ASSESSING THE LEVEL OF ENGLISH PROFICIENCY OF 1st YR

CRIMINOLOGY STUDENTS IN ASIAN INSTITUTE OF SCIENCE

AND TECHNOLOGY

Undergraduate Thesis
Submitted to the Faculty of the
College of Bachelor of Science and Criminology
AISAT College - Dasmariñas
City of Dasmarinas, Cavite

In partial fulfillment
Of the requirements
For the degree
Bachelor of Science and Criminology

CAÑEDA, KAILA
NOVENO, VANN LESTER
NOVERO, BENJIE
QUIJANO, SOPHIA ANNE
ZABALA, JIMAR
 Republic of the Philippines
AISAT COLLEGE - DASMARINAS
City of Dasmariñas, Cavite
Tel. No. (046) 435 - 1153
Email: [email protected]

College of Criminology Department

Author : CAÑEDA, KAILA

NOVENO, VANN LESTER
NOVERO, BENJIE
QUIJANO, SOPHIA ANNE
ZABALA, JIMAR

Title : ASSESSING THE LEVEL OF ENGLISH PROFICIENCY OF 1 st YR

CRIMINOLOGY STUDENTS OF ASIAN INSTITUTE OF SCIENCE AND
TECHNOLOGY

APPROVED

JOSELITO O. BALDEO _______________________________

Adviser Date Technical Critic Date

PEARL N. FABIA ELENA MAE CORONEL

Department Coordinator Date Academic Research Coordinator Date
 WILBERT A. MAÑUSCA, MMEM
Vice-President for Academic Affairs Date

ACKNOWLEDGEMENT

This kind of research was never done by one person alone. In their own unique

ways, the contributions of numerous individuals had enabled this. The researcher would

like to express his sincere gratitude and special appreciation to the following individuals

in particular:

To God for giving the author wisdom and spiritual strength during the research

process, and certainly, throughout his life: “ My grace is all you need, for my power is the

greatest when you are weak.” ( 2 Corinthians 12:9 )

Dr. Henry O. Garcia, Dean of AISAT-Dasmariñas City Campus, with all of his

inspiration and sincerity, which inspired him to achieve excellence and accomplish all his

goals including this study;

Prof. Joselito O. Baldeo

 ASSESSING THE LEVEL OF ENGLISH PROFICIENCY OF 1st YEAR
CRIMINOLOGY STUDENTS OF ASIAN INSTITUTE OF SCIENCE AND
TECHNOLOGY

CANEDA, KAILA
NOVENO, VANN LESTER
NOVERO, BENJIE
QUIJANO, ANNA SOPHIA
ZABALA, JIMAR

An undergraduate thesis manuscript submitted to the faculty of the College of

Criminology Department, AISAT College - Dasmariñas, City of Dasmariñas, Cavite in
partial fulfillment of the requirements for the degree of Bachelor of Science in
Criminology Management, with Contribution No.__________. Prepared under the
supervision of Prof. Joselito O. Baldeo

INTRODUCTION

This study aims is to Assess the English proficiency of 1 st yr Criminology

Students in Asian Institute of Science and Technology, students studying a Bachelor of

Science in Criminology. The study emphasizes the larger importance of English as a

global language in besides assessing the language skills of these criminology students.

Many students find it challenging to both speak and write in English, particularly when

writing essays. English language proficiency is important for daily communication as

other beginnings and cultures. Developing and maintaining proficiency in English is

essential for effective communication in a variety of settings, including educational

institutions and the real world. gag

 The Philippines is recognized as one of the largest English-speaking countries

globally, with English being one of its official languages. However, over time, there has

been a noticeable decline in the English proficiency of Filipinos, as evidenced by the

(EF)

English Proficiency Index, Test of English for International Communication (TOEIC),

and the average scores of Filipino International English Language Testing System

(IELTS) test takers. This paper explores the various factors contributing to the decline in

English skills, including learners' motivation, parental involvement, learning

environments, teaching methods, access to comprehensive input, socioeconomic status,

and age. In many higher education contexts around the world, including in Philippines,

the use of English-medium instruction (EMI) is now a very common phenomenon.

The ability to communicate effectively in English is an essential skill for students,

particularly in specialized fields like criminology, where clear written and verbal

communication is vital for academic success and future professional practice. In many

academic institutions, including Asian Institute of Science and Technology AISAT

College Dasmariñas, students pursuing criminology are expected to engage with complex

texts, conduct research, and present their ideas both orally and in writing. However,

recent observations suggest that some first-year criminology students at Asian Institute of

Science and Technology AISAT struggle with English proficiency, which may hinder

their understanding of course materials and their ability to perform well in assessments.

These difficulties in reading comprehension, writing, and speaking English may impact

their overall academic achievement and limit their potential in the criminal justice field,

where effective communication is paramount. The issue of English proficiency among

criminology students has become a concern, as many face challenges in comprehending

academic content, writing research papers, and participating in class discussions. As

English is a primary medium of instruction and is crucial for research, communication

with peers and faculty, and professional growth in criminology, these language barriers

could hinder students' ability to fully engage with the curriculum and meet academic

expectations. Therefore, it is necessary to assess the proficiency levels of these students

to identify specific areas of weakness and develop appropriate interventions to support

their learning. This study aims to assess the English proficiency levels of first-year

criminology students at Asian Institute of Science and Technology AISAT College

Dasmariñas, focusing on key areas such as reading, writing, listening, and speaking. By

identifying specific strengths and weaknesses, the research seeks to understand how these

proficiency levels impact students' academic performance in criminology courses and

their ability to engage with the subject matter. The study will also propose

recommendations to improve students' English proficiency, such as curriculum

adjustments or the introduction of support programs. Ultimately, this research aims to

ensure that students possess the necessary language skills to excel academically and

professionally, particularly in the criminology field, where effective communication is

vital for success in research, legal proceedings, and justice-related careers.

This study aims to assess the English proficiency levels of first-year criminology

students at AISAT College Dasmariñas, focusing on key language skills: reading,

writing, listening, and speaking. By identifying specific strengths and weaknesses, this

research seeks to determine how language proficiency affects students’ academic

performance and their engagement with criminology courses. Additionally, the study will
explore factors contributing to students' language challenges and propose actionable

recommendations, such as curriculum adjustments or the introduction of language

support programs.

Statement of the Problem

This study aims to assess the level of English proficiency of first-year

criminology students at Asian Institute of Science and Technology (AISAT) College

Dasmariñas.

Specifically, it seeks to adress the following question:

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

1.3 Socioeconomic status;

1.4 Senior High School Background (Public or Private); and

1.5 Primary language spoken at home?

2. What is the level of English proficiencyof 1st year Criminology sudents of AISAT in

areas of:

2.1. Reading;

2.2 Writing;

2.3 Listening; and

2.4 Speaking?

3. How does the insufficient in English proficiency could affect their academic

performance?
4. What are the common challenges faced by first-year criminology students in

improving their English language skills?

5. What interventions or strategies can be recommended to enhance the English

proficiency of first-year criminology students at AISAT College Dasmariñas?

Objectives of the Study

Generally, the study was conducted to determine the English Proficiency of

1st year Criminology Students of Asian Institute of Science and Technology.

Specifically, the objectives of the study were to:

1. To determine the demographic profile of the respondents in terms of;

1.1 Ager;

1.2 Sex;

1.3 Socioeconomic status;

1.4 Senior High School background (Public or Private); and

1.5 Primary language spoken at home.

2. To determine the level of English proficiency of 1st year Criminology students of

AISAT in areas of:

2.1 Reading;

2.2 Writing;

2.3 Listening; and

2.4 Speaking.

3. To determine how does insufficient in English proficiency could affect their

academic performance.
 4. To determine the common challenges faced by first-year Criminology students in

improving their language skills.

5. To determine what interventions or strategies can be recommended to enhance

the english proficiency of first-year criminology students at AISAT College

Dasmariñas.

Significance of the Study

This study is significant to the following:

Students. The primary beneficiaries are the first-year criminology students at

AISAT College Dasmariñas. By identifying their strengths and weaknesses in English

proficiency, they can receive targeted support to enhance their language skills, improving

their academic performance and future professional opportunities.

Proffessors. Teachers and instructors at AISAT will gain insights into the

language challenges faced by their students. This information can help them adapt their

teaching methods, develop effective instructional materials, and provide additional

support to students struggling with English.

Future Researchers. The results could be used by students in the future to

support improvements to curriculum or policy changes that prioritize English language

competency in criminology and related fields.

Time and Place of the Study

 The study will be conducted in Asian Institute of Science and Technology. The

timeframe of this study wil cover the school year 2024-2025. The students of first-year

level of Bachelor of Science and Criminology is the participants of the study.

Scope and Limitation of the Study

This study focus on investigating the level of English Proficiency of students in a

first year level, pursuing a Bachelor of Science and Criminology at Asian Institute of

Science and Technology.

Definition of Terms

 Assessing: To judge or decide the amount, value, quality, or importance of

something.

 Proficiency: A high degree of competence or skill; expertise.

 Specialized: requiring or involving detailed and specific knowledge or training.

 Comprehension: an ability to understand the meaning or importance of something

(or the knowledge acquired as a result)

 Conceptual Framework of the Study

PROCESS OUTPUT
INPUT
Demographic profile
of the participants: Administering surveys
or questionnaires to Insights into the
Age; specific challenges
Sex; collect demographic
data and self-assessed faced by first-year
Socioeconomic status; criminology students
Previous SHS (Public challenges in language
learning. in improving their
or Private); and English proficiency.
Primary language
spken at home?
Conducting English
proficiency tests to
What are the factors
measure skills in: Recommendations for
influencing English
Reading; interventions or
Proficiency
Writing; strategies to enhance
Listening; and English proficiency
Speaking;

Figure 1. I-P-O model

 The conceptual framework of this study is anchored on understanding the

relationship between students' English proficiency and its impact on their academic

performance and engagement in criminology courses. It is structured around the Input-

Process-Output (IPO) model, which is commonly used in educational research to

systematically analyze factors influencing outcomes.

Theoretical Framework

This study is guided primarily by Self Determinations Theory, along with the

supporting theories including Cognitive Load Theory, and Expentancy-Value Theory.

These theories cited from different sources.

Self Determination Theory. Self-Determination Theory (SDT), developed by

Deci and Ryan (1985), focuses on the role of intrinsic and extrinsic motivation in

learning. According to SDT, students are more likely to achieve academic success when

they are intrinsically motivated to engage with the material. Intrinsic motivation refers to

the internal drive to learn for personal satisfaction, while extrinsic motivation relates to

external factors, such as grades or career opportunities. In the context of criminology

students, intrinsic motivation can play a significant role in how they approach improving

their English skills. If students recognize the importance of English proficiency for their

future careers in law enforcement or the justice system, they may be more motivated to

improve their language skills. For instance, understanding that effective communication

is essential in legal writing, courtroom presentations, and professional interactions may

inspire criminology students to invest more effort in their English learning. Teachers can
enhance motivation by making clear the relevance of language proficiency to the

students’ academic and professional goals

Cognitive Load Theory. Cognitive Load Theory (Sweller, 1988) suggests that learning

is most effective when cognitive load is managed appropriately. This theory posits that

the human brain has a limited capacity for processing information at one time, and when

cognitive load is too high, learning becomes less efficient. For students learning English,

particularly in academic settings, it is essential to structure lessons and activities in a way

that reduces unnecessary cognitive load while still providing enough challenge to

promote languag development. In this study, cognitive load theory can inform how

criminology instructors design their English language learning activities. For example,

breaking down complex criminology texts into manageable segments or providing

students with scaffolding (such as pre-reading guides or vocabulary lists) can help reduce

cognitive overload. When students are not overwhelmed by difficult language tasks, they

are more likely to engage with the material and improve their language proficiency.

Expectancy-Value Theory. Expectancy-Value Theory (Eccles & Wigfield,

2002) focuses on the beliefs students have about their abilities and the value they place

on the task at hand. According to this theory, students are more likely to succeed if they

expect to do well in a task and see the task as valuable. In the context of criminology

students at AISAT, their perceptions of English proficiency — as well as their beliefs

about how important English is for their academic success and future careers — will

impact their motivation and language development. If criminology students perceive

English proficiency as essential for their success in the criminology field, they are more
likely to invest the necessary effort into improving their language skills. This theory

suggests that creating awareness about the relevance of English proficiency in

criminology can positively influence students’ attitudes toward language learning,

leading to improved academic outcomes.

.
 REVIEW OF RELATED LITERATURE

This chapter represents the related literature and studies that would provide the

background and analysis of the findings of the present investigation. These were taken

clear concept of the study. The presented contemporary researchers and studies would be

confirmed, negated, and improved by the new knowledge that this study will provide.

Factors Affecting the Speaking Skills of Second English Language Learners

The ability to speak fluently and confidently is one of the most critical aspects of

learning a second language, particularly English, which serves as a global lingua franca.

Rochelle B. Cabaltica and Rechella Joy M. Arcala, in their study titled Factors Affecting

the Speaking Skills of Second English Language Learners, delve into the complexities

that influence learners’ speaking abilities. Their research, published in 2021, explores the

multifaceted nature of the challenges faced by English as a Second Language (ESL)

learners, while also providing insights into strategies to enhance speaking proficiency.

Speaking is a skill that combines linguistic competence, psychological readiness,

and the ability to interact effectively in real-world contexts. However, many second-

language learners face difficulties in articulating their thoughts due to various interrelated

factors. One significant barrier is limited linguistic competence, which includes a lack of

vocabulary, difficulties with grammar, and incorrect pronunciation. Without a strong

linguistic foundation, learners struggle to express themselves clearly and effectively,

which can hinder their overall communication skills.

 In addition to linguistic challenges, psychological barriers often prevent learners

from participating actively in speaking activities. Anxiety, fear of making mistakes, and

low self-confidence create mental blocks that discourage learners from practicing their

speaking skills. These psychological hurdles are particularly pronounced in classroom

settings, where the fear of judgment by peers or teachers can be overwhelming. As a

result, learners often avoid opportunities to speak, further limiting their progress.

The environment in which learners are immersed also plays a vital role in their

ability to develop speaking skills. A supportive environment that provides opportunities

for real-life conversations, exposure to fluent speakers, and cultural acceptance of

language learning fosters growth. Conversely, environments lacking such opportunities

or marked by unsupported attitudes can negatively impact learners’ motivation and

ability to practice.

Instructional methods and teacher competence significantly influence learners’

speaking proficiency. Effective teaching strategies that prioritize interaction, creativity,

and student engagement are critical for language development. Educators who create a

positive and inclusive classroom atmosphere encourage learners to overcome their fears

and participate actively. However, rigid or outdated teaching approaches may fail to

address learners’ unique challenges, resulting in slower progress.

The study emphasizes the importance of addressing these factors holistically.

Increasing learners’ exposure to English through multimedia, interactive tools, and

immersive activities can significantly improve their speaking skills. Teachers are

encouraged to adopt modern, learner-centered approaches that emphasize participation

and real-life language use. Furthermore, fostering an environment where mistakes are

viewed as opportunities for growth helps build learners’ confidence and willingness to

practice.

Common Problems for English Learners in the Philippines

One significant linguistic issue is the complexity of English grammar compared to

Filipino and regional languages. English grammar often presents difficulties due to tense

structures, which are not as elaborate in local languages. Pronunciation is another area of

concern, as the phonetic systems of Philippine languages differ significantly from

English. For instance, the mispronunciation of certain sounds, like /f/ and /v/, is common

because these sounds are absent in many local dialects.

Pedagogically, the traditional methods of teaching English in schools contribute

to difficulties. Many schools rely heavily on rote learning and grammar-focused

instruction, which does not prioritize practical communication skills. Students often

graduate with strong reading and writing abilities but struggle with speaking and

listening. Additionally, the lack of adequate teacher training and resources exacerbates

the problem.

Sociocultural factors also play a crucial role. English proficiency is often

associated with socioeconomic status, and students from less privileged backgrounds may
lack access to quality education or resources like books and exposure to English media.

This disparity creates a gap in English fluency between urban and rural learners.

Moreover, cultural attitudes, such as fear of making mistakes and the stigma of speaking

with an accent, discourage many learners from practicing English, particularly in

informal settings.

Addressing these issues requires reforms in teaching methodologies, such as

incorporating communicative language teaching and providing teachers with better

training. Increasing access to English resources and promoting an environment where

speaking English is encouraged and mistakes are seen as part of learning are also

essential steps to improve proficiency among Filipino learners.

English Language Proficiency in the Philippines

The study by Santos, Fernandez, and Ilustre (2022) titled "English Language

Proficiency in the Philippines: An Overview" explores the status of English language

proficiency in the Philippines. It provides a comprehensive review of the role of English

in the country, which is widely spoken and used for communication in government,

education, business, and media. The paper discusses the factors influencing English

proficiency in the Philippines, such as the education system, socioeconomic conditions,

and the impact of globalization. It also highlights the challenges in achieving higher

levels of proficiency, including disparities in access to quality education and varying

levels of exposure to English. The study aims to underscore the importance of English as
a key tool for global communication and calls for enhanced strategies to improve

proficiency across different sectors of society.

Opportunities and Challenges for English Language Learners"

The article by Rusmiyanto et al. (2023) explores the role of Artificial Intelligence

(AI) in enhancing communication skills among English language learners (ELLs). It

examines how AI-driven tools, such as language learning apps, virtual assistants, and

chatbots, can support ELLs in improving their speaking, listening, reading, and writing

abilities. The study highlights the potential of AI to provide personalized learning

experiences, immediate feedback, and interactive engagement, making language learning

more efficient and accessible. It also discusses the challenges, such as the need for

adequate training and the potential for over-reliance on technology, which could hinder

the development of genuine communication skills. Overall, the paper emphasizes that

while AI has a significant role in ELLs' skill development, it should be used as a

complementary tool rather than a replacement for traditional learning methods.

 METHODOLOGY

Research Design

The researcher will employ quantitative method and use descriptive design to determine

the English proficiency of first-year Criminology Students of Asian Institute of Science

and Technology. This method will use to gather data about varying subject and is

undertaken when the researcher is after probing or exploring areas where little is known

about the research problem. Thus, the descriptive quantitative research design which is

quantitative research method will be use to collect quantitative information for statistical

analysis of the population sample. This data aims to know the extent to what can be

obtained among these subject. It allows the gathering and collection of information and

statistical analysis of numerical data assessing the English Proficiency of first-year

Criminology Students of Asian Institute of Science and Technology.

Participants of the Study

The number of the respondents are 100 students. The participants will come from

the first-year criminology student of Asian institute of science and technology. The study

will utilize the Convenience sampling technique which is by choosing the respondent by

availability for the participation in study.

Sampling Technique
 Convenience sampling is a non-probability sampling technique where participants

are selected based on their availability and accessibility. Since the study will be

conducted at the Asian Institute of Science and Technology (AISAT), and the target

group is first-year criminology students, convenience sampling allows researchers to

select students from this specific group who are readily available for participation in the

study.

Data to be Gathered

Primary data will be obtained from the respondents by the use of likert scale

questionnaire through survey approach. Other data will be gathered by the researcher

from the library and electronic sources.

Data Gathering Procedure

Foremost, the researcher will provide a letter of request to ask for permission to

conduct a study at Aisat college Dasmariñas. The letter were sent to School Director of

AISAT College Dasmariñas.

REFERENCES

LOCAL LITERATURES
Rochelle B. Cabaltica, & Rechella Joy M. Arcala. (2021). FACTORS AFFECTING THE
SPEAKING SKILLS OF SECOND ENGLISH LANGUAGE LEARNERS. Galaxy
International Interdisciplinary Research Journal, 9(05), 121–134.
https://doi.org/10.17605/OSF.IO/QMB6N

Carmela C. (2020). Common Problems for English Learners in the

Philippines”: https://www.teflcourse.net/blog/common-Journal of Namibian Studies, 33
S1 (2023): 1720-1744 ISSN: 2197-5523 (online)

SANTOS, A., FERNANDEZ, V., & ILUSTRE, R. (2022). English Language Proficiency
in the Philippines: An Overview. International Journal of English Language Studies, 4(3),
46-51. https://doi.org/10.32996/ijels.2022.4.3.7

FOREIGN LITERATURE

Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N., Rofi’i, A., & Sari, M. (2023). The
Role Of Artificial Intelligence (AI) In Developing English Language Learner’s
Communication Skills. Journal on Education, 6(1), 750- 757.
https://doi.org/10.31004/joe.v6i1.2990
 QUESTIONNAIRE

Part 1. Demographic Profile

1. Age
(Please indicate your age:___)
2. Sex
Male
Female
Others
3. Socioeconomic stastus
Low
Middle
High
4. Primary Language Spoken at Home
Filipino
English
Others (Please specify):___________

Part 2. Reading Proficiency

Strongly Disagree Neutral Agree Strongly
Disagree Agree
1. I can easily understand academic
texts written in English
2. I have difficulty in reading and
comprehending English texts.
3. I find it challenging to understand
complex vocabulary in English texts.

Part 3. Writing Proficiency

Strongly Disagree Neutral Agree Strongly

Disagree Agree

1. I feel confident in writing essays

and academic papers in English.

2. struggle with grammar and

sentence structure when writing in

English.

3. I find it difficult to express my

ideas clearly in written English.

Part 4. Listening Proficiency

Strongly Disagree Neutral Agree Strongly

disagree agree

1 .I can understand spoken English

in class discussions and lectures.

2.I find it difficult to understand

fast-paced spoken English in class.

3.I am able to follow instructions in

English during class activities.

Part 5. Speaking Proficiency

1. am able to express my thoughts

clearly in spoken English.

2. I feel nervous or anxious when

speaking in English in class.

3. I find it challenging to participate

in class discussions in English