"Juan is Not Anymore English that is Consitent and Fluent—but WAIT!

There's Hope"
An Analysis to the Deteriorating English Proficiency in the Philippines in relation to the Findings of: "Students'
Perspectives Toward English Literature vis-a-vis their 21st Century Literary Competence"
Dranoj O. Balina

In the Philippines, English serves as the main medium of instruction in education and is used in various
sectors such as business, science, technology, government, and international communication as it remains
one of the official languages in the nation. About two-thirds of the population are proficient in English,
making the Philippines a significant destination for English as a Second Language (ESL) learners
(Mariñas, 2021; Ilustre, Fernandez, & Santos, 2022).

The Philippines is recognized as one of the largest English-speaking countries and is ranked second
highest in English proficiency in all of East and Souteast Asia, attributed to the influence of the American
colonial administration after the Philippine-American war in 1902 (Ilustre et al.).

However, despite the widespread English proficiency, there's been a gradual decline in English skills as
indicated by the Education First (EF) English Proficiency Index. The country's ranking dropped from 14th
place in 2018 to 27th in 2020, to 18th place in 2021, and finally, 22nd in 2022, way behind the 13th
ranking back in 2016. It seems that an unamusing "rollercoaster trend" exists in the Filipino's English
proficiency.

In addition, the declining English language competence of Filipinos are revealed by several studies and
articles in the Philippines. In a recent publication by Philstar Global Corporation, San Juan's (2019)
research findings indicate that Filipinos obtained an average score of 7.18 in listening, writing,
speaking, and reading skills, which falls significantly below the global benchmarks. In the study
conducted by Patron and Barrera (2016), it was discovered that the majority of 386 College Students
in the selected State Universities and Colleges in Luzon struggle with grammar conventions,
particularly in the area of subject-verb agreement.

A February 2018 report from GMA News and PhilStar Global highlighted that a study by Hopkins
International Partners revealed that college graduates from the Philippines have a lower English
proficiency level (Test of English for International Communication [TOIC] proficiency score: 631)
compared to the English proficiency goal of high school students in Thailand and the language
requirement for taxi drivers in Dubai (TOIC proficiency score: 650).

Additionally, the research noted a lack of proficiency in applying the English language appropriately
in both written and spoken communication. Similarly, another local study by Alviz (2019) revealed that
only 20% of public high school teachers possess proficiency in the English language. Consequently,
approximately 13% or 13,200 elementary school teachers were found to lack English proficiency,
while around 1% or 1,300 high school teachers demonstrated a lack of proficiency in English.

These findings highlight the fact that the English language competency of the Philippines, despite being
hailed as one of the largest English-speaking nations of the globe…
…eight (8) years ago (British Council, 2015), is now submerging and is "rocketing down the slope," to a
point where even teachers are inconsistent with their English language skills…but why did it
deteriorate in the first place?

No love for literature.

An examination of the experiences of less successful Filipino ESL learners also found that the high
school ESL participants lacked motivation to engage with or acquire English. They did not view
English as integral or essential for their future, and even if they did, they demonstrated a reluctance
to put in substantial effort to utilize the language (Gaerlan, 2016).

In the investigation of Ghouti (2012), the University of Tlemcen students expressed mixed feelings
towards literature, including negative perceptions. Additionally, a recent research by Fatima and Hayat
(2020) highlights that some EFL students demonstrated unfavorable attitudes towards English culture
when studying literature. Moreover, challenges in English literature learning encompass a range of issues,
such as insufficient English proficiency, teacher incompetence, low motivation, limited resources and
materials, reluctance to participate, lack of confidence in their English skills, encountering unfamiliar
vocabulary, and difficulties with written communication (Andrade, 2009; Işikli and Tarakcioglu, 2017).

A similar work by Tevdovska (2016) suggests that topics relevant to students can increase their interest
and engagement, leading to improved language and literary competence. As supported by Mozafar and
Barjesteh (2016), their study found that using critical-oriented reading strategies can significantly improve
students' literary competence. Thus, teachers' pedagogical approaches should be thoroughly assessed and
critically evaluated before utilized in classrooms.

In addition, several studies have emphasized the importance of critical thinking skills in the interpretation
of literary texts. For instance, similar work by Gómez-Rodríguez (2018) highlights how critical thinking
tasks, such as identifying assumptions, interpreting implicit meanings, inferring meaning, and evaluating
literary content, can foster literary competence among English language learners. By the same token,
Afifuddin (2016) also proposes the initiation of literary competence through critical literacy in the target
language. Filipinos must understand the very importance of literature in order for them reclaim their
global reputation as fluent English-speakers.

A recent work by Calafato and Simmonds (2020) found that students' literary competence was
significantly lower for textual literature than for multimodal literature, emphasizing the need for
additional research on students' literary competence and the development of literary competence as a
course assessment requirement. Moreover, the implications of their research call for the integration of
literary competence as a mandatory component in the assessment framework of literature courses. By
acknowledging the distinct challenges and competencies required for engaging with diverse literary
forms, such as multimodal literature, educational institutions can foster a more comprehensive and
nuanced development of students' literary competence.

In addition to that, a recent study conducted in the Philippines by Garil (2021) unfolds that Senior High
School students in Sorsogon City lack the academic preparedness necessary for engaging with
21st-century literature. Specifically, their proficiency in higher-order cognitive abilities such as analysis,
interpretation, application, and creation was found to be deficient and in need of attention. The study
further emphasized that regardless of their chosen academic track or specialization, Senior High School
students must reassess their literary competencies as it directly impacts their level of readiness for the
subject. To address this issue, the researchers put forward a proposed training matrix designed to enhance
the students' reading and writing skills, aiming to elevate their readiness level for the 21st-century
literature course.

In the same tone, a local study by Florentino (2014) reveals that there is an "alarming level" of students
who found the summative assessment about Cordilleran literature (in the teaching of English) difficult.
Hence, these findings underscore the need for targeted interventions and educational reforms to enhance
students' literary skills and ensure their preparedness to navigate the complexities of 21st-century
literature.

According to Violetta-Irene (2015), there are three main criteria that justify the use of literature in second
language teaching: the linguistic criterion, methodological criterion, and motivational criterion.
The linguistic criterion advocates for the use of literature because it provides learners with authentic
samples of language, as well as a wide range of styles, text types, and registers. The methodological
criterion highlights the multiple interpretations of literary texts, which generate motivated interaction
among learners and between learners and the teacher.

Literary competence is an essential part of language learning, and various studies have explored the ways
in which literary texts can be used to develop language and literary competence. Yilmaz (2012, as cited in
Afdian and Wahyuni, 2020), notes that incorporating students' literary preferences and perceptions into
teachers' instructional practices can significantly increase students' gains in both language and literary
competence.

Now, what is "hope?"

“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily
life requires and provides; and in this respect, it irrigates the deserts that our lives have already become.”
As famously quoted by C.S. (Clive Staples) Lewis (1976, as cited in Pace University, 2018). Lewis puts
forth the notion that literature serves a purpose beyond the mere depiction of reality by enhancing and
enriching the essential skills and competencies that are crucial in life. Thus, highlighting the
transformative role of literature.

The study of literature has always been an essential part of education, as it is considered a vital aspect in
human life. Literature serves as a "window to humanity" that connects various cultures and aspects of
human life to reality; it is the "heart of literature" to act  as a portal where its readers can relate their
personal lives to various texts (Shulz, May 2023). To learn literature is to learn life, because it is a
significant source of information that allows individuals to gain insights into diverse cultures, societies,
and historical events (Shulz).
Furthermore, being proficient in the English language in the 21st century is a key factor  in obtaining
higher education, employment, and international mobility (Jha, 2023). Learning the English language
through literature nurtures the learners' analyzing and comprehension skills while also making them
technologically literate and culturally aware which are needed in the present era (Jha). This indicates that
literature  is a key factor in learning English as it contributes in improving an individual's language and
critical thinking skills, cultural awareness, and personal growth. 

Now, this is "hope."

In the Philippines, the K-12 curriculum included the literary subject, "21st Century Literature from the
Philippines and the World (PWLit)," which is intended for senior high school students. PWLit's main
objective is to develop students' literary competence and appreciation towards the diverse literary works
of Philippines and the world. The book "21st Century Literature from the Philippines and Around the
World," highlights the significance of literature as a valuable source of comprehensive knowledge about
humanity and its various dimensions. Consequently, the K-12 Curriculum places great importance on the
instruction (teaching) and acquisition (learning) of literary skills (Angilan, 2021) which are necessary to
stop the declining English proficiency in the Philippines.

In addition to that, PWLit has been considered significant due to its representation of contemporary issues
and concerns. As pointed out by Garcia (2014), the Philippine literature has become more diverse and
inclusive, reflecting the country's multicultural identity and addressing various socio-political problems.
Contemporary world literature has also become more global and interconnected, reflecting the complex
nature of globalization and transnationalism (Cheah, 2015), especially that PWLit utilizes the English
language as its medium-of-instruction. 21st-century literature has been considered a valuable tool in
education and in pedagogy for promoting critical thinking and cultural understanding.
As highlighted by Mercer & Dörnyei (2020), contemporary literature provides a platform for exploring
diverse perspectives and experiences, encouraging empathy and respect for cultural differences.
Moreover, the use of contemporary literature in language teaching enhances language acquisition and
communication skills.

In relation to that, defined as the study and analysis of literature from all around the world that is written
or produced in the English language, "English Literature" is another key factor in developing students'
literary competence (International Student, May 2023; Singh, 2023; University of New Hampshire, May
2023). It is clear that PWLit, for as long as it is taught and presented in the English language, is also part
of English Literature. Furthermore, studying English literature is multidimensional; analyzing and
interpreting literature in artistic, historical, cultural, and theoretical contexts (University of New
Hampshire). This implies that literature written in the English language is what students need to acquire
literary competence in terms of analyzing, interpreting, and appreciating literature.

Moreover, students' perceptions toward literature also play a crucial role in their literary competence
(Hasan & Hasan, 2019; Magulod, 2018a). In the 21st century, literature has become more accessible to
people, and various literary works from different parts of the world are now available in digital formats.
However, despite the availability of literature online, many students still have a low to moderate level of
literary competence, which includes the ability to analyze, interpret, and appreciate literary texts
(Kanniainen et al., 2019; Magulod, 2018b). This is where the findings of the local study, "Students'
Perspectives Toward English Literature vis-a-vis their 21st Century Literary Competence," by Bernardo et
al. (2023) become important.

 The role of students' perception toward English Literature plays a crucial part in their literary competence
(Magulod). Related studies revealed that students enjoy when engaging with literary works and are in
favor of learning English through literature. The presence of literature is also perceived to aid in fostering
the overall cultural awareness of learners, enabling them to recognize both the similarities and disparities
between English culture and their own cultural background (Magulod).

All of these align to the findings of Bernado et al. in where, students perceive English literature as
crucial for their education and consider it a valuable component of the curriculum and that the
study of English literature has aided in enhancing their cultural awareness, facilitating a deeper
understanding of the world and fostering empathy towards others. This implies that Filipino students
possess the perfect ideals that a student must have toward literature in order to attain English proficiency.

Moreover, literature facilitates the personal development of learners which benefits them by actively
engaging them in classroom exercises, enhancing their abilities in critical thinking and analysis, and
facilitating comprehension of their own experiences as well as those of others (Alfauzan & Hussain,
2017; Ashrafuzzaman, Ahmed, & Begum, 2021). It was also revealed that students perceive learning
literature as a necessary phase to aid their "holistic development of learning the English language" (Nair
et al., 2012). 

Once more, the findings of Bernado et al. reveals that Filipino students "strongly agree" that English
literature is relevant when it comes to their lives and its connection to their future career goals.
Collectively, these findings highlight the high regard participants have for English literature,
recognizing its significance in their education and personal growth.

Findings thus far suggest that students have a positive perception of literature for it has the potential to
reveal aspects of the human identity and provide personal meaning, these studies underscore the
significant role that literature plays in facilitating self-discovery and promoting a deeper understanding of
the self and of the others (Fialho, 2019; Schrijivers et al., 2017; The  Dutch Institute for  Curriculum 
Development, 2015). Thus, literature education empowers individuals to attribute valuable insights
about themselves, others, and the world around them to their active engagement with literary works.

Moreover, according to Adam (2015), students have a positive perception of English literature because it
can enhance their creative writing skills and develop their creative imagination. Similarly, Damuri and
Wahyuni (2021) discovered that rural senior high school students exhibited a positive attitude towards
literature in English, finding it enjoyable and believing that it could improve their English proficiency. In
another study by Kaya (2018), students' perceptions towards literature indicated its effectiveness in
language classes. 

For the third time, the study of Bermado et al. reveals that Filipino students strongly agree that
studying English literature helps them enhance their writing skills, fosters critical thinking, and
expands their vocabulary. Furthermore, they recognize the importance of English literature in
developing critical thinking abilities. The respondents also feel that their engagement with English
literature has improved their reading skills and find it intellectually stimulating. Overall, the
respondents hold a positive perspective of the benefits derived from studying English literature
which are vital to achieve English proficiency.

In summary, one of the most important findings of "Students' Perspectives Toward English Literature
vis-a-vis their 21st Century Literary Competence" is that students have a positive perspective when it
comes to their preference and enjoyment towards literature, especially in exhibiting a strong
appreciation for the English literature. This supports the previous study of Damuri and Wahyuni (2021),
Kaya (2018), and Nair et al. (2012) that students have a positive perceptions towards literature indicated
its effectiveness in language classes.

Moreover, it revealed that students had a strong preference for English literature and valued its
historical and cultural context. Similarly, Magulod (2018) mentioned that the presence of literature is
also perceived to aid in fostering the overall cultural awareness of learners, enabling them to recognize
both the similarities and disparities between English culture and their own cultural background. Mercer
and Dörnyei (2020) emphasize that modern literature offers an opportunity to delve into various
viewpoints and life experiences, promoting empathy and fostering a sense of appreciation for cultural
diversity. Additionally, integrating contemporary literature into language instruction improves language
learning and proficiency in communication. The study's findings highlight the implications of students'
appreciation of using the language for English literature and their recognition of its cultural value.
Educators should leverage this preference by incorporating diverse English literary works that
align with students' interests and cultural backgrounds. By doing so, they can foster cultural
awareness, promote intercultural understanding, and create an inclusive language learning
environment. 

Furthermore, it was revealed that students recognize the importance of learning English literature. It is
reported that students have high regard for English literature, recognizing its significance in their
education and personal growth. This supports the study of Magulod (2018) that literature facilitates the
personal development of learners. Furthermore, "English Literature" is another key factor in developing
students' literary competence (International Student, May 2023; Singh, 2023; University of New
Hampshire, May 2023). Hence, emphasizing the importance of literature and incorporating literature not
only enhances language acquisition and communication skills but also nurtures students' personal and
intellectual growth, preparing them for success in various domains of life. Educators and policymakers
should consider these findings when designing language curricula and implementing teaching
strategies to maximize the benefits of literature in students' language learning journey.

Moreover, another key finding is that the study of English literature was seen to improve writing skills,
critical thinking, vocabulary, and reading abilities, and provide intellectual stimulation. This supports
the studies of  Hasan et al. (2020) and Jha (2023) which state that learning literature in the current era
helps individuals to nurture their critical thinking skills. Numerous research papers have underscored the
significance of critical thinking abilities when it comes to understanding and analyzing literary works. For
instance, Gómez-Rodríguez's study in 2018 demonstrated the value of critical thinking activities, such as
recognizing underlying assumptions, deciphering implicit messages, making inferences, and assessing the
literary content, in developing the literary skills of individuals learning English as a second language. This
implies that Literature exposes students to different writing styles, narrative techniques, and linguistic
devices, allowing them to develop a more sophisticated and nuanced approach to their own writing. This
calls for designing assignments and activities that promote critical thinking skills. Encourage
students to analyze, interpret, and evaluate literary texts, fostering deeper engagement with the
material and the development of independent thinking.

In conclusion, educators should incorporate diverse literary works that align with students' interests
and cultural backgrounds. By doing so, educators can foster cultural awareness, promote intercultural
understanding, and create an inclusive language learning environment. This can be achieved by selecting
literature that reflects the experiences and diversity of the students, thus enhancing their enjoyment and
engagement with the subject.

Educators should implement differentiated instructional strategies to cater to students' individual

needs. Targeted interventions and remedial programs should be provided for students with below-average
competence, while students with above-average competence should be offered opportunities for
enrichment and advanced coursework. By addressing the disparities in literary competence through
personalized instruction, educators can support students in reaching their full potential in the subject.

Educators should focus on increasing students' awareness of the benefits of studying English
literature. By highlighting the advantages such as improved critical thinking skills, vocabulary
development, and intellectual stimulation, educators can motivate students to engage more deeply with
the subject. Additionally, educators should provide the necessary support and resources to help students
overcome the challenges they may face in studying English literature, such as difficulty in understanding
complex texts. This can be achieved through targeted instructional interventions, extra guidance, and
scaffolded learning experiences. By addressing both the benefits and challenges, educators can enhance
students' proficiency in English literature.

In the end, the study found out that the majority of the students have an average level of literary
competence, with 120 of them (56.1%) falling within the range of 21-30. There are 68 students (31.8%)
in the below average level of competence, with scores ranging from 11-20, 22 students (10.3%) have an
above average level of competence, scoring between 31-40, while only 4 students (1.9%) have a very low
level of competence, scoring between 0-10. No student falls under the high level of competence
category, scoring between 41-50. The mean level of literary competence for the group is 22.79, this
shows the dispersion of scores from 17.02 to 28.56 which indicates an overall literary competence from
below average to average.

Regardless, the study also reveals that even with majority of the students having below average to average
level of literary competence, the data indicates a positive perspective of English literature in
students’ enjoyment and preference, its importance and relevance, and its benefits, but only a slight
positive perspective regarding its difficulty and challenge?
The study of Bernardo et al. is proof that even though the English proficiency in the Philippines is
"rocketing down the slope," as long as the students find joy and understands the essence of literature;
there is still hope.

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