• Conchita M. Temporal

  Author

This study investigated the English proficiency of college students as perceived by them
and by their teachers as well as demonstrated by their actual performance. The college students
from the third year level and the teachers of both language and non-language areas were
selected through stratified random sampling. The study made use of descriptive-correlational
method of research. Data were elicited through the use of survey questionnaire, English
proficiency test, and focus group discussions. Results show that students assessed themselves
somewhat proficient but are average in actual performance and attribute development of English
proficiency to university training and language courses. Moreover, students’ perceived English
proficiency does not influence and explain their actual proficiency. The study concludes that
students’ high perception of their proficiency does not necessarily guarantee a high actual
performance but their university training and their language courses remain as the primary
modes of enriching their English language proficiency. Hence, teachers need to provide more
meaningful and authentic activities that would enhance students’ language skills needed for
social interaction and academic and professional environment.

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