This paper utilizes DynEd software to evaluate higher education students’ language learning skills. The DynEd Placement Exam results from 2017-2018, 2018-2019, and 2019-2020 were used in this descriptive-correlational study. Students’ English placement is determined by pre-and post-tests. The correlation test confirms that students’ post-test scores increased significantly for three consecutive years. Even though their post-test scores increased, their English language skills are between beginner and elementary levels, indicating that they lack the language skills needed for college. Thus, attending the DynEd program alone cannot improve students’ English language proficiency. Administrators may therefore establish academic policies to help higher education students improve their language learning skills, such as (a) offering a course or program to improve student’s communication skills, (b) extending the JEEP Start course from one semester to two semesters or one year, and (c) implementing an English-Speaking Policy in all subjects, including students and faculty.

Keywords: DynEd Software, Computer-Assisted Language Learning, English Language Skills.

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