HomeThe Palawan Scientistvol. 12 no. 1 (2020)

Speaking and listening proficiency of AB English students: basis for instructional material development

Bonna S. Palma | Rosalie G. Pido | Fernand D. Peralta | Edgar R. dela Gente | Anabelle L. Baga-an



This descriptive study sought to find the listening and speaking proficiency levels of the selected AB English students when their scores were taken as a whole and when categorized according to specific listening and speaking microskills. It also aimed to find out particular microskills the students needed to improve on. The research made use of listening and speaking tests patterned from Test of English as a Foreign Language (TOEFL) and Test of English for International Communication (TOEIC). Results showed that when taken as a whole, the students had Advanced speaking skills. When categorized according to specific microskill, their proficiency level in recognizing and producing vowel and consonant sounds was High Advanced, and Low Advanced in controlled and free speaking tests. Improvements may focus on specific microskills: (1) recognizing and producing consonant sounds, (2) employing appropriate vocal variety in rate, pitch and intensity, (3) selecting appropriate organizational pattern according to the topic, context, and purpose, (4) formulating substantial thesis statements supported by well-thought details, and (5) delivering the message in a clear, fluent manner using appropriate nonverbal behavior. In their listening skills, students exhibited Advanced Level of Proficiency when their scores were taken as a whole. When categorized according to specific microskills, their proficiency levels are as follows: Literal level- High Advanced, Inferential level– Low Advanced, and Evaluative level–Low Advanced. These results imply that review, planning, implementation of classroom activities and seminars must be carefully re-examined to polish the students’ listening and speaking skills. A well-designed instructional material should be planned out for this purpose.