Navigating Grammatical Errors Among Filipino Tertiary Students: Implication for Linguistic Competence

Authors

April Nachel C. Cuyos University of the Visayas, Cebu City, Philippines Buanoy National High School, Buanoy, Balamban, Cebu, Philippines Author https://orcid.org/0009-0006-1437-7142
Edres E. Madidis University of the Visayas, Cebu City, Philippines City Central National High School, Cebu, City, Philippines Author https://orcid.org/0009-0000-4704-800X
Desiree S. Dela Peña University of the Visayas, Cebu City, Philippines Biliran Province State University, Naval, Biliran, Philippines Author https://orcid.org/0000-0003-4149-5225
Maria Chande D. Bula University of the Visayas, Cebu City, Philippines Eastern Samar State University, Borongan City, Eastern Visayas, Philippines Author https://orcid.org/0009-0004-0758-8596
Ma. Nanette C. Nibalvos University of the Visayas, Cebu City, Philippines Eastern Samar State University, Borongan City, Eastern Visayas, Philippines Author https://orcid.org/0009-0004-8804-782X
Eduardo F. Omaña University of the Visayas, Cebu City, Philippines Department of Education – Regional Office 7, Sudlon, Lahug, Cebu City, Philippines Author https://orcid.org/0009-0009-2139-4575

Keywords:

Common Grammatical Error, Descriptive-quantitative Approach, Error Analysis Theory, Interlanguage Theory

Abstract

This study investigates common grammatical errors impacting the English proficiency of Filipino tertiary students enrolled in an education program with a major in English. Employing a descriptive-quantitative approach and non-experimental design, it analyzes the frequency of errors and uses correlational analysis to examine relationships between grammar test scores and overall English proficiency. Results indicate an average competency level of 3.38, suggesting intermediate proficiency overall, with fourth-year students achieving a mean score of 4.37, nearing native proficiency. Common errors include word order, phrasing, redundancy, verb tense, subject-verb agreement, and article usage. A moderate negative correlation (-0.5318) between grammar proficiency and overall language competence suggests that higher grammar scores may not equate to superior language ability. Grammar proficiency explains 28.28% of the variance in language competence (p = 0.00249), emphasizing its significance. The study underscores the need for an enhanced curriculum focusing on targeted grammar instruction, a balanced Language Skills Approach, progressive course materials, formative assessments, and personalized feedback to address these challenges.

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Published

2024-08-08

Issue

Vol. 1 No. 8 (2024): International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)

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Articles

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How to Cite

Cuyos, A. N. ., Madidis, E., Dela Peña, D., Bula, M. C., Nibalvos, M. N., & Omaña, E. (2024). Navigating Grammatical Errors Among Filipino Tertiary Students: Implication for Linguistic Competence. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(8), 62-81. https://risejournals.org/index.php/imjrise/article/view/618

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