English Proficiency Level Of BTLED Students Of Higher Eduction Institutions

Abstract

This study examines the English proficiency levels of Bachelor of Technology and Livelihood Education (BTLED) students in higher education, with a focus on various language skills such as grammar, vocabulary, reading, writing, speaking, and listening across different year levels. The research aims to pinpoint specific areas of strength and weakness, shedding light on the effectiveness of the current English language curriculum. Data were gathered from 176 students, and the results showed that overall proficiency was rated as moderate, but there were notable differences between different language skills. Grammar consistently ranked as the strongest skill, particularly among second-year students, indicating moderate to high proficiency. However, writing and reading comprehension were frequently rated lower, reflecting ongoing difficulties in both productive and receptive skills. While proficiency levels generally improved from first to fourth year, progress was inconsistent across skill areas. These findings suggest a need for a more well-rounded approach to language instruction, with an emphasis on targeted support for writing and speaking to address the identified gaps. The study recommends curriculum improvements that promote balanced skill development through interactive teaching methods that encourage active English use in practical settings. It emphasizes the importance of meeting the varied language needs of BTLED students to better prepare them for future academic and professional challenges. Overall, the research contributes to the understanding of language proficiency trends in higher education and advocates for teaching practices that foster comprehensive language development.