Basic Interpersonal Communication Skills, Cognitive Academic Language Proficiency, and Language Proficiency of Grade 10 Students
DOI:
https://doi.org/10.69569/jip.2025.468Keywords:
Basic Interpersonal Communication Skills, Cognitive Academic Language Proficiency, Language acquisition, Language proficiency, Second language educationAbstract
This quantitative-correlational study aimed to determine the Basic Interpersonal Communication Skills (BICS), Cognitive Academic Language Proficiency (CALP), and Language Proficiency levels of Grade 10 students at a public high school in the Capiz Division for the 2024-2025 school year. It also examined the relationships among these variables to gain a better understanding of how social and academic language skills contribute to overall language ability. A sample of study participants was drawn from a total population of 145 Grade 10 students using a stratified random sampling technique. Specifically, 105 out of 145 were involved in this investigation during the aforementioned academic period. Researcher-made tests were used to assess BICS and CALP. At the same time, an adapted version of the International English Language Testing System (IELTS) from Cambridge Exams Publishing (n.d.) measured overall language proficiency. The statistical tools used in the data analyses were frequency, percentage, mean, and standard deviation for descriptive statistics, while Pearson’s r correlation was used for the inferential analysis. The inferential tests were set at an alpha level of 0.05. Analyzed data revealed that students have a “high” level of BICS, a “moderate” level of CALP, and a “moderate” level of overall language proficiency. Moreover, there is a moderately significant positive correlation between the students’ BICS and CALP. Similarly, there is a moderately significant positive correlation between their BICS and Language Proficiency. However, there is no significant relationship between their CALP and Language Proficiency.
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