Abstract
This research study aims to review ten experimental studies, published between 2015-2024, using teaching and learning intervention to enhance the English Proficiency of College students. It is used to combine the results of multiple studies on English proficiency of college students in TOEIC scores allowing to draw a broader conclusion based on a larger pool of data. Each study aimed to investigate the effectiveness of an intervention in enhancing English proficiency of college students. It also determined which interventions work best across different contexts or student population. Meta- analysis was used since there are lots of studies employing teaching or learning interventions to enhance English proficiency of college students. This study synthesizes findings from the multiple studies to provide insights into the overall impact of teaching and learning intervention through TOEIC test results and the effect size of each study and the overall study. The findings revealed that the interventions implemented enhanced the English proficiency or the TOEIC scores of the college students were effective as the scores in the posttests were significantly higher than the pretest. The effect sizes were also significant revealing that the interventions using technology, technology, modules and cooperative learning were effective in enhancing the student’s English proficiency.
