understand-your-ielts-scores

  3. Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly 3(3), 229-242. https://doi.org/10.1207/ s15434311laq0303_1

  4. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

  5. Danielsson, K.S. (2018). Why the level of English in your country is so important. EF’s GO Blog. Retrieved from https://www.ef.com/wwen/blog/language/why-the-level-of-english-in-your-country-is-so-important/

  6. Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. UK: British Council.

  7. Educational Testing Service. (2018a). Test and score data summary for TOEFL iBT tests: January 2017 to December 2017 test data. Princeton, NJ: Educational Testing Service.

  8. Educational Testing Service. (2018b). 2017 report on test takers worldwide: TOEIC listening & reading test. Princeton, NJ: Educational Testing Service.

  9. EF Education First. (2018). EF EPI: EF English proficiency index. 8th edition. Zurich: EF Education First Ltd.

  10. El Ghouati, A., Koumachi, B., & Khoumich, A. (2018). The impact of demographic variables on students’ scholastic achievement in technology-based learning. IOSR Journal of Humanities and Social Science, 23(2), 1-13. doi: http://dx.doi.org/10.9790/0837-2302040113.

  11. Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford University Press.

  12. El-Omari, A.H. (2016). Factors affecting students’ achievement in English language learning. Journal of Educational and Social Research, 6(2), 9-18. doi: http://dx.doi.org/10.5901/jesr.2016.v6n2p9

  13. Espinosa, D. (1997, March). English in the Phili[ppines. Global Issues in Language Education, 26, 9. Retrieved from http://gilesig.org/26.htm

  14. Frankfurt International School. (2018). The factors that influence the acquisition of a second language. Retrieved from http://esl.fis.edu/teachers/support/factors.htm

  15. Fromkin, V., Rodman, R., & Hyams, N. (2014). An introduction to language. 10th Edition. Boston, MA: Wadsworth Cengage Learning.

  16. Grove, S.K., Gray, J.R., & Burns, N. (2014). Understanding nursing research: Building an evidence-based practice. 6th ed. St. Louis, MO: Elsevier Saunders.

  17. Harley, B., Allen, P., Cummins, J., & Swain, M. (1990). The development of second language proficiency. Cambridge: Cambridge University Press.

  18. Hernandez, B. (2015, July 11). English proficiency as a competitive edge. Philippine Daily Inquirer. Retrieved from https://opinion.inquirer.net/86602/english-proficiency-as-a-competitive-edge

  19. Hines, H. (2015). Examining the relationship of demographic variables, media exposure, and motivation on second language acquisition. Masters Theses. 47. Retrieved from https://scholars.fhsu.edu/theses/47

  20. Hymes, D. (1974). Foundations on linguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.

  21. IELTS Partners. (2018a). Test taker performance 2017. Retrieved from https://www.ielts.org/teaching-and-research/test-taker-performance

  22. IELTS Partners. (2018b). Common European Framework: How should the CEFR be used by recognizing institutions wishing to set language ability requirements? Retrieved from https://www.ielts.org/ielts-for-organisations/common-european-framework

  23. International Consultants for Education and Fairs. (2014, January 29). Global language survey links English proficiency to economic and social development. ICEF Monitor. Retrieved from http://monitor.icef.com/2014/01/global-language-survey-links-english-proficiency-to-economic-and-social-development/

  24. Khasinah, S. (2014). Factors influencing second language acquisition. Englisia, 1(2), 256-269. doi: http://dx.doi.org/10.22373/ej.v1i2.187

  25. Latu, M.F. (1994). Factors affecting the learning of English as a second language macroskills among Tongan secondary students. Retrieved from https://ro.ecu.edu.au/theses/1110

  26. Lazaro, D.C., & Medalla, E.M. (2004). English as the language of trade, finance and technology in APEC: An East Asia perspective. Philippine Journal of Development, XXXI(2), 277-300.

  27. Nallaya, S. (2012). The measurement of change in English language proficiency. Issues in Educational Research, 22(2), 149-155.

  28. Orillos, L. Q. (1998). Language acquisition theories, principles, and research. Quezon City: UP Open University.

  29. Papageorgiou, S., et al. (2015). Research Memorandum ETS RM-15-06: The association between TOEFL iBT® test scores and the Common European Framework of Reference (CEFR) levels. New Jersey: Educational Testing Service.

  30. Pasi, D. (2018). The English language and the globalization. Arcos. Retrieved from http://www.arcos.org.br/artigos/the-english-language-and-the-globalization/

  31. Phon, S. (2017). Factors affecting the English language proficiency of students majoring in English at a rural university in Cambodia. UC Occasional Paper Series, 1(1), 69-62.

  32. Prapphal, K., & Oller, J.W. (1982). Some factors in learning English in Thailand. RELC Journal, 13(2), 78-86.

  33. Rehorick, S. (1983). Second language acquisition in adults: Some methodological implications for the university educator. The French Review, 56(6), 821-828. Retrieved from http://www.jstor.org/ stable/392360

  34. University of Cambridge Local Examinations Syndicate [UCLES]. (2010). Official IELTS practice materials 2. Cambridge, UK: UCLES.

  35. Wang, W. (1999). Age and second language acquisition in adulthood: The learning experiences and perceptions of women immigrants. TESL Canada Journal, 16(2), 1-19. doi: http://dx.doi.org/ 10.18806/tesl.v16i2.715

  36. Wragg, E.C. (2012). An introduction to classroom observation. Oxon, Oxford: Routledge.

bottom of page