Author

Solejoy A. Quilonio, MAEd*
Polangui Community College, Polangui, Albay, Bicol, Philippines

Abstract

This study examined the influence of linguistic proficiency on the reading comprehension skills of English major students in Polangui Community College for the school year 2025 to 2026. Specifically, it determined the level of linguistic proficiency of the students in terms of parts of speech, subject-verb agreement, and sentence construction, assessed their reading comprehension skills along noting details, making inferences, predicting outcomes, sequencing events, comparing and contrasting, summarizing, and drawing generalizations, tested the differences in these variables across year levels, and examined the relationship between linguistic proficiency and reading comprehension skills. The study employed a descriptive evaluative correlational research design and utilized a researcher made test questionnaire administered to 158 English major students from the 1st year to 3rd year levels through total enumeration. Data were analyzed using frequency count, percentage, weighted mean, rank, Kruskal Wallis Test or One Way ANOVA, and Spearman Rank Correlation Coefficient at 0.05 level of significance. Findings revealed that the students demonstrated average linguistic proficiency in parts of speech, with 61% for 1st year, 59% for 2nd year, and 60% for 3rd year, while subject-verb agreement and sentence construction ranged from average to below average. In reading comprehension, all year levels generally obtained average performance across the identified skills, with drawing generalizations showing the highest scores at 70%, 67%, and 63%, respectively. The computed chi-square value of 1.27 for linguistic proficiency and 2.32 for reading comprehension were both lower than the tabular value of 5.99, indicating no significant difference among the year levels. Likewise, Spearman Rank Correlation Coefficient revealed Rs = 0.19, which indicated no significant relationship between linguistic proficiency and reading comprehension skills. Based on the findings, the study concluded that although the students manifested varying levels of performance in both linguistic proficiency and reading comprehension, these did not significantly differ across year levels and were not significantly related. The study recommends the development and use of skill builder activities and targeted instructional interventions to improve students’ linguistic and reading comprehension skills.

Keywords: Linguistic proficiency, reading comprehension skills, English major students.

*Corresponding author/ Email: solejoyquilonio@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502885

Recommended citation:
Quilonio, S. A. (2026). The influence of linguistic proficiency on the reading comprehension skills of English major students in Polangui Community College. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 13-29. http://doi.org/10.69651/PIJHSS0502885

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