INTRODUCTION

Language proficiency is an essential component of effective communication, it affects not just

interpersonal interactions but also in academic and professional fields. In an continuously increasing

globalized world, the ability to communicate fluently in a language, particularly in English, has

significance for success in a variety of fields. Proficient clients claim to have a good command of the

language, indicating they can understand the language easily, communicate a variety of concepts clearly

in speech and writing, and interact with other speakers comfortably. (Richard et al., 2018, as cited by

Renandya et al., 2021).

The rapidly evolving state of language proficiency has led educators and researchers to re-

assess its significance in both educational settings and real-world applications (Leung et al., 2022).

Proficiency includes more than just vocabulary or grammar; it is an in-depth understanding of context,

culture, and audience that allows people to communicate their ideas clearly and effectively.

Additionally, research has shown a strong relationship between academic achievement and their

language proficiency skills. For example, foreign college students who self-report being more fluent in

English typically have higher GPAs than their colleagues who are less proficient (ERIC, 2015). This

extends in the professional setting, where employers are giving consideration to applicants who can

interact with clients and participate in diverse

teams.

Language proficiency utilizes these four components: reading, speaking, listening, and

writing. While reading and writing are commonly emphasized, listening and speaking skills are

fundamentally effective communication and are required for academic achievement and professional

success. Listening skills which are an essential element in language proficiency that frequently receive

limited attention in educational settings. Effective listening is defined as the ability to actively interpret

and respond to spoken messages. It includes comprehension, a in-depth assessment, and engaging with

the speaker (Hendrickson, 2022). Speaking, on the other hand, is required for successful

communication and plays an important role in both academic and professional success. It is defined as
the ability to transmit thoughts and feelings accurately and fluently. They include vocabulary,

comprehension, and pronunciation (Wang et al., 2020).

This paper will focus on assessing speaking and listening skills in language proficiency

assessments and examine their significance in academic and professional contexts. Given their practical

relevance, accurately assessing these abilities is essential for ensuring that people are actually proficient

in real-world communication.

LITERATURE REVIEW

Existing Aptitude Tests

Versant English Test

The Versant English Test by Pearson is designed to evaluate an individual’s

abilities in all or some of the four skills; writing, speaking, reading, or listening (Manning,

2022) This computer-based test is intended for both adults and students which takes

approximately 15 minutes to accomplish. It measures six (6) item types: story telling,

reading, repeats, short answer questions, sentence builds, and open questions.

However, one primary concern is its limitation to comprehend the full spectrum of

language skills necessary for comprehensive assessment. According to Anthony, the Versant

English Test (VET) does not align entirely with the Common European Framework of

Reference for Languages (CEFR), which highlights various aspects of language ability

beyond mere speaking. This narrow focus prompts an incomplete evaluation of a test-taker's

overall linguistic competence. Furthermore, the lack of real-time in communication scenarios

undermines its ability to produce real-world language use.

The Oxford Test of English is developed by the Oxford University Press. Its modular

test was designed as traditional language assessments (Kerr, 2019). The flexibility and benefit

of the test allows individuals both students and professionals to complete sections

independently.

Despite its adaptability, the test has been questioned for failing to consider

interactive communicative exchanges, which is a key aspect of spoken language in real-

world scenarios

(Bachman et al., 2010). Moreover, while it measures comprehension and speech production,

it does not provide an in-depth analysis of spontaneous speaking abilities or active listening

skills TOEFL iBT

The Test of English as a Foreign Language Internet-Based Test (TOEFL iBT),

provided by the Educational Testing Service (ETS), assesses reading, writing, speaking, and

listening skills, with a particular focus on academics. At the speaking section, it requires

test-takers to respond to events that simulate classroom discussions or academic tasks, on

the other hand, the listening section comprehends through conversations and audio lectures

(ETS, 2021).

Despite the fact that The Test of English as a Foreign Language Internet-Based Test

(TOEFL iBT) is recognized globally for academic purposes, it has been criticized for

utilizing speaking and listening tasks, which may obscure individual skill assessments.

Research suggests that such integration reduces the test's ability to identify the individual's

specific strengths or weaknesses in listening or speaking (ETS, 2021). In addition, the test's
academic focus may reduce its validity for assessing communicative abilities in non-

academic, real-world settings.

Research Gaps

Despite the availability and accessibility of these assessments, several research gaps

exist in the tests.

Minimal Isolation of Skills

Existing tests usually include speaking and listening into integrated tests, such as

completing dialogues. While this approach may simulate academic settings, it fails to

determine the unique qualifications required for each skill such as listening skills demands

for contextual interpretation and proactive comprehension, whereas speaking requires

coherence, fluency, and

the ability to construct responses spontaneously (Jones et al., 2020). Additionally, it lacks

focus in the professional fields such as healthcare, law, engineering, or hospitality service.

Lack of Real-world Context

Standardized assessments frequently rely on pre recorded audio, automated scoring

systems and scripted prompts. These approaches lack the spontaneous and dynamic

elements of real-world communication, wherein the speaker must adapt to the transitions of

conversations, interpret nonverbal cues, and manage turn-taking. Tests such as the Versant

English Test and Oxford Test of English are particularly limited in their ability to stimulate

these settings.
Addressing the Gaps

The study aims to address the said gaps by developing a language proficiency test that

specifically focuses on listening and speaking skills. Key features of the proposed test include:

• Skill-specific Assessments: Listening and speaking skills will be assessed

independently in order to gain a detailed understanding of the participants strengths

and weaknesses. In listening section will include tests that assess comprehension of

different pronunciations and contextual meaning. On the other hand, the speaking

section will evaluate spontaneous speech communication and interpersonal

adaptability.

• Interactive and Real-world Scenarios: The test will incorporate interactive tasks,

such as live conversations, and group discussions, to simulate real-world

communication. These scenarios will help assess participants’ ability to respond

dynamically and manage turn-taking.

Conclusion

By addressing these gaps, the proposed study seeks to develop a more effective and

comprehensive assessment framework. This research will integrate insights from applied

linguistics and psychology in professional fields.

THEORETICAL FRAMEWORK

Language proficiency, specifically in English, is an important skill that can help an

individual find well-established jobs. Additionally, the English language can assure someone

of promotion in any working environment and is an integral factor in expanding employment

opportunities (Abbas et al., 2021). This means that English language proficiency can help
someone express their thoughts and opinions more fully and interact socially with other people.

Thus, this study will utilize Howard Gardner’s Theory of Multiple Intelligence. The theory

emphasizes that individuals possess different types of intelligence, and they can create an

output and contribute to or be relevant to the society they belong to (Davis et al., 2011).

The Theory of Multiple Intelligence encompasses different types of intelligence,

specifically linguistic and interpersonal intelligence. These two types of intelligence will be

the focus of the study since the researchers would want to test the participant's listening and

speaking skills in the English language. These will assess if the respondents can understand

(linguistics) and utilize the English language to initiate a conversation or interact with their

clients or co-workers (interpersonal).

OBJECTIVES

RESEARCH

QUESTIONS

This study focusing on English language proficiency sought to answer the following:

1. What is the demographic profile of the respondents in terms of:

1.1. Gender

1.1. Type of work industry

2. How can be the Language Proficiency skill be described in terms of:

2.1. Linguistics Intelligence

2.2. Interpersonal Intelligence

communicate effectively in professional setting?

HYPOTHESIS

Null Hypothesis (H₀):

Language Proficiency, focusing on listening and speaking skills, does not

significantly impact an individual’s ability to communicate effectively in a professional

setting.

Alternative Hypothesis (H₁):

Language Proficiency, focusing on listening and speaking skills, significantly

enhances an individual’s ability to communicate effectively in a professional setting.