DEMOGRAPHIC DETERMINANTS OF ENGLISH LANGUAGE PROFICIENCY AND LEARNING STRATEGIES AMONG B.ED. TRAINEES

Abstract

English proficiency among teacher trainees is key to educational quality in India. This study examined demographic influences and learning strategies among 678 B.Ed. trainees in Theni District, Tamil Nadu. A descriptive survey with stratified random sampling was used across seven private colleges. Data were collected using ELPS and LSI tools standardized for the local context. Results showed 57.8% of trainees had moderate proficiency. Significant differences emerged by gender, locality, subject specialization, and parental education. Higher proficiency was seen among females, urban students, English majors, and those with educated parents. Learning strategies varied across groups. High-proficiency trainees favored metacognitive strategies. The findings support targeted curriculum design for diverse learner needs.