Self-Assessed VS Demonstrated English Language Skills: Exploring the English Language Competency of Filipino University Students

Abstract

This study investigates the self-assessed competency and actual competency level of students in English vocabulary and grammar. Results reveal a disparity between students' self- perceived competency and their actual proficiency. While students assessed themselves as highly competent in English vocabulary and grammar, objective assessments indicated lower proficiency levels. Analysis of the students' vocabulary and grammar competency tests showed consistently low mean scores, indicating systemic weaknesses in both areas. This underscores the need for targeted interventions to address specific language deficiencies. Despite perceiving themselves as proficient, students' self-assessed English competency did not correlate with their actual competency, highlighting the importance of authentic language activities to bridge this gap. Recommendations include designing activities that enhance students' language skills for effective communication across various contexts. Educators should move beyond traditional approaches to better address students' language deficiencies and improve overall English proficiency.