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Title
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NON-ENGLISH MAJOR EDUCATION STUDENTS' ENGLISH LANGUAGE PROFICIENCY AND SELF-CONFIDENCE IN RELATION TO THEIR ACADEMIC PERFORMANCE
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Author(s)
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JUNREY J. TAGALOGUIN
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GLYNN ANGELO P. YLANAN
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Affiliation
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MISAMIS UNIVERSITY
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Degree Program
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Bachelor of Secondary Education (BSEd) - English
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Contributor
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GARDUCE, STEPHANIE JANE S. - Adviser
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CLARIN, ANALYN S. - Instructor
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BAZAR, JAME S. - Panel
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Year
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2025
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Abstract
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In a more globalized world, knowing English well is a key factor in academic success, especially for students who are not majoring in English.
This study examines the intricate relationship between English language skills, selfconfidence, and academic performance among 101 non-English primary education students. The respondents were chosen through stratified random sampling, dividing the non-English speaking population into different subgroups based on characteristics like year level and academic performance at a higher education institution in Ozamiz City, Misamis Occidental, Philippines. This method ensured proper representation of each subgroup, which allowed for a better analysis of the overall population. Using a quantitative
descriptive-correlational design, the research measured students' English skills (vocabulary, grammar, and reading comprehension), self-confidence (self-esteem and selfefficacy), and academic performance (General Weighted Average (GWA) and grades in
English). Descriptive results showed that students had fair overall English skills. Reading comprehension had a stronger link to academic performance than vocabulary or grammar.
Correlation results indicated that high self-esteem and self-efficacy had a negative correlation with academic performance. Regression analysis showed that reading
comprehension and self-efficacy were important predictors of academic performance.The study concludes that while students showed high self-confidence, improving reading
comprehension and developing a balanced self-view are essential for better academic results. Future research should look into other factors that affect academic performance in this student group, such as socio-economic status, learning environments, and teachingmethods, for a fuller understanding of what influences academic success.
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Keywords
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Academic performance, english language proficiency, grammar, higher education, reading comprehension, self-confidence, self-efficacy, self-esteem, vocabulary
