Author

Jeric N. Atillano, MAEd*
Laguna College of Business and Arts, R. Palma St., Calamba, Laguna, Philippines

Abstract

This study determined the relationship between contemporary language teaching-learning strategies and English language proficiency. The focal strategies encompassed Communicative Language Teaching, Task-based Language Teaching, Content-based Language Teaching, Technology-Enhanced Language Learning, Multilingual Education, Personalized Learning, Collaborative Learning, and Project-Based Learning. With the used of the quantitative descriptive correlational method, the research utilized stratified sampling for student respondents and purposive sampling for teacher respondents, yielding a sample size of 260 students and five (5) for teacher respondents. The research used an adapted instrument for gathering data on contemporary language-teaching strategies and a Standardized Examination for English Proficiency. The findings revealed a low but positive correlation between the employed contemporary language-teaching strategies and English language proficiency levels. To further fortify these findings and contributed to language education, a proposed project, titled “Project JERIC (Journey to Excellence through Reinforced Innovative Communication),” was outlined. This project aimed to reinforce innovative communication methodologies and elevate language proficiency to new heights.

Keywords: Contemporary, proficiency, strategies, language, teaching-learning.

*Corresponding author / Email: jericatillano.03@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031431

Recommended citation:
Atillano, J. N. (2026). Contemporary language teaching-learning strategies and English language proficiency among college students. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 2831-2851. http://doi.org/10.69651/PIJHSS05031431

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