Examining Linguistic Background and Curriculum Alignment as Predictors of TOEIC Performance in Higher Education
DOI:
https://doi.org/10.67167/vertex.536Keywords:
curriculum alignment, English proficiency, linguistic background, multilingual learners, TOEIC performanceAbstract
This study examined the relationship between linguistic background, curriculum alignment, and TOEIC performance among university students in a multilingual higher education setting. Specifically, the study investigated students’ linguistic background factors in terms of language exposure, prior educational experiences, communicative environment, peer interaction, and language use practices, as well as curriculum alignment in terms of teaching methodologies, instructional materials, assessment strategies, syllabus organization, and communicative instruction. The study further determined the level of TOEIC performance and identified the significant relationships and predictive influence of linguistic background and curriculum alignment on students’ English proficiency outcomes. A quantitative correlational research design was employed involving 265 students enrolled in the GEC 5 (Purposive Communication) course at Universidad de Zamboanga during the Academic Year 2025–2026. Data were gathered using a structured questionnaire and analyzed using frequency count, percentage distribution, weighted mean, Pearson Product-Moment Correlation Coefficient, and Analysis of Variance. Findings revealed that students demonstrated high levels of linguistic background factors and curriculum alignment, while most respondents obtained intermediate TOEIC proficiency. Significant relationships were found between linguistic background, curriculum alignment, and TOEIC performance, with curriculum alignment emerging as the strongest predictor of students’ English proficiency outcomes. The findings suggest that communicative instructional practices, authentic language exposure, and curriculum responsiveness significantly contribute to TOEIC readiness among multilingual learners. The study contributes to educational linguistics and language assessment research by highlighting the sociolinguistic and curricular factors influencing English proficiency development in Philippine higher education. The results may support curriculum enhancement initiatives and communicative language instruction within multilingual universities.
Downloads
References
Almusharraf, N. (2023). Modeling the influence of self-reported proficiency, TOEIC scores, and study experience on foreign language anxiety. SAGE Open, 13(2). https://doi.org/10.1177/21582440231179929
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press. https://doi.org/10.1017/CBO9780511845307
Boonmoh, A., & Chanchay, K. (2026). Exploring the impact of repeated TOEIC test-taking on the motivation and performance of fourth-year EIC majors at a Thai university. LEARN Journal: Language Education and Acquisition Research Network, 19(1), 376–406. https://doi.org/10.70730/XZDF1032
Busa, J., & Chung, E. (2024). The effects of teacher-centered and student-centered approaches on TOEIC reading comprehension performance. Education Sciences, 14(2), 181. https://doi.org/10.3390/educsci14020181
Crystal, D. (2011). Internet linguistics: A student guide. Routledge.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Esteves, M., et al. (2022). Blended learning environments and communicative competence development in English language instruction.
Giguere, D., & Hoff, E. (2020). Contributions of maternal input and environmental support to bilingual development in toddlers. Journal of Applied Developmental Psychology, 67, 101101. https://doi.org/10.1016/j.appdev.2019.101101
Holmes, J., & Wilson, N. (2022). An introduction to sociolinguistics (6th ed.). Routledge.
Hong, N. X., & Phan, N. T. T. (2020). Students’ self-efficacy beliefs and TOEIC achievements in a Vietnamese context. International Journal of Instruction, 13(4), 1041–1056.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin Books.
Lertcharoenwanich, P. (2022). The effect of communicative language teaching in test preparation course on TOEIC score of EFL business English students. Journal of Language Teaching and Research, 13(6), 1188–1195. https://doi.org/10.17507/jltr.1306.09
Mijares, G. A., & Bulaybulay, R. L., Jr. (2025). Effectiveness of TOEIC preparation in enhancing students’ English language proficiency. Psychology and Education: A Multidisciplinary Journal, 45(4), 469–479. https://doi.org/10.70838/pemj.450403
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.
Papastefanou, G., Powell, D., & Marinis, T. (2021). Language exposure and reading comprehension in bilingual children. International Journal of Bilingual Education and Bilingualism, 24(9), 1297–1312. https://doi.org/10.1080/13670050.2019.1703893
Park, H., Cha, K., & Kim, S. (2020). English proficiency assessment and employability in higher education contexts. English Teaching, 75(4), 25–47. https://doi.org/10.15858/engtea.75.4.202012.25
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rosenfeld, M., Leung, S., & Oltman, P. (2004). The TOEIC: Establishing the link between TOEIC scores and job performance. Educational Testing Service.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The International Review of Multidisciplinary Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
