Language and Literary Skills of Senior High School Filipino ESL Learners: Basis for Pedagogical Interface

Abstract

The connection between English Language Proficiency and Literary Competence level of Senior High School students in a selected province of Bicol, Philippines was investigated through this study. The descriptive–evaluative inferential correlation method unveiled the  English proficiency level and literary competence of the respondents across parameters while the correlation method asserted the relationship between the said variables. Respondents were chosen from two (2) public schools and two (2) private schools with 303 respondents. The findings revealed that the respondents' English Language Proficiency and Literary Competence performance was at the Developing (D) and Beginning (B) levels, respectively. Moreover, no significant difference exists between the performance of public and private schools regarding English language proficiency and literary competence. However, a significant relationship was found between language proficiency and literary competence levels. The findings served as a basis for a pedagogical interface through an intervention program that stresses the merging of language and literature in teaching to address the difficulties of Senior High School students and capacitate them in maximizing the use of English language.