INVESTIGATING THE ENGLISH GRAMMATICAL COMPETENCE OF FIRST-YEAR STUDENTS: UNIVERSITY CONTEXT

Abstract

This descriptive-comparative research delved into the grammatical competence of tertiary students, specifically those in their first year at a state university in North Cotabato, Philippines. This study assessed the grammatical proficiency of 161 respondents using a standardized questionnaire. It also measured significant differences between the respondents' socio-demographic characteristics and grammatical competence. Results revealed that the overall grammatical competence of the students was found to be low. Specifically, their proficiency in lexical categories and the construction of sentences, clauses, and phrases was subpar. Notably, their competence in subject and verb agreement was only average, signaling an area of concern. Regarding significant differences, only the sex and the types of previous senior high schools attended by respondents exhibited noteworthy distinctions in grammatical competence. The findings underscore the necessity for targeted pedagogical interventions and offer fresh insights into the prevailing state of grammatical competence among first-year university students. Overall, these findings accentuate the necessity for language teachers to revisit and consider comprehensive language teaching that integrates form-focused grammar instruction with communicative language use, addressing systemic deficiencies in curriculum guide and syllabus and language teaching and learning opportunities to improve students' grammatical competence and overall proficiency in English.