Contemporary language teaching-learning strategies and English language proficiency among college students

Abstract

This study determined the relationship between contemporary language teaching-learning strategies and English language proficiency. The focal strategies encompassed Communicative Language Teaching, Task-based Language Teaching, Content-based Language Teaching, Technology-Enhanced Language Learning, Multilingual Education, Personalized Learning, Collaborative Learning, and Project-Based Learning. With the used of the quantitative descriptive correlational method, the research utilized stratified sampling for student respondents and purposive sampling for teacher respondents, yielding a sample size of 260 students and five (5) for teacher respondents. The research used an adapted instrument for gathering data on contemporary language-teaching strategies and a Standardized Examination for English Proficiency. The findings revealed a low but positive correlation between the employed contemporary language-teaching strategies and English language proficiency levels. To further fortify these findings and contributed to language education, a proposed project, titled “Project JERIC (Journey to Excellence through Reinforced Innovative Communication),” was outlined. This project aimed to reinforce innovative communication methodologies and elevate language proficiency to new heights.