Language use, needs, and proficiency of English as a Second Language (ESL) learners

Language remains to be the most essential tool for development. Students’ success in academic endeavor greatly depends on their skilful use of the language of communication, in general and instruction, in particular. Hence, this study investigated the language use, needs and proficiency of English as a Second Language (ESL) learners. It made use of both quantitative and qualitative methods through a written English proficiency test, survey questionnaire, and focus group discussions. The respondents of the study were third year college students and faculty, both language and non-language. Results show that students are generally listeners in class lectures, speak most in study group discussions, read most the textbooks, and write most frequently lectures and other notes. Students’ assessment of themselves together with their teachers’ assessment of them as regards their proficiency in different communication situations shows a rating of somewhat proficient which closely confirms their average mastery in the English proficiency test. Both students and faculty attributed their proficiency in English to both home and school factors but college/university training and their language courses were considered to be the greatest contributors to the development of their English proficiency. While grammar was most emphasized in their language classes, the students and faculty still cited the same to be the skill students need the most improvement and the skill students would most need to advance in their career.