Do Social Agencies Increase English Language Proficiency?

Erlinda D. Tibus, Hermabeth O. Bendulo

Abstract


The globalization advances explicitly affirm the demand of a high, if not a good English language proficiency in the fields of business, economics, commerce, science, trade, technology, education, entertainment, among others.  This study has investigated the social agencies within the context of income, education, and economic opportunities and their association to English Language Proficiency. This has utilized a descriptive-correlational design which described the social agencies that pose positive effect to English language proficiency (ELP) using big data analytics. Data included are data sets for access to basic knowledge, Gross National Income (GNI), employment in services, mean years of stay in school, education spending, and English language proficiency, which were extracted from online databank allowing public access. Findings reveal that access to basic knowledge, mean years in school, and employment in services for both developed and developing countries contribute to the increase of the English language proficiency while GNI per capita does not.

Keywords


Social agency; English language proficiency; Discriminant analysis; Developing and developed countries

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