The English Language Development Practices, Reading Proficiency, and Communicative Competence of Grade 10 Students in Bansud, Oriental Mindoro

Abstract

The study aimed to assess the extent of English language development practices of teachers and the level of proficiency in reading and the level of communicative competence of Grade 10 students. Three hundred ninety-five (395) Grade 10 students from selected schools in Bansud District and 15 English teachers participated as respondents of the study. Descriptive-correlational method of research was used in this study. Descriptive analysis was utilized to determine the extent of English language practices of teachers and the students’ reading proficiency and communicative competence. The correlational method of analysis was employed to assess the relationship between variables. Findings revealed that the Grade 10 English teachers demonstrated high expertise in the English language practice. They have applied spiral progression, construction, integrative, interactive, learner-centeredness, and contextualization in the teaching and learning activities in English. As regards reading proficiency, there were more Grade 10 students who belonged to the frustration level than those under independent level both in word recognition and reading comprehension. The level of communicative competence of the students was low in terms of grammar, socio-linguistics, strategy, and discourse. The English language development practices of teachers should be sustained, but teachers should not stop exploring other strategies to make the students more communicative and proficient in reading. Teachers should reduce the worst reading practices and increase the best. Likewise, students should receive the best instruction and materials that would enable them to learn with less difficulty.