English teachers’ instructional practices and Grade 9 learners’ English language proficiency: A correlational study in Cabagan District, Philippines

Abstract

English language proficiency plays an important role in secondary learners’ academic development, yet Filipino adolescents continue to face challenges in reading and other language skills. Although previous studies have examined English teachers’ instructional practices, limited local evidence has linked these practices with learners’ measured English language proficiency within a Philippine school district. This descriptive-correlational study examined the instructional practices of 20 English teachers and the English language proficiency of Grade 9 learners in public high schools in Cabagan District, Isabela. Data were collected using an instructional practices questionnaire and an English language proficiency test. The findings showed that teachers frequently employed varied instructional practices, while learners demonstrated moderate English language proficiency. Reading comprehension was the weakest area of learner performance. A significant positive relationship was found between teachers’ instructional practices and learners’ English language proficiency (r = .47, p = .036). The findings support the development of a teacher development program that emphasizes contextualized instruction, reading comprehension, differentiated activities, instructional materials, and formative assessment.