The intent of this study is to identify students' English speaking strengths and weaknesses,

discover factors that influence proficiency levels, and provide insights for program reform or

instructional practices designed to improve students' English speaking ability. Furthermore, it

may investigate the efficacy of language teaching methods used in the curriculum and make

recommendations to improve students' overall English language learning experience. The

primary aim of this study is to determine the level of speaking proficiency among BSED English

first-year students. Specifically, it will answer the following: (1) What is the profile of the BSED

ENGLISH 1st Year students in terms of age and gender; (2) What is the level of the English

speaking Proficiency of BSED English 1st Year students in terms of pronunciation, fluency and

vocabulary; (3) What interventions may be adopted to help BSED English first-year students

enhance their English Speaking Proficiency using CLT; and (4) Is there a significant relationship

between the English speaking proficiency and the respondents profile? The proficiency levels in

pronunciation, fluency, and vocabulary indicated that while students felt confident in their

English-speaking abilities, there was still room for improvement. The consistency in proficiency

levels suggested effective teaching methods and prior exposure to English. Interventions based

on the Communicative Language Teaching (CLT) approach, including role-plays, group

discussions, pronunciation workshops, and multimedia resources, were designed to enhance

these skills. These targeted interventions aimed to create an interactive learning environment

to boost students' confidence and communication abilities.