Utilizing English Language Practice and Learners’ Proficiency Level in Sentence Construction

This study investigates the impact of utilizing English in the classroom to improve sentence formation proficiency among learners in the Don Carlos I District, Division of Bukidnon, during the 2024-2025 school year. With the aim of enhancing sentence construction skills, the research focuses on the extent to which English language practices are incorporated into the classroom through various activities such as writing prompts, group discussions, teacher support, and peer interactions. A descriptive-correlational research design was used to gather data from 150 respondents using a researcher-made survey questionnaire. The study assesses learners' proficiency level in sentence construction based on their academic performance in English. The findings revealed that English language practice, integrated into lesson plans, greatly contributes to learners’ proficiency in sentence construction. Activities such as grammar exercises, group discussions, and peer interactions positively impacted the learners' ability to form sentences. The study further shows a strong, significant correlation between frequent English utilization and higher sentence construction proficiency. Specifically, peer interaction, engagement with English materials, and teacher guidance played pivotal roles in reinforcing learners’ sentence-building abilities. The learners’ overall proficiency was rated as “Very Satisfactory,” confirming the effectiveness of these strategies. In conclusion, this research highlights the importance of consistent and varied English language practices in the classroom for improving sentence construction proficiency. Teachers are encouraged to continue integrating diverse language activities and provide ongoing support to foster learners’ sentence formation skills. The study recommends further research to explore the effectiveness of specific language activities on sentence construction across different educational settings.