Proficiency in Written English among College of Education Students: Implications for Digital Learning

Abstract

Written English proficiency is an important competency for students in teacher education, particularly as academic communication and writing activities increasingly occur in digitally mediated learning environments. This study assessed the written English proficiency of College of Education students at Kalinga State University, identified factors affecting their proficiency, and determined remedial measures that may support its improvement. A descriptive research design was employed using a structured questionnaire administered to College of Education students during School Year 2022–2023. Data were analyzed using frequency, percentage, ranking, and weighted mean. The findings showed an overall weighted mean of 3.64, interpreted as Very Good. General English Writing Skills obtained a weighted mean of 3.53, while Grammar, Punctuation, and Mechanics Skills obtained 3.75. Among the identified factors affecting written English proficiency, poor reading and study habits ranked first, with 33 responses (38.82%). Among the proposed remedial measures, joining campus journalism was the most frequently selected, with 29 responses (34.11%), followed by doing action research and business letter writing. The findings indicate that the students have a generally strong foundation in written English while specific learning needs remain in developing writing practices and sustaining effective reading and study habits. The findings further provide implications for digital learning, particularly in using digitally supported reading, research, writing, and authentic communication activities to complement existing English instruction. The study provides a basis for integrating appropriate digital learning opportunities into writing instruction without replacing established pedagogical practices.