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The Official Research Journal of the
Bachelor of Secondary Education
Major in English
Institute of Teacher Education
Mabalacat City College
HULMA Volume 4 No. 4 2023
Published by:
LEAGUE OF THE LINGUISTIC LITERATI
Bachelor of Secondary Education
Major in English
Institute of Teacher Education
Mabalacat City College
Rizal St. Dolores, Mabalacat City, Pampanga 2010
Printed by:
Citizen’s Printing Press
Dau, Mabalacat City, Pampanga 2010
Copyright ©
Mabalacat City College
Institute of Teacher Education
League of the Linguistic Literati
Bachelor of Secondary Education
Major in English
HULMA Volume 4 No. 4 2023
Published annually

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EDITORIAL BOARD
Executive Editor
Arvina D. Sarmiento, LPT, Ed.D.
Working Committee
Rancel G. Broñola
Advisory Committee
Arvina D. Sarmiento, LPT, Ed.D.
Michael A. Mesa, LPT, Ph.D.
Karlo S. Toletino, LPT, MAEd
Irene Christy M. Bacolod, LPT
Edward Q. Inong, LPT, MAELLT
Arcelyn M. Adriano, LPT
External Research Experts
Jayson G. Pineda, LPT, MAEd
Cornelio M. Sumagaysay, LPT
Mae Ann Argete, LPT
Ruby B. Sicat, LPT
Marvin M. Viado, MAELLT
Jaira Mae O. Hipolito, LPT
Ricardo C. Poral III, LPT, MAEd
John Raphael Marquez, LPT
Nicole Ann P. Tiongco, LPT
Robert Chattlyn P. Tuazon, LPT
Melvin G. Basco, MAEd

III
EDITOR’S NOTE
This research journal is a compilation of
research of the students in the Institute of
Teacher Education. Articles published in
this journal once every year are the sole
responsibility of the authors and not the
Institute/College.

IV
FOREWORD
Dr. Arvina D. Sarmiento, LPT
Dean, Institute of Teacher Education
With great pleasure, I present the Institute of Teacher
Education Research Journal's third volume—LLL. The journal's
annual issue is dedicated solely to teacher education, the need for
evidence-based methods is elevating the relevance of teacher
education institutions' roles as leaders in mainstream research and
suppliers of research education.
I would especially want to thank the editorial board for their
assistance and knowledge in producing this publication. I would also
like to express my gratitude to two anonymous peer reviewers and
Dr. Michelle Aguilar-Ong, the college president of Mabalacat City
College, for their thoughtful comments and recommendations.
While I hope that this collection will particularly appeal to
new readers, I am confident that the volume, with its relevance and
diversity of contributions from student researchers whose future is
central to all of us, will raise interest among our regular readership
of scholars and researchers elsewhere.

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TABLE OF CONTENTS
Title Page........................................................................................I
Editorial Board.............................................................................II
Editor’s Note................................................................................III
Foreword......................................................................................IV
Table of Contents………………………………………………..V
Research No. 1:
Assessing the Competency Level
of BSEd-English Students in the
Use of Prepositions of Place (In,
On, At)
Pg. 1 - 29
Research No. 2:
The Challenges of Junior High
School Teachers in Teaching
Grammar
Pg. 30 - 56
Research No. 3:
Factors Affecting Grammar
Learning of 2nd Year College
Students in Mabalacat City
College
Pg. 57 - 78
Research No. 4:
On Speaking English as a Second
Language: Third-year English
Major Students’ Oral
Participation Challenges and
Strategies
Pg. 79 - 104
Research No. 5:
The Perception of Junior High
School Students on the Influence
of Social Networking Sites to
their Writing Skills
Pg. 105 - 129
Research No. 6:
The Use of Paraphrasing Tools
among English Major Students in
MCC: A Preliminary Survey
Pg. 130 - 148
Research No. 7:
Grammatical Proficiency in
English of First-Year BSEd-
English Students
Pg. 149 - 173
Research No. 8:
Perceptions of First Year BSEd
English Students of Mabalacat
City College on Oral Corrective
Feedback
Pg. 174 - 197

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Assessing the Competency
Level of BSEd-English
Students in the Use of
Prepositions of Place
(In, On, At)
Authors:
Babadilla, Mary Jane D.
Cauguiran, Aaron C.
Gomez, Caila C.
Moreno, Arsy E.
Supan, Clarisse P.
Co-Author:
Jonnabelle N. De Leon, LPT

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ABSTRACT
This study aspires to assess the competency level of BSEd-English
students in the use of prepositions of place in, on, and at. Using a Quantitative
Correlational research design, the researchers collected data from 60 BSED-English
respondents through a test questionnaire and a Likert scale. The results
demonstrated that 34 of the selected female respondents representing 57% of the
total sample, acquired scores under the intermediate level of competency. In
contrast, the remaining three respondents of the same gender, who conquered 5%
of the respondents’ population, achieved scores enlisted in the advanced level.
Conversely, nine male respondents, symbolizing 15% of the total population of
respondents, garnered points belonging to the intermediate level. In comparison,
the last four respondents in the similar gender, standing for 7% of the actual
sample, obtained points landing in the advanced level. On the other hand, the
LGBTQIA+ respondents registered seven individuals at the intermediate level,
comprising 12% of the sample. Three respondents from the mentioned gender,
bagging 5% of the total number of respondents, were listed in the advanced level of
competency.
In addition, the study revealed that respondents exposed to English as a
medium of instruction and those who frequently used the mentioned language in
daily activities exhibited higher competency levels. As stated by the results, the
study recommends that teachers integrate activities that promote the correct use of
prepositions of place in their instruction and that students engage in more English-
language activities to enhance their language competency. Furthermore, learning
about the various types of place prepositions and their specific applications may
improve students' knowledge and ability to select the appropriate preposition of
place in everyday language use.
Keywords: competency level, prepositions of place, quantitative correlational, first-
year English majors
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
Grammar explains the formation and structure of words in sentences. It
pertains to the guidelines and principles that dictate verbal and written language
usage. According to Britannica Encyclopedia, “Grammar is the systematic definition
of the features of a language’’ and “These features are the phonology (sound),
morphology (system of word formation), syntax (patterns of word arrangement), and
semantics (meaning).’’ On that note, Becoming a Writer Today published an article
titled "Why Is Grammar Important?', which denotes that good grammar means
writing or speaking utilizing clear words and following the basic rules of sentence
construction, punctuation, and spelling. Through this, people will be able to
communicate efficaciously.
As an emphasis, proper grammar is crucial as it is the primary component
of both spoken and written communication, which allows our messages to be easily
understood. To illustrate, a communication partner may misinterpret a message
containing incorrect grammar, making words futile and obscure. Hence, adhering
to grammar rules improves communication, allowing reading and listening easier
for others to grasp.
One of the valuable facets of English grammar is prepositions. Its
definition and function in language have remained consistent and constant over

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time. As stated by Mus (2012), although often appearing brief and insignificant,
prepositions play an integral role in English. One of its notable roles in
demonstrating the relationship between two words in a sentence, claimed by Castro,
M.C.S.A (2013). Prepositions are small words that indicate the affinity between a
noun or pronoun and other terms in a sentence. They often signify location,
direction, time, or other relationships. Linguistic researchers and scholars have
acknowledged the importance of prepositions in shaping the meaning and structure
of sentences.
Similar to the other facets of English grammar, multiple people, especially
students, often face hardships in achieving mastery levels in using prepositions,
specifically, the prepositions of place.
Place prepositions can be difficult to learn because they often have
multiple meanings and uses. Learners face rigors in using prepositions of place (in,
on, at) in sentences and therefore land in trouble. Besides that, the mentioned
prepositions have numerous purports and usages that contribute to the difficulty
of the learning process. According to the study of Tulabut et al. (2018) in “Common
Errors in Prepositions Committed by Grade 9 Students: Implications for Teaching,”
“Prepositions are one of the most underestimated grammar points.” Prepositions are
few, yet they act an exclusive role in the structure of sentences.
In conclusion, prepositions are vital in learning English because they
indicate the correlation between words and sentences. As they form grammatically
correct sentences, these prepositions are necessary for sentences to decipher their
intended meanings. Understanding the proper usage of prepositions can
substantially enhance learners' ability to express themselves in English, both in
spoken and written form. Therefore, English language learners must gain an
excellent mastery level in using prepositions to hone their grammar proficiency.
REVIEW OF RELATED LITERATURE
Foreign Studies
The term "error" can be subject to various interpretations. However, as per
Corder's definition, it pertains to inadequacy in one's performance. In addition,
errors can arise due to utilizing grammatical components that are inaccurate,
debatable, or unconventional (Nordquist, 2018).
Abdalla (2018) asserted that preposition misuse is common among
second-language learners, particularly concerning time, place, and the relationship
between two units within the context of transference.
In 2017, Suzanne conducted a study titled "An Analysis of Preposition
Errors: The Case of In, On, At." The survey of the mentioned prepositions has
revealed that a substantial number of errors were detected in the usage of 'in' and
'at,' while the incorrect use of 'on' was less frequent. To enhance the organization of
the study, the researcher categorized the errors into two distinct groups. The first
group pertained to misinformation errors, which involved the replacement of
prepositions such as 'in' with 'at,' 'in' with 'on,' 'in' with 'from,' 'at' with 'to,' and 'at'
with 'in.' The second group pertained to addition errors, which involved improperly
including prepositions such as 'in' and 'at.' The study revealed that their first
language negatively affected the prepositions used by research participants.
The research study accomplished by Suzanne encompassed an inspection
of the three most commonly used prepositions, namely 'in,' 'on,' and 'at.' As exposed
by the results, the participants made a greater number of errors when using the
prepositions 'in' and 'at' compared to their errors when using the preposition 'on.'

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The errors were categorized into two groups: misinformation errors, which involved
the incorrect replacement of prepositions, and other errors, including improper use
of prepositions.
Comparatively, Musdalifah (2017) accomplished a research study entitled
"An Error Analysis of English Prepositions of Place in Writing Made by the Students
at Eleventh Grade of SMA Negri 2 Pinrang." The study indicated that the place
prepositions were the most challenging for the students, as evidenced by the errors
perpetrated by the respondents in their writing. The conclusion drawn by the
researcher suggests that the utilization of error analysis could prove beneficial in
facilitating the teaching and learning process by evaluating the errors generated by
learners.
According to Musdalifah's (2017) research findings, the written outputs of
the respondents demonstrated a notable presence of place prepositions errors,
which were identified as the most arduous macro skill. The researcher verified the
efficacy of the error analysis approach in gauging the participants' errors.
In addition, a research article by Sumaira Ahktar in 2017 investigated the
errors in prepositions produced by participants hailing from rural and urban
regions in their written work. The researcher employed two distinct instruments to
scrutinize the data: the fifth-word deletion exercise and written composition.
According to the study's results, the students demonstrated a higher frequency of
prepositional errors during the fifth-word deletion task and exhibited the
employment of prepositions that were deemed unsuitable in their written
productions.
This study aimed to enhance inclusivity by recruiting participants from
both urban and rural regions. Through the utilization of the fifth-word deletion
technique and written composition, the researcher was able to identify the
prepositional errors that the students produced. Furthermore, this study resembles
Musdalifah's research paper, which integrated macro writing proficiency.
In 2021, Nghi et al. conducted a study to examine the determinants that
impact the preposition proficiency of Vietnamese learners. Subsequently, it was
disclosed that the transfer of language proficiency between two languages adversely
affected the respondents' ability to utilize diverse prepositions in distinct contextual
frameworks. In addition to the mentioned factors, the participants' gender, cognitive
embodiment, level of knowledge, and proficiency in writing and speaking were
influential in determining their overall performance.
The study by Nghi et al. in 2021 revealed that interlingual transfer
adversely affected Vietnamese learners' use of prepositions. The research objective
was to analyze the plausible factors contributing to the prepositional proficiency of
the participants. The paper’s findings have demonstrated that, in contrast to the
outcomes reported in the literature mentioned above, the aptitude for speaking and
writing, as well as gender, had a significant influence on the participants'
performance.
According to Nasser's (2019) perspective, non-native learners, particularly
Iraqi EFL learners, encounter significant difficulties learning English. It is
noteworthy that prepositions constitute the fundamental aspect of one of these
marks of interference.
Local Studies
Tulabut et al. (2018) accomplished an in-depth examination of the
common errors associated with preposition usage. The study implied that the

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learners were often perplexed by the intricate aspects of the functions performed by
prepositions. The researchers utilized an objective assessment instrument to
evaluate the competence of 44 ninth-grade pupils in appropriately applying
prepositions. The central tendency method was employed to calculate the mean.
The study's results revealed that 15.79% (6 out of 44 students) identified the impact
of their native language as a contributing factor to their challenges in effectively
employing English prepositions.
The study's findings indicate that the students demonstrate a greater
frequency of errors and encounter significant challenges when using directional
prepositions. Furthermore, it has been verified that the students frequently utilize
inappropriate prepositions that do not align with the given context. The research
also exhibited that the students are confounded by the multifarious roles that
prepositions fulfill. Consistent with these findings, it is advisable for English
instructors to reassess the distinctions among diverse preposition rules with
students and apply effective pedagogical methodologies while teaching them.
As Paz (2020) explained, the prepositions 'at,' 'in,' and 'on' denoting time
and location are analogous to the preposition 'sa' in the Filipino language. This
similarity has resulted in challenges for students and educators in comprehending
and instructing these prepositions. The present study is consistent with the results
reported by Martin (2016), indicating that prepositions pose a significant challenge
in the instruction of English as a Second Language (ESL). Notwithstanding these
obstacles, it is imperative to acknowledge and commend Filipino students'
exceptional English language proficiency. The proficiency of individuals in utilizing
time and location prepositions in their respective contexts, along with their creative
application of English, surpassing conventional linguistic standards, exemplifies
the distinctiveness of the Asiatic language.
The current research examined the usage of the prepositions 'at,' 'in,' and
'on' by Filipino students, examining a corpus consisting of written English essays.
The analysis findings revealed a deficiency in the employment of time and location
prepositions among Filipino students, particularly regarding diversity, cultural
specificity, and individualism. The study’s outcomes can be utilized as a foundation
for teaching time and location prepositions, specifically 'at,' 'in,' and 'on,' to improve
the proficiency of Filipino students in utilizing these lexical items in written
discourse.
Guillermo (2022) conducted a Corpus-Based Study investigating the
employment of prepositions denoting spatial relationships in the writings
accomplished by selected Filipino bloggers. The study's findings revealed that using
"in" and "at" as prepositions of place posed a challenge for Filipino writers. The
dataset consisted of 40 blog entries authored by Filipino bloggers and published on
various online platforms. The study utilized the Error Analysis Procedure described
by Ellis (1985). The study’s outcomes exposed that the most common errors
committed by the participants were connected to the usage of the prepositions "in"
and "at." Based on the outcomes of the coding analysis, it was observed that the
bloggers preferred "it" instead of "at." An exhaustive analysis of the aggregate
number of errors generated in the 40 blog samples revealed a dearth of proficiency
in using prepositions. Despite their seemingly trivial nature, these errors can have
a notable effect on the lucidity of the message communicated to the recipients.
The conclusions of this study concur with the earlier research
accomplished by Paz (2020), which revealed that Filipino students and teachers
encounter difficulties with prepositions such as at, in, and on. Consistent with
Guillermo's (2022) findings, Paz's investigation demonstrated that bloggers

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employed "in" instead of "at," suggesting a deficiency in their mastery of prepositions
in written communication.
Cardona's (2019) research emphasizes the importance of English
prepositions in writing and underscores educators' need to prioritize teaching
prepositions, especially time, direction, and place. In addition, the research
promotes student involvement during knowledge acquisition through increased
dedication to practice, aiming to achieve mastery of prepositional rules. In order to
achieve maximum efficacy, educators ought to formulate pedagogical approaches
that encompass lucid explications of prepositional regulations, purposeful in-class
exercises, and compositional assignments that necessitate the utilization of
prepositions.
Cardona's (2019) findings suggest that educators should prioritize
teaching prepositions of place, time, and direction. The study concluded that
students commonly render errors when answering questions about various
prepositions, particularly in using the words 'in' and 'on.' Examining inaccuracies
students commit in a cloze evaluation exposes a restricted comprehension of the
functions of prepositions within their knowledge.
The study of prepositions has been examined through various
perspectives. However, further research is imperative regarding the usage of place
prepositions among English second-language learners, particularly those enrolled
at Mabalacat City College. The present research undertaking is expected to yield
significant findings for subsequent investigations, establish a framework for
mitigating ambiguity and promoting proficiency in place prepositions among
learners, and guide the formulation of inventive teaching approaches by instructors
at Mabalacat City College.
Synthesis
The studies mentioned above have utilized diverse evaluation techniques
to assess the competence of prepositions among their participants. Conversely, the
present study aims to ascertain the competence level of the determined
respondents. In order to accomplish this objective, the researchers will employ
various tools, including a multiple-choice test questionnaire and a Likert scale, to
gather the viewpoints of the student respondents concerning the utilization of
prepositions of place (in, on, at). In contrast, the studies undertaken by Sumaira
Ahktar and Nghi et al. in 2017 and 2021 centered on the appraisal of the writing
macro-skill via writing evaluations. On the contrary, the present study strives to
assess both the reading and writing macro-skills. Nghi et al. (2021) demonstrated
that gender influenced participants' performance. This finding underscores the
importance of disclosing the gender of the respondents prior to administering the
questionnaires, as it may have implications for the research outcomes of the
ongoing study.
On the flip side, the present Review of Related Literature section
incorporates local studies centered on diverse prepositions of time, location, and
direction. The sole publication by Cardona in 2019 aligns with the primary objective
of this research, which emphasizes the significance of prepositions of place.
Meanwhile, Paz's research demonstrated the adverse effects of inter-lingual transfer
on students' usage of various prepositions. The prepositions 'in,' 'on,' and 'at' have
a corresponding translation in the Filipino language, namely 'sa.' This may explain
the reason learners often engage in errors in using prepositions when constructing
sentences in English, as they are prone to rely on their prior knowledge of using
prepositions in Filipino before transferring their thoughts onto paper in English.
Furthermore, the study undertaken by Guillermo in 2022 utilized bloggers as the
primary participants for the research. However, the researchers in this study

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selected student respondents who would undergo assessments to determine their
competence in utilizing prepositions of place, namely in, on, and at.
This study deviates from prior studies above in its aim to assess the
competency of bilingual respondents in utilizing prepositions of place rather than
quantifying their comprehension of prepositions. This study emphasizes
prepositions of place, specifically those denoted by "in," "on," and "at," in contrast
to prior research, which examined a range of prepositional types.
CONCEPTUAL FRAMEWORK
The researchers utilized the IPO model as the conceptual framework for
this study. The initial stage involved gathering data on the respondents' attributes,
as specified in the problem statement. The study's procedural phase involved the
utilization of self-administered questionnaires, which the researchers designed to
assess the preposition competency of first-year Bachelor of Science in Education
(BSED) majoring in English students at Mabalacat City College. Conversely, the
envisaged result was the creation of additional pedagogical resources to augment
the prepositional competency of freshman BSEd-English learners.
Figure 1. Paradigm of the Study
STATEMENT OF THE PROBLEM
This study aspired to assess the competency level in the use of place
prepositions (in, on, and at) among the first-year students enrolled in the Bachelor
of Secondary Education in English program at Mabalacat City College. The
particular research objectives were to address the following queries:
1. What is the respondents’ demographic composition with regards to:
1.1. age,
1.2. section, and
1.3. gender?
2. What is the competency level of the respondents in the use of prepositions of
place (in, on, at) in terms of:
2.1. novice level,
2.2. intermediate level, and
2.3. advanced level?
3. What is/are the challenge/s confronted by the respondents in utilizing particular
prepositions of place (in, on, at)?

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4. Is there a significant relationship between:
4.1. demographic profile and level of competency,
4.2. demographic profile and challenges, and
4.3. challenges and level of competency?
Hypothesis: There is a substantial correlation exists between the respondents’
profiles, the challenges they face in the use of prepositions of place (in, on, at), and
their level of competency.
5. What possible learning/supplementary materials can be exploited to address the
problem of first-year BSED-English students at Mabalacat City College in
prepositions of place (in, on, at)?
SIGNIFICANCE OF THE STUDY
The study will be advantageous to the following:
School Administrators. This study will establish a basis for enhancing
the current curriculum and maximizing the educational encounter of learners in
the 21st century. This research provides insight into devising enhanced educational
resources or instructional strategies to enhance students' proficiency in
prepositions. Moreover, educational institutions can require instructors to
incorporate effective techniques when instructing students on the proper usage of
prepositions;
Teachers. This study aims to furnish significant perspectives that can
facilitate the development and execution of efficacious pedagogical approaches that
target the improvement of the learners' grammatical proficiency. As a result, this
will enhance the quality of educational instruction and activities, thereby increasing
the proficiency of educators in their pedagogical pursuits;
Students. This study seeks to assist in determining the respondents' level
of competency in using prepositions of place (in, on, at) and to improve their
preposition skills;
Researchers. This research aims to provide a more extensive
understanding of the utilization of prepositions of place (in, on, at) in English and
to differentiate them from prepositions in other languages. This will aid in the
instruction and acquisition of English as a second language.
Community. This study dramatically impacts society by providing access
to improve the language skills of BSEd-English students and to improve effective
teaching. It also facilitates strategies, curriculum design, and language education
policies that can better prepare students for the global workforce and develop
effective communication;
Future Researchers. This study will serve as one of their references in
their quest for supplementary information and ideas that will help them in their
future studies.
SCOPE AND LIMITATION
This paper examined the prepositions of place competency of Mabalacat
City College’s (MCC) first-year BSEd English students enrolled in the current
academic year, 2022-2023.

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However, the researchers arrived at a decision to restrict the amount of
place-preposition included in the study.
Pertinently, only the in, on, and at of the mentioned facet of English
grammar was assessed in the study.
DEFINITION OF TERMS
The following are the conceptual and operational definitions of terms used
to ensure that the readers decipher the content of the research.
Challenges
(Conceptual) It means “to arouse or stimulate, especially by presenting with
difficulties.” (Merriam-Webster, n.d.).
(Operational) The researchers define it as the difficulties the respondents face
when encountering prepositions of place (in, on, at). Their challenges also
determine the strengths of the respondents.
Competency Level
(Conceptual) It is an individual's skill to successfully execute a task, employing
the required skills and characteristics. (Indeed, Editorial Team, 2023)
(Operational) The researchers define it as students' knowledge level in using
prepositions of place (in, on, and at) in a sentence. They are categorized as
novice, intermediate, and advanced.
Errors
(Conceptual) According to Codor in the study of Karim et al., (2018), “errors are
systematic, consistent and deviant characteristics of learners’ linguistic system
at a certain phase of development.”
(Operational) The present study mentioned the inaccuracy of learners’ usage of
the preposition of place through assessments.
Error Analysis
(Conceptual) Karim et al., (2018) state that error analysis embodies a
methodical process of recognizing, classifying, and decoding the erroneous
linguistic structures a non-native language speaker accumulates.
(Operational) In this study, the researchers will look through the learners’ usage
of prepositions of place, including the mistakes they commit, through
assessments to know the strengths and challenges that learners face when
using prepositions of place in sentences.
Grammar
(Conceptual) According to (What Is Grammar? | Grammar | English Club, n.d.),
“It is the structure and system of a language, or languages in general, usually
considered to consist of syntax and morphology.”
(Operation) This study only talks about the prepositions of place (in, on, and at).
Grammar Proficiency
(Conceptual) It is the skill to identify and construct a language's distinct
grammatical structures and apply them in communication. (Related Literature
in Grammar Essay, n.d)
(Operational) The present study discusses the students' ability to effectively use
prepositions of place (in, on, and at) in a sentence.
Inter-Lingual Transfer
(Conceptual) According to (Nghi et al., 2020), it transfers some of the cognition
from a native language, culture, and human experience to the second language.

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(Operational) This study will consider the effect of the mother tongue of the
respondents, in this case, the Filipino Language, in learning their target
language.
Prepositions
(Conceptual) A term that establishes a syntactic connection between a pronoun,
a noun, and other constituents in a sentence denotes diverse semantic
relations, including spatial orientation, temporal reference, and affective or
cognitive modality. (Guillermo, 2022)
(Operational) The study centers on using prepositions of place, particularly in,
on, and at, of students in a sentence. It is also the determiner of the strengths
and difficulties of the learners when a position or place of something or
someone is involved.
Supplementary Learning Materials
(Conceptual) “It includes books, newspapers, informational pamphlets, and
other materials printed in other tongue and instructional languages reflecting
local customs and concerns” (Learning and Teaching Materials | UNESCO IIEP
Learning Portal, n.d.)
(Operational) The researchers will provide digital reading materials and
activities about prepositions to help the respondents practice more.
Writing
(Conceptual) “Writing builds learners to activate their thinking and craft their
communication effectively” (Dhanya & Alamelu, 2019)
(Operational) It is the ability of the learners to use and write prepositions of (in,
on, and at) in a sentence appropriately and accurately.
CHAPTER 2
METHODOLOGY
This chapter thoroughly explains the methodology the researchers
employed in the investigation. It included a detailed account of the research design,
research locale, research respondents, research sample, research instrument, data
collection procedures, and ethical considerations implemented during the study.
The chapter presented a concise summary of the procedures utilized by the authors
of this paper to conduct the study and their approach to analyzing the data.
RESEARCH DESIGN
This study adopted a quantitative correlational research design, collecting
numerical data through various methods such as surveys, experiments, or
observational studies and using statistical techniques to analyze and interpret the
data.
According to McBurney & White (2009), a descriptive-correlational study
characterizes and comprehends the features of a specific population or
phenomenon. The study "Assessing the Competency Level of BSED-English
Students in the Use of Prepositions of Place (In, On, At)" is well-suited to this
research design as it aims to describe the students' competency level and establish
correlations with variables such as age, section, and gender.
Creswell (2018) explicates, "Research design is a specific method involved
in the research process: data collection, data analysis, and report writing." The
choice of research design influences the data collection type and, in turn, shapes
the study outcomes. Creswell et al. (2018) noted that the research design
determines the study's variables, hypotheses, experimental procedures,
methodology, and statistical analysis.

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The present study adopted a quantitative correlational research design, as
McCombes (2019) outlined. This design is commonly used in diverse disciplines to
understand and describe complex phenomena. It aims to provide a comprehensive
and precise description of a specific population or event, which can help researchers
acquire a thorough grasp of the subject matter. The study can achieve its objectives
and provide valuable insights into the subject phenomenon by obtaining numerical
data and using various statistical techniques to analyze and interpret it.
RESEARCH LOCALE
The study involved the synchronous administration of data-
gathering procedures at the Mabalacat City College-Dapdap branch, as well as
remote administration via the utilization of Google Forms. The primary objective of
this data collection was to elicit responses from first-year Bachelor of Secondary
Education Major in English students from Mabalacat City College, intending to
assess their competency in prepositions of place. The Mabalacat City College-
Dapdap campus is situated in Barangay Dapdap, Mabalacat City, Pampanga, in
close proximity to the Fiesta Communities Dapdap, along Mawaque Road. The
mentioned branch is located roughly 8.4 kilometers from the central campus in
Barangay Dolores. It can be reached by traversing the Mabalacat-Magalang Road
until reaching Barangay Dapdap.
RESPONDENTS
The study’s respondents were students in their initial year of study and
enrolled in the Bachelor of Secondary Education Major in English program at
Mabalacat City College throughout the Academic Year 2022-2023. The study
sample spanned three distinct sections, 1A, 1B, and 1C, with 94 respondents.
Specifically, 1A had 29 students, 1B had 34 students, and 1C had 31 students. The
sample size was determined through Stratified Random Sampling, explicitly
employing the formula: Stratified Sampling = Total Sample Size / (Entire
Population) (Population of Subgroups).
Section
Population
Sample Size
BSEd-English 1A
29
20
BSEd-English 1B
34
20
BSEd-English 1C
31
20
Total
94
60
Table 1. Respondents of the Study
SAMPLE
This study employed a stratified sampling technique to obtain a
representative sample of 60 first-year students pursuing a Bachelor of Secondary
Education Major in English from a population of 94 at Mabalacat City College
during the Academic Year 2022-2023. The study stratified the population into three
distinct sections according to their academic performance, and a sample was
selected from each section in proportion to its size. A more precise and reliable
depiction of the population's characteristics was established by obtaining a
representative sample that accurately reflects the demographic characteristics of
the entire population.
RESEARCH INSTRUMENT
The researchers devised test and survey questionnaires to assess first-year
English students' competency in using prepositions of place (in, on, and at). The

Page | 12
test questionnaire consisted of 30 multiple-choice questions divided into three
difficulty levels: easy (10 questions), intermediate (10 questions), and advanced (10
questions). The Likert scale survey questionnaire contained 20 indicators grouped
into two categories: cognitive factors (ten items) and affective factors (ten items), and
supplied four response selections, including "strongly agree," "agree," "disagree,"
and "strongly disagree," allowing the researchers to determine the respondents'
strengths and weaknesses in using prepositions of place. Moreover, the
instrumentation gathered demographic information about respondents.
DATA COLLECTION
The study involved the administration of assessment questionnaires to
first-year BSEd-English students at Mabalacat City College to assess their
competency in prepositions of place (in, on, and at). The researchers authored a
formal letter of consent directed towards the Dean of the Institute of Teacher
Education, outlining their intention to elicit responses from first-year English
majors within the context of their research. The correspondence expounded upon
the study's particulars and the researchers' research aims.
A sample subset comprising 60 respondents was acquired employing a
stratified random sampling technique from three distinct sections of first-year BSEd
English students. In addition to administering a test questionnaire and survey form,
respondents were provided with a letter of introduction and a consent form to
ensure informed consent and provide pertinent details about the study. The
researchers supplied the respondents with clear instructions to read the
information presented thoroughly and allocate sufficient time to respond
thoughtfully to the questions included in the research instrument. The letter
emphasized confidentiality and security measures to protect the respondents'
information. Furthermore, they were assured that their involvement in the study
would not result in coercion or adverse consequences. The data collection process
involved conducting in-person assessments with individuals who could attend the
data collection session and administering Google Forms to those who could not
participate. Before data collection, the researchers provided the respondents access
to the Google Forms questionnaire and were allowed to complete it at their
convenience within the designated time frame.
DATA ANALYSIS
In this study, the researchers utilized Descriptive Statistics to categorize,
tally, record, and scrutinize the respondents' scores through a set of distinct
variables, whereby the data were reported as frequency and percentage. This
approach was undertaken subsequent to a thorough review of the forms. Kaur
(2018) posits that Descriptive Statistics presents data in a structured manner by
elucidating the interdependence between variables in a given sample. The present
study studied the correlation between the respondents' profile, their level of
competence, and the difficulties they encounter in using prepositions of place,
namely in, on, and at. The chi-squared test was employed to scrutinize the data,
revealing a statistically significant relationship with a probability value of less than
0.05. Furthermore, the arithmetic mean and standard deviation of the responses
and statements within each category were computed to analyze the challenges faced
by the respondents.
According to Hufnagel et al. (2020), the concept of mean refers to the
central tendency of a given data set, while standard deviation pertains to the degree
of variability in values associated with a quantitative variable. The mean is widely
used in statistical analysis to furnish a pertinent interpretation and summary of
data. It represents the arithmetic average of a set of values and is a valuable tool
for researchers seeking to understand the distribution of a given variable. The

Page | 13
formula used for calculating the population mean is represented as X = (Σ xi) / n,
where x denotes the mean, ∑xi represents the summation of all the data points, and
n signifies the aggregate count of values present in the sample. In this study, the
mean was utilized to measure the central tendency to determine the item number
in the survey where the respondents' answers converged, thereby facilitating the
analysis of specific data or descriptions. On the contrary, the standard deviation is
utilized in academic research to identify anomalous observations that may
negatively affect the outcomes of the data scrutiny.
The formula for the analysis is:
where s embodies the sample standard dispersion,
Σ denotes the sum of the sample mean's squared
deviations, X represents the data value, x denotes
the sample mean value, and n denotes the sample size. The utilization of standard
deviation is a common practice in analyzing the frequency distribution of data. Its
purpose is to identify the item number that exhibits the respondents' most
dispersed or concentrated response. This study aspired to identify the factors that
impact the acquisition of prepositions of place among students, specifically in, on,
and at. The researchers conducted a thorough analysis to examine these factors.
ETHICAL CONSIDERATION
The researchers endeavored to implement essential steps to maintain the
validity and stability of the study. Protecting the respondents' privacy was ensured
by guaranteeing anonymity and confidentiality. However, certain viewpoints
gathered from the respondents were revealed during particular stages of the
research. Prior to divulging the previously mentioned data, respondents were
provided with a consent form during the survey sessions to obtain their consent.
The research was carried out in adherence to ethical principles and with no
instances of academic dishonesty.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter presents the data gathered, the statistical treatment, and the
elucidation of the data.
A. Profile of the Respondents
The ongoing research undertaking identified the age, gender, and section
of the 60 respondents from the first-year BSEd-English.
Table 2. Age of the Respondents
This table shows the distinct respondents’ age from three sections under
the first-year BSED-English program.
Age
Frequency
Percent
17
1
1.7
18
21
35.0
19
24
40.0
20
11
18.3
21
1
1.7
22
1
1.7
32
1
1.7
Total
60
100.0

Page | 14
Table 2 demonstrates the respondents’ age dispersion. Out of the total
sample size of 60, the majority of respondents, constituting 40%, were 19 years old,
while 35% were 18 years old. Among the respondents, two individuals, representing
a proportion of 1.7%, reported their ages as 17 and 32 years old, respectively.
Table 3. Gender of the Respondents
The table below features the gender of the first-year BSED-English
student-respondents.
Gender
Frequency
Percent
Female
37
61.7
Male
13
21.7
LGBTQIA+
10
16.7
Total
60
100.0
Table 3 displays the gender dispersion of the respondents. Of the 60
respondents, 61.7% were identified as female, 21.7% were classified as male, and
16.7% were determined as LGBTQIA+ members.
Table 4. Section of the Respondents
This table poses an outline of the gender and section of the respondents.
The tabular representation depicts the count and proportion of respondents
identifying as female, male, and LGBTQIA+ in each segment and the wide
distribution of respondents across these groups.
SECTION
Gender
Total
Female
Male
LGBTQIA+
F
%
F
%
F
%
F
%
1A
14
23.3
3
5
3
5
20
33.3
1B
12
20
6
10
2
3.3
20
33.3
1C
11
18.3
4
6.7
5
8.3
20
33.3
Total
37
61.7
13
21.7
10
16.7
60
100
Table 4 exhibits the demographic distribution of respondents based on
gender across three (3) distinct sections. According to the data supplied in the
table, section A owned the highest proportion of female respondents, accounting for
23.3% of the total sample. On the other hand, section B comprised the peak
percentile of male respondents, representing 10% of the total sample. Furthermore,
section C contained the utmost quantity of respondents who identified as
LGBTQIA+, comprising 8.3% of the total sample.
B. Competency Level of the Respondents in the use of prepositions of place
(in, on, at).
This category determines the respondents' competency level based on their
garnered total scores from the test questionnaires.
Table 5. Scores and Competency Level of the Respondents
This table displays the competency levels and scores of the respondents.
The tabular representation furnishes a comprehensive summary of the frequency
and proportion of respondents who attained a specific range of scores alongside
their corresponding level of competency. The data table offers the quantity and

Page | 15
portion of respondents who earned marks in the novice, intermediate, and
advanced levels.
Score
Frequency
Percent
Competency Level
0 – 10
0
0
Novice Level
11-20
50
83.33
Intermediate Level
21-30
10
16.67
Advanced Level
Total
60
100.0
Table 5 indicates a synopsis of the respondents' range score and
competency level. Among the cohort of 60 respondents, 50 individuals achieved
scores ranging from 11 to 20 out of 30 items, whereas the remaining ten individuals
garnered scores between 21 to 30 out of 30 items. It was determined that 83.33%
or 50 respondents demonstrated an intermediate level of competency in utilizing
prepositions of place, namely in, on, and at. By comparison, it is noteworthy that
16.67% (10) of the respondents were classified as belonging to the Advanced Level
category.
Table 6. Gender and Competency Level of the Respondents
Table 6 presents an outline of the correlation between the gender of the
respondents and their level of competency. The tabular representation illustrates
information pertaining to the count and proportion of individuals identifying as
female, male, and LGBTQIA+ who have attained intermediate and advanced levels
of competency. The table unveils data on the respondents’ frequency and percentage
falling under different gender categories who acquired intermediate and advanced
competency levels. The ultimate row of the table depiction displays the aggregate
count and portion of respondents who obtained the tiers mentioned above.
Gender
Total # of
Respondents
Competency Level of Respondents
Intermediate
Advanced
Frequency
Percent
Frequency
Percent
Female
37
34
57
3
5
Male
13
9
15
4
7
LGBTQIA+
10
7
7
3
5
Total
60
50
83
10
17
This illustrates data on the gender distribution and the count of
respondents falling under the Intermediate and Advanced Levels of Competency
categories. As indicated by the data supplied in the table, a majority of the female
respondents, precisely 57%, demonstrated proficiency at the intermediate level. In
contrast, a smaller proportion of male respondents, specifically 7%, exhibited
mastery at the advanced level.
C. Challenges of the Respondents
The data in this section features the strengths and difficulties of the
respondents in obtaining the prepositions of place (in, on, at) in the process of
knowledge acquisition.
Legends:
Mean
Range
Interpretation
3.25 – 4
Strongly Agree
2.5 - <3.25
Agree
1.75 – <2.5
Disagree
1 - <1.75
Strongly Disagree

Page | 16
Table 7. Cognitive Factor of the Respondents
This table conveys the cognitive factors of the respondents concerning
their use of prepositions of place (in, on, at) in their language development. The
presented table exhibits the average and deviation values for the ten cognitive
factors. In addition, the interpretation of each factor is offered according to the level
of agreement or disagreement among the respondents. The ultimate row of the table
offers the total average score and assessment for the amalgamation of all ten
cognitive factors.
Item
Mean
Standard
Deviation
Interpretation
Cognitive Factor No.1
Differentiating the
prepositions of place (in, on,
at) is difficult.
2.68
0.54
Agree
Cognitive Factor No.2
I understand the rules of
the preposition of place
2.98
0.54
Agree
Cognitive Factor No.3
The prepositions of place
(in, on, at) help me to
improve my grammar skills.
3.45
0.54
Strongly Agree
Cognitive Factor No.4
Our teacher taught us how
to use the prepositions of
place (in, on, at)
3.42
0.56
Strongly Agree
Cognitive Factor No.5
Studying the prepositions of
place (in, on, at) is vital to
master the grammar rules
properly.
3.53
0.57
Strongly Agree
Cognitive Factor No.6
Prepositions of place (in, on,
at) help us learn the basic
grammar rules we use in
language learning.
3.68
0.47
Strongly Agree
Cognitive Factor No.7
Having knowledge about the
use of prepositions is
unimportant.
1.48
0.83
Strongly Disagree
Cognitive Factor No.8
Activities about
prepositions of place (in, on,
at) are used for carrying out
meaningful tasks to
promote learning.
3.40
0.62
Strongly Agree
Cognitive Factor No.9
I often make mistakes with
place prepositions (in, on,
at) because I rely heavily on
direct translation from my
native language.
3.27
0.71
Strongly Agree
Cognitive Factor No.10
3.55
0.50
Strongly Agree

Page | 17
Prepositions of place (in, on,
at) learning process were
essential to my self-
development.
Total
3.15
0.59
Agree
Table 7 illustrates the Cognitive Factor of the respondents regarding the
challenges encountered in acquiring knowledge of prepositions of place, namely in,
on, and at. The findings reveal that statement 6 garnered the highest mean score of
3.68 and the lowest standard deviation of 0.47, indicating a strong agreement
among most respondents.
Conversely, it can be observed that statement 7 garnered the least mean
score of 1.48, suggesting a general inclination among the respondents to express
strong disagreement towards the given statement. Nevertheless, statement 7
exhibited the highest standard deviation of 0.83, signaling that the responses
provided by the respondents were comparatively more dispersed or widely
distributed than those of the remaining statements.
Table 8. Affective Factor of the Respondents
Table 8 unveils the outcomes of the Affective Factor of the respondents,
encompassing the standard deviation, mean, and interpretation for each item. The
table mentioned above comprises ten items that gauge the affective reactions of the
respondents towards their attitude toward prepositions of place (in, on, at) and their
corresponding levels of interest, confidence, and enjoyment in utilizing them. The
collective average score for all items is 3.12, suggesting a consensus among
respondents regarding their emotional reaction to acquiring knowledge about
prepositions of place.
Item
Mean
Standard
Deviation
Interpretation
Affective Factor No.1
Learning prepositions of
place (in, on, at) is fun.
3.32
0.47
Strongly Agree
Affective Factor No.2
I'm confident in answering
the prepositions of place
(in, on, at) whenever I
encounter them.
2.92
0.50
Agree
Affective Factor No.3
I feel happy when I see the
prepositions of place (in, on,
at)
3.05
0.39
Agree
Affective Factor No.4
Prepositions of place (in, on,
at) are interesting to me.
3.33
0.48
Strongly Agree
Affective Factor No.5
I have little interest in
learning the prepositions of
place (in, on, at).
2.87
0.81
Agree
Affective Factor No.6
Online quizzes about
prepositions of place are
very helpful for me to
3.40
0.67
Strongly Agree

Page | 18
understand the use of in,
on, and at.
Affective Factor No.7
Learning through practice is
an excellent way to develop
my prepositions skills.
3.47
0.60
Strongly Agree
Affective Factor No.8
When I have free time, I still
read some modules about
the prepositions of place.
2.92
0.62
Agree
Affective Factor No.9
I'm willing to help someone
who doesn't understand the
prepositions of place (in, on,
at) since I already have
mastery of using these
prepositions.
3.18
0.62
Agree
Affective Factor No.10
I felt frightened when my
teacher told me that I used
the wrong prepositions of
place, which is the (in, on,
at).
2.72
0.78
Agree
Total
3.12
0.59
Agree
Table 8 unfolds the Affective Factor of the respondents when it comes to
the difficulties in gaining mastery of the prepositions of place (in, on, at). As stated
by the outcomes, statement 7 acquired the highest average of 3.47, insinuating that
most respondents strongly agreed with the item. However, the standard deviation
for statement number 7 is 0.60, alluding that the respondents' answers were
relatively spread out or dispersed than the other items.
Meanwhile, statement number 10 garnered the lowest average of 2.72,
denoting that most respondents agreed with the item. Concurrently, statement
number 10 also obtained the second highest standard deviation of 0.78, marking
that the respondents' answers were close to spreading out or dispersing than the
other items.
D. Relationship between the Variables
Descriptive statistics provide simple summaries of the sample and
measures (Gupta et al., 2019). The following table represents the calculation of the
reliability of the study using the chi-squared and p-value with the standard
significance level of <0.05.
Table 9. Relationship Between Demographic Profile and Level of Competency
The data in the table below presents the correlation between respondents'
demographic characteristics and competency levels. The supplied table displays the
outcomes of a chi-square analysis conducted to explore the link between two
variables, namely gender, and age, and two proficiency levels, namely intermediate
and advanced.
Students Competency Level
Intermediate Level
Advanced Level

Page | 19
Demographi
c Profile
𝝌𝟐
p-
valu
e
Interpretati
on
𝝌𝟐
p-
valu
e
Interpretati
on
Gender
66.17
8
0.00
0
Significant
Relationship
66.17
8
0.00
0
Significant
Relationship
Age
7.777
0.25
5
No
Significant
Relationship
7.777
0.25
5
No
Significant
Relationship
Table 9 represents the association between the respondents’ age, gender,
and competency level. The mentioned illustration demonstrates that gender yielded
a significant value of 0.000, lower than the standard value (<0.05) for Intermediate
and Advanced competency levels. Hence, the null hypothesis (H0) is rejected, and
the alternative hypothesis (H1) is accepted. Meanwhile, age carried a remarkable
value of 0.255, higher than the standard value (<0.05) for Intermediate and
Advanced competency levels. Consequently, the null hypothesis (H0) is accepted,
and the alternative hypothesis (H1) is rejected.
Table 10. Relationship Between Demographic Profile and Challenges
The tabular illustration below demonstrates the correlation between
demographic characteristics and challenges, specifically in cognitive and affective
factors domains. The chi-square test was applied to assess the data, and the
outcomes indicate the statistical significance of each demographic variable.
Demographi
c Profile
Challenges
Cognitive Factor
Affective Factor
𝝌𝟐
p-
valu
e
Interpretati
on
𝝌𝟐
p-
valu
e
Interpretati
on
Gender
29.80
1
0.19
1
No
Significant
Relationship
40.58
9
0.05
9
No
Significant
Relationship
Age
70.68
7
0.52
2
No
Significant
Relationship
128.7
41
0.00
1
Significant
Relationship
Table 10 displays the correlation between the respondents’ gender and age
and the difficulties encountered when dealing with prepositions of place (in, on, at)
as influenced by cognitive and affective factors. The table above shows no significant
linkages between gender and the two challenges, namely Cognitive and Affective
Factors, as the p-value exceeds the predetermined significance level of <0.05.
Therefore, the null hypothesis (H0) was not rejected, while the alternative
hypothesis (H1) was rejected at a significance level of 5%.
Conversely, the cognitive factor exhibits no statistically significant
correlation with age, as evidenced by the p-value (0.522) exceeding the
predetermined significance level (<0.05). Therefore, at a statistical significance level
of 5%, the null hypothesis (H0) was not rejected. The study found a robust
correlation between age and the affective factor, as evidenced by the p-value of
0.001, which falls below the standard threshold of <0.05. The null hypothesis (H0)
has been rejected, while the alternative hypothesis (H1) has failed to be rejected at
a significance level of 5%.
Table 11. Relationship Between Challenges and Level of Competency
The analysis results into the correlation between challenges and level of
competency are displayed in Table 11. The table below displays the χ^2 value, p-

Page | 20
value, and corresponding interpretation of the outcomes of the cognitive and
affective factors. The study involved a separate examination of the data about
students with intermediate-level competency and those with advanced-
level competency.
Level of
Competenc
y
Challenges
Cognitive Factor
Affective Factor
𝝌𝟐
p-
valu
e
Interpretati
on
𝝌𝟐
p-
valu
e
Interpretati
on
Intermediat
e Level
9.674
0.64
5
No
Significant
Relationship
17.7
09
0.220
No
Significant
Relationship
Advanced
Level
9.674
0.64
5
No
Significant
Relationship
17.7
09
0.220
No
Significant
Relationship
Table 11 embodies the relationship between the respondents’ competency
level and the challenges when facing the prepositions of place (in, on, at) according
to the cognitive and affective factors. Based on the table, the level of competencies
and the difficulties in cognitive and affective aspects enclosed no significant
correlation. It is illustrated that the p-values (probability value) of the variables are
higher than the significance level (<0.05). Hence, the null hypothesis (H0) failed to
reject, and the alternative hypothesis (H1) was rejected at a 5% significance level.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
This chapter interprets, analyzes, and discusses the findings and results
of the researchers’ paper in a narrative form and answers the study's research
questions.
This study targeted determining the competency level of first-year students
currently enrolled in the Bachelor of Secondary Education in English program at
Mabalacat City College regarding prepositions of place (in, on, and at). The precise
research questions included respondents’ demographic profile, competence in using
place prepositions, difficulties with the mentioned element of English grammar, and
the relationship between demographic parameters, competency level, and
difficulties. This paper also sought to discover potential supplementary learning
resources to address the issue.
The selection of potential respondents for a given target population in
research design is heavily contingent on the demographic profile. The mentioned
instrument facilitates a more all-encompassing comprehension of the study's
results by illuminating the manner in which the characteristics of the
respondents impact the overall analysis. The importance of obtaining a profile to
ensure the successful generalization of findings is emphasized in the SAGE
Research Methods - Encyclopedia of Research Design (2012). The demographic
profile is an essential element of research design that facilitates the ability of
researchers to derive precise inferences and arrive at well-informed judgments.
Given this objective, the researchers aimed to ascertain the demographic
characteristics of the respondents, precisely their age, section, and gender.
The results in Table 2 signal that a substantial proportion of the
respondents were aged between 18 and 20 years, with 40% of the sample being
identified as 19. By comparison, the remaining portion of the mentioned range
comprised two discrete cohorts, specifically those aged 17 and 18, which accounted

Page | 21
for 35% and 1.7% of the total, respectively. Conversely, the cohort of subjects aged
20 constituted 8.3% of the population. Simultaneously, the cohorts aged 21, 22,
and 32 were allocated equivalent shares of 1.7% of the overall sample of
respondents. The influence of age was a critical determinant in ascertaining the age
group that attained superior ratings on the administered test questionnaire, as well
as establishing whether there existed a statistically significant correlation with other
variables. Through data analysis, the researchers obtained valuable insights
regarding the impact of age on the study outcomes.
In general, this information provides a clear picture of the age dispersion
of the respondents and its relevance to the study's findings. With this knowledge,
researchers can better understand the impact of age on the results and draw more
accurate conclusions.
In light of the data disclosed in Table 3, the study unveiled that a
significant number of respondents, precisely 61.7%, identified as female. In
comparison, 21.7% were determined as male, and the remaining 16.7% were
demarcated as LGBTQIA+ community members. This gender distribution enabled
the researchers to investigate the population's proficiency in prepositions of place,
such as in, on, and at. Through leveraging this demographic characteristic, the
researchers could determine which gender groups exhibited superior mastery of
these linguistic elements.
Table 4 exhibited compelling information regarding the demographic
breakdown of respondents across different sections. Section A emerged as the
section with the highest proportion of female respondents, with a figure of 23%,
while the male respondents' count was a mere 5%, equivalent to the quantity of
LGBTQIA+ respondents. Section B followed suit regarding the most numerous
female respondents, registering a tally of 20%. However, it comprised the most
considerable number of male respondents, with a rate of 10%, while the LGBTQIA+
respondents accounted for a meager 3%. In contrast, Section C recorded the lowest
count of female respondents, with 18%, comprising 6.7% of male respondents.
Notably, Section C harbored the highest count of LGBTQIA+ respondents, with a
rate of 8%. This demographic breakdown of respondents across the different
sections enabled the researchers to decide which section(s) to focus on in their
subsequent analysis.
Meanwhile, this paragraph explores the competency of the respondents in
utilizing prepositions of place (in, on, at) through the lens of three distinct levels of
competence: novice, intermediate, and advanced. The proficiency levels of the
respondents were presented in Table 5, revealing that the majority (83.33%)
demonstrated intermediate competence in using prepositions of place (in, on, at),
garnering scores ranging between 11 and 20 points. In contrast, 16.67% of
respondents were enlisted in the advanced level classification, scoring 21 to 30
points. None of the respondents have been identified as novices in their proficiency
to employ prepositions of place. The researchers opted to use a tripartite rating
system consisting of the previously mentioned levels of competency to assess the
respondents' proficiency. Notably, the rating scales utilized in the literature review
section of Chapter 2 were inconsistent across the previous studies surveyed. The
present study's findings align with the results reported by Guillermo (2022) and Paz
(2020), indicating that many respondents sought to aid in utilizing prepositions of
place. Despite the absence of a three-level rating scale, the mentioned authors'
research also confirmed respondents' difficulties when using place prepositions. The
current research outcomes support the assertion that first-year students pursuing
a degree in English at Mabalacat City College exhibit an intermediate level of
competence in utilizing prepositions of place (in, on, at), as indicated by the
percentage distribution.

Page | 22
Contrarily, Table 6 poses the outcomes of the 30-item assessment,
indicating a correlation between the gender of the respondents and their level of
competence. The results proved that a majority of the female respondents exhibited
an intermediate level of proficiency, obtaining 57% of the overall score. When
compared, a 5% increase was observed in the advanced category scores of three out
of the 37 respondents. Mostly male respondents were classified in the advanced
category, comprising 7% of the total sample, while only 1.5% were categorized as
intermediate. The respondents who identified as part of the LGBTQIA+ community
displayed the highest proportion of individuals at the intermediate level, comprising
7% of the total. Conversely, this group demonstrated a success rate of 5% for the
advanced level. The present study's fourth research question (4.1) pertains to the
relationship between demographic characteristics, namely gender and proficiency
level. The results presented herein are intended to address this research question.
Upon scrutiny, the findings suggest that the male respondents demonstrated
satisfactory performance compared to the female and LGBTQIA+ respondents.
Conversely, the following paragraphs address the challenges the
respondents confront when utilizing specific prepositions of place (in, on, and at). A
Likert scale was employed in cognitive assessment to gauge the respondents'
opinions across three sections. Expressly, 41 respondents, representing 68% of the
sample, strongly agreed with item number 6, which posits that “Prepositions of
Place (in, on, at) help us learn the basic grammar rules we use in language
learning.” This item garnered the highest average score of 3.68 and the lowest
standard deviation of 0.47. In this study, most respondents (57%), comprising 34
individuals out of 60, strongly agreed with statement number 5. This statement
posits that “Studying the prepositions of place (in, on, and at) is vital to master the
grammar rules properly.” However, it is noteworthy that this statement's average
score was lower than statement 6. The results signify that most
respondents acknowledged the significance of acquiring proficiency in grammar
through the study of prepositions, as articulated in statement 5. Statement 6
garnered more responses, indicating that the respondents recognized the pivotal
role of prepositions in language acquisition. According to the analysis conducted by
Scribbr, the low standard deviation of the scale values signals that the data is
reliable and stable.
On the contrary, statement 7 garnered the least average rating of 1.48,
signifying that most poll respondents (68%) strongly dissent that familiarity with
prepositions holds no significance. The assertion elicited an unfavorable reaction
from the respondents and exhibited the most significant standard deviation of 0.83,
implying that the responses were more extensively scattered than other statements
about cognitive factors written on the Likert scale. Although most respondents
strongly opposed the statement, 19 individuals opted for choices. Among these, 20%
disagreed, 7% agreed, and 3% strongly agreed that studying prepositions is
dispensable. This study's discoveries suggest that although many
respondents acknowledged the value of prepositions, a minority maintained an
alternative perspective.
Moreover, the Likert scale presented in Table 8 measures the affective
factor dimension. Notably, 50% of the 60 respondents strongly agreed with
statement 7, "Learning through practice is an excellent way to develop my
prepositions skills," which garnered the highest mean score of 3.47. Statement 6,
which asserts that "Online quizzes about prepositions of place are beneficial for me
to understand the use of in, on, and at," was selected by 29 respondents,
representing 48% of the total sample. The results confirm that utilizing diverse
techniques for practice can have an advantageous effect on developing prepositional
abilities. The questions in the affective factor dimension of the Likert scale exhibited

Page | 23
relatively more scattered or dispersed responses, as evidenced by their standard
deviations of 0.60 and 0.67, respectively. This implies that certain respondents may
hold varying perspectives regarding the importance of practice in enhancing
prepositional skills.
In contrast, the tenth statement of the Likert scale, which pertains to the
emotional factor dimension and reads, "I felt frightened when my teacher told me
that I used the wrong prepositions of place, which is the in, on, and at," yielded a
standard deviation of 0.78, the second highest among all items. This suggests that
the responses of 28 respondents, comprising 47% of the sample, were more widely
distributed than the other items. This implies that certain respondents may not
perceive critical feedback regarding their usage of prepositions as daunting. A
plurality of the respondents, precisely 43%, preferred the choices presented on the
given scale.
Moving forward, the ensuing paragraphs endeavour to examine whether a
substantial correlation exists between demographic profile and competency level,
demographic profile and challenges, and challenges and competency level. The
study's findings highlight that variables with significant relationships exhibit a
powerful mutual influence, whereas variables lacking significant relationships are
either weakly related or unrelated. Despite acquiring a statistically insignificant
relationship between variables, it should not be inferred that the variables pose no
impact on one another, as demonstrated by calculations and shreds of evidence.
Comparatively, the data displayed in Table 9 feature a statistically
significant association between demographic profiles and level of competency.
Specifically, the results of this study demonstrate a significant relationship between
gender and competency level. The null hypothesis (H0) is rejected, and the
alternative hypothesis (H1) is accepted. The null hypothesis for this correlation is
rejected based on the p-value being less than or equal to the predetermined
significance level. Therefore, based on the sample data, the alternative hypothesis
is supported (Frost, 2020). The outcomes of the test questionnaire signal that male
respondent exhibited a superior level of proficiency in the usage of prepositions of
place (in, on, at). Remarkably, more male respondents achieved scores falling within
the Advanced Level range (21 to 30) compared to the other two genders. This
difference in performance was discovered to be statistically significant, with male
respondents outperforming their counterparts by a margin of 7 percentage points.
The male respondents displayed a higher fraction of correct answers in questions
7, 27, and 30, as evidenced by the data. In the interim, over half of the respondents
at the intermediate level were female, comprising 57% of the total population
surveyed, surpassing the representation of the other two genders.
In opposition, the study discovered no significant correlation between the
respondents’ age and level of competence. This led to the acceptance of the null
hypothesis (H0) and the rejection of the alternative hypothesis (H1), as the obtained
p-value (0.255) exceeded the predetermined threshold of (<0.05) (Frost, 2020). After
examining the data obtained by the researchers, it has been determined that there
is insufficient evidence to establish a definitive correlation between age and
competency level. The study results in signal that the oldest respondent, aged 32,
achieved a comparable score to two respondents who were 19 years old and were
classified under the Intermediate Level category. Notably, they both obtained a score
of 14 out of 30. Conversely, a pair of 19-year-old respondents garnered a minimum
score of 13, whereas one of their contemporaries achieved an Advanced rating of
22. Notably, the individual who attained the highest score of 26 out of 30 was a
student aged 20, whereas two other respondents from the same age bracket
obtained merely 15. Therefore, it can be inferred that age does not serve as a decisive
factor in students' proficiency level concerning the usage of prepositions of place.

Page | 24
Table 10 poses an examination of the correlation between demographic
characteristics and cognitive and affective challenges related to prepositions of place
(in, on, at) via the Likert scale. The results suggest a statistically insignificant
correlation between the gender of the respondents and their age. The study analyzed
the linkages between gender and challenges, and the cognitive and affective factors
were subjected to statistical analysis. The resulting p-values were 0.191 and 0.059,
respectively. These values suggest that the null hypothesis cannot be rejected, as
they exceed the predetermined significance level of <0.05 (Frost, 2020). The
cognitive factor was analyzed concerning respondents’ age, yielding a p-value of
0.522. This signifies that there was no statistically significant correlation between
the respondents’ age and their cognitive abilities.
Moreover, it was proved that their age posed a significant relationship with
the affective factor of the Likert scale, with a p-value of 0.001, which is lower than
the predetermined significance level of (<0.05) (Frost, 2020). According to
Herwiana's (2017) research, motivation is a critical factor in improving a learner's
proficiency in language acquisition. As noted by the research findings, most
respondents, precisely 83%, demonstrated an Intermediate level of Competency. It
is imperative to acknowledge that irrespective of age, possessing an inclination
towards acquiring knowledge of prepositions of place is indispensable.
Comparatively, Table 11 compares the correlation between cognitive and
affective challenges and competency levels, indicating a lack of substantial
relationship between the variables. Thus, based on the 5% significance level, the
null hypothesis (H0) is upheld, while the alternative hypothesis (H1) is invalidated.
The statement posits that the sample size is inadequate to establish a significant
correlation between the variables and the degree of proficiency (Frost, 2020).
Meanwhile, the findings of this study confirm a correlation between the
variables, which is identical to the results of a prior international study conducted
by Ibharim et al. (2018). The latter study highlighted the likelihood of confusion
experienced by second language learners when utilizing various prepositions,
particularly those that pertain to time and location. Moreover, the findings of the
all-encompassing research conducted by Tulabut et al. in 2018 align with the
inputs provided by the respondents of this study through the employment of the
Likert scale. The study by the authors mentioned above emphasized the complexity
that learners may face when using prepositions. This paragraph addresses the third
inquiry of the paper, which pertains to the difficulties encountered by the
respondents in utilizing prepositions of place, namely, in, on, and at.
However, the present research did not examine the correlation between
the respondents' primary language and their utilization of prepositions of place in
diverse settings. The research instruments focused on assessing cognitive aptitude
and ascertaining the affective elements influencing their proficiency level. The
researchers aimed to identify potential variables related to education and the
interactions between teachers and students rather than investigating the impact of
the primary language on the respondents' utilization of prepositions denoting place.
In conclusion, the study results suggest a need to address the challenges
BSED English learners face in utilizing place prepositions, namely, in, on, and at.
The paper's outcomes have the potential to inform the development of
tailored interventions aimed at addressing cognitive challenges and providing
learners with additional assistance to enhance their proficiency in utilizing the
specified aspect of English grammar. Integrating modules in education facilitates
enhancing students' self-directed learning skills and expedites their acquisition of
novel learning concepts with minimal teacher intervention. In addition, Nardo

Page | 25
(2017) asserts that individuals acquire a sense of accountability and enhance their
self-assurance upon fulfilling the assigned duties delineated in the material
mentioned above. The researchers developed a comprehensive reading and
educational resource targeted explicitly toward first-year students pursuing a
Bachelor of Science in Education (BSED) degree focusing on English. The present
educational resource provides an in-depth examination of the prepositions of place,
specifically in, on, and at, supplemented by illustrations that facilitate a more
profound comprehension of their appropriate application. In addition, this
particular resource offers interactive devised exercises and adapted exercises that
can be accessed through external web links, allowing students to explore the topic
further.
CONCLUSIONS
After conducting a study to evaluate the competency level of BSEd-English
students in using prepositions of place, researchers have concluded that
respondents possess an intermediate to advanced level of proficiency in this area.
The study involved a sample of respondents, identifying the correct prepositions of
place to use in given sentences. The study results exhibited that none of the
research respondents landed at a novice level, demonstrating a basic understanding
of the grammar rules related to these prepositions.
Furthermore, the study revealed that the most commonly misused
preposition was "in," with students often using it interchangeably with "on" and "at."
The findings suggest a requirement for more targeted instruction and practices with
these prepositions to improve students' overall competency in their usage.
Moreover, the study uncovered intriguing disparities between male and
female respondents' general competency levels. Specifically, male respondents
outperformed female and LGBTQ+ respondents in the test questionnaires,
indicating a potential gender-based discrepancy in using prepositions of place.
Nevertheless, additional research is required to validate this hypothesis.
In summary, the study offers valuable insights into the proficiency of
Bachelor of Secondary Education, Major in English students in using prepositions
of place. These findings can guide educators in developing effective teaching
strategies and curricula for English language education.
RECOMMENDATIONS
In agreement with the results and conclusion of the research study on
Assessing the Competency Level of BSEd-English Students in the Use of
Prepositions of Place (in, on, at), the following recommendations are assembled:
1. The school administrators should implement a clear and comprehensive set of
guidelines for using prepositions of place (in, on, at) in the academic setting. These
guidelines will help to improve clarity and consistency in communication among
students, faculty, and staff. This guideline should include the following:
a. Use "in" when referring to an enclosed space or a general location, such as "in
the classroom" or "in the library".
b. Use "on" when referring to a surface, such as "on the desk" or "on the
whiteboard".
c. Use "at" when referring to a specific location, such as "at the university" or "at
the student center".

Page | 26
d. Consider specific situations where multiple prepositions could be used and
provide guidance on the most appropriate choice.
The provision of precise and uniform directives for utilizing prepositions of
place (in, on, at) could help students prevent misinterpretation and enhance
communication in the academic setting.
2. The teachers must provide supplementary corrections and lucid explanations in
order to enhance students' comprehension of English grammar, specifically
concerning prepositions of place such as "in," "on," and "at". Based on the current
research, it was discovered that "in" was the most commonly misused preposition,
with students frequently using it interchangeably with "on" and "at". As a response,
the study suggests that educators devise innovative teaching strategies to aid
students in mastering the appropriate usage of these prepositions.
3. Students must devote more time to practice the usage of prepositions of place,
specifically "in," "on," and "at." To enhance their comprehension, the researchers
recommended that they complete online or physical quizzes, especially for females
and LGBTQIA+, since the study uncovered that male respondent scored higher on
the test questionnaires than them. In addition, learning about the various
prepositions of place and their specific applications could enhance students'
knowledge and ability to choose the correct preposition in everyday language use.
4. For future researchers, the researchers advise undertaking an additional
investigation into the elements that contribute to students' difficulty with
prepositions of place (in, on, at) usage, as well as exploring whether there exists a
relationship between the first language of the respondents and their utilization of
prepositions of place in various settings.
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The Challenges of Junior
High School Teachers in
Teaching Grammar
Authors:
Baquing, Kyla C.
De Guzman, Kristine D.
Liwanag, Jercel Joyce Y.
Mariano, Erica Joy T.
Panila, Catherine C.
Co-Author:
Edward Q. Inong, LPT, MAELLT

Page | 31
2
ABSTRACT
This study aimed to determine the challenges faced by junior high school
English teachers in teaching grammar. The study used a descriptive-quantitative
research design and employed a convenience sampling technique. A total of 36
teachers from selected public high schools in Mabalacat City were the respondents
of the study. The research-instrument used was a validated survey questionnaire
with three parts: the demographic profile, a four-point Likert-type scale composed
of 40 declarative statements, and multiple-response questions about grammar
teaching strategies. The data obtained was analyzed through descriptive statistics.
The results revealed that the greatest challenge the respondents faced in teaching
grammar is students’ performance, in particular, the students’ lack of skills to form
grammatically correct sentences and their difficulty in remembering previously
taught grammar points. It was also revealed that it was challenging, for the
students, to show their grammatical proficiency in communicative contexts or when
prompted suddenly. The results suggested that English teachers should receive in-
house training and that school managers should address problems related to
resources, materials, and time allocation for instruction. Additionally, it is
recommended that teachers proactively seek training opportunities if not provided
by their institution.
Keywords: junior high school, English teachers, teaching grammar, challenges,
students’ performance
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
According to Chomsky in his Universal Grammar Theory, children are
born with an innate and defined ability to learn, progress, and comprehend
language (Armstead and Diamond, 2022). Although different languages are made
up of different linguistic rules, figures of speech, and other irregular measures of
grammar, all humans possess the desire and capability to learn and utilize different
grammatical rules and structures, regardless of the language they are born into,
under the universal grammar definition. While this idea of Chomsky is widely
debated, the concept of teachable grammar is more commonly accepted. In
Vygotsky’s concept of Zone of Proximal Development, teaching strategies such as
modeling, feedback, questioning, and instruction "scaffold" students learning.
Through social engagement with a competent mentor or assistance of a
knowledgeable others, often the teacher or parent, students are encouraged to
individual learning toward internalization (McLeod, 2019).
As cited by Yusob (2018), teaching grammar is always perceived to be the
most crucial skill to teach. The fact that there are so many variables that can affect
the learning process makes teaching grammar challenging (Bagalpo et al., 2021).
Even if curricula are standardized, teaching styles and different learning styles can
greatly influence the effectiveness of teaching (İlçin et al., 2018; Neo and Ng, 2020).
To cite, when teachers are asked about their biggest challenge while teaching
grammar, they respond with the following challenges: Lack of student readiness or
retention; inadequate instructional resources; students struggle with the
complexity of grammar; and lack of student motivation. This is according to Oxford
University Press and TESOL.
The Philippines is known to be included among the countries where
English is widely spoken, with around two-thirds of its population having the ability
to use the language fluently (Mariñas, 2021). English has been an important part

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3
4
of various academic programs. With the introduction of K-12 curriculum, learning
English remains significant. One of its language learning competencies focuses on
grammar proficiency. Apparently, there had been an observed deterioration among
students’ ability to apply correct grammar in the English language, which pervades
not only among elementary level but also secondary level students (Sioco and De
Vera, 2018). Since K-12 uses spiral progression, notions are taught in a step-by-
step manner, lessons are repeated to reinforce the concepts taught over time (Doron,
2017). Therefore, learners are expected to have mastered grammar competencies
from an early level which are necessary for more sophisticated grammar instruction
in the advanced stages of language acquisition (Atienza et al., 2019).
At present, the researchers, as pre-service teachers, are concerned about
the above-mentioned scenario in grammar teaching. If not dealt with properly, it
might result in spending more time on reviewing and reinforcing the same grammar
concepts over and over.
The objective of this study is to identify the challenges that the junior high
school teachers from Madapdap Resettlement High School, Mauaque Resettlement
High School, and Camachiles National High School face in teaching grammar
lessons. Additionally, this study also aimed to identify strategies teachers use in
dealing with the challenges of teaching grammar and propose actions to address
the challenges present in the selected public high schools.
REVIEW OF RELATED LITERATURE
Foreign Literature
This study highlights the problems English teachers face when teaching
grammar at the secondary level, it seeks to determine these problems to be able to
come up with a solution and improve grammar instruction. The researchers used a
standard questionnaire divided into nine categories as their research tool in order
to gather the necessary data for this study. The questionnaires were personally
administered by the researchers to one hundred fifty (150) teachers in secondary
level and after gathering the necessary data, percentage, mean score, and standard
deviation were used in order to get the results. Results show that the teachers in
charge of teaching grammar are unsatisfied with their grammar instruction using
English language due to their lack of specialization and lack of proper training.
Furthermore, although teachers find grammar to be hard to teach it was discovered
that employing the audio-lingual method yields better results and having a
structured grammar lesson is helpful in teaching (Iqbal, et al., 2017).
Liviero (2017) conducted an exploratory-interpretive study to investigate
the beliefs and practices of eight MFL (Modern Foreign Language) teachers in
teaching grammar in secondary school MFL learning in England. The study
employed an inductive approach to analyze data collected through interviews,
observations, and think-aloud protocols of the participants. The findings revealed
that the interpretation of grammar and grammar teaching varied among the
teachers, indicating the need for critical exploration and consistency in pedagogical
rationale and strategies in MFL provisions. The study emphasizes the importance
of teachers having a shared understanding of grammar teaching and consistent
pedagogical practices to ensure effective MFL learning in secondary schools in
England.
Almuhammadi (2020) investigated teachers’ opinions about using various
teaching styles for grammar instruction and their need for Professional
Development (PD). A questionnaire survey was administered to fifty (50) EFL
teachers, who were randomly chosen from those employed in public institutions.
The findings revealed that EFL teachers perceive grammar as a fundamental

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5
6
framework for English language instruction in a foreign language context.
Furthermore, grammar is regarded to be an important aspect in increasing EFL
precision and correctness. In addition, the teachers are theoretically knowledgeable
about several grammatical teaching approaches such as Task-Based Learning
(TBL), Problem-Based Learning (PBL), and Communicative Language Teaching
(CLT). They must, however, develop practical abilities for grammar education.
Saputra, et al. (2020) used reflective questions to investigate EFL
instructors’ perceptions of teaching and learning grammar. Participants were 30
English instructors from Bandung’s Senior High Schools. Data collection involved
the use of questionnaires and interviews to gather necessary information. The
findings reveal that the participants did well in pondering the topic of grammar
teaching and were able to communicate their ideas on the issues under
investigation; nonetheless, the participants’ options of whether to use explicit
grammar teaching or implicit grammar teaching differed. Based on these findings,
teachers should be able to develop relevant techniques such as integrating implicit
and explicit grammar instruction so that students are always motivated to learn
owing to the variety of materials delivered.
Andriani et al. (2021) conducted a study to investigate the methods
employed in teaching English grammar to junior high school students in
Tasikmalaya, West Java, Indonesia. The research involved interviewing a
participant from a junior high school and analyzing the collected data using
thematic analysis. The study found that the teacher primarily used a focus on forms
approach, which includes Deductive English Teaching Grammar, Score-Oriented
English Language Learning Activities, and Accuracy-Oriented English Language
Learning Activities, in teaching English grammar to the students. These teaching
techniques are likely to have a positive effect in enhancing English Grammar
instruction to junior high school students, and the study suggests their
implementation by teachers. It also underscores the importance of using
appropriate teaching methods and approaches for effective acquisition of English
grammar skills in junior high school.
Local Literature
The study of Domingo (2020) employed thematic analysis to examine the
data gathered through interviewing the English Teachers at Visayas State
University. It has been found that the teachers are passionate about practicing their
forte, but their teachings are hindered by varying factors such as their students’
low interest in the subject matter, the lack of resources, an unconducive learning
environment, and lack of internet, the school administration have problems and
lacking support in terms of training and professional development of the teachers.
Francisco and Pabraquel (2021) conducted a descriptive-quantitative
study to investigate English teachers’ beliefs and difficulties in teaching grammar.
The study involved 108 participants that were purposively chosen to complete the
survey. The findings indicated that the English teachers have a “very positive” view
in regard to grammar instruction; there are no notable differences in views between
the gender of respondents but with variations in views depending on the level they
are handling. The study also identified difficulties faced by teachers in correcting
students’ grammatical errors and highlighted the importance of using authentic
texts in teaching grammar.
Nanquil (2021) tries to identify and describe the obstacles faced by
language instructors in teaching English grammar in the local Philippine setting
during the pandemic. In collecting real and authentic data, ten respondents
participated in an interview, virtual observation, and reflective journal. Thorough
examination responses revealed the following common challenges in the teaching of

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7
8
grammar: (1) learners overgeneralizing the rules; (2) frequent occurrence of
redundancy; (3) learners’ lack of familiarity with phrasal verbs; (4) the presence of
fused sentences; and lastly (5) difficulties related with verb tenses. The study’s
findings indicated how difficult it is to teach grammar in ESL and online classrooms
owing to financial limitations and connectivity challenges on the side of the learners.
Furthermore, the findings gave insights and suggestions for language instructors
on how to ensure the success and relevance of grammar education despite changes
in settings and surroundings.
The purpose of the study of Oranggaga (2022) was to identify and analyze
the problems and opportunities of English instructors in Marawi City schools in
teaching grammar utilizing modular distance learning in terms of students’
conceptual comprehension, assessments, pedagogies, and phasing diverse learners’
levels. Surveys, questionnaires, and interviews were used as research tools in this
study. According to the study’s findings, the respondents faced the following
challenges: a.) students’ attitudes about grammar comprehension and time
allocation as compared to face-to-face education b.) the credibility concerns in
worksheet response activities, c.) issues with insufficient internet access, d.) a lack
of exposure to social media networks, e.) noncompliance with the assessment’s goal
owing to module formats, f.) students’ negative approach toward teachers’ feedback,
g.) the issue of too many workloads interfering with the module’s consistency of
systematic release and retrieval; and finally, h.) the maintaining of attention span
in the middle of several distractions. On the other hand, the opportunities gleaned
from the participants’ responses that are implied to be beneficial to grammar
teaching are: a.) the use of a clear strategy, b.) the provision of additional learning
activities/channels to accommodate students’ varying abilities, c.) the provision of
feedback in various forms, such as written or face-to-face consultation and progress
reports, d.) arranging consultation schedules and fulfilling submission deadlines,
and finally, e.) the use of online platforms.
Pontillas (2021) conducted a single-case research study with the aim of
identifying the opportunities and difficulties that Filipino educators faced in the
home-based online EFL setting. Using constructivism as its main framework and
thematic analysis, the study examined various aspects of the participant’s
experience, including their background, the application process, acclimation to the
company culture, classroom management, and personal and professional
development. The study revealed that both forms of development for online teachers
were facilitated by the opportunities and difficulties encountered in the online EFL
industry. Further research is recommended to investigate the variables that
influence computer-mediated setups for ESL (English as a second language)
teaching.
Foreign Studies
Yusob (2018) highlights the difficulties faced by English professors when
instructing grammar at the undergraduate level. A university’s 15 English
professors were interviewed, and the information obtained was recorded,
transcribed, and examined. Findings reveal that they encountered six major
difficulties when teaching grammar: a lack of experience, high student expectations,
a lack of resources, unfavorable judgments of grammar instruction, and the
organization of grammar lessons.
Sato and Oyanedel (2019) investigated teachers’ beliefs about L2 learning
theories, and grammar and communicative teaching, as well as obstacles to
communicative teaching implementation. Four hundred and ninety-eight (498)
school-level teachers participated in the survey, and another nine (9) were involved
in the focus-group interviews. Based on the gathered data from the said interview,
there are three discordant beliefs that were named. First, the acquisition of effective

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communication skills is influenced by grammatical knowledge. Second, insufficient
student participation arises from teacher’s poor attempts to utilize activities that
require collaboration Thirdly, they included opinions on how well communicative
instruction fits into the regional socio-educative framework. Overall, instructors’
views on how a second language should be learned involved a distinct set of
assumptions from those on how a second language can be taught.
A qualitative study conducted by Nur Agung (2019) explored the current
challenges faced by English teachers in the least-developed area of Indonesia
according to the following criteria for investigation: grasp of the language, strategy
and technique, actual application, and sociocultural context. Four English
instructors were chosen through purposive sampling technique and interviewed in-
depth, while field observations were also carried out. After data collection,
descriptive analysis was conducted. The study revealed that English teachers
encountered several obstacles in teaching English, such as low proficiency in
language comprehension among students, limited resources of materials, a
communication gap between lecturers and students, a lack of enthusiasm and
participation in learning by students, and insufficient support from society.
However, the participants were observed to have mitigated these challenges by
adjusting their choice of pedagogical instruction and learning materials to suit the
level of language comprehension of their students.
Souisa and Yanuarius (2020) used explanatory mixed techniques in their
study, with 63 instructors as the primary respondents for the quantitative data
collection and another set of five carefully chosen participants for the qualitative
data collection. The study discovered that the instructors’ perspectives on teaching
grammar are based on grammatical theories alongside their conceptual
understanding from their own experiences. The teachers used a variety of tactics
and techniques to teach grammar, but they are still faced with difficulties such as
the students’ varying learning preferences and a dearth of teaching resources.
Vass (2021), in her study, sought to outline the challenges encountered
when instructing students in grammar and understand teachers’ attitudes towards
grammar instruction among teachers of the Transcarpathian region. A quantitative
research paradigm was adopted. Questionnaire was used in collecting data
consisting of 20 close-ended items which participants must answer with their
degree of agreement. The findings indicate that teachers find it more difficult to
teach grammar to students who do not show a strong desire to learn it. Teachers
agree with the argument that grammar should be learned more intensively than
extensively. Lastly, teachers believe that students must know the grammar rules
and speak the language accurately.
The primary objectives of Regmi’s (2021) study were to identify the
approaches utilized in teaching grammar at the basic level, highlight the obstacles
English language instructors faced at the basic level, and offer some pedagogical
implications. The researcher used a survey study strategy that was quantitative in
nature. The research included forty (40) basic-level English teachers who were
chosen at random. A questionnaire and observation checklist were employed, and
simple statistical tools such as percentages and tables together with descriptions
were utilized to analyze and interpret the results. The findings reveal that several
strategies such as inductive, deductive, narrative, realia, role play, and dialogue
may be used to teach different components of grammar such as tense, voice,
preposition, and articles of grammar. Similarly, in teaching grammar, various
obstacles connected to students, lessons, time, teachers, expectations, resources,
and materials may arise.

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12
In a mixed-methods study by Stevani and Tarigan (2022), they investigate
the beliefs surrounding the significance of grammar with regard to the methods by
which it can be taught and learned. The researchers used close-ended interviews
and a questionnaire in gathering the necessary data from the 27 English teachers
in 6 secondary schools in North Sumatra, Indonesia. Findings show that grammar
holds significance in acquiring speaking skills, how it ought to be taught and
techniques used and the challenges of teaching it to the students, it was
recommended for teachers to reflect on their professional and pedagogical context
to enhance their instructional practices.
Local Studies
Sumalinog (2018) looked at the most common errors that students made
when studying English, with an emphasis on ESL learners using a qualitative
research design, particularly interviews and focus group discussions. The study
included fifteen (15) high school instructors who had been teaching for at least ten
(10) years. Colaizzi’s seven-step process was utilized to evaluate the data. According
to the findings, students struggled with identifying noun-pronoun antecedents,
utilizing prepositions, differentiating correct English spelling variations, recognizing
the plural and singular forms of foreign nouns, using correct verb tenses, observing
subject-verb agreement, and writing active and passive sentences. As a result,
students’ grades have suffered significantly. Among the suggestions are utilizing
technology-based and learner-centered solutions.
The study of Cortez and Genisan (2021) aimed to choose the teaching
approach that is most suited for young grammar learners. This study collected and
examined papers and literature related to the goal, taking into account their age
and type. Deductive or traditional approaches, inductive or conversational
approaches, and eclectic approaches are among the options. It is obvious that, even
if students are in their prime, they still require continual supervision from their
teachers. Thus, this paper demonstrates that the approach of deductive instruction,
rather than just grammar, is still the best for them.
In a qualitative study conducted by Torres and Santos (2021), the views
and teaching practices of seasoned and novice Filipino ESL instructors regarding
English grammar were explored. The research included two female English teachers
from a senior high school in Nueva Ecija, Philippines, who participated in pre-
observation semi-structured interviews. The findings indicated that teachers’
personal theories serve as the foundation of their personal knowledge, which
significantly influences their planning, instructional practice decisions, and
classroom practices. The results uncovered that although the teachers’ cognition
and practice of grammar teaching were similar, minor differences existed.
Contextual factors such as time, curriculum, efforts to improve one's practice, and
the learners themselves were identified as reasons for teachers’ divergence.
Apolonio’s (2021) study focuses on assessing students’ necessities,
grammatical difficulties faced, and teachers selected strategies. Although the study
uses a descriptive-correlational approach in assessing the three aforementioned
factors in terms of teachers’ preferences concerning needs analysis and
instructional approaches, correlational analysis was employed to analyze the
collected data. Additionally, a separate T-test was used by the researchers to
determine the disparities in the response of teachers in figuring out a needs
assessment that is used on Secondary School students and the connection of it with
the known proficiency in grammar among English Teachers. The study finds that
teachers place speaking skills as the most crucial assessment and viewing skills as
the least essential. The English teachers concurred that the typical grammar
challenge is where the explicit grammar points are present, they, however, disagree
on the matter of grammar terminology being useful. Reading is cited to be the most

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used teaching strategy compared to speaking, and there exists a substantial
differentiation between the grammatical competencies and needs assessment
employed when categorized by grade levels, as Senior High School instructors
exhibit more extensive evaluations with regard to the measured skills. The
researchers did not discover any significant correlation between instructional
approaches and the grammatical requirements related to students’ challenges in
English grammar.
A study conducted by Tarrayo et al. (2022) on 13 English language
instructors to understand their experiences teaching writing online during the
COVID-19 pandemic. The research discovered that the major challenges faced were
technological concerns, lack of clear guidance from schools, and problems with
assessment. To address these issues, the teachers employed strategies such as
flexibility, professional development, and support from colleagues and students.
Despite the challenges, the study found opportunities for improvement in online
writing teaching, such as maximizing online platforms and resources and increasing
reflective practice. The findings have ramifications for online writing instruction, as
well as online learning.
Synthesis
The compilation of both foreign and local literature and studies above
contains relevant information that bears a resemblance to the proposed study of
the researchers.
Although some variables used by the authors of the said studies and
literature were different from the variables used by the researchers, still, their
findings gave the researchers insight into the possible challenges faced by junior
high school teachers in regard to grammar instruction which is also relevant for
this present study.
Most of the literature contains the same findings that teachers face
numerous challenges in teaching grammar. Factors such as teaching method,
teaching materials, specialization and training for teachers, support from the
administration, and the curriculum are a few of the mentioned problems faced by
teachers in teaching grammar. Most importantly, student factors such as their
different learning styles have a big influence on teaching grammar sessions.
In the related studies, questionnaire was used for the most part. Others
utilized interviews in collecting data for their research. Meanwhile, the researchers
of this study utilized a questionnaire in collecting the necessary data to answer the
general objective of the study.
This part of the study will act as a reference for the researchers to support
and strengthen the foundation of this study. It will also be beneficial not only for
the researchers but also for other important individuals in the field of education
here in the Philippines.
CONCEPTUAL FRAMEWORK
The study’s conceptual framework is illustrated by the Input-Process-
Output (IPO) system approach.

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15
Figure 1. The Research Paradigm
In the figure, the Input contains the profile of the junior high school
teachers in terms of; age, gender, number of years of teaching experience, and
highest degree obtained, including the challenges of the respondents in teaching
grammar in terms of; students’ performance, teacher’s performance, teaching
method, and teaching materials/resources.
The process will be done through a questionnaire. Statistical Treatments
such as Percentage, Standard Deviation, and Mean were also used in analyzing the
data.
The output comprises the gathered data from the input and process which
are the identified challenges of the respondents in teaching grammar, identified
strategies respondents used in dealing with the challenges of teaching grammar,
and proposed actions based on the results of the study.
STATEMENT OF THE PROBLEM
This study aimed to identify the challenges of junior high school English
teachers from different selected public high schools in terms of teaching grammar.
Specifically, the study intended to answer the following questions:
1. What is the demographic profile of junior high school teachers in terms of:
1.1. age;
1.2. gender;
1.3. number of years of teaching experience; and
1.4. highest degree obtained?

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2. What are the challenges of junior high school teachers in teaching grammar in
terms of:
2.1. students’ performance;
2.2. teacher’s performance;
2.3. teaching method; and
2.4. teaching materials/resources?
3. What challenges have dominated among the respondents in selected schools?
4. What strategy is most effective in dealing with the challenges of teaching
grammar?
5. What actions can be proposed based on the result of the study?
SIGNIFICANCE OF THE STUDY
This study focused on the challenges of junior high school English
teachers in teaching grammar to their students.
The results of the study may benefit the following:
School Administration. This study can serve as a foundation for
developing appropriate training, policies, and strategies to improve teachers’
teaching competency using various teaching methods, addressing learners’
grammar challenges, and assisting them to improve their academic performance.
Simply stated, this research might be used to provide solutions to the challenges
associated with teaching grammar to junior high school students.
Faculty. This study can help English teachers improve their teaching
strategies. It will serve as a reference in providing methods for addressing teaching
challenges. Furthermore, it will help them develop their competence in teaching.
Students. This study can help students of the Bachelor of Secondary
Education Major in English program be informed and aware of the challenges they
might encounter when teaching grammar to different students in junior high school.
As early as possible, they will be able to propose viable techniques and solutions to
manage the difficulties.
Community. This study can help to identify the needs of English teachers
in the community in order to better support them in their teaching. Also, this study
may help to inform educational policies and practices that can be implemented to
improve the standards of instruction in the English language in the community.
Future Researchers. This study can help them become better analysts. It
can function as a valuable reference for conducting further studies in the future.
SCOPE AND LIMITATION
The study was concerned with the junior high school teachers from the
selected public high schools: Madapdap Resettlement High School, Mauaque High
School (Resettlement School), and Camachiles National High School. The
respondents consisted only of the English teachers. The head teachers of the
English department were not included since they are not teaching and are already
administrators.
The goal of this study was to recognize the challenges of English teachers
in teaching grammar to junior high school students in the selected public high

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schools. In addition, it also yearns to pinpoint the different techniques that teachers
employ in dealing with these challenges.
The tool that researchers used in asking questions is a validated
questionnaire and convenience sampling for the collection and gathering of data.
DEFINITION OF TERMS
To better understand the study, the following (subsequent) terms are
presented with their corresponding definitions.
Challenges
(Conceptual) refers to situations that require significant physical and/or mental
effort to be successfully accomplished, thus assessing an individual’s abilities.
(https://dictionary.cambridge.org/us/dictionary/english/challenge?q=challe
nges)
(Operational) the possible difficulties encountered when teaching grammar.
Competency
(Conceptual) an important skill that is required to execute a job.
(https://dictionary.cambridge.org/dictionary/english/competency)
(Operational) a certain level of skills that teachers expect students to have at
their level.
Grammar
(Conceptual) refers to the study and application of rules that govern how words
change and combine to form sentences and convey meaning.
(https://dictionary.cambridge.org/us/dictionary/english/grammar)
(Operational) the term used to evaluate the challenges of English teachers in
teaching grammar to junior high school students.
Junior High School Teachers
(Conceptual) are educators who work and teach students in grades 7-10.
(https://www.betterteam.com/high-school-teacher-job-description)
(Operational) this was used to define/describe the respondents of this study.
Linguistic Rules
(Conceptual) (Linguistics) a rule describing (or prescribing) a linguistic practice.
(https://www.vocabulary.com/dictionary/linguistic%20rule)
(Operational) The rules in language that the speaker (junior high school
students) follows.
Material
(Conceptual) refers to printed documents, books, computer programs, and
other resources designed to provide information for a specific purpose.
(https://dictionary.cambridge.org/dictionary/english/material)
(Operational) the resources provided by the government, school, or what the
respondent themselves sourced out to use in school to effectively teach.
Performance
(Conceptual) refers to the level of effectiveness demonstrated by an individual,
machine, or any entity in carrying out a particular task.
(https://dictionary.cambridge.org/dictionary/english/performance)
(Operational) the respondents’ ability to do their task of teaching their students
grammar.

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Proficiency
(Conceptual) refers to the possession of ability, exceptional skill, and experience
in a particular aspect.
(https://dictionary.cambridge.org/dictionary/english/proficiency)
(Operational) the respondents’ ability to teach grammar with great ease.
Strategy
(Conceptual) a long-range plan for achieving something or reaching a goal, or
the skill of making such plans.
(https://dictionary.cambridge.org/dictionary/english/strategy)
(Operational) the plans teachers try to employ to address the challenges in
teaching grammar.
Variable
(Conceptual) pertains to an amount, number, or situation that possesses the
ability to undergo change, influencing diverse effects on something.
(https://dictionary.cambridge.org/dictionary/english/variable)
(Operational) the factors that add to the challenges of teaching grammar.
CHAPTER 2
METHODOLOGY
This chapter includes the research design, research locale, respondents of
the study, research sample, research instrument, data collection, and ethical
considerations used by the researchers. It presents here the process of how the
researchers conducted their study and how they analyzed it.
RESEARCH DESIGN
This study is quantitative research since the questions posed were
answered by numerical data. Quantitative research involves systematic collection
and analysis of numerical data, which can be used to identify patterns, calculate
averages, make predictions, standardize data collection, and draw general
conclusion that can be applied to larger populations (Bhandari, 2022).
Specifically, this study utilized a descriptive-quantitative research design
to accurately describe a situation or phenomenon (McCombes, 2022). Similarly,
Cristobal and Cristobal (2017) assert that the descriptive method of research may
be used to develop theories, justify current practices, or determine what other
practitioners in similar situations are doing. This research design aligns with the
study’s goal of identifying challenges in teaching grammar to junior high school
students, justifying current situation, and gaining information from teachers facing
the similar challenges. Moreover, no manipulation of variables was involved in this
descriptive-quantitative research.
RESEARCH LOCALE
The study was conducted during the Academic Year 2022–2023 at the
public high schools listed below: Madapdap Resettlement High School, Mauaque
Resettlement High School, and Camachiles National High School, all of which have
been in operation since June 1, 1986, January 1, 1994, and January 1, 1996,
respectively. The said schools are all located in Mabalacat City Pampanga
specifically, Madapdap Resettlement High School is located at San Fernando
Avenue, Dapdap while Mauaque Resettlement High School is on 15th Street,
Mauaque Resettlement Center, Sapang Biabas and Camachiles National High
School is located at Camachiles Resettlement Phase II, Sapang Biabas.

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The locale was convenient for the researchers since they graduated from
these schools, they would have no difficulty in communicating with the teacher-
respondents, and would save time, energy, money, and effort.
RESPONDENTS
The respondents of this study were junior high school teachers from
different public high schools. Ten (10) English teachers from Madapdap
Resettlement High School, eleven (11) English teachers from Mauaque High School
(Resettlement School), and fifteen (15) English teachers from Camachiles National
High School. A total of thirty-six (36) junior high school teachers were asked for
their permission in responding to the questionnaires prepared by the researchers.
SAMPLING DESIGN
The researchers selected their respondents using the convenience
sampling technique. It is a method used by researchers to acquire research data
from a handy group of individuals. It is one of the most often used sampling
technique since it is extremely quick, simple, and inexpensive. Respondents are
often readily accessible and willing to participate as part of the sample (Fleetwood,
n.d.).
The researchers selected three (3) near public high schools namely,
Madapdap Resettlement High School, Mauaque High School (Resettlement School),
and Camachiles National High School to gather junior high school English teachers
as respondents of the study.
RESEARCH INSTRUMENT
This study utilized a questionnaire as a primary research instrument.
Qualtrics (2022) defined a questionnaire as a research tool that consists of a set of
questions or prompts to collect data from a set of respondents in order to obtain
quantitative data that can be analyzed to draw conclusions.
The questionnaire has three parts: the initial part contains respondents’
demographic profile; the second part is a four-point Likert-type scale composed of
40 declarative statements that were derived from a similar study and adapted from
Saputra (2020). The aforementioned statements express a viewpoint on the topic,
validated by three (3) experts on this field, the scope of which centered on the
English teachers’ challenges in teaching grammar to junior high school Students,
while the last part is a multiple-response type of questions which centered on the
strategies in dealing the mentioned challenges in teaching grammar.
DATA COLLECTION
To collect the necessary data for this research, the researchers have
scouted the nearby Public High schools to see which schools have the targeted
respondents.
To prepare for this, the researchers prepared a questionnaire pertaining to
“The Challenges of Junior High School Teachers in Teaching Grammar”. To conduct
the study on the selected public high schools of Madapdap Resettlement High
School, Mauaque High School (Resettlement), and Camachiles High School, an
approval letter is sent to the aforementioned schools. Then, the researchers ask the
respondents’ permission to be part of the study. After gathering all the necessary
data, the researchers conducted data analysis.

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Figure 2. The Data Collection Procedure
DATA ANALYSIS
This study utilized quantitative analysis, and descriptive data was
analyzed statistically by using statistical measures such as mean and standard
deviation. Cherry (2022) defines the mean as the data’s average, which is computed
by adding all of the data together and then subsequently dividing it by the quantity
of data. The standard deviation measures how dispersed the dataset relates to the
mean, which is calculated by taking the sum’s square root of squared differences
from the mean, divided by the sample size. The proper interpretation and data
results were provided, as well as the appropriate graphical presentation was
employed.
The following scale range was employed for the interpretation of the
respondents’ challenges in teaching grammar.
Point
Scale Range
Interpretation
4
3.26–4.0
Always
3
2.51–3.25
Often
2
1.76–2.50
Sometimes
1
1.0–1.75
Never
The data was analyzed using a 4-point Likert scale with a verbal
interpretation of always, often, sometimes, and never for the interpretation of
challenges of junior high school teachers in teaching grammar. The highest to the
lowest mean of each challenge in teaching grammar was calculated to decide which
is the most challenging in teaching grammar.
ETHICAL CONSIDERATION
Before collecting the necessary data for this research, the researchers
made sure to secure necessary ethical approval from Madapdap Resettlement High
School, Mauaque High School (Resettlement), and Camachiles National High
School. An approval letter is sent to the aforementioned schools. This document
certifies that the aim of this study is to identify the challenges of teaching grammar
in junior high school through the perspective of junior high school teachers from
selected public high schools. Nevertheless, the identity, answers, and opinions of
the respondents are kept strictly confidential and used solely for research purposes.
In addition, the respondents of this study are free to participate without being
compelled.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter discusses the findings and presents the data that has been
gathered by the researchers in both written and tabular form.

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A. Demographic Profile of the Respondents
The first section presents the demographic profile of the 36 respondents,
such as gender, age, number of years of teaching experience, and highest degree
obtained.
Frequency
Percent
21–30
18
50.0
31–40
9
25.0
41–50
4
11.1
51–60
5
13.9
Total
36
100.0
Table 1. Age of the Respondents
Data shows that 50% or 18 of the total number of respondents are within
the age range of 21-30 years old. The other 25% or 9 belong to the age group 31-
40, 11.1%, or 4 of them to the age range 41-50, and, lastly, 13.9%, or 5 of them to
the 51-60 age range.
Frequency
Percent
Female
25
69.4
Male
10
27.8
Preferred not to say
1
2.8
Total
36
100.0
Table 2. Gender of the Respondents
Based on the data above, 69.4% or 25 of the total number of respondents
are Female, while 10 or 27.8% are Male. On the other hand, 2.8% or 1 of the
respondents answered: “Preferred not to say”.
Frequency
Percent
0 to 3 years
2
5.6
4 to 10 years
23
63.9
More than 10 years
11
30.6
Total
36
100.0
Table 3. Number of Teaching Experience of the Respondents
The data provided above demonstrate that the majority of respondents had
teaching experience ranging from 4 to 10 years, which is 63.9%, or 23 of the entirety
of respondents. 5.6%, or 2 of the whole count of respondents, have 0 to 3 years of
teaching expertise.
Frequency
Percent
Bachelor’s Degree
12
33.3
Master’s Degree
20
55.6
Doctorate Degree
2
5.6
Others (MA units)
2
5.6
Total
36
100.0
Table 4. Respondents' Highest Degree Obtained
As the data above says, 55.6% or 20 of the respondents have a Master’s
Degree, with the other 33.3% or 12 having a Bachelor’s Degree, and the remaining
total of respondents both have 5.6% or 2 of them in MA units and Doctorate degrees,
respectively.

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B. Challenges in Teaching Grammar
The second part shows the challenges in teaching grammar, which involve the
interpretation of students’ performances, teachers’ performances, teaching
methods, and the interpretation of teaching materials and resources.
Mean
Std.
Deviation
Interpretation
My students are lacking skills
when it comes to constructing
grammatically correct
sentences.
3.42
0.69
Always
My students tend to be
redundant when it comes to
constructing sentences.
3.19
0.86
Often
My students expect teachers to
present grammar points
explicitly.
3.39
0.80
Always
My students find it challenging to
remember basic grammar rules
they have learned already.
3.42
0.73
Always
My students are reluctant to
participate in my English class.
2.89
0.78
Often
My students find it challenging to
show their grammar
competencies in a
communicative context.
3.28
0.66
Always
My students find it challenging to
show their grammar
competencies in a written
context.
3.14
0.72
Often
My students find it challenging to
articulate their thoughts when
suddenly prompted.
3.33
0.72
Always
My students find it challenging to
identify specific grammar
terminologies.
3.14
0.72
Often
My students rely too much on
the internet when constructing
grammatically correct
sentences.
3.11
0.89
Often
Total
3.23
0.76
Often
Table 5. Interpretation of Student’s Performance
The data in the table indicates that students’ performance in grammar
classes is cited as a challenge in teaching grammar. Teachers find students’ skills
to construct grammatically correct sentences always lacking, and students also
always expect teachers to present grammar points explicitly. Teachers also find that
students always have a hard time remembering the basic grammar rules they have
already learned. Lastly, students always find it challenging to show their grammar
competencies in a communicative context and articulate their thoughts when
suddenly prompted. This complements the study of Vass (2021), whose findings
also indicated that students’ performance is also a concern in teaching grammar
and cites students knowing grammar rules and being efficient in speaking the
language as important.

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33
Mean
Std.
Deviation
Interpretation
I find it challenging to correct
students’ errors within a written
communicative context.
2.72
0.97
Often
I find it challenging to correct
students’ errors within a spoken
communicative context.
2.72
1.00
Often
I find it challenging to keep
students’ interest in the topic.
2.78
0.96
Often
I find it challenging to give
appropriate activities to test how
much students learn during
discussions.
2.50
0.97
Sometimes
I find it challenging to use
modern technology to present my
lesson.
2.39
1.05
Sometimes
I find it challenging to
incorporate the latest ideas and
trends in the lesson.
2.47
0.97
Sometimes
I find it challenging to teach and
engage visual learners.
2.36
1.05
Sometimes
I find it challenging to teach and
engage auditory learners.
2.47
0.97
Sometimes
I find it challenging to teach and
engage verbal learners.
2.39
0.96
Sometimes
I feel like I am lacking in the
ability to properly teach the
subject.
2.06
0.92
Sometimes
Total
2.49
0.98
Sometimes
Table 6. Interpretation of Teacher’s Performance
The data above indicates that teachers’ performance also proves to
sometimes be a challenge in terms of teaching grammar, though not as frequently
as students’ performance. Teachers admittedly often find it challenging to correct
students’ errors in both written and spoken communicative contexts. They also
often find it challenging to keep students interested in what is being taught in class.
This was a similar challenge present in the study conducted by Saputra et al. (2020),
wherein in their study, they stated that teachers should develop their ability to
employ implicit and explicit grammar instruction so they could keep students
motivated.
Mean
Std.
Deviation
Interpretation
I find it challenging to employ
interactive teaching when it
comes to teaching grammar.
2.5
0.81
Sometimes
I find it challenging to engage
visual learners with the
interactive teaching method.
2.44
0.94
Sometimes
I find it challenging to engage
auditory learners with the
interactive teaching method.
2.56
0.81
Often
I find it challenging to engage
verbal learners with the
interactive teaching method.
2.53
0.94
Often

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I find it challenging to employ
deductive teaching when it
comes to teaching grammar.
2.47
0.91
Sometimes
I find it challenging to engage
visual learners with the
deductive teaching method.
2.44
0.94
Sometimes
I find it challenging to engage
auditory learners with the
deductive teaching method.
2.56
0.84
Often
I find it challenging to engage
verbal learners with the
deductive teaching method.
2.53
0.84
Often
I find it challenging to employ
inductive teaching when it comes
to teaching grammar.
2.56
0.81
Often
I find it challenging to engage
visual learners with the inductive
teaching method.
2.44
0.94
Sometimes
I find it challenging to engage
auditory learners with the
inductive teaching method.
2.39
0.93
Sometimes
I find it challenging to engage
verbal learners with the
inductive teaching method.
2.44
0.84
Sometimes
Total
2.49
0.88
Sometimes
Table 7. Interpretation of Teaching Method
As the data above shows, the respondents sometimes find it challenging
to employ interactive and deductive teaching methods, though not as much as with
inductive teaching methods. Despite facing the most challenges with inductive
teaching, the respondents answer that interactive teaching and deductive teaching
are often much harder to use when it comes to engaging both auditory and verbal
learners. Some findings of Regmi (2021) share similarities with this research; both
find inductive and deductive teaching to be effective in teaching grammar, although
Regmi has given more specific uses for both methods in comparison to this research,
which encompasses the whole concept of teaching grammar.
Mean
Std.
Deviation
Interpretation
I find it challenging to find proper
materials that can be used to
teach grammar.
2.44
0.97
Sometimes
I find it challenging to find
materials that suit every
student’s learning style.
2.47
0.81
Sometimes
I feel that the time allotted to
teaching grammar is very
limited.
2.86
0.76
Often
I am severely limited because of
the lack of resources provided by
the school.
2.33
0.76
Sometimes
I find the curriculum to be
limiting my preferred teaching
style.
2.50
0.70
Sometimes
I find the materials provided by
the school lacking.
2.53
0.81
Often

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36
I find the training programs
being given by the school to be
lacking.
2.25
0.87
Sometimes
I find the fund given to the
department to be limiting my
ability to properly teach
grammar.
2.33
0.83
Sometimes
Total
2.47
0.81
Sometimes
Table 8. Interpretation of Teaching Materials/Resources
Based on the data presented, teaching materials and resources are cited
as a challenge that teachers sometimes face in terms of teaching grammar. Teachers
often feel that the time allotted to teaching grammar is very limited and that the
materials that the school provides for them are lacking. Similarly, Regmi (2021) also
cites time, resources, and materials as possible obstacles to teaching grammar.
Tarrayo (2022) also finds the lack of clear guidance from schools to be a major
concern, though the aforementioned research is more critical of said problems in
resources and states that it is a major challenge, contrasting the researchers’
findings.
C. Challenges that Dominated Among the Respondents in Selected Schools
The third part reveals the ranking of which challenges dominated among
the respondents in regard to teaching grammar.
Mean
Rank
1. Students’ performance
3.23
1
2. Teacher’s performance
2.49
2.5
3. Teaching Method
2.49
2.5
4. Teaching Materials/Resources
2.47
4
Table 9. Ranking of Challenges faced by the respondents
Based on the data displayed in Table 9, which came from the evaluation
of the previous tables, teachers from the selected schools cite student performance
as the most challenging challenge they often face in terms of teaching grammar,
and they face the least challenge when looking for teaching materials and resources.
A similar conclusion has been found in the study of Sumalinog (2018): students’
performance and struggles in learning grammar are big challenges that teachers
face. Sumalinog, however, gave more specific topics and rules compared to the more
generalized approach of this research.
D. Strategies in Dealing with the Challenges of Teaching Grammar
The last part displays the strategies teachers employ based on the
presented challenges.
Frequency
Percentage
Rank
Change my teaching method
27
75.00
1.5
Find other learning material/s
27
75.00
1.5
Give independent practice
21
58.30
4
Give group works
24
66.70
3
Table 10. Ranking of the preferred strategy used by the respondents in
addressing students’ challenges in learning grammar

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38
Table 10 shows that teachers from the selected schools usually change
their teaching method and find other learning material when they find students
having a hard time learning grammar lessons, and giving independent practice is
less preferred in such scenarios. The findings in the study of Souisa and Yanuarius
(2020) are akin to the findings in this table: teachers apply various strategies and
approaches in teaching grammar based on the types of learners the respondents
face, and both findings share similarity in the fact that despite this, there are still
some other challenges that can hinder the task of grammar teaching.
Frequency
Percentage
Rank
Change my teaching method
22
61.10
2
Find other learning material/s
28
77.80
1
Give independent practice
16
44.40
3
Give group works
14
38.9
4
Others
1
2.80
5
Table 11. Ranking of the preferred strategy used by the respondents in
addressing their challenges in teaching grammar
Based on the data in Table 11, teachers from the selected schools usually
find other learning materials whenever they have a tough time teaching grammar
lessons, and using other strategies is less preferred in such scenarios. Studies, such
as that of Regmi (2021), have cited that the lack of proper teaching materials can
pose a challenge to grammar teaching, and this research has found that teachers
are reliant on such resources and materials when addressing the challenges they
face in teaching grammar; it is one of the challenges that the respondents faced in
their class.
Frequency
Percentage
Rank
Let them self-correct
14
38.90
4
Let them peer-correct
17
47.20
2.5
Do explicit correction
24
66.70
1
Do implicit correction
17
47.20
2.5
Do not correct students’ error
2
5.60
5
Others
1
2.8
6
Table 12. Ranking of the preferred strategy used by the respondents in
addressing their challenges in correcting student’s grammar
The data presented indicate that the teachers from the selected schools
usually make explicit corrections whenever they find students committing
grammatical errors, and other strategies are less preferred in such scenarios.
Similarly, Saputra et al. (2020), in their study, also ponder the use of implicit and
explicit grammar teaching that the respondents employ, though their research has
more differing options on its use compared to the findings of this research.

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40
Frequency
Percentage
Rank
Find other resources on the internet
33
91.70
1
Use resources in hand (chalk and
board)
23
63.90
2
Just stick with the material
provided by the school
6
16.70
3
Others
2
5.60
4
Table 13. Ranking of the preferred strategy used by the respondents in
addressing their challenges in sourcing out adequate teaching and learning
materials
In the data presented above, teachers from the selected schools usually
find other resources on the internet when they find their teaching and learning
materials to be lacking, and using other strategies is less preferred in such
scenarios. Regmi (2021) also cited resources as a leading variable for the challenges
teachers face in teaching grammar, though, in comparison, the results of this
research show that finding other resources or materials in teaching was the most
commonly used strategy by the respondents in response to their struggles in
teaching grammar to their students.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
This chapter contains the summary of the research, the discussions,
conclusions, and the recommendation of the researchers based on the findings of
the study.
DISCUSSION
As cited by Lazzarich (2019), teaching is probably the most demanding
profession in society. Presently, teaching has become increasingly arduous for
various reasons, including students’ behavior, teaching strategies, insufficient
resources, and fast-changing technology (Lynch, 2022 and Domingo, 2020) which
is also associated as to why grammar teaching proves to be challenging. One of the
notable challenges regarding the instruction of grammar is that it is complicated
and often abstract in nature, with many rules, exceptions, and nuances that can
be challenging for students to understand and remember.
Based on the findings, the teacher-respondents are predominantly female
(69.4%) and are within the 21 to 30 age range (50%). Given this, the majority of
them have 4 to 10 years of teaching experience (63.9%), and hold a Master’s degree
(55.6%) that is connected with their major subject. As per Haidar (2022), a Master’s
degree is a higher academic qualification awarded to individuals who have
demonstrated expertise in a specific field. This suggests that the teacher-
respondents have acquired advanced knowledge, skills, and professional abilities
gained through independent study and research. In terms of teaching experience,
conversely, more experience does not always equate to providing a higher-quality
classroom environment (Graham et al., 2020).
With regard to the challenges of junior high school teachers in teaching
grammar, students’ performance scored the highest in the cited challenges the
respondents faced regarding teaching grammar. The teachers have observed that
students always anticipate teachers to introduce grammar concepts they teach
explicitly, they lack skills necessary to form grammatically correct sentences and
they seem to always find it challenging to remember grammar points that have been
taught, show their grammatical capabilities concerning communicative context or

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41
42
43
when they are suddenly prompted. Given all this, teachers are split on what they
do in terms of addressing student difficulty in grammar lessons, whatever strategy
or approach they use depends on the situation they perceived, though they usually
change their teaching method to suit the students they are teaching.
Teachers’ performance and their choice of method are cited as another
problem, next to students’ performance. The respondents admittedly often find it
difficult to correct students’ errors in both written and communicative contexts.
They also find it challenging to engage students and keep their interested in the
topic being discussed, likewise to the study of Aman (2020) who asserted that some
teachers had difficulty engaging the students and had difficulty making grammar
lessons interesting, possibly because grammar can be perceived as a dull topic in
itself. Additionally, teacher-respondents often find it challenging to find the
appropriate teaching method with the various categories of learners mentioned,
interactive and deductive teaching method seems to be the most challenging
teaching method to use when engaging both auditory and verbal learners whilst the
inductive method is overall, harder to use for teaching grammar but is much better
in engaging all the three categories of learners that the researchers included.
Whenever they have a hard time teaching, they prefer to find other teaching
materials as references and learn in order to teach more effectively, on occasions
when students made grammatical errors meanwhile, they prefer to do explicit
corrections than any other method. In both instances, teachers prove to have
different types of strategies they use to ease the situation beyond what the
researchers have suggested in the questionnaires.
Lastly, although teaching materials and resources were discovered to be
the least challenging aspect of teaching grammar; teachers admitted to still face
challenges in this area due to factors such as limited time and insufficient materials
provided by the school. Nonetheless, with most teachers having 4 to 10-year
experience in the area, they are a lot more resourceful and whenever they face a
shortage of suitable teaching materials, they explore alternative methods to
compensate for the deficiency. This was also pointed out by Yusob (2018) stating
that teaching grammar to students can be time-consuming due to the challenge of
ensuring students comprehend the material within a limited timeframe. Therefore,
teachers are encouraged to actively seek out effective resources and materials to
effectively address this concern.
Overall, the findings of this research resemble some of the results of a
similar study by Yusob (2018) where the participants of the studies are found to
have difficulty addressing students’ needs, correcting students’ mistakes, students’
negative attitudes towards grammar, and students’ expectations. With regards to
the study of Iqbal (2017), although there are undeniable resemblances in the
methodology with this research, the two have differing findings, with this research
concluding that student performance is the most challenging aspect of teaching
grammar and Iqbal’s study finds that the lack of proper experience, training and
the perception that English is hard to teach, to be the main reason for the difficulty
of their respondents when teaching grammar. In conclusion, this research bears a
likeness to other similar research but the differences in the setting and other factors
have made it distinct on its own.
CONCLUSION
In summary, teaching grammar is undoubtedly a challenging task for
teachers, especially given the various challenges they face. The majority of the
respondents in this study were female, between the ages of 21 and 30, and had
between 4 and 10 years of teaching experience. The findings have also revealed that
students’ performance, teachers’ performance, and the choice of method are the
most significant challenges faced in teaching grammar. Additionally, finding the

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49
50
appropriate teaching method for different kinds of students and keeping students
interested in the topic being discussed have also been identified as challenges.
The findings of the study suggest that teaching grammar requires not only
content knowledge but also effective teaching strategies and methods to engage
students and enhance their learning experience. Although teaching materials and
resources were ranked lowest among the challenges, time constraints and
inadequate resources were also cited as the main struggles in this regard. It is,
therefore, important for teachers to seek out effective resources and materials that
can help them achieve their teaching goals and objectives.
Despite this, it was also proven that because of the respondents’
experience and flexibility, they are able to address the challenges they face, and
because they have different experiences and perceptions, they also have varying
approaches they use in terms of addressing their problems depending on what they
perceive is the best option in the given type of situation.
RECOMMENDATIONS
The following recommendations are proposed by the researchers based on
the findings and conclusion of the study.
1. In-house teacher training programs should be guaranteed to incorporate more
prospects for teachers to practice and develop their content knowledge and
effective teaching strategies, particularly in:
a. the context of teaching grammar instruction.
b. effective lesson planning that meets the needs of all students’ various
styles and abilities in learning that promotes language learning.
c. integrating technology into English language lessons to enhance student
engagement.
2. Teachers must continue seeking out effective teaching strategies and methods
that could potentially be highly effective in teaching grammar to different types
of learners and enhance their learning experience in grammar.
3. Teachers should also collaborate with one another and share their best
practices to help improve teaching outcomes and overcome common
challenges.
4. School managers should also look into the problems of educational resources
and instructional materials to support grammar teaching, given that time
constraints and inadequate resources were also cited as significant struggles
in this regard.
It is also recommended for the future researchers to include an open-
ended question in survey forms to identify additional challenges being encountered
by teachers in teaching grammar beyond those already mentioned in the study. By
doing so, future studies can provide a more comprehensive understanding of the
challenges teachers face and enable researchers to develop solutions to address
them.

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Factors Affecting Grammar
Learning of 2nd Year
College Students in
Mabalacat City College
Authors:
Delos Santos, Jade R.
Dizon, Jennilyn V.
Manarang, Margine C.
Reyes, Nica Jane C.
Villamor, Roanne Mae S.
Co-Author:
Edward Q. Inong, LPT, MAELLT

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ABSTRACT
Learning English is beneficial because it can bring a lot of opportunities
in writing and speaking. Teaching the language aims to lessen the possibility of
misunderstanding among people. The goal is to let people learn how to use correct
grammar and avoid grammatical errors. There is a related study entitled “Factors
affecting Grammar Learning” in Southern Leyte State University. In this study, the
factors that were identified that affect the students` grammar learning are
experience and exposure, learning strategies, educational background, self-efficacy,
and motivation (Bautista, et. al., 2021-2022). These identified four factors that were
used in this research study to determine how much they are affecting students. The
participants of this study are the students from two sections of 2nd year level taking
Bachelor of Secondary Education Major in English. The survey was conducted at
Mabalacat City College in Dapdap campus. With a total of 62 respondents, the
researchers were able to gather data from the respondents. Based on the data, the
age and the gender of the respondent has nothing to do with the factors affecting
grammar learning. The most dominant factor that affects the grammar learning of
the students the most is General Learning Strategy, and the least dominant factor
is Exposure and Experience.
Keywords: self-efficacy, exposure, learning strategies, grammatical
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
Language is a way to communicate with other people. It is very important
for people to know a language because they speak and talk every day. People want
to deliver the message they want to share and sharing messages can be hard if you
do not know the language that much. There is a language that connects many
people in the world and the universal language which is the English language and
the most widespread. According to Shashkevich (2019), language is the
fundamental means of expression and communication in daily life, and speaking,
writing, and reading are essential parts of that process. People can learn more about
us and the reason for our behaviors is how people use the language.
Learning English is beneficial because it can bring a lot of opportunities
in writing and speaking. It is the most common language used by students, locals
and even professionals around the world. The reason for this is to remove the barrier
of misunderstanding among people. Since it is the universal language, people have
basic knowledge of English and they use words from the language because language
is what allows us to converse about language in an efficient way, learning
appropriate grammar is crucial (Pachina, 2019).
In the Philippines, learning English is a necessity in education as it is part
of the curriculum. It is being taught since primary level up until tertiary level.
Educators also uses English as well in teaching in some subjects that focuses on
grammar and literature. Philippines is one of the largest English-speaking countries
in the world and in fact, English is one of the country's official languages (Santos,
et. al, 2022).
In speaking and writing a language, there are specific rules to follow. They
are not just a simple structure of sentences to share but there should be a correct
arrangement and usage of words to follow in doing so. This is why we teach
grammar. Teaching the language aims to lessen the possibility of misunderstanding
among people. The goal is to let people learn how to use correct grammar and avoid

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grammatical stets. But in some instances, people cannot help to commit some
grammatical errors. These errors are mostly unintentional. Our learners are also
experiencing the same problem in school. Each learner present to school in front of
classes. They write essays and stories and in these situations are mostly the times
where they commit grammatical mistakes. In grammar learning, some factors may
affect them. There are different reasons why there are factors that affect the
students in their grammar learning.
As students of Mabalacat City College under the program of Bachelor of
Secondary Education Major in English, there are still experiences where grammar
learning has its difficulties and lapses. Sometimes, there are certain factors that
have an effect while learning the grammar. Identifying the factors that affect the
students the most will be a large benefit to the students and teachers.
REVIEW OF RELATED LITERATURE
Foreign Studies
Language is main point of communication because the purpose of
communication is getting the meaning. English is a universal language, and to know
to everyone. It means everyone can communicate with other using English
language.
As what Nasir describes (2011), the modern world is a global village, and
we are near the world community. They are close to expressing themselves by
communicating with each other. Many people and communities can share their
thoughts and ideas through a mutual language. A man has been able to express
and establish emotions and desires and uses language regulation relationships with
others. The majority of the world is becoming multi-verbal communication results.
Most people in this world call themselves at least the afternoon speaker.
Grammar is important especially in the use of language process. It is
essential part of the student and spoken written language learning English will be
effective if we also understand the grammar.
English has long been a requirement for a long time in many academic
programs in the Philippines. Although the curriculum has changed significantly,
the core components of any curriculum still include learning English. English is a
subject provided in both the Junior and Senior High School curricula, with K to 2
taking center stage. Additionally, it is used as the primary teaching method for other
disciplines like science and math. Filipinos are thought to be among the most
proficient English speakers. This is one of the causes why other Asians from ASEAN
nations have opted to study in the Philippines or turn to Filipino mentors to learn
English (Moon, n.d.).
As what Singh et. al. in 2017, having studied English in primary and
secondary schools, college students frequently make grammatical mistakes in their
work. The grammatical mistakes committed by college students in their writing are
shown in this study. The participants were a group of Diploma students who took
the entrance exam for the university. The most frequent types of errors, according
to the results, were those involving tenses and subject-verb agreement. The tenses
were oversimplified by students, who thought they could be used interchangeably,
and this is another frequent inaccuracy in the students.
Hlaing (2019), the author uses error analysis to discover patterns in the
grammar mistakes made by the students. As a result, the author recommends that
English teachers adopt some efficient teaching techniques to help students make

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fewer or even no mistakes and draw their attention to the importance of developing
their grammar skills.
In accord of the idea of Arbain. in 2020, most grammatical mistakes are
interlingual transfer mistakes. Second, from the intralingual transfer mistakes, the
researcher finds that students don’t know some of the rules of grammar. Therefore,
English teachers should design materials which is around the key grammar so that
the students can learn grammar for actual use.
Teachers have given a lot of thought on how to help students learn
grammar successfully in which Mufanti et-al. in 2019 described. The students'
ability to communicate clearly in writing is said to depend on their command of
grammar, although they frequently struggle to do so. Even though teachers have
given enough feedback and students may have a rudimentary understanding of the
rules or sentence patterns, most of them continue to make frequent errors as well
as errors in their subsequent work. It is asserted that constructing and analyzing
model for the teaching of grammar (CAM) is one of the communicative ways in
teaching grammar that facilitates students not only to learn it effectively but also
assist them in constructing their own understanding, making use of their
knowledge in an acceptable context, and developing their writing skill.
There are three main ideas as to why language-learning ability declines at
18: social changes, interference from one’s primary language and continuing brain
development. At 18, kids typically graduate high school and go on to start college
or enter the work force full-time. Once they do, they may no longer have the time,
opportunity or learning environment to study a second language like they did when
they were younger. Alternatively, it is possible that after one master a first language,
its rules interfere with the ability to learn a second. Finally, changes in the brain
that continue during the late teens and early 20s may somehow make learning
harder. They concluded that the ability to learn a new language, at least
grammatically, is the strongest until the age of 18 after which there is a precipitous
decline. To become completely fluent, however, learning should start before the age
of 10. Other factors were assessed using a survey that inquired about motivation,
amount of time using the L1 versus the L2, and musical ability (Oclaret, 2021).
Subjects also participated in an elicited imitation task to assess global proficiency
in the L2 (Erlam, 2009).
Local Studies
Most people are learning English from young age and are in daily contact
with thus language. The important role of Out-school exposure in L2 learning can
be explained by usage-based approaches which assume language learning to be in
put- dependent and experientially based (Schumaker D., 2023).
The learners input rich environment with more frequent exposure to L2.
Input outside the classroom. On each higher levels of English proficiency in
language skills. Such as listening comprehension. It is the fact that with more
exposure to social media, audio, visual, and online resources, it is now possible to
learn languages, especially English. When the use of language in the classroom is
not contextualized. Instruction main mainly lead to Metalinguistic knowledge about
language (Doughty, 2023) In the study of Flemish, the effect of out of school
activities in later was the most determinant factors of learner’s vocabulary
knowledge in English.
In Taiwan, Huang et al. (2020) found that even through the amount of
formal English instruction in kindergarten was significantly associated to listening
Comprehension and measures of Fluency and accuracy from an oral or narrative
(but not measures of complexity). The strongest influence of their language’s

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outcomes was measure of current contact with English outside school. Found that
although school factors were positively associated with the development of various
English skills especially in countries with native languages that are more distant
from English, factors related to-out-of-school exposure played an even more
important role in the development of English skills. This finding underlines the
strong influence that the informal language learning opportunities available to
adolescents through different types of media have on their language proficiency.
In series of studies conducted with Franken University students, Sockett
and colleagues in 2012 showed that most of the students watched films and
television series in English. While minority also regular with the other English user
on social media. Social networking tools like fakebook, twitter and my space.
(Cadierno, n.d.)
In conclusion, it is obvious that students or learners can easily learn
grammar or the English language using the internet because a lot stet activities that
can be done to learn the language using online platforms and webpages.
Based on the findings of the study conducted by Bagaipo et. al (2020), the
factors that commonly affecting grammar learning of the students are individual
differences, age, culture and self-efficacy. This means that the factors that may
affect the learners may vary according to the groups of the research subjects and
the community they are in.
It is common that having grammar mistakes can change the meaning or
context of what one is trying to say, which usually is the main problem when making
grammar mistakes. As a result, teachers are the ones that are doubted because of
the grammar mistakes that the students are making. (Sumalinog, 2018)
The study discovered that the subjects were moderately competent in basic
English grammar but excelled in the proper use of conjunctions, prepositions,
possessive forms of nouns, and verb tenses; they were weak in the pronoun-
antecedent relationship, noun pluralization, subject-verb agreement, adverb, and
pronoun types, adjectives, and adverbs order, and adjectives' degree of comparison.
A validated Worktext for Basic English Grammar was developed.
First language interference is seen as a major factor affecting English
language proficiency. The main objective of this study was to determine the
participants' proficiency in grammar and to know how their first language (L1)
influenced the pronunciation and intonation of American English. To raise the level
of proficiency of the students on grammar, the researchers recommended English
teachers provide and incorporate activities to enhance students' understanding of
subject-verb agreement. These activities provide tasks like identifying errors, editing
erroneous texts, and other activities that gives a deeper understanding of subject-
verb agreement to students. (Kang X. et al., 2021) There is a related study entitled
“Factors affecting Grammar Learning” in Southern Leyte State University. In this
study, the factors that were identified to affect the students` grammar learning are
experience and exposure, learning strategies, educational background, growing
environment, self-efficacy, and motivation (Bagaipo, et. al., 2021-2022).
Synthesis
The related literatures are being presented succeeding the exploration
done by the researchers. This also presents as the synthesis of the art, gap-bridge,
study, and conceptual framework, terms are fully defined to better comprehension
and operational to clarify. The literatures and studies above support the aims of the
researchers which is to know the factors affecting grammar learning of Second Year
College students Major in English of Mabalacat City College. The literatures and

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studies that were indicated in this chapter are closely related to this research paper
whereas they all give highlights on different factors practices.
On the other hand, literatures and studies are uniquely different from one
another in terms of participants, with the places and being conducted. Regardless
of the difference of the literatures and studies used in this chapter, they still helped
to support and strengthen the overall of current researchers’ study.
The intention and relevance of this chapter placed present study into
previous and related research. As proportionate, the review system focused on the
connection between present system and the work of others. It is essential to
familiarize those who will read with the topic of this paper thus, offering them
different arguments to deepen their knowledge and information about this paper.
CONCEPTUAL FRAMEWORK
There are four pre-determined factors affecting grammar learning based
on the study of Bagaipo (2021) namely, General Learning Strategies, Motivational
and Self-Efficacy, Exposure and Experience and Educational Background. These
factors are experienced by students in their grammar learning. In this research, we
will conduct a survey on 2nd year B.S.Ed. English students as they are still studying
grammar. We will find out how these four factors affect their grammar learning and
what affects them the most.
Figure 1. Conceptual Framework
STATEMENT OF THE PROBLEM
The primary focus of this study is to identify the factors affecting grammar
learning of second year English major students in Mabalacat City College. To obtain
all the essential knowledge, data, and information, the research sought to answer
the following questions:

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1. How many in the 2nd year English major students be described in terms of:
1.1. age; and
1.2. gender?
2. What is the relationship of the demographic profile of the students with their
grammar learning?
2.1. Learning Strategies
2.2. Motivation/Self-Efficacy
2.3. Educational Background
2.4. Experience and Exposure
3. What is the most dominant factor affecting grammar learning?
4. What is the least dominant factor affecting grammar learning?
SIGNIFICANCE OF THE STUDY
This study identified pre-determined factors that affect the grammar
learning of the students. The information gathered during this research will be
helpful to the following:
Students. The learners will benefit from this research because they will be
aware of the grammar learning. They will become better at self-correcting and using
correct grammar.
Teachers and administrators. Teachers will benefit from this research
since it will make it easier to always correct children, even without the guidance of
the parent. It will serve as an instrument for teachers to understand how and why
children make grammatical problems.
Community. The community will also benefit from this research because
everyone will be able to know how peer correction functions. We may tend to
concentrate on the faults of others rather than our own. Therefore, in this
circumstance, we may constantly practice nicely correcting others while
simultaneously learning by ourselves.
Future Researchers. This research will benefit future researchers for it
will serve as a reference.
SCOPE AND LIMITATION
The scope of the study focuses on factors that affects grammar learning
and not the part of grammar learning where they are having a hard time with. The
scope of the lesson focuses on the factors that affect grammar learning and the
challenges that students have while they are in the process of learning. The study
was conducted at Mabalacat City College. The respondents were the 2nd year college
students of school year 2022-2023.
The study does not focus on their grammar proficiency. It also does not
cover any other factors that may affect their grammar learning, only those pre-
determined factors that were mentioned.
DEFINITION OF TERMS
Terminology
Grammar
According to Cambridge English Dictionary, (the study or use of) the rules
about how words change their form and combine with other words to make

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sentences. Grammar is commonly used in schools and in the world of
education as it becomes part of the system.
Inaccuracy
Inaccuracy is a situation which in a fact or measurement is not completely
correct or exact. It is the quality or state of being inaccurate (Merriam Webster`s
Dictionary, 2022) It is the lack of accuracy and is commonly occurs in learning
grammar or any other lessons.
Interlingual
Interlingual is relating to or occurring more than one language, this is
according to Collins English Dictionary. It is pertaining to or using two or more
languages.
CHAPTER 2
METHODOLOGY
This chapter includes the research design, research locale, participants of
the study, research sample, research instrument, data collections, and ethical
considerations used by the researchers. It presents here the process of how the
researchers conducted their study and how they analyzed it.
RESEARCH DESIGN
Correlational research design is utilized in this study, for the researchers
to know what the factors are affecting the Grammar Learning of the 2nd Year
Students in Mabalacat City College. Correlational research is a research method
that r population or a situation that relates two or more variables to determine the
relationship Researchers used quantitative method to create this study. The
researchers tried to find solutions to the issue to support and fulfill the study's
goals.
Quantitative research, according to Sis International Research (n.d.), is an
organized method of gathering and examining data from many sources. The results
of quantitative research are derived using computational, statistical, and
mathematical techniques. It is definitive in its intent since it seeks results that can
create a general impact to a larger population to quantify the issue and understand
how widespread it is.
RESEARCH LOCALE
The researchers conducted a survey at Mabalacat City College. The school
has two branches. One is in Dapdap, and the main campus is located at Dolores,
Mabalacat City, Pampanga.
PARTICIPANTS
The participants of the study were the 2nd year College Students. The
researchers surveyed all the sections of 2nd year level taking Bachelor of Secondary
Education Major in English. There are currently two sections in the chosen level
(Academic Year 2022-2023).
RESEARCH INSTRUMENT
The primary tool for acquiring data is a questionnaire. The prepared
instrument focused on providing a response to the problem's statement. The factors
influencing grammar learning of second year major in English students in
Mabalacat City College. The questionnaire contained 4 parts in which corresponds

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the different factors consists of 10 statements each. The instrument is a Likert scale.
The questionnaire is distributed to the respondents.
The data collection instrument was designed as a scale from 1-4. Where
in the (1) is strongly disagree, (2) is disagree, (3) is agree, and the last one is (4)
which is strongly agree. The researchers will use this legend to assess the
information gathered during data collection.
DATA COLLECTION
After determining the validity and reliability of the data collection method,
creating study-specific research questions, and making all necessary adjustments
to the selected respondents. Sixty-two (62) copies of questionnaires distributed were
successfully completed and returned. In accordance with the consent of the
respondents and the researchers, their corresponding answers to the inquiries are
thus retained. Because of the availability of the students in data gathering,
researchers were not able to gather all the data in face-to-face basis. With the
permission of the panelists and the Field of Study Head, we gather the rest of the
data online thru Google forms.
The data gathered are organized and tabulated according to the results of
the statistical treatment done. The assistance of a statistical specialist was required
at this point.
ETHICAL CONSIDERATION
Ethical considerations are considered while conducting the study. Respect
is observed for the study participants. This for reason of study participants provide
the basis for various ethical ideals.
The researchers maintained the privacy of all participants’ personal
information. Additionally, the researchers accurately documented and tabulated
each information. Without any manipulation, the information was gathered, and
the processes followed. This is done to deliver accurate research outcomes devoid
of any tampering.
We, the researchers explained all about the research clearly using simple
terms to the students. This is to give the students better understanding as the
participants. This will make them aware of the research objectives and aims in
learning. Additionally, we will not intimidate or force the students to take part in
the study. They also have the freedom to refuse if they want to. They can participate
and contribute to the research based on their own will.
CHAPTER 3
FINDINGS AND THE RESULTS
In this section, the researchers interpreted the data gathered from the
respondents. The results were tabulated and analyzed with the collaboration of a
statistician. Reports in this chapter presents the four pre-determined factors that
affect grammar learning of the students in Mabalacat City College. The results were
answers of 62 respondents from second year level.
Table 1. Gender of the 2nd year B.S.Ed. English students
Gender
Frequency
Percent
F
56
90.3
M
6
9.7

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Total
62
100.0
The results showed that out of 62 respondents 56 are female and 6 are
male. The respondents' gender distribution shows that 90.3% of them are female.
The remaining 9.7% of respondents are male. The total number of student
responses is 62.
Table 2. Age of the 2nd year B.S.Ed. English students
Age
Frequency
Percent
19
17
27.4
20
29
46.8
21
11
17.7
22
5
8.1
Total
62
100.0
Respondents’ ages ranged from 19 to 22 years with 90.3% identified as
female and 9.7% as male. The highest proportion of respondents are at the age of
20 with 46.8% and the least common age of respondents is at the age of 22 with
8.1% and with the age of 21 which is 17.7%. Results are based on 62 responses.
Table 3. General Learning Strategies
General Learning
Strategies
Mean
Std. Deviation
Interpretation
I try to find as many
ways as I can to use my
English.
3.2258
0.77712
Agree
I look for opportunities
to in read as much as
possible English.
3.1452
0.64900
Agree
I look for opportunities
to listen in as much as
possible English.
3.3065
0.80141
Agree
I look for opportunities
to speak in as much as
possible English
3.1613
0.70580
Agree
I think about my
progress in learning
English.
3.4032
0.66430
Agree
I try to find out how to
become a better learner
of
English.
3.4355
0.64327
Agree
I notice my English
mistakes and use that
information to help me
do better.
3.4194
0.64142
Agree
I plan my schedule so
that I have enough time
to study and improve
my English.
2.6290
0.87279
Disagree

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I have clear goals in
improving my English
skills.
3.1290
0.68912
Agree
I give myself a reward
or treat when I do well
in
English.
2.7581
1.11157
Disagree
Total
3.1613
0.75558
Agree
According to data findings around respondents' learning techniques it is
obvious that they concur with the various tactics listed in the questionnaire. By
reading books and utilizing every opportunity to speak English, students are
acquiring grammar. They both concur that they are aware of their grammatical
errors. They also clearly want to learn and get better. Yet, considering the result in
statements 8 and 10, students are not happy with the period of time they must
focus and practice their grammar; they struggle to do so and do not engage in self-
study.
Table 4. Motivational and Self-Efficacy
Motivational and Self-
Efficacy
Mean
Std. Deviation
Interpretation
If get asked to define
grammar, I am very
confident to answer.
3.0000
0.72429
Agree
I think good grammar is
very useful.
3.6613
0.62577
Agree
Good grammar is
necessary to
communicate.
3.4194
0.82080
Agree
When I try to write with
good grammar, I get
better grades.
3.3871
0.66171
Agree
When I try to write with
good grammar, my point
is made more effectively.
3.5000
0.62068
Agree
Everyone cares if I make
grammatical errors in
school.
2.7742
0.87627
Disagree
Grammar is required for
everyday speech, so it is
very important for most
people to know.
2.4194
0.85982
Disagree
When I hear the term
'grammar in an
academic context. I get
nervous.
2.9032
0.91812
Disagree
I try to relax whenever I
speak English.
3.2419
0.80338
Agree
When I hear the term
grammar in everyday
speech, I get annoyed.
2.2903
1.03047
Disagree
Total
3.05968
0.794131
Agree
Based on the table, it shows that students are torn almost equal between
Agree and Disagree with the statements. With the mean of 3.06, students mostly
chose Agree under Motivational and Self -efficacy as factor affecting their grammar

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learning. Basing on the questionnaire and the statements they disagree with; we
can see that students are mostly conscious on other people`s insight with regards
to their grammar. This affects their learning motivation as they care on the
judgements of other people than learning grammar freely.
Table 5. Exposure and Experience
Exposure and
Experience
Mean
Std. Deviation
Interpretation
I love listening to
English songs.
2.6290
0.92743
Disagree
I always read write-ups,
article, and short
essays.
2.9032
0.90009
Disagree
I like talking to a native
speaker whenever I had
the chance to.
2.5484
0.98642
Disagree
I love listening to
documentaries and
podcasts.
2.7097
0.89419
Disagree
I watch English movies
more than 2 hours per
day.
2.3226
0.98803
Disagree
I attend seminars that
talk about grammar
learning.
2.0806
0.92857
Disagree
I take English classes
and watch videos.
2.0968
0.86289
Disagree
I love joining essay
writing competitions.
2.6613
1.02339
Disagree
I always practice my
English skills by taking
online tests.
2.8226
0.98387
Disagree
English subject is my
expertise.
1.8226
0.84007
Strongly Disagree
Total
2.45968
0.933495
Disagree
From the table shown, it shows that respondents mostly answered
“Disagree” to the statements under “Exposure and Experience”. Even though the
respondents` major is in English, students chose to beg for disagreement of English
subject as their expertise. As can be seen at statement 30, most of the respondents
answered Strongly Disagree compared to other statements with a standard
deviation of 0.84. As per the table, the statement 30 reflects that even though the
students are all taking English program, it is not a factor that helps them to learn
grammar more effective than the other factors.
Table 6. Educational Background
Educational Background
Mean
Std. Deviation
Interpretation
Ever since high school,
I love learning English
grammar.
3.4194
0.87868
Agree
From elementary to
college, grammar
teaching is highlighted
in our school.
2.3871
1.01392
Disagree

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In junior high school,
the teaching of
grammar hooked my
interest.
2.6557
0.85411
Disagree
My interest in the
English subject
depends on how hard
the year level is.
2.5968
0.99934
Disagree
There is a seminar
conducted in our high
school that relates to
grammar.
2.3710
0.97902
Disagree
I always have a
grammarian to check
my output.
1.9516
0.89493
Strongly Disagree
Our school implements
English only policy.
2.2419
1.05092
Disagree
I took a grammar-
related strand in my
Senior High
School.
2.0484
0.81838
Disagree
I took subjects that
were related to English
grammar.
2.1452
0.88423
Disagree
I was enrolled in an
English school.
2.3065
0.95108
Disagree
Total
2.41236
0.932461
Disagree
Educational Background is one of the pre-determined factors that affects
the grammar acquisition of the students which most of the respondents did not
agree. Out of 10 statements, there is only 1 statement that shows agreement, and
the rest of the statements were all disagree and strongly disagree. From the
statement 1, the students love to learn grammar since their high school, but they
were not able to highlight their interest in studying grammar as for some
educational circumstances.
Table 7. Correlation of Gender and Age to the pre-determined factors
Table 8. Covariance of Gender and Age to the pre-determined factors

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The correlation matrix provides insight into the relationships between
students' demographic profiles, such as gender and age, and several factors related
to grammar learning, including learning strategies (Gen LS), motivation and self-
efficacy (MSE), educational background (EB), and experience and exposure (E&E).
The correlation coefficients provide information about the strength and direction of
these relationships. A positive correlation, for instance, suggests that as one
variable increases, the other variable increases as well, whereas a negative
correlation suggests that as one variable increases, the other variable decreases.
Examining the relationship between gender and the other variables reveals
a low positive correlation between gender and General Learning Strategies (0.06)
and Experience and Exposure (0.19). This suggests that as we observe the two
sexes, there may be a modest increase in learning strategies, experience, and
exposure. It is essential to note, however, that these correlations are weak,
indicating that gender has a negligible effect on these parameters. The relationship
between gender and Motivation and Self-Efficacy (-0.03), and Educational
Background (0.03) is even weaker, indicating that gender has little to no effect on
these aspects of grammar learning.
There is a weak negative correlation between age and General Learning
Strategies (-0.21) and Motivation and Self-Efficacy (-0.18), suggesting that as
students age, their use of general learning strategies and motivation and self-
efficacy in grammar learning may diminish marginally. The relationship between
age and Experience and Exposure (-0.01) and Educational Background (0.11),
however, is weaker, indicating that age has a negligible effect on these aspects of
grammar learning.
When analyzing the interrelationships among the factors related to
grammar learning, we find a moderately positive correlation (0.53) between General
Learning Strategies and Motivation and Self-Efficacy, indicating that students who
use more learning strategies have a tendency to have higher motivation and self-
efficacy. In addition, a weak positive correlation exists between General Learning
Strategies and Experience and Exposure (0.27 and 0.15), and Educational
Background (0.15), indicating that pupils with a greater number of learning
strategies also have slightly higher levels of experience and exposure and
educational background.
These results present numerous implications for comprehending the
relationship between demographic factors and grammar. First, the low correlations
between gender and the various aspects of grammar learning indicate that gender
may not be a significant predictor of students' learning strategies, motivation,
educational background, experience, and exposure. This finding may suggest that

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educators and researchers should place greater emphasis on other variables that
may have a greater influence on grammar learning outcomes.
The weak negative correlations between age and General Learning
Strategies and Motivation and Self-Efficacy suggest that older students' use of
learning strategies and motivation/self-efficacy may decrease slightly. This finding
suggests that educators should be aware of the potential difficulties that older
students may encounter when learning grammar and consider instituting targeted
interventions, such as additional support or resources, to address these difficulties.
The moderately positive correlation between General Learning Strategies
and Motivation and Self-Efficacy underscores the significance of learning strategies
in nurturing students' motivation and self-efficacy in grammar learning. This
finding suggests that educators should emphasize the creation of successful
learning strategies to help students become more motivated and confident in their
abilities to learn grammar. Such techniques may include active reading,
summarizing, and group discussions.
The weak positive correlations between General Learning Strategies and
Experience and Exposure and Educational Background indicate that students More
possibilities of learning opportunities and strategies may have marginally higher
levels of experience, exposure and educational background. This finding suggests
that incorporating more opportunities for experience and exposure into grammar
learning activities, such as through real-world scenarios or immersive language
environments, may improve students' learning strategies and their overall
effectiveness in grammar learning.
Existing research on the relationship between demographic factors and
grammar learning supports the findings of our data analysis. Singh et al. (2017)
discovered that college students frequently make grammatical errors, with tense
and the most common are subject-verb agreement problems. This is consistent with
our finding that there is a weak negative correlation between age and general
learning strategies (Gen LS) and motivation and self-efficacy (MSE), suggesting that
older students may have more difficulty acquiring grammar.
Hlaing (2019) highlights the significance of effective teaching techniques
in reducing students' grammar errors, which is consistent with our finding that the
development of effective learning strategies is crucial for nurturing students'
motivation and self-efficacy in grammar learning. The ability to acquire a new
language, particularly in grammar, after reaching the age of 18 is the most effective,
after which it declines dramatically. This supports our finding of a moderately
negative correlation between age and grammar learning factors, suggesting that
younger learners may have an advantage when it comes to grammar acquisition.
Individual differences, age, culture, and self-efficacy were identified as
factors influencing grammar acquisition in a study by Bagaipo et al. (2020). This
result is consistent with our findings, highlighting the significance of incorporating
these variables when examining the relationship between demographic factors and
grammar learning. Sumalinog (2018) discovered that teachers' abilities are
frequently questioned due to students' grammar errors, emphasizing the need for
effective teaching strategies and learning techniques to enhance grammar learning
outcomes.
Alico (2020) found that subjects were moderately proficient in fundamental
English grammar but had weaknesses in specific areas, including pronoun-
antecedent relationship, noun pluralization, and subject-verb agreement, among
others. This highlights the significance of individualized instruction and learning

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strategies in addressing these deficiencies. Kang X. et al. (2021) identified
interference from the native language as a significant factor affecting English
language proficiency and recommended enhancing students' subject-verb
agreement skills through activities. This recommendation is consistent with our
conclusion that the development of effective learning strategies is crucial for
nurturing students' motivation and self-efficacy in grammar learning.
The study by Bautista et al. These factors align with the outcomes of our
data analysis, further validating the associations between demographic factors and
grammar acquisition. Overall, the existing literature supports our findings,
emphasizing the significance of demographic factors, learning strategies, and
effective teaching techniques for enhancing students' grammar learning outcomes.
Figure 2. Most dominant factor affecting grammar learning
The general learning strategies, which demonstrates in the data that
students are more comfortable in their own learning approaches, is the most
important component that influences grammar learning. That demonstrates how
simple it is for children to pick up new grammar rules when they employ their own,
instinctive techniques like speaking English whenever possible. They are grammar
conscious, and as a result, they keep an eye on how they speak English.
Figure 3. Least dominant factor affecting grammar learning
From the chart, Exposure and Experience has the most disagreement with
the statements with 39%. Based on table 5, 9 out of 10 statements has the most
Disagree and 1out of 10 statements have Strongly Disagree in the overall results of
the answers of the respondents. This means that Exposure and Experience least
affects the grammar learning of the students.

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CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
There are several factors identified in this paper namely General Learning
Strategies, Motivational and Self-Efficacy, Exposure and Experience, and
Educational Background. It was described based on the gatherings that age and
gender have no significant relationship to the factors that affect grammar
acquisition of the students. Most of the students in second year level are female and
coming into conclusion that it may be biased as there is no equal participants for
male and female. Because the researchers have this fixed mindset that one sex is
superior to another, especially in relation to their work, more women than men
enroll in the BSED – English program. We generally saw English as soft and tranquil
in nature, as opposed to how a man genuinely talks their own language, which is
loud and powerful. Furthermore, we have this cognitive distribution or thinking that
a man prefers to juggle a profession between mathematics and engineering than
women because of previous prejudices about it, that most employed women who
used to be teachers are expected to teach a child as tender and calm as they may
be. And other reason is that because most boys like subjects like P.E or math rather
than English. Because for them, English is a harder subject because it requires
deeper understanding and a lot of reading.
The students` age are between 19-22 which is a close age range with just
a 3-year difference. This means that their way of thinking is almost the same since
they are almost at the same age. The aim of this section is to present these factors
and how they help in the grammar instruction of the students.
General Learning Strategies
A person's method of organizing and employing a certain set of skills to
learn material or complete other activities more quickly and effectively in academic
and non-academic environments is known as a learning strategy (Schumaker &
Deshler, 1992). The results of our data collection show that students are much more
at ease learning on their own without setting aside specific time to study English
grammar. They are also much more at ease and used to learning in a natural way
by reading books and taking advantage of every opportunity to speak in English,
which is the reason why they tend to learn more and concentrate on their learnings.
Other students, however, stated in their responses to the survey that they usually
set aside a time and a goal for themselves to study English grammar. By doing this,
they are able to discipline themselves and remind themselves that the time they set
aside is for learning English grammar, which makes it easier for them to concentrate
and give full attention to learning.
Motivational and Self-efficacy
Motivation is based on the individual's desire to achieve goals, whereas
self-efficacy is based on the individual's faith with their own ability to accomplish
goals. High self-efficacy is frequently accompanied with strong motivation, and vice
versa, but this is not the common situation. According to the data we acquired,
students are far more at ease learning English grammar at their own pace and will
without exerting themselves to the mental maximum. When students study when
they feel like it, it works well for them, makes learning enjoyable, and helps them
learn much more. Additionally, students always opt to learn English grammar in
their own way, which is significantly more efficient for them and eliminates the need
for them to exert a lot of effort just to learn English grammar. This also gives them
the confidence to learn more and become more at ease speaking English without
worrying about making mistakes.

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Exposure and Experience
When a student is exposed, it means that they encounter the language
they are attempting to acquire, either generally or with linguistic points. It
frequently refers to contact outside of the school when speaking generally about the
language.
It will be simpler for you to master the proper pronunciation, grammar,
and vocabulary the more exposure you have to it. Exposure is essential for both
learning a new language and keeping what you already know. Even not inside the
classroom, students can learn. If they had the chance to learn outside, it would be
beneficial for them because they can observe and apply tactics for learning through
straightforward and efficient means, such as viewing American movies, reading
articles, and listening to English-language music. Education is not always in the
classroom where you can learn it.
What you learn from any encounter qualifies as a learning experience. It
can happen anyplace you can think of, including the workplace, homes, outdoors
and it could take place in the real world, a virtual setting, or a hybrid of the two.
Students learning will be influenced by their exposure to and involvement in
experiences. Any experience from which you learn is an experience. It can happen
anywhere.
Educational Background
Based on the data collection, most of the students disagree that
educational background affects grammar learning. Because of their experiences
studying English in formal and informal settings, some students get the confidence
to speak in English. They can talk in front of an audience because of their
confidence. The outcome is comparable when a student is exposed to Songsiri's
(2007), where students' confidence in language acquisition gives them the courage
to continue with activities even when they encounter challenging circumstances.
On the other hand, a participant, who attends a regular school, however, is also
part of a learning discipline at their institution, such as an additional English class,
so they make the most of the opportunity to improve their English and speaking
skills. According to Fadil et al. (2018), an English curriculum offers students a
greater range of opportunities to become more communicative in English. The study
suggests that language learning is not only influenced by formal education but also
by personal experiences and efforts, which are crucial for developing language
proficiency and confidence. Therefore, educators should provide a variety of learning
opportunities and experiences in the English curriculum to improve students'
language skills and confidence. By doing so, students will be better equipped to
communicate effectively in English.
CONCLUSIONS
With the results data gathered by the researchers, among the four pre-
determined factors, learning strategies is the factor that affects the students the
most with their grammar learning. Meanwhile, exposure and experience have the
most disagreement among the students in learning English grammar. The
researchers were able to analyze that age and gender do not have correlation with
the four pre-determined factors through almost all the respondents are female and
there is no correlation. Grammar learning depends mostly on how the students
learn. They are more motivated to study grammar if the strategy being used is in
line with accurate to their interests. If a student love what he or she is doing in
studying the grammar, then it will be effective in acquiring the knowledge. In
conclusion, students are most likely to learn grammar by their learning interests
and strategies.

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34
RECOMMENDATION
The researchers believe that all students should be taught in English
according to their interests which fits them the most. Students can be taught based
on their favored learning styles. Teachers can use a strategy that will fit everyone`s
way of learning such as Speaking, listening, vocabulary, and grammar in English
classes, together with the tools or a unique medium to convey the information. Also,
the future researchers may consider this research as a reference. Similar studies
can use this study for them to have enough knowledge of their topic.
1. Theoretical implications of the findings. By placing the results in a larger
theoretical context, it can help readers understand why the results are
significant for the study by Bautista (n.d.). It can support the study as it is
used to identify which among the factors is the most efficient among the
students.
2. Practical implications of the findings. After school sessions may help the
students to share their learning strategies and have a discussion with the
teacher. In this way, the teacher can adjust to each student and have their
opinion on how to conduct a more in-depth discussion of grammar. There are
several effective approaches to teaching grammar that can help students grasp
the concepts more easily.
a. Contextual Grammar: Teach grammar rules with real-life examples.
Provide sentences that students can relate to and show how the grammar
rules apply in those situations.
b. Explicit Instruction: Provide clear rules and explanations for each
grammar point. Students need to know exactly what is expected of them
and how to apply what they have learned.
c. Visuals and Mnemonics: Use pictures, diagrams, flashcards, or other
visuals to help students remember grammar rules. Visuals are especially
helpful for teaching parts of speech and sentence structure.
d. Interactive Activities: Provide opportunities for students to practice
using grammar rules through interactive activities. Role-play, games, and
other engaging activities can help students apply what they have learned
in a fun way.
e. Error Correction: Provide feedback on students' grammar usage It can
correct errors during class or through written feedback on assignments.
Be sure to provide explanations for the corrections.
f. Gradual Release Model: Gradually release responsibility for grammar
learning from the teacher to the student. Start by modeling grammar usage
and then gradually provide more opportunities for students to practice on
their own.
3. Discussion of the avenues for future research that build on the current
findings. From this study, this starts a new set of questions that future
researchers can use as their study.
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On Speaking English as a
Second Language:
Third-year English Major
Students’ Oral Participation
Challenges and Strategies
Authors:
Lipalam, Mark Ryan G.
Mallete, Misly B.
Miranda, Jelly Ann M.
Terrenio, Shania D.
Yupo, Edrei S.
Co-Author:
Ralfh Emerson Macapagal, LPT

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ABSTRACT
This study aims to identify and examine the challenges that affect
students' oral participation in speaking English as a second language. The
participants of this study are students with a Bachelor of Secondary Education
major in English, and the researchers collected data from thirty-six respondents
using paper and pencil survey questionnaires. This study is quantitative research
in which the researchers collected numerical data from the respondents and
analyzed it using the mean as a measure of central tendency. As evidenced by their
agreement with 9 out of 10 statements, the students agreed that student-related
challenges are affecting their oral participation, while they disagreed with teacher-
related challenges. The results also showed that students used multiple strategies
to improve their oral participation. Based on the results of the study, the
researchers proposed program enhancements such as encouraging the use of
multiple modalities of learning to improve the oral participation of the students in
speaking English as a second language
Keywords: English as a Second Language, Oral Participation, Challenges, Strategies
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
In a classroom, learning takes place in various ways, which can improve
the student’s skills and abilities. Communication skills are one of the essential skills
that a learner must develop. McMillan (2021) claimed that communication is one of
the most crucial life skills to learn; students must communicate well at all stages of
schooling. Students who lack well-developed communication skills risk falling
behind their peers, getting emotionally overwhelmed, or quitting school. Kaufman
(2022) stated that a person must practice speaking a lot to speak well. He also noted
that the more words you know, the more fluency you have in speaking the language.
This indicates that speaking is the most crucial ability in learning any language,
and their evaluation of their proficiency in learning a language is based on their
achievements in oral skills.
Oral participation is one of the most effective ways of developing a
student’s communication skills. As stated by Barrios & Garay (2020), Oral
participation encourages independent learning, which should represent students'
capacity to build communication skills, which may be improved with new teaching
aids. Though oral participation is an effective way for students to develop their
communication skills, there are challenges in encouraging students to engage in
this strategy, especially in utilizing the English language. Oral participation using
the English language is difficult for some students, particularly those who have
English classes and English as a medium of instruction. Oducado et al. (2018)
proved that English proficiency impacts students’ academic performance in nursing
courses. Therefore, students with good English command are likely to perform
better in reading, speaking, writing, and understanding the lesson in professional
nursing courses. This only means the struggle to speak and understand English is
prevalent even in other classes.
It has been proven in some studies that there are challenges that affect
their participation. These challenges have to do with the students’ attitudes toward
oral participation. One of the problems indicated in the study by Weda and Sakti
(2018) stated that anxiety has something to do with the verbal involvement of the
students.

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It is also not new in some studies that the lecturers’ strategies can
influence oral participation. Fitriati, Isfara, and Trisanti’s (2017) study findings
suggest that teachers need to be mindful of how their asking strategies can affect
students' oral answers during interactions in the classroom. Teachers can use
questioning techniques that feel natural and are suitable for the learners and the
situation in the class. As a result, several instructional objectives of inquiry can be
accomplished, such as increasing students' competency in English, assessing their
skills, and encouraging them to speak the language. Therefore, the students at
Mabalacat City College, specifically student-teachers and pre-service teachers in
language education, must know how to teach English effectively.
This study addresses the challenges that students experience in English
oral participation. Some of these challenges include anxiety, limited vocabulary,
poor pronunciation, and others elaborated upon throughout this study. The study
will contribute knowledge on improving oral participation in English, which can
benefit many students with difficulties using English as a second language. This
will also help the student teachers enhance their English skills, which can help
them teach the language.
The researchers sought to determine the challenges affecting oral
participation in using the English language among third-year English-speaking
students and the strategies to improve their verbal participation. The researchers
believe that identifying the challenges that affect the oral participation of the
students can be helpful in efficiently addressing these issues. Hence, this study
helps improve verbal participation in English language use among English class
students.
REVIEW OF RELATED LITERATURE
Foreign Studies
The study of Astuti (2018) included the four English skills based on a
competency-based Curriculum, revealing that speaking is a competence the
learners should gain. The students’ speaking abilities play the primary role in
communication. In line with this, Mulyani (2021) stated that communicating orally
and in writing in the target language is the primary goal of learning a language.
However, oral communication, or speaking, is frequently seen as the most crucial
component since it enables people to communicate thoughts directly, transmit
meaning, and even transfer information. However, fluency in speaking the target
language cannot be attained easily. Even though many students have studied
English for years, they still struggle to express it confidently and clearly.
Sha’ar (2021) believed that the students' concern was also tied to a few
other things, like their poor pronunciation and inappropriate language choices.
Their limited vocabulary hinders the flow of learners' conversations since they
cannot discuss topics that interest them. Any interaction is delayed since the
learners want to express something but lack the words. Some problems that cause
student’s anxiety when learning English as a Foreign Language in higher
institutions in Indonesia are self-confidence, lecturers’ approach, students’ belief in
the learning material, lecturers’ behavior in the process of teaching and learning,
which presents the material quickly, and the student’s inability to follow (Weda &
Sakti, 2018).
Khan et al. (2018) discovered that EFL students and instructors pay close
attention to the importance of vocabulary in speaking. The results suggest that the
primary causes of speaking problems are a lack of vocabulary knowledge and issues
with pronouncing or conveying what EFL students have already learned or are

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thinking. Most EFL instructors agree that a fundamental problem with speaking
English is a lack of vocabulary.
In some of the studies, it was also found that teacher-related challenges
may affect the students' oral participation. According to Thi Mai (2019), what a
teacher knows is one of the most important influences on what is done in
classrooms and what students learn. This only means a teacher’s knowledge is a
significant problem, especially in language teaching. It was stated that some
suggestions might increase the students’ oral participation, like involving the
students in classroom discussions and not just the teacher doing all the talking.
They also revealed that a safe environment where a student can feel safe making
mistakes is one of the ways to lessen the students’ anxiety about oral participation
(Barrios and Garay, 2020). This only means there is a need to change the role of
teachers in a classroom and how they approach their students to achieve active oral
participation among students. It is essential to consider how the student-teacher
relationship affects learning in a classroom.
According to Yükselir and Kömür (2017), using online videos in the English
classroom allows students to communicate and interact appropriately to develop
the competence to transmit messages easily. In accordance, there are five kinds of
language learning activities supported by technology that positively impact the
students' skills, such as speaking, writing, reading, vocabulary, and grammar skills,
as well as their 21st-century skills (Shadiev and Wang, 2022).
As Isanaini and Aminatun (2021) reported, the questionnaire and
interview demonstrated that English songs assist students in developing their
vocabulary and English proficiency. The students also believe that English songs
positively affect their English skills because they habitually listen to English music
daily. Additionally, the students believe that English songs are engaging and
enjoyable as a medium for learning new vocabulary, obscure vocabulary, and proper
word pronunciation. Thus, it can ultimately help them develop their vocabulary.
Students will try to comprehend the English song lyrics and determine word
meanings. Then, students incorporate them into their daily written or spoken
English, eventually becoming more accustomed to and utilizing the words.
Indari and Subartaki (2022) revealed that the self-talk technique
significantly impacts students' speaking abilities in grade XI, according to the study
and discussion findings, as seen from the experimental class's high scores on the
pre-test, which were 33 and 51, and the post-test, which had a low score of 64 and
a high score of 69. In the control class, the low pre-test score was 37, the high pre-
test score was 48, the low post-test score was 50, and the high post-test score was
57. This demonstrates that speaking skills utilizing the self-talk strategy outperform
those using the lecture method. The study by Shadinger et al. (2019) showed that
the group recitation of the self-affirming phrase reduced each participant's anxiety
and fear about giving a formal speech. The students' demeanors were generally
calmer when they returned from reciting the statement and then gave their
scheduled speech. According to this study, saying a self-affirming remark aloud to
people before a speech or presentation can decrease speaking anxiety.
In accordance with this, Nashta and Rahimy (2018) stated that students
could practice various abilities, including hearing, analyzing, and processing
speech, using shadowing strategies. The phrase "developing listening abilities" in
this context also refers to initiatives to raise knowledge and phonemic perception
concerning pronunciation. They are learning through shadowing aids to adapt to
the English sentence structure. After utilizing the shadowing technique, the
experimental group in this study performed better than the control group. The
outcomes show that higher tone, fluency, and pronunciation have improved

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performance. Accordingly, Win (2020) believed that students could first shadow the
listening and then replicate or shadow the hearing regarding the texts. The
shadowing technique is considered an excellent way to teach listening and
speaking. As participants are required to express what they hear, it can also
combine speaking and listening abilities.
Local Studies
It was revealed in the study of Pangket (2019) that getting students to
respond or speak in a language class is a problem many teachers face. Such an
issue makes it more difficult for students to advance in developing their oral fluency
and accuracy on the part of teachers in their teaching strategies so that learners
can demonstrate proficiency in Basic English skills at the elementary level. Teachers
in language classrooms must explicitly teach speaking to challenge students to use
the target language. The ability to speak in real-world situations while using the
target language requires the speaker to use their knowledge and skills, which is a
dynamic skill.
Maquidato (2021) revealed that their problem with speaking is another
statistical aspect. The participants typically struggle with their speech and, in most
cases, find it difficult to speak during the verbal discourse when they cannot control
their anxiety and nervousness, particularly in front of an on-the-spot speaking
examination. Technically speaking, in the classroom, the respondents appeared
silly and inept when they were in front because they were unable to articulate
themselves or because it was tough for them to speak.
Ahmad (2021) stated that one of the challenges with students being
reluctant to participate in classroom discussions is related to their perceived
English language proficiency. Due to their poor pronunciation and limited English
vocabulary, which are necessary for effectively communicating their opinions during
group discussions, they are hesitant to participate in class discussions. The
teacher's critical remarks and unfavorable body language also turn them off. Per
this, Jugo (2020) stated that the concerned thoughts of Filipino learners about
speaking keep them focused on their learning difficulties, which may hinder their
learning process. The distraction generated by negative thoughts prevents them
from focusing on the work at hand, resulting in an inability to comprehend,
continue, or finish a train of thought and even communicate it.
Jugo (2020) stated that the connection between English language skills
and anxiety is inverse. English language anxiety can be used to predict
performance, and it is reflected in their English language class, where Filipino
students frequently experience nervousness more in scenarios involving the output
process of learning the language. Speaking activity anxiety is a strong predictor of
English proficiency, implying that overwhelming anxiety may tend to cause students
to have lower English proficiency. The emotional issue of humiliation and fear has
profoundly impacted the participants. The chosen participants grew wary of
speaking and interacting in an English classroom because they realized they might
look foolish in front of others at any moment. They felt too guilty and degraded when
they made grammatical mistakes or spoke incorrectly (Maquidato, 2021).
The study of Pontillas and Talaue (2021) found that their participants'
exposure to debates, oratorical competitions, and other classroom activities aided
them in developing their confidence and oral communication skills. Reading is a
beneficial practice for developing other macro abilities, and it is advised that
students spend time reading to obtain knowledge and broaden their vocabulary for
speaking engagement (Bagalay et al., 2021).

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Synthesis
The review of relevant literature shows the challenges of oral participation
and speaking fluently in a second language. The researchers used these pieces of
literature because they are connected and relevant to the topic. The offered
literature provides an insight into the oral participation of the student using the
English language.
Weda and Sakti (2018); Maquidato (2021); and Jugo (2020) all agreed that
anxiety is a prevalent issue among the students in terms of oral participation. It is
also shown in the study of Weda and Sakti (2018) that lack of vocabulary words is
also an issue which was agreed by Sha’ar (2020) by revealing that the flow of
conversation of learners were hindered by lack of vocabulary words and could not
express their ideas. It was emphasized in the study of Khan, et.al (2018) that
students’ lack of vocabulary knowledge hinders the speaking of students in which
they pay more attention to their vocabulary.
Some of the challenges stated in the literature that the researchers used
are: poor pronunciation, inappropriate language choices, self-confidence, lecturers’
approach in the classroom, students’ beliefs about the material, lecturers’ arrogance
in the teaching and learning process, nervousness, teacher's critical remarks,
unfavorable body language, negative thoughts, emotional issues of humiliation and
fear, and grammatical mistakes.
The current study is similar to the literature in identifying problems in the
students' oral participation. The researchers of this study want to understand and
identify the problems and issues that influence students' oral participation in the
classroom. The difference between the previous literature and the current study is
that the focus of this study is not just on the challenges themselves. The researchers
ought to find out strategies to improve the oral participation of the students who
take English classes. Some of the strategies that the students can use are stated in
the foreign studies, such as shadowing, reading aloud, online videos and video chats
with native speakers, listening skills, watching English movies, listening to music,
and self-talk techniques.
CONCEPTUAL FRAMEWORK
This study was conceptualized to know the challenges and strategies of
third-year English major students in oral participation in speaking a second
language. Active oral participation helps students develop their speaking skills and
confidence in speaking the language they are learning. Research supports this, with
studies such as Kör and Semiz (2020) finding that participation as a component of
engagement in the classroom is generally considered to be a necessary feature for
learning, and this participation is believed to be oral. In addition, Kör and Semiz
(2020) also mentioned in their study that oral participation is a sign of good
engagement among students since teachers or instructors do not have enough time
to observe and interpret other engagement styles in the classroom. The researchers
utilized the validated survey questionnaires, modified and adapted from a study
conducted by Kriangkrai and Siriluck in 2012, to identify the challenges faced by
the participants in their oral participation. Through the data acquired, the
researchers determined the most prevalent and effective oral participation strategies
used by the participants. After gathering the data, the researchers thoroughly
analyzed the results and used them to develop program enhancements to improve
oral participation in a second language.

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Figure 1. The Research Paradigm
STATEMENT OF THE PROBLEM
This study aims to determine the challenges and strategies in oral
participation in English of third-year English-significant students. Specifically, this
study seeks to answer the following questions:
1. What is the demographic profile of the respondents: in terms of:
1.1. age;
1.2. gender, and
1.3. first language?
2. What challenges do students experience that affect their oral participation in
English? In terms of
2.1. student-related challenges and
2.2. teacher-related challenges,
3. What strategies do students use to resolve these issues with oral participation in
English?
4. Which of the following strategies is used mainly by the students as an effective
way to improve their oral participation in English?
5. What program enhancements can be proposed to improve oral participation in
speaking English as a second language?
SIGNIFICANCE OF THE STUDY
The study’s results will benefit the researchers in the following ways:
To the students who take English classes, this study will provide
information about the challenges that affect their oral participation in using the
English language, which hinder their class participation, and how they might use
the given strategies to overcome them. The results of this study will help the

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researchers broaden their knowledge about the challenges that students encounter
in oral participation and will give them enough knowledge to deal with them, which
may be helpful for them.
For the teachers who teach English as a second language, it will help them
determine the challenges that affect their students' oral participation and help them
resolve the issues.
This study will benefit the administrators as it provides an effective
learning environment for quality education and addresses this issue for the
betterment of the students' learning.
For future researchers, this study will serve as a reference in studying
challenges influencing learners' or students' oral participation.
To the community, this study will serve as a guide in enhancing the
English-speaking abilities of individuals to have better communication with people
that surround them from different backgrounds and cultures.
SCOPE AND DELIMITATION
This study focuses only on speaking the second language: third-year
English significant students' oral participation challenges and strategies. The
researchers utilized a total population sampling technique for data gathering. The
data collection was conducted at Mabalacat City College, A.Y. 2022-2023. The
respondents to the study are third-year English-speaking students. Those who do
not belong to the target group are not considered respondents to this study.
DEFINITION OF TERMS
Challenges
(Conceptual) – Something which creates difficulties or that is challenging to
deal with (Cambridge Dictionary, n.d.).
(Operational) – It is what hinders the students from utilizing the language to
participate orally in the classroom.
Communication
(Conceptual) – Is the act of communicating — either orally or in writing,
listening or reading — and exchanging information (Common Sense Media,
2020).
(Operational) - In this study, communication refers to how the student interacts
with their teacher and classmates inside the classroom setup.
English-major students
(Conceptual) - Students who major in English can experience English studies
in a variety of contexts by selecting courses that emphasize writing, linguistics,
and literature from a variety of eras and genres (University of Northern Iowa,
n.d.).
(Operational) - In this study, they are the students who choose to acquire
English as their major in teaching.
Language
(Conceptual) – A methodical way of expressing thoughts or emotions by the use
of standardized signs, sounds, gestures, or markers with clear meanings
(Merriam-Webster, 2022).
(Operational) – In this study, it is the students’ way of expressing themselves,
in this case, using the English language.

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Oral Participation
(Conceptual) – When students have the chance to participate and speak up in
class, they become more motivated, set higher goals, and demonstrate
democratic competency (Skolverket, 2022).
(Operational) – In this study, oral participation is the way in which the teachers
assess their students' whether they are listening to the presented topic.
Second Language
(Conceptual) – It pertains to either their second language or the one they are
presently acquiring (International TEFL and TESOL Training, n.d.).
(Operational) – Based on this study, it refers to the students’ second language
acquisition, which in this case is the English language.
Speaking
(Conceptual) - The practice of presenting a speech in front of an audience
(Cambridge Dictionary, 2022).
(Operational) - In this study, speaking seems to be one of the crucial skills a
student needs to develop.
Strategy
(Conceptual) - Moving on to an even more generic definition, strategy may be
described as a "decision" that an organization makes, as opposed to one that it
must make. Strategic choices are ones that the organization voluntarily makes
(Macpherson, 2018).
(Operational) – In this study, it is what the students used to cope with a certain
class participation
CHAPTER 2
METHODOLOGY
RESEARCH DESIGN
This study used a quantitative descriptive approach to determine the
problems in oral participation of third-year English-significant students at
Mabalacat City College for the academic year 2022-2023. According to McCombes
(2022), descriptive research aims to accurately and thoroughly describe a
population, situation, or phenomenon. It can answer the questions of what, where,
when, and how, but not why.
The researchers chose a quantitative descriptive design to collect
quantifiable data to support the study. Specifically, a descriptive survey allows
researchers to determine the problems with the oral participation of third-year
English major students and their strategies to resolve these issues. It is appropriate
in this study because descriptive research is an excellent choice when the research
goal is to identify characteristics, frequencies, trends, and categories. It is useful
when little is known about a topic or problem. Aggarwal and Ranganathan (2019)
stated that the descriptive design is the simplest of the various observational study
designs. It allows the researcher to study and describe the distribution of one or
more variables without regard to any causal or other hypotheses.
The researchers gathered the necessary data to support the study’s goal,
identifying the challenges students experienced that affected their oral participation
and the strategies that helped improve oral participation in English as a second
language.

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RESEARCH LOCALE
The study was conducted at Mabalacat City College, located on Rizal Street
in Brgy. Dolores, Mabalacat City, Pampanga. The researchers selected this
institution to collect data on the challenges of oral participation, particularly among
third-year English major students. The study was carried out during the Academic
Year 2022–2023. Mabalacat City College (MCC) started in 2008 in Atlu Bola, where
the Northville 16 Elementary School is now located. In 2009, the college moved to
the third floor of the Dona Asuncion Lee Integrated School (DALIS) in Xevera, Tabun.
In 2010, MCC held classes in the old municipal hall in Poblacion, Mabalacat,
Pampanga. In 2011, MCC finally found a permanent home on Rizal Street in
Dolores, Mabalacat City. In 2013, the Mabalacat City College Extension also
received a permanent location in Dapdap, Mabalacat City. Construction and
improvements have been ongoing at both the primary and extension sites.
The researchers chose Mabalacat City College. Firstly, the College is
Located in Mabalacat City, Pampanga, Philippines. Mabalacat City College offers a
range of academic programs, including an English major program, making it an
ideal location to study third-year English students' oral participation challenges.
Research in this context can provide a more focused and nuanced understanding
of English majors’ challenges in their academic journey. The accessibility and
willingness of Mabalacat City College to participate in the study could also be a
contributing factor in choosing it as the locale of the study.
RESPONDENTS
The study’s respondents were 43 third-year English-significant students
studying at Mabalacat City College during the Academic Year 2022-2023. However,
the researchers were part of the target group but did not participate in the survey.
Therefore, 36 third-year English major program students were considered
respondents for the study. Any individuals who did not belong to the target group
were excluded from being respondents. Additionally, two irregular students in the
target group refused to answer the survey but were not forced to participate as part
of ethical considerations.
The researchers chose the primary English student because, first and
foremost, as English majors, they have had considerable exposure to the language,
allowing them to appreciate better the intricacies and complexity of speaking
English as a second language. They are also more likely to have gained a better level
of proficiency in the language, making them more capable of analyzing and
providing insight into the obstacles to oral engagement. Furthermore, their
academic knowledge in the subject area gives them a distinct perspective, allowing
them to provide informed and insightful comments. As a result, having English
primary students as respondents can substantially enrich the research and provide
valuable insights into the issues faced by people learning English as a second
language.
SAMPLING DESIGN
The researchers utilized total population sampling in gathering the data.
In line with Canonizado (2021), total population sampling is a sort of purposeful
sampling involving looking at the total population with a specific set of attributes.
As a result of the entire population being so small and well-defined, a portion of
which may not measure what is necessary, researchers frequently utilize this
sampling technique. The researchers followed the study's statistician's advice to use
total population sampling, considering that the target group is small and that they
are the only English-speaking third-year students at Mabalacat City College.
Sampling techniques can reduce any possible bias, but aside from that, it is not
necessary to use up extra time and resources. Researchers chose the total

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population sampling technique because it ensures that the results accurately
represent the entire population. Also, there is no chance of sampling bias since the
data is collected from everyone in the population.
RESEARCH INSTRUMENT
The researchers used paper and pencil to gather data from third-year
English-significant students. They provided survey questions in the form of a Likert
scale, which consisted of questions related to challenges and strategies in oral
participation. Before administering the questionnaire, it had undergone validation
to ensure the validity and reliability of the data. (See Appendix D, page 57.)
The research instrument consisted of three parts that used a Likert scale to gather
the data needed for this study. The study asked for the respondents' personal
information, such as age, gender, program, year, and section, with the name being
optional and not required. The researchers took the necessary steps to protect the
students' personal information.
Part 1.1 focuses on the challenges of the students in oral participation using a
second language: Student Challenges: anxiety, lack of vocabulary, poor
pronunciation, inappropriate language choices, self-confidence, students' beliefs
about the material, nervousness, unfavorable body language, negative thoughts,
emotional issues of humiliation, fear, and grammatical mistakes. It is adapted from
the Public Speaking Class Anxiety Scale (PCAS). This instrument was developed by
Kriangkrai and Siriluck (2012). PCAS aims to measure anxiety in English as a
Foreign Language (EFL) public speaking in class. The PCAS included components
of communication apprehension, test anxiety, fear of negative evaluation, and
comfort in using English in a public speaking class. Examples of their items include:
"I never feel quite sure of myself while speaking English." I can get so nervous in a
speaking class that I forget things I know."
Part 1.2 focuses on the Teacher-related challenges that may cause poor oral
participation of the students: the lecturer’s role in the classroom, the lecturer’s
arrogance in the teaching-learning process, the teacher's critical remarks,
unfavorable body language, the teacher's knowledge, and the teacher's attitude.
Part 2 focuses on strategies students use to improve their oral participation,
including reading aloud, extensive reading, self-motivation, and self-practice. Part
1.2 and Part 2 are self-made questionnaires formulated by the researchers based
on the related literature used in this study. (See Appendix F, page 60.)
DATA COLLECTION PROCEDURE
The researchers obtained a letter of permission from the Dean of the
Institute of Teacher Education (ITE) before conducting a survey questionnaire
among third-year students taking up a Bachelor of Secondary Education Major in
English (BSED ENG) to conduct a study on speaking the second language: third-
year English significant students' oral participation problems and strategies. (See
Appendix H, page 63.)
The researchers constructed a survey questionnaire for the 36
respondents of the third-year English major at Mabalacat City College using a Likert
scale questionnaire distributed face-to-face. The constructed questionnaires have
undergone validation by the three validators. The researchers provided a letter of
consent to the respondents, who were third-year English significant students, to
inform them that they were the target respondents of the study. After that, the
respondents answered the questionnaire, and the researchers analyzed the
collected data to get the results of this study. (See Appendix G, page 62.)

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Figure 2. Data Collection Procedure
STATISTICAL TREATMENT OR ANALYSIS
To analyze the information the researchers gathered during the data
gathering. The best way to describe the data is to measure its central tendencies.
The mean is a commonly used measure of central tendency in statistical analysis
that represents the average value of a dataset. It is calculated by dividing the sum
of all values by the number of observations in the dataset" (Hair Jr. et al., 2021). It
is calculated using the ΣΧ / N formula. In other words, the data gathered are added
to get the total (ΣΧ) and divided by the number of respondents representing N.
To interpret the data, the researchers used a 4-point scale that is ranked
as follows: 4- Strongly Agree, 3-Agree, 2- Disagree, 1-Strongly Disagree. The scale
range below is used to interpret the challenges the respondents experience in using
English as a second language in oral participation. This also helped the researchers
identify if the challenges resulted from a student-related or a teacher-related
experience. The exact process goes to identify the appropriate recommended
strategies based on the data gathered.
Padama. (2021, August 6). HOW TO COMPUTE THE INTERVAL OF A FOUR POINT
LIKERT SCALE.
ETHICAL CONSIDERATION
The study was conducted at Mabalacat City College in Pampanga after
receiving the required ethical approval. Moreover, the study’s respondents are
presented with a letter of consent explaining the reason for the research, entitled
"On Speaking the Second Language: Third-year English Major Students’ Oral
Participation Challenges and Strategies."
4-Point Scale
Scale Range
Interpretation
4
3.75-4.0
Strongly Agree
3
2.25-3.75
Agree
2
1.75-2.25
Disagree
1
1.0-1.75
Strongly Disagree

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According to Ethical Principles in Rough and General Summary (Resnik,
2020), there are various reasons why it is crucial to follow ethical standards when
doing research. First, guidelines promote the research objectives, including
knowledge, truth, and error prevention. Also, ethics encourages values vital to
collaborative work, such as trust, accountability, mutual respect, and fairness, as
research frequently involves a lot of cooperation and coordination among various
people in various fields and institutions. The researchers ensured the following to
give the respondents full transparency:
Transparency
The researchers adhered to the proper procedures, resources, and findings
needed to evaluate the findings. They did not conduct procedures at their leisure
but must consult with a professional or adviser before carrying out any study-
related activities.
Accountability
The researchers are prepared to give their explanation or justification of
what they have done to the study and must accept the responsibility given to them.
If one member is not doing anything or contributing to the study, they must report
it to their adviser. The researchers made sure that all members were given
responsibilities and must follow the tasks assigned to them.
Intellectual Property
The researchers followed the proper citation of the references used in their
study. They must abide by any copyrights, patents, and other types of intellectual
property of others with the authorization given to them. The researchers made sure
that they never used any resources or materials that were unpublished and that all
the authors of the related literature and studies were correctly cited, credited, and
acknowledged. In addition, the study made sure that it avoided using any
plagiarized works from other studies.
Confidentiality
The researchers also assured that their respondents' identities, answers,
and opinions are strictly confidential and will be implemented or utilized for
research purposes only. The researchers presented the chosen respondents with a
letter of consent to ensure that their answers were appropriately utilized and that
they would not force them to answer the given survey questions or leak their
answers or identities outside the research study.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter deals with the results and interpretation of the gathered data
to understand the challenges that the respondents experience in using English as
a second language in oral participation, the challenges that affect their
participation, and the strategies that they use in order to improve their skills in
speaking the English language.
Table 1
Demographic Profile of Respondents
The researchers conducted surveys with a wide range of people from
various age groups, genders, and first languages to thoroughly grasp their
knowledge and opinions on the subject.

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Age
F*
Sex
F*
FL
F*
20 years old
17
Male
6
Filipino/Tagalog
26
21 years old
15
Female
30
Kapampangan
10
22 years old
2
23 years old
2
N
36
36
36
F*= frequency, FL*= first language, N= total number of respondents
Table 1 shows that the respondents are between 20 and 23 years old, with
the majority being 21 years old. Specifically, 17 of the respondents are 21 years old,
while 15 are 20 years old. The remaining two respondents are 22 years old, and the
other two are 23 years old. This study also shows that out of the 36 respondents,
the majority are females, with a total of 30, and males represent only a tiny portion
of the sample, with only six respondents. The result of the respondent's first
language shows that among the 36 respondents, the majority reported that their
first language is Filipino or Tagalog, with a total of 26 respondents. In contrast, ten
respondents indicated that their first language is Kapampangan.
Table 1.1
Student-related challenges in English oral participation
Indicators
Mean
Interpretation
1. I get nervous, which
makes me stutter
during oral
participation.
3.17
Agree
2. I often practice the
content of what I want
to say, but when I speak
with the class, I forget
it.
3.08
Agree
3. I seldom take part in
oral participation
because I become
nervous when I stand in
front of my classmates
and teachers.
2.75
Agree
4. I have butterflies in
my stomach, and I
mentally block when my
teacher selects one of
the index cards
randomly.
3.11
Agree
5. I am having a hard
time expressing myself
because I fear making
grammatical mistakes.
3.11
Agree

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6. I do not participate
much because of my
insufficient vocabulary.
2.53
Agree
7. I have pronunciation
lapses.
2.78
Agree
8. I am poor at sentence
construction.
2.42
Disagree
9. I tend to choose the
wrong words during oral
participation.
2.69
Agree
10. I kept comparing
myself to others who are
fluent in English.
3.11
Agree
Total
2.88
Agree
Table 1.1 shows that student-related challenges significantly impact
students' oral participation in a second language. The students' nervousness, lack
of vocabulary, poor pronunciation, and inappropriate word choice did affect their
oral participation in class. Based on Table 1.1, the average mean of the student-
related challenges is 2.88, which implies an "agree" based on the four-point scale
present. Indicator number 1 got the highest mean of 3.17, revealing that the
participants agreed that nervousness during oral participation in class affects them,
which leads them to stutter. In addition, indicator numbers 4, 5, and 10 have the
same mean of 3.11, indicating that the following challenges have a significant effect
on their oral participation performance. In contrast, indicator number 8 is the only
challenge that does not affect the respondents, with a mean of 2.42, implying
"disagree" on the four-point scale. It is the only statement that the respondents
disagreed with as a challenge that affected their oral participation.
This result is supported by the study of Mashwani and Damio (2022), who
revealed that the most significant factor is the role that learners play in mastering
communication. While the teacher and the surroundings aid learners in learning to
talk, the student is also the main focus of speaking instruction.
The survey found that pupils had positive sentiments toward the English
language. Nevertheless, individual challenges had a significant impact on them.
They were reluctant to strike up a dialogue in English. When communicating in
English, they felt insecure and shy. Speaking in public and in class made them
nervous and uneasy because they were anxious about making mistakes and
speaking in English. Similarly, their command of grammar was inadequate, and
they rarely spoke English without making mistakes. The students first draft their
content in their native tongue before translating it word-for-word into English.
When speaking in English, they frequently halt. These were a few of the elements
that impacted their ability to talk.
Table 1.2
Teacher-related challenges in English oral participation
Indicators
Mean
Interpretation
1. The teacher is strict at
teaching the language.
2.98
Agree
2. The teacher shows
inappropriate body
language and it makes
the student
uncomfortable.
2.08
Disagree

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3. The teacher does not
give speaking activities
to improve the student’s
oral participation.
2.08
Disagree
4. The teacher has an
improper approach of
correcting the lapses of
the student.
2.25
Disagree
5. The teacher gives the
students difficult
speaking activities that
are not easy to follow.
2.33
Disagree
6. The teacher does not
correct the students’
grammatical lapses in
oral participation.
1.83
Disagree
7. The teacher talks all
the time and does not
give opportunities for the
students to speak.
1.92
Disagree
8. The teacher has a
dictator-type attitude
that hinders the
students’ engagement in
oral participation.
2.42
Disagree
9. The teacher uses an
ineffective teaching
method that does not
polish the students’ use
of the English language.
2.08
Disagree
10. The teacher’s
command of the English
language is inadequate.
1.83
Disagree
Total
2.18
Disagree
Table 1.2 shows that teacher-related challenges significantly impact
students' oral participation in a second language. The teacher's attitude, teaching
style, techniques, and approach can significantly influence students' oral
participation during class. According to Table 1.2, the average mean of teacher-
related challenges is 2.18, indicating a "disagree" on the four-point scale. This
suggests that the average number of participants does not agree that teacher-
related challenges affect their oral participation. Statement number 1 received the
highest mean of 2.98, which indicates that the participants agreed with statement
number 1, the only statement they agreed with as a challenge that affected their
oral participation. On the other hand, statements 6 and 10 had the lowest mean of
1.83, indicating "disagreement" with teacher-related challenges affecting their oral
participation.
This finding is supported by the study of Atifnigar, Hamza, Bawar, and
Hamid (2022), which stated, as previously stated in the results that teacher-related
challenges were not the most significant challenge influencing students' oral
participation; in fact, these challenges ranked second.
Table 2
Students’ strategies in improving their use of English in oral participation.

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Indicators
Mean
Interpretation
1. I am reading books to
learn new vocabulary
that can help me
construct sentences.
3.33
Strongly Agree
2. I am listening to
English music to
enhance my vocabulary
and pronunciation.
3.56
Strongly Agree
3. I watch speaking
activities online and
repeat the way they
pronounce their words.
3.14
Agree
4. I am practicing
speaking the English
language in front of the
mirror to improve my
confidence in speaking.
3.08
Agree
5. I let my friends
correct my grammar
errors to improve my
command of English.
3.5
Strongly Agree
6. I am watching
English movies to
improve my fluency and
make me sound more
native when speaking
English.
3.5
Strongly Agree
7. I am practicing
reading to develop my
understanding and
comprehension of words
so that I can use them
properly when I am
speaking or
participating in class
using the English
language.
3.53
Strongly Agree
8. I read stories aloud to
improve my
pronunciation and
fluency in speaking the
English language.
3.36
Strongly Agree
9. I am doing self-
correction when I make
grammatical mistakes
so that I can lessen or
reduce the possibility of
being wrong again.
3.42
Strongly Agree
10. I talk to native
speakers through video
chat to improve my use
of English language.
2.5
Disagree
Total
3.29
Agree
Table 2 Students' strategies for improving their use of English in oral
participation Table 2 shows that students’ strategies to resolve their issues in oral

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participation using English as a second language involve reading books, listening
to music, speaking, watching, reading aloud, peer correction, self-correction, and
interacting with native speakers. Table 2 shows the average mean of the strategies
is 3.29, which indicates "Agree." Therefore, most of the respondents agreed with the
indicators. The strategy with the highest mean is item number 8, with an average
mean of 3.56, indicating "Strongly Agree" with listening to music as one of the
strategies they use to improve their English language. Second to the highest is item
7, with an average of 3.53, indicating practice reading. Third to the highest is the
strategy of self-correction, with an average of 3.42 that the respondents agreed with.
While the lowest average mean among the indicators is item number 10, with an
average mean of 2.5, which falls under the category "Disagree.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
DISCUSSION
This research aimed to determine the challenges the students experience
in using English as a second language in oral participation. In addition, it examines
the strategies that the respondent used to improve their oral participation skills.
The researchers used an adapted survey questionnaire from the Public Speaking
Class Anxiety Scale (PCAS) and a modified survey questionnaire to collect data. The
respondents to this study are Bachelor of Secondary Education majoring in English
students. The researchers used Total Population Sampling, meaning all third-year
English major students must answer. For the statement of problem number one,
the demographic profile of the respondents is divided into three categories:
As for the respondents, seventeen are 21, fifteen are 20, and 22- and 23-
year-olds have two respondents. Moreover, most of the respondents are female, with
30 respondents, while six are male. Furthermore, most respondents' first language
is Filipino or Tagalog, with 26 respondents, while 10 are Kapampangan.
Student-related challenges described
Student-related challenges are described in the second statement of the
problem, which focuses on the student-related challenges that affect their oral
participation. 9 out of 10 indicators have the interpretation of agree, which reveals
that those indicators affect the respondents' oral participation in class. To support
the indicator get nervous, which makes me stutter during oral participation.", 2 "I
often practice the content of what I want to say, but when I speak with the class, I
forget it.", 3 "I seldom take part in oral participation because I become nervous when
I stand in front of my classmates and teachers." and 4. "I have butterflies in my
stomach, and I mentally block when my teacher selects one of the index cards
randomly." the studies of Ekvall, Seif (2022), and Ghani, Azhar (2017) both agreed
that nervousness, stress, or anxiety, and linguistic self-confidence contribute to the
reluctance of students to speak English. In addition, indicator 5, "I am having a
hard time expressing myself because I fear making a grammatical mistake.", 6 "I do
not participate much because of my insufficient vocabulary.", 7, "I have
pronunciation lapses.", and 9, "I tend to choose the wrong words during oral
participation." are supported by Patau (2018), which revealed that the speaking
abilities of the students play a vital role in communicating in English; the lack of
basic language abilities such as vocabulary use and correct grammar use hinders
their willingness to participate.
Furthermore, indicator 10, "I kept comparing myself to others who are
fluent in English, is supported by Better Help (2022), which states that when you
evaluate yourself with others, your self-esteem and self-image may suffer. You can
feel awful about why you are not like the person you are comparing yourself to

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rather than focusing on your qualities. On the other hand, indicator 8, "I am poor
at sentence construction, is the only challenge that does not affect the respondents
when participating orally in class.
Teacher-related challenges described
Teacher-related challenges are described in the second statement of the
problem, which also focuses on teacher-related challenges that may affect the oral
participation of respondents. However, only one out of the ten indicators showed
that students agreed that teacher-related challenges affect their oral participation.
This is reflected in the study by Atifnigar, Hamza, Bawar, and Hamid (2022), which
found that teacher-related challenges were not the main influential problem
affecting students' oral participation; these problems only ranked as the second
problem. The study's results showed that respondents agreed with the result,
indicating that teacher-related challenges are not the main challenges they face
during oral participation.
To support the first indicator, "The teacher is strict at teaching the
language," which was identified as the only teacher-related challenge affecting oral
participation, A study conducted by Dewaele (2019) described that participants
reported less foreign language classroom anxiety (FLCA), the strongest negative
predictor of willingness to communicate (WTC), when they had teachers who were
not overly strict.
Student strategies in oral participation described
The third and fourth statements of the problem support Table 2 to
determine the strategies respondents use to improve their English-speaking skills.
Hence, this mainly ranks the strategies according to the number of respondents
who utilize them. Out of ten indicators, most of the respondents answered "Strongly
Agree" and "Agree." Only one indicator was disagreed with by most of the
respondents. The indicator with the highest average mean of 3.56 is "I am listening
to English music to enhance my vocabulary and pronunciation," which falls under
the category "Strongly Agree." Most respondents find it easier to enhance their
vocabulary and pronunciation by listening to music. To support this statement,
Busse et al. (2018) revealed in their study that students improved pronunciation
and vocabulary when taught with music or singing.
Second to the highest, with an average of 3.53, states, "I am practicing
reading to develop my understanding and comprehension of words so that I can use
them properly when I am speaking or participating in class using the English
language." Most respondents answered "Strongly Agree" in this statement, wherein
they enhanced their comprehension by reading. The advantage of students who are
engaged in reading is that they are most likely to gain more knowledge, especially
in learning the language. They encounter new vocabulary that can be easily
understood when reading a book. Students reading independently are primarily
great at school and have good comprehension, among other things (Auld, 2019).
The next indicator that follows has an average of 3.5. The statement is, "I
let my friends correct my grammar errors to improve my command of English." This
means that respondents strongly agreed that they are open to peer criticism and
correction. Peer correction has been proven in some studies to be effective in
enhancing learners’ English-speaking skills. This is relevant to the study of Luna
Lopez et al. (2022), in which their study shows that it enhances the pronunciation
and vocabulary of the students through peer collaborative activities. This also
promotes independent learning, wherein the learners are open to suggestions from
their peers in order to improve their command of the English language.

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The next indicator has the same average as the previous indicator, 3.5. It
states, "I am watching English movies to improve my fluency and make me sound
more native when speaking English." The respondents of these studies expressed
themselves with "Strongly agree" that English movies can also help improve their
fluency. English films improve listening skills, speaking skills, pronunciation, and
vocabulary. In this case, learners who watch movies can hear how a native speaker
speaks the language, and it can improve their speaking ability by practicing (How
Watching Movies Can Improve Your English, 2019).
An average of 3.42 also falls under the category "Strongly Agree." The
number 9 indicates, "I am doing self-correction when I make grammatical mistakes
so that I can lessen or reduce the possibility of being wrong again." The respondents
also observe their grammar errors to correct themselves; Khosa et al. (2017) have
proven this method effective. Their study has revealed that self-correction promotes
independent learning and improves linguistic competence. Their study's
respondents mostly corrected their grammar, vocabulary, and pronunciation
mistakes, which makes them responsible for their learning. Next, an average of 3.36
indicates "Strongly Agree," wherein the respondents agreed, "I read stories aloud to
improve my pronunciation and fluency in speaking the English language." In the
article by Anil (2019), reading aloud has many benefits. These are: clarity of voice,
improved pronunciation, boosted confidence, and speaking ability. This only means
that the strategy sentences have an average of reading aloud, which is an effective
tool to improve one's speaking.
Following, "I am reading books to learn new vocabulary that can help me
construct 3.33 falls under the category "Strongly Agree." In the previous indicator,
"I am practicing reading to develop my understanding and comprehension of words
so that I can use them properly when I am speaking or participating in class using
the English language." Relevant to each other, wherein it clearly stated the benefits
and advantages of reading. With this, the article by Hansen (2019) states that
reading a book is an easier way to learn new vocabulary than reading a dictionary
because it is contextual.
The following statement is, "I watch speaking activities online and repeat
how they pronounce their words." This indicator averages 3.14, meaning it falls
under "Agree." The respondents of this study use online videos to help them improve
and address lapses in learning the English language. The use of YouTube in the
EFL classroom was used in the study of Saed et al. (2021), wherein they showed a
positive outcome of learning through videos of the students and improved their
speaking ability.
The statement "I am practicing speaking the English language in front of
the mirror to improve my confidence in speaking” also falls under the category
"Agree," which has an average of 3.08, the least mean among the indicators from
"Strongly Agree" to "Agree." This only means that some students are using the mirror
technique in which they practice speaking in front of a mirror to build up their
confidence. An article published on an online website, Speech Works (2019), about
speaking in front of a mirror suggests that it can help you prepare and know what
you look like while speaking.
However, one of the indicators did not show a positive result. "I talk to
native speakers through video chat to improve my use of the English language" got
the lowest mean of 2.5. Most studies show how speaking with native speakers can
help improve fluency and speaking ability. Asc English (2020) states that speaking
to native speakers can help correct your mistakes, and listening is good and
excellent learning.

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Hence, the researchers came up with a program that caters to the multiple
learning styles of the respondents and is relevant to the strategies they use to
improve their English use in oral participation. The multi-modal program improves
the students' engagement in the classroom. Lewis (2019) states that this approach
can accommodate different learning styles and promote multimodal learning.
Implementing these program enhancements increases students' oral participation,
promotes a supportive learning environment, and enhances their learning
experience. As mentioned in the study by Nair (2022), it points out that English as
a second language (ESL) teachers have a critical role in their English language
learner (ELL) students' success, not only as language-learning resources but also
as facilitators of new opportunities and materials. With that, the researchers
decided that a multimodal program is suitable for improving the students' English-
speaking skills, especially oral participation.
CONCLUSION
To conclude, the oral participation of third-year English major students is
reflected in the following based on the statement of the problem:
1. Most respondents are female, meaning that the Bachelor of Secondary Education
Major in English course is dominated by females. This means that most of the
female respondents to this study are affected by the challenges of English oral
participation.
2. The challenges the respondents experience include limited vocabulary,
pronunciation lapses, nervousness, mental block, short-term memory, grammatical
mistakes, anxiety, and self-comparison to others.
3. The respondents only experience reluctance in oral participation when the
teacher is strict in language teaching.
4. Most of the strategies that respondents use are different learning styles to
improve their use of English in oral participation, including listening to music,
watching videos, watching English movies, speaking activities, and reading aloud
using the shadowing technique, and reading books.
5. The researchers proposed a program that caters to the different learning styles
of the students in order to have active student learners, especially during classroom
oral participation.
RECOMMENDATION
The following are the suggestions the respondents made based on this
study's conclusion:
1. The researchers strongly recommend that students actively practice using
English as a second language to address any challenges they may face with oral
participation. Regular practice can improve their language skills and help build
their confidence in speaking up in class.
2. The researchers also strongly recommend that teachers incorporate effective
teaching methods appropriate for the student’s level of proficiency, such as role-
playing, group discussions, and language games. These activities can allow
students to practice speaking in a safe and supportive environment, which can help
build their confidence and overcome any barriers they may face.

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3. The researchers suggest that teachers create a supportive, inclusive classroom
environment that builds positive student relationships. This can help students feel
more comfortable expressing themselves in class and seeking help when needed.
4. Furthermore, the researchers are fully aware that this study has its limitations
and would like to recommend another study related to the observation of
improvement regarding the students’ oral participation after incorporating the
program enhancements of this study.
5. The researchers propose a follow-up study to investigate effective strategies for
improving students' oral participation in the classroom. This study will examine
students' different techniques and approaches to enhancing their engagement in
oral discussions. It will explore how these strategies can be integrated into teaching
practices. The results of this study will provide valuable insights into promoting
active and meaningful participation in the classroom and may contribute to the
development of more effective teaching methods.
6. The researchers suggest that another study be conducted that utilizes a
qualitative approach, which can help interpret the study further.
7. The researchers would like a broader range of participants in future studies,
especially in other courses that experience the same difficulties in oral participation
using English as a second language.
8. If given the opportunity, the researchers would also like to have a broader locale
scope, which could be the whole province of Pampanga. This can help address the
students’ difficulties in other educational institutions using English as the language
of oral participation.
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The Perception of Junior
High School Students on the
Influence of Social
Networking Sites to their
Writing Skills
Authors:
Broñola, Rancel G.
Camato, Jhanella Y.
Dela Cruz, Prince Gerald C.
Monton, Honelyn
Perez, Rechelle A.
Co-Author:
Ralfh Emerson Macapagal, LPT

Page | 106
ABSTRACT
The purpose of this study is to determine the perception of junior high
school students on the influence of social networking sites to their writing skills
specifically in terms of: grammar, spelling, and punctuation. This study is a
quantitative research using descriptive design. The study utilized a simple random
sampling method and a convenience sampling technique. To achieve the aim of the
study, the researchers employed an adapted survey questionnaire to 132
respondents and an E-writing test to 30 Grade-10 junior high school students of
Madapdap Resettlement High School. The gathered data were tallied, classified,
tabulated, analyzed, and interpreted using the proper statistical tools. Based on the
findings of this study, it was revealed that the majority of the Grade-10 respondents
are 15 to 17 years old. As for the gender, it shows that majority of the respondents
are male. Meanwhile, regarding the demographic profile in terms of their section,
Grade 10-Siglaw and Grade 10-Sining had the higher number or percentage of
respondents, with the rest of the sections having the same number or percentage of
respondents. In addition, it was also revealed that Facebook Messenger is the most
frequently used social networking site by the respondents. Furthermore, it showed
that most of the respondents agreed on the disadvantages of social networking sites
to their writing skills, especially in terms of their grammar and punctuation. On the
other hand, most of the respondents strongly agreed on the advantages of social
networking sites to their writing skills, in terms of grammar, spelling and
punctuation. Lastly, the findings showed that Twitter has a significant relationship
with the spelling, while the other writing skills did not have a significant relationship
with the social networking sites.
Keywords: Perception, Junior High School Students, Influence, Social Networking
Sites, Writing Skills, Grammar, Spelling, Punctuation
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
In recent years, there have been substantial changes in the global internet,
social networks, and in the number of people who use them. In the study of Azizi et
al. (2019), it was stated that social networks are websites and mobile applications
that enable global communication among a variety of users through chats, posts,
digital images, and videos. Some of the most well-known and frequently used social
networks are Instagram, Telegram, Facebook, Twitter, Skype, and WhatsApp. The
idea was supported by Mardiana (2016), moreover, to her, social networking sites
not only allow users to communicate but also helps in education.
According to Lakhal (2021), writing is one of the abilities that millennial
uses to engage, especially because they always use social media. In his study, the
results showed that Moroccan University students’ social media usage patterns
have a substantial impact on their writing ability. At the same time, majority of
them are also vulnerable to possible hazards associated with social media use.
As reported by Al Jahrami (2019), he found out that social networking
platforms may offer significant benefits to students as an additional tool for learning
and improving their writing skills in terms of grammar. However, as per Heng
(2020), the primary results in his study revealed that the everyday creation and
consumption of social media content has a significant impact on the development
of grammar competence among the students.

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In addition, according to Wilson (2018), social networking sites have also
affected the writing skills of the students in terms of spelling. In his study, it was
revealed that many students have grown accustomed to the technological
entertainment and craze of Facebook and Twitter. Due to this addiction, the need
to communicate quickly gave rise to new spelling conventions that completely
depart from the traditional, formal, and professional ways of spelling words.
Moreover, as for Songxabal and Sincuba1 (2019), their study's findings
revealed that using social networking sites offer greater benefits in terms of writing
skills and that the use of punctuation is not a major problem in these platforms.
However, the idea was opposed by Florence (2018), as she claimed that teachers
should continuously monitor and incorporate punctuation practice into their
lessons because the incorrect use of punctuation marks are commonly executed by
the students in the social networking sites.
Muftah (2022) argues that social networking sites have positive and
negative effects that significantly influence the students’ writing skills. In view of
these contentions, the researchers are determined to find out the perception of
junior high school students on the influence of social networking sites on their
writing skills.
Therefore, the study would like to focus on grammar, spelling, and
punctuation of the Grade 10 junior high school students in Madapdap Resettlement
High School during the School Year 2022-2023. The researchers believe that by
identifying the influence of social networking sites to writing skills, this will help the
students to monitor their usage of social networking sites. Hence, this study will
also help them in enhancing their writing skills.
REVIEW OF RELATED LITERATURE
Foreign Studies
Al-Jarrah et al. (2019) stated that for quite some time, social media has
been used for teaching and learning. As a learning platform, social media allows
students to self-study, discuss ideas, leave comments, and complete projects in
order to improve their grammar knowledge and writing abilities. This study looked
at how students regarded social media in terms of ease of use, usefulness, and
attitude toward using social media for activities, and whether these criteria were
related. The sample was made up of 132 secondary school pupils who were chosen
at random. SPSS version 23 was used to tabulate and analyze the data, as well as
descriptive statistical techniques. It was discovered that social media has an
important impact in the development of English writing performance at the school
level.
In the study of Roua et al. (2019), they highlighted that people can
instantly share ideas, articles, information, and news through the use of social
media. However, messaging on smartphones or other technology has taken the
place of face-to-face communication in social media. Students who oftentimes
communicate through social media platforms are reported to be more exposed to
overusing slang or acronyms. Accordingly, the purpose of this study was to examine
how social media may have an impact on young children's spelling abilities. 50
randomly chosen Year 5 pupils from urban regions who were likely to have had
exposure to digital devices and be familiar with social media were subjected to a
survey. The study revealed that social media has a beneficial impact on pupils'
spelling proficiency.
As reported by Zainuddin and Yunus (2022), the COVID-19 pandemic
accelerated a trend that has been developing over the years toward the usage of

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social networking sites (SNS) in both formal and informal English language learning.
In this research journal, various studies were looked into how SNS in general
affected both academic and informal English language acquisition. It has been
proven that the use of SNS in formal learning settings with fixed objectives,
appropriate guidance, and continual monitoring implemented in place by educators
is beneficial for the development of English language abilities. Previous publications
that emphasized the incorporation of Facebook into formal English language study
highlighted the precise outcome of such practice. However, there is also a
disadvantage to utilizing SNS for informal English language instruction. Students
frequently shorten words or use acronyms when communicating on social
networking platforms. This is most likely because learners are frequently confused
about the actual goal of using SNS in informal English language learning.
Iroegbu (2018) concluded in his study that high levels of social networking
site consumption have a detrimental impact on students' grammar and spelling and
that, if not adequately supervised or regulated, social networking site use negatively
impacts secondary students' school performance.
As per the study of Worku (2022), the researcher focused on the
perspective of educators actively employed in Tshwane North District public
schools. The study was undertaken to measure and evaluate the influence of social
networking on the writing skills of students in Tshwane North District public
schools. The findings of the said study demonstrated that, in descending order of
strength, students' time spent on social networking, incapacity to read books from
the library, and lack of commitment to students learning with limited resources all
considerably harmed their writing abilities. The study also demonstrates that three
challenges prevent learners from writing with proper grammar and syllables. These
include spending too much time on social media, not regularly using the library,
and having a low level of devotion to academic activity. The findings imply that social
media use has to be closely regulated by parents and teachers to ensure that
students pay sufficient attention to proper writing skills in public schools. The study
demonstrates the importance of closely supporting students who require additional
instruction, coaching, mentoring, and close supervision.
Wilson (2018) stated that students' spelling skills suffer because of social
media. Students spend too much time on social media events compared to their
academics, which harms their spelling skills during exams when writing letters, and
when using social media platforms like Whatsapp, Twitter, and Facebook. The study
figured that students' use of social media severely influences their spelling skills,
particularly when writing letters and exams, which in turn negatively impacts
traditional writing styles. However, given how dependent students are on social
media, the study advises that more time be devoted to productive academic
engagement and that institutions come up with ways to use such virtual platforms
for educational purposes. This will help improve students' spelling skills.
Murunga (2018) concluded in her study that students do not pay much
attention to spelling when publishing opinions on Facebook because their friends
do not care as much. The majority of survey participants concurred that they
frequently utilize shortened versions of phrases when posting content on Facebook
social media and occasionally use word shortcuts when completing English-
language projects. The students also use short forms when commenting on their
friends posts on Facebook; which negatively affect mastery of spelling. The study
suggests that students use formal English in their Facebook posts.
In the study of Addei and Kokroko (2020), they mentioned that the social
media platforms have recently grown in popularity among students. As early as age
10, some students begin utilizing social media platforms like Facebook, Twitter, and

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WhatsApp. These social media networks have their own brand of English that defies
every grammatical rule, every punctuation rule, and every lexis and syntax
guideline. There is a public uproar that many students' formal written English may
be tainted by the "new English" that is produced by them on these social media
platforms. The purpose of their study was to determine whether the English used
on these social media platforms by the students in the University of Mines and
Technology has made an impact on how its users write in English. In the end, the
results showed that many students struggle to distinguish between writing for social
media and formal writing. Some of them employ their social media "shorthand" in
their academic writing, while others find it difficult to create coherent sentences
because of how they use social media. Additionally, the study found that students'
use of social media negatively affects their grammar and spelling.
Naik (2017) claimed in his study that the progress of technology has
resulted in a fixation with texting. Texting, on the other hand, has encroached on
more formal oral and written means of communication, breaching their
fundamental core with its obvious violations of grammar, punctuation, and quirky
usage of short forms. Against this context, his study examined the impact of texting
on the acquisition and use of English among Indian students, as shown by errors
in grammar, spelling, punctuation, forwarding, and the excessive use of emoticons
and short forms. It has also proposed strategies to assist pupils to properly acquire,
retain, and use the English language.
Local Studies
The study of Bayucan (2017) highlighted how Facebook affects students'
ability to learn English as a second language. The study revealed that non-users
are proficient in grammar, while Facebook users are on their way in improving it.
For correct sentence construction, the non-Facebook users received a better mean
score. However, Facebook users and non-users are still progressing in the said area.
Although students are motivated to use Facebook, and their professors are very
skilled at using Facebook as educational material, these results imply that
Facebook is ineffective in helping students improve their English language skills.
Students are curious about using Facebook and enthusiastic about exploring its
various features, particularly it’s gaming and talking capabilities. However, they are
getting distracted and losing focus on the given school-related activities.
In the study of Francisco and Paragas (2020), which examined how the
usage of social media helps improve the creative writing skills of Grade 7-Mabini
students in English at the Umingan Central National High School, it was discovered
that the majority of the students achieved an overall rating of "good" in recognizing
morphological errors while "fair" in identifying syntactical errors. Additionally, there
was a strong correlation between the students' English academic performance and
their ability to recognize syntactical errors.
Barcena (2016) studied the level of spelling proficiency of the fourth-year
education students at North Luzon Philippines State College during the second
semester of the academic year 2012–2013. The profile of the respondents, including
their age, sex, civil status, high school degree, the language they speak at home the
most, and their use of social media, has been examined to see if any of these factors
significantly correlate with their spelling proficiency. Iluko is the primary language
spoken at home by the majority of respondents. Furthermore, more than half of the
respondents use Facebook as their social network, while Iluko Bible is the most
popular reading resource at home. It's indeed clear that the majority of participants
use Facebook, followed by those who use email, YouTube, Twitter, and finally those
who use Tumbler or MySpace. Facebook is therefore the social media network that
is most widely accepted and utilized. Nevertheless, the findings reveal that the
students' level of spelling proficiency is "Satisfactory." Students, on the other hand,

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have this special course focusing on Iluko Orthography. Additionally, this is in
accordance with the Mother Tongue Based Multilingual Education Program of the
Department of Education.
Salvacion and Limpot (2022) characterized the linguistic characteristics of
Filipino Netspeak, the real-world experiences of students who use it, and the
educational implications of Netspeak. Discourse analysis and qualitative
phenomenology were used in a hybrid methodology. The study's corpus consisted
of 314 Facebook posts, comments, and replies from a private group that was set up
for the seven participants. More information was gathered by conducting in-depth
interviews with the participants. The findings showed that Filipino Netspeak has
the following linguistic characteristics: compound, blend, acronym, abbreviation,
distinctive spelling, unorthodox use of punctuation, and use of emoji. In addition,
the following themes emerged from students' experiences using Filipino Netspeak:
the simple and natural use of abbreviations; Netspeak as the language of the
millennial generation; unintentional use of Netspeak in formal settings; words and
emojis learned from online communication; traditional use of Netspeak in social
media interaction; miscommunication in Netspeak; and the impact of Netspeak on
orthography and grammar. Additionally, the following findings regarding
educational implications were found: Netspeak's popularity in the digital age for
students' faster communication, Netspeak as a method of teacher feedback and
communication to students, Netspeak as a classroom strategy, and Netspeak's
influence on students' writing skills.
Ignacio and De Jesus (2021), examined how the students' text and chat
messages affected their written work, primarily their essays. They also examined
the students' text and chat communications for grammar, punctuation, phrasing,
capitalization, and spelling. Things have become better for people as a result of
technical advancements and modernizations, particularly in terms of
communication. Today's common methods of communication include texting and
web chat. Undoubtedly, Facebook and Facebook Messenger have the most active
monthly users overall. Cell phones, laptops, and computers, aside from being
useful for quick communication, are viewed by some as a problem for students'
English language development in general and writing in particular. Additionally,
because of the excessive use of smartphones and other technological devices,
students learn how to break down word combinations into single words or
numerous words by shortening letters, words, numerals, and syllables. Beyond
that, users are free to select the words they want to use, following their own
standards for capitalization, spelling, and punctuation, and adhere to their own
sentence structure. As they are exposed to it, students occasionally utilize it in the
various writing tasks that they do at school. The distinction between casual and
formal writing must be understood by the students and the unambiguous message
that their text and chat communications should not be used in scholarly work.
Gustilo and Dino (2017) claimed that the development of the internet gave
rise to a new language that is specific to its users. The language used on the Internet
is called “Netspeak” which has aspects that are common to both speaking and
writing. The Philippines is no exception to the exposure and usage of netspeak. The
country’s use of netspeak has been the subject of their study. They also looked into
whether it is solely used by younger generations or if it is a universal language. The
respondents were grouped based on their ages and only those whose ages are in the
following categories: 15–25, 26–35, and 36–50 were included. The findings
demonstrate that people of all ages utilize netspeak, not just the younger
generation. Netspeak is utilized by people of all ages, as evidenced by the finding
that users of social media in the age groups of 26–35 and 36–50 did not use the
standard form of English. The most common element of netspeak identified in the
study was “no punctuation”, which was followed by “acronym”, “retention”, “capped

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expressions”, “intra-sentential”, “code flipping”, “synecdoche”, “transcription of
cry”, “hashtag”, and “taboo”.
In the study of Nanquil (2020), participants expressed their opinions on
various common issues with utilizing Facebook for social interaction, including poor
grammar and punctuation, poor spelling, meaningless content, and fake news.
Language learners who use Facebook may have trouble understanding messages
and postings with grammatical, spelling, and punctuation issues.
Esteron (2021) reported that learning English gives access to the world,
different people, ideas, points of view, and cultures. It is known as the worldwide
language. People now utilize social media extensively, which has made language use
in many contexts, particularly in teaching and learning. On the other hand, the
study's objective was to determine how social media influences formal English
language usage in terms of appropriate acronym usage, exclamatory spelling, letter
homophone usage, misspelled words, word shortening, the use of numerals to
represent words, and the combining of two languages. Findings reveal that 62% of
SNS users exclusively use one language, and 84% of the answers occasionally utilize
acceptable acronyms or abbreviated forms. The majority of survey participants
frequently utilize exclamatory spellings of emoticons, like Haha! and Huhu! with a
65% rate. Additionally, acronyms like LOL, FYI, and OTW are used by 53% of the
respondents, and most of them frequently use misspelled terminology. Moreover,
40% of the 20 students admitted that they had previously shortened words like
"message" instead of "message" and "tnx" in place of "thanks. As a result, social
networking sites have the potential to influence, affect, and impact someone's
understanding of proper linguistic structures.
Synthesis
The collected review of related literature, both foreign and local, discuss
the various influences of social networking sites to the students’ writing skills. On
one hand, studies suggest that the grammar proficiency of the students can be
enhanced by their use of social media. On the other hand, others claim that high
levels of social networking site consumption have a detrimental impact on students'
grammar proficiency. It is the same case with their spelling proficiency as some
studies imply that students' spelling skills suffer as a result of social media. Social
networking sites also have their own distinctive brand of English that disobeys all
grammatical rules, punctuation rules, lexis, and syntactic guidelines.
Parallel to the studies collected in the review of related literature, the
purpose of this study is to determine the effects of social networking sites (SNS) on
the writing skills of students, particularly in junior high school. Though, this study
would focus more on the effects of social networking sites on the writing skills of
the students, particularly with their knowledge and use of grammar, spelling, and
punctuation. Identifying the effects of social networking sites (SNS) on the writing
skills of students could potentially inspire various stakeholders, notably the schools
and the teachers, to help improve the English language proficiency of junior high
school students, particularly with their writing skills and their knowledge and use
of grammar, spelling, and punctuation, by integrating social networking sites into
their teaching.
CONCEPTUAL FRAMEWORK
The framework below was used to present the relation of data. This
research aims to determine the perception of junior high school students on the
influence of social networking sites to their writing skills specifically on the
grammar, spelling, and punctuation. According to the study of Florence (2018),
students’ writing is increasingly and consistently encroached upon by social media.

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Based on this, teachers, who have not been doing so, must continuously and
immediately monitor, check, and correct their student’s mistakes in writing.
In this framework (Figure 1), the first box shows the study's independent
variable which is the social networking sites. Its box links to the two boxes in the
middle which show its disadvantages and advantages to writing skills. Connected
to these two boxes is another box to show the junior high school students’
perception of the influence of social networking sites to their writing skills.
Figure 1. The Research Paradigm
STATEMENT OF THE PROBLEM
Generally, this study focused on the perception of junior high school
students on the influence of social networking sites to their writing skills specifically
on grammar, spelling, and punctuation.
Specifically, this study seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. age;
1.2. gender; and
1.3. section?
2. How frequent do the respondents use the social networking sites:
2.1. Facebook;
2.2. Facebook Messenger;
2.3. Instagram;
2.4. Tiktok;
2.5. Twitter;
2.6. Pinterest;
2.7. Telegram;
2.8. Snapchat;
2.9. Discord; and
3.0. others?
3. What are the disadvantages of social networking sites to the writing skills of
respondents in terms of:
3.1. grammar;
3.2. spelling; and
3.3. punctuation?
4. What are the advantages of social networking sites to the writing skills of
respondents in terms of:
4.1. grammar;
4.2. spelling; and
4.3. punctuation?
5. Is there a significant relationship between the social networking sites and the
writing skills of the respondents?

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Hypothesis:
H1: There is a significant relationship between the social networking sites
and the writing skills of the respondents.
H0: There is no significant relationship between the social networking sites
and the writing skills of the respondents.
SIGNIFICANCE OF THE STUDY
This study may provide knowledge about the perception of junior high
school students on the influence of social networking sites to their writing skills,
specifically on their grammar, spelling, and punctuation. The result of the study is
paramount and valuable not only to the researchers but also to the following people:
Community. This study can help the community by knowing the
perception of the students on the influence of social networking sites on their
writing skills. Programs and advocacies can be tailored to meet their specific needs
and enhance their writing skills to help the community produce future professionals
who are competent with their writing skills, in terms of grammar, spelling, and
punctuation.
School Heads. This study can help the school heads by making them
aware of the influence of social networking sites to the students’ writing skills. By
knowing their influence, this can encourage the school heads to give solutions or
approval to the teachers that they may use social networking sites to enhance the
writing skills of the students.
Teachers. This study can help the teachers to know the influence of social
networking sites to the writing skills of their students. In addition, this can enable
them to educate the students to use social networking sites responsibly.
Parents. This study can help the parents by making them informed about
the influence of social networking sites to the writing skills of their child/children.
Students. This study can help the students to reflect and be mindful of
the influence of commonly used social networking sites to their writing skills.
Researchers. This study can help the researchers by making them
knowledgeable about the influence of social networking sites to the writing skills of
the students. This also allows them to help the teachers to monitor and improve
their students’ writing skills.
Future Researchers. This study can help future researchers by serving
as a reference to those who aim to conduct another research relevant to this study.
SCOPE AND LIMITATION
The primary objective of this study is to determine the perception of junior
high school students on the influence of social networking sites to their writing
skills specifically on grammar, spelling, and punctuation. The scope of this study
includes the social networking sites such as Facebook, Facebook Messenger,
Instagram, Tiktok, Twitter, Pinterest, Telegram, Snapchat, Discord, and others. The
Grade 10 students of Madapdap Resettlement High School were the ones who
provided the data. The study did not include other levels aside from Grade 10. The
respondents in this study are enrolled in Madapdap Resettlement High School for
the School Year 2022 – 2023.

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DEFINITION OF TERMS
For better understanding of the study, the following terms are defined
conceptually and operationally.
Perception
(Conceptual): The interpretation and organization of sensory information from
the surroundings to create a meaningful experience of the world (Schultz, n.d.).
(Operational): In this study, perception refers to the interpretation of the junior
high school students on the influence of social networking sites to their writing
skills specifically on grammar, spelling, and punctuation.
Influence
(Conceptual): The term influence is the ability to have a significant impact on
someone or something (Vocabulary.com, 2022).
(Operational): In this study, influence refers to the advantages and
disadvantages of social networking sites to the writing skills specifically on the
grammar, spelling, and punctuation of the students.
Social Networking Sites
(Conceptual): The term social networking refers to the use of internet-based
social media sites to stay connected with friends, family, colleagues, or
customers. Social networking can have a social purpose, a business purpose,
or both, through sites like Facebook, Twitter, Instagram, and Pinterest (Kenton,
2022).
(Operational): In this study, social networking sites pertain to Facebook,
Facebook Messenger, Instagram, Tiktok, Twitter, Pinterest, Telegram,
Snapchat, and Discord that allow the respondents to write messages, share
information, and, in some situations, collaborate on common activities. In
addition, social networking sites in this study are considered as the factors that
influence the writing skills of the students.
Writing
(Conceptual): The term writing is the act of expressing ideas and thoughts in a
comprehensible manner by using symbols, alphabetic letters, punctuation,
and spaces. It is a type of human communication that entails the linguistic
representation of symbols (Al-Atabi, 2020).
(Operational): In this study, writing represents the students’ process of
communicating ideas and concepts through written words.
Skills
(Conceptual): The term skill is the capacity to execute or perform one's
knowledge easily and successfully (Merriam Webster, 2022).
(Operational): In this study, skill is the ability of the students to write
effectively.
Grammar
(Conceptual): The term grammar is the study of word groups, their
complexities, and the functions they play in sentences (Merriam Webster,
2022).
(Operational): In this study, grammar is used as to how the students put
together or construct a sentence.
Spelling
(Conceptual): The term spelling is the forming of words from letters according
to accepted usage (Merriam Webster, 2022).

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(Operational): In this study, spelling is the ability of the students to arrange
letters in the correct order to form words.
Punctuation
(Conceptual): The term punctuation is the division of written words into
sentences and clauses using symbols like periods, commas, and question
marks (Collins English Dictionary, 2022).
(Operational): In this study, punctuation refers to how the students use
symbols to separate written sentences and parts of sentences to make a clear
meaning.
CHAPTER 2
METHODOLOGY
This chapter includes the research design, research locale, participants of
the study, research sample, research instrument, data collections, and ethical
considerations used by the researchers. It presents the process of how the
researchers conducted their study and how they analyzed it.
RESEARCH DESIGN
The study used a quantitative approach and descriptive evaluative
method under descriptive design. According to Adedayon (2020), the systematic
investigation of phenomena through data collecting or execution of computational,
mathematical, and statistical methods on numerical data is referred to as
quantitative research. While, according to Statistics Solutions (2022), a descriptive
evaluation method explains and describes goals, objectives, implementation
strategies, and so on. As for Manjunatha (2019), descriptive studies are essentially
utilized to characterize different facets of the phenomenon and/or behaviours of a
sample population.
RESEARCH LOCALE
This study was conducted at Madapdap Resettlement High School. The
school is located at San Fernando Avenue, Dapdap, Mabalacat City, Pampanga. The
school officially started in June 1996 with only 789 enrollees. It was placed under
the plantilla of Dolores National High School of Magalang, Pampanga which is
logically the nearest school, with Mr. Felix A. Sunga as the principal. From its initial
student-enrollment of 787, the school's yearly student population tremendously
increased. In 2004, it had a student-population of 1,980 and 36 highly qualified
teachers with its physical facilities astonishingly enhanced. After the painstaking
effort to have an independent plantilla, finally on January 18, 2008, the Department
of Education Region III led by Dr. Mario C. Ramirez, CESO IV and Director, vested
the recognition of "complete high school" to the Madapdap Resettlement High
School. The researchers chose this locale due to the given time frame and
accessibility of the respondents. Moreover, there is not much demand when it comes
to the utilization of social networking sites as incorporated in teaching the English
language other than the use of traditional and digital instructional materials.
RESPONDENTS OF THE STUDY
The respondents of this study was selected 132 students from 13 Grade
10 classes of Madapdap Resettlement High School; Grade 10 - Sagisag, Grade 10 -
Salakot, Grade 10 - Salamin, Grade 10 - Salamisim, Grade 10 - Salinlahi, Grade 10
- Salmo, Grade 10 - Saludo, Grade 10 - Sandigan, Grade 10 - Sanghaya, Grade 10
- Sibol, Grade 10 - Siglaw, Grade 10 - Sinag, and Grade 10 - Sining. The respondents
in this study received survey forms with questions about the effects of social
networking sites on their writing skills. Simple random sampling was used by the

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researchers to select their respondents. The study's respondents are active users of
social media across several platforms.
SAMPLING TECHNIQUE
This study utilized a simple random sampling method and convenience
sampling. Simple random sampling assures that each member of a population has
an equal probability of being chosen as a respondent. Of all the probability sampling
techniques, this one is the most straightforward because it only needs one random
selection and little prior population knowledge. Any research conducted on this
sample should have strong internal and external validity because it uses
randomization. A randomly selected sample is intended to be a fair reflection of the
entire population. (Thomas, 2020). Moreover, according to Nikolopoulou (2022),
Convenience sampling is a non-probability sampling technique where units are
chosen for the sample based on their accessibility to the researcher. This may be as
a result of close proximity geographically, availability at a specific time, or
willingness to take part in the study. In this study, the selection of the respondents
was computed by the statistician of this research, Ms. Irene Christy M. Bacolod,
through the use of Raosoft sample size calculator. Raosoft sample calculator is
essentially a piece of software that determines or calculates the sample size for a
study or survey. The Raosoft sample size calculator provides both sample size
confidence interval calculation and sample size estimation to help researchers avoid
the confusion and stress that can come with estimating a sample size for a survey,
project, or research. It also provides a visual representation of the margin of error
for various sample sizes (Raosoft, 2018).
RESEARCH INSTRUMENT
In gathering the data needed for the study, the researchers conducted a
survey among the Grade 10 respondents from Madapdap Resettlement High School.
Surveys are intended to generate statistics about a target group (Fowler, 2014). This
is accomplished by inferring the traits of the target population from the responses
of a sample of respondents. A survey questionnaire adapted from different studies
and an E-writing test was used by the researchers to determine the effects of social
networking sites (SNS) on the writing skills, specifically on the grammar, spelling,
and punctuation of junior high school students. In the survey questionnaire, item
1 includes the demographics such as the age, gender, and section of the
respondents. Item 2 includes the social networking sites that the respondents
frequently use. For the statements in item 3, the researchers have extracted the
disadvantages of the following social networking sites to the writing skills of the
respondents from the study of Heng (2020), Slim (2019), and Sidiq (2019). As for
the statements in item 4, the researchers extracted the advantages of social
networking sites to the writing skills of the respondents from the study of Putri,
(2021), Dugenio et al., (2022), Jahromi, (2020) and Rou, Yunus, & Suliman, (2019).
While, to measure the writing skills of the respondents, as per the suggestions and
recommendations of the panels, the researchers also used an E-Writing test that
was patterned in the study of Lakhal (2021). Before the data collection procedures
were carried out, the instrument was validated with the assistance of three (3)
experts from Mabalacat City College, under the Institute of Teacher Education and
Institute of Arts and Sciences; from the faculty of B.S.Ed. English program, Mr.
Edward Q. Inong, Field of Study Head of Languages and Literature, Ms. Jonnabelle
N. De Leon, and from the Faculty of B.S.Ed. Mathematics program, Ms. Irene
Christy M. Bacolod. The instrument consisted a Likert scale using a 4-point Likert
Scale of Frequency for Item 2. The respondents can answer based on how frequently
they use the social networking sites being focused on in the study. While, Items 3
& 4 have a 4-Point Likert Scale of Agreement to determine the extent to which the
respondents agree/disagree on the statements about the effects of social networking
sites (SNS) on their writing skills in terms of grammar, spelling, and punctuation.

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DATA COLLECTION
Figure 2. The Data Collection Procedure
To collect the data needed for the study, the researchers submitted to the
principal of Madapdap Resettlement High School a written permission to conduct
the study (see Appendix E). The researchers then constructed a survey
questionnaire and an E-writing test which credibility and validity was validated by
three validators (see Appendix C). Upon getting the school principal’s approval and
the instruments’ validation, the researchers began to conduct the survey through a
random sampling method and convenience sampling. After collecting the responses,
the gathered data were analyzed and interpreted by the researchers in order to get
the results of the study.
STATISTICAL TREATMENT
The data in this study were collected from the accomplished
questionnaires and were computed and analysed using the proper statistical tools.
For SOP 1, the researchers used frequency, mode, and percentage to determine the
demographics of the respondents. According to Helmenstine (2019), the quantity
of occurrences of an event per unit of time is known as frequency. Meanwhile, the
value that appears most frequently in a data set is called the mode (Hayes, 2022).
Moreover, according to Shwetha (2023), percentage in Mathematics is a quantity or
a ratio that is expressed as a fraction of 100. For SOP 2, the researchers used
frequency, ranking, and percentage to determine how frequent the respondents are
using the following social networking sites. As stated by Oldendick (2018), ranking
is a question response structure used when a researcher wants to create some sort
of priority among a set of objects, whether they are policies, attributes,
organizations, individuals, or some other topic or property of interest. For SOP 3
and 4, the researchers used the weighted mean to identify the disadvantages and
advantages of social networking sites to the writing skills of the students. According
to Vendatu (2023), weighted mean is an average calculated by assigning various
weights to some of the individual values. Lastly, for SOP 5, the researchers used a
chi-square to find out if there is a significant relationship between the social
networking sites and the writing skills of the respondents. Based on Hayes (2022),
a chi-square test evaluates how well a model compares to actual observed data.
ETHICAL CONSIDERATION
To complete a research, ethics and appropriate research guidelines must
be imposed. The researchers significantly monitor the ethical principles of research
throughout this study. They also adhere to the Republic Act No. 10173 or the Data
Privacy Act of 2012 (DPA) “To protect the fundamental human right to privacy of
communication while ensuring free flow of information to promote innovation and
growth [and] the [State’s] inherent obligation to ensure the security and protection
of personal data in information and communications systems.” Therefore,
confidentiality of responses and anonymity of the respondents were strictly

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observed. Not only the students, but also their parents/guardians, received a letter
with the explanation of the purpose of research. This is to assure them of the
protection of their identity and background, and the anonymous take to their
responses. Respondents were told that they can withdraw participation if they are
no longer willing to be part of the study.
Based on Resnik (2020), other ethical principles are examined below:
Honesty
In order to show the good intentions, the researchers in this study strived
to report data, results, methods, and procedures honestly. No fabrication,
falsification, and misinterpretation of data.
Integrity
To ensure the safety of the respondents, the researchers strongly keep
their promises and agreements with the respondents.
Carefulness
To avoid careless errors and negligence, the researchers carefully and
critically examine the data and keep good records of the research activities for the
success of the study.
Accountability
The researchers in this study are held accountable for the respondents. If
anything happens during the administration of survey, the researchers are the ones
responsible for them.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter deals with the presentation of the gathered data to draw out
important information and significant points regarding “The Perception of Junior
High School Students on the Influence of Social Networking Sites to their Writing
Skills”. The findings are presented accordingly based on the research problems.
Table 1.1. Demographic Profile of the Respondents (Age)
The age brackets of the respondents are presented in the table below. This
is to determine what age of the students is likely to use social networking sites.
Table 1.1 shows the demographic profile of the respondents in terms of
age. The results present that 132 or 100% of the respondents in this study are 15
to 17 years old.
Table 1.2. Demographic Profile of the Respondents (Gender)
The gender of the respondents is presented in the table below. This is to
determine what gender of the students is likely to use social networking sites.
Age
Frequency
Percentage
15-17
100
100
18- 20
0
0
21-23
0
0
24 and above
0
0
Total
132
100.0

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Gender
Frequency
Percentage
Female
51
38.6
Male
81
61.4
Total
132
100
Table 1.2 shows the demographic profile of the respondents in terms of
gender. The results revealed that 51 or 38.6% of the total respondents are female,
while 81 or 61.4% of them are male.
Table 1.3. Demographic Profile of the Respondents (Section)
The sections of the respondents are presented in the table below. This is
to determine what section of the students is likely to use social networking sites.
Section
Frequency
Percentage
10 - Sagisag
10
7.6
10 - Salakot
10
7.6
10 - Salamin
10
7.6
10 - Salamisim
10
7.6
10 - Salinlahi
10
7.6
10 - Salmo
10
7.6
10 - Saludo
10
7.6
10 - Sandigan
10
7.6
10 - Sanghaya
10
7.6
10 - Sibol
10
7.6
10 - Siglaw
11
8.3
10 - Sinag
10
7.6
10 -Sining
11
8.3
Total
132
100.0
Table 1.3 shows the demographic profile of the Grade 10 respondents in
terms of their section. 10 or 7.6% of the total number of respondents are from
Grade 10- Sagisag, the same with the sections; Salakot, Salamin, Salimisim,
Salinlahi, Salmo, Saludo, Sandigan, Sanghaya, Sibol, and Sinag. Meanwhile, 11 or
8.3% of them are from Grade - 10 Siglaw and Grade 10 - Sining.
Table 2. Frequently used Social Networking Sites
The scale range below is used for the interpretation of the frequently used
social networking sites.
Weight
Mean Range
Verbal Interpretation
4
3.26-4
Always
3
2.51-3.25
Often
2
1.76-2.50
Rarely
1
1-1.75
Never
The frequently used social networking sites are presented in the table
below. This is to determine the influence of social networking sites to the writing
skills of the respondents.
Social
Networking
Sites
Mean
Standard
Deviation
Interpretation
Facebook
3.62
0.66
Always
Messenger
3.83
0.44
Always

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IG
2.78
1.04
Often
Tiktok
3.17
1.14
Always
Twitter
1.95
1.05
Rarely
Pinterest
1.89
0.94
Rarely
Telegram
1.51
0.79
Never
Snapchat
1.70
0.95
Never
Discord
1.52
0.94
Never
Others: Youtube
1.46
1.06
Never
Total
2.34
0.90
Rarely
The mentioned social networking sites above are the most utilized
platforms of the respondents. To connect, Facebook Messenger had the highest
mean with a total of 3.83, and Youtube has the lowest mean with a total of 1.46.
Overall, the total mean of all of the social networking sites is 2.34, which falls under
“rarely.”
Table 3. Disadvantages of Social Networking Sites to the Writing Skills in
terms of Grammar, Spelling, and Punctuation
The scale range below is used for the interpretation of the disadvantages
of social networking sites to the writing skills in terms of grammar, spelling, and
punctuation.
Weight
Mean Range
Verbal Interpretation
4
3.26-4
Strongly Agree
3
2.51-3.25
Agree
2
1.76-2.50
Disagree
1
1-1.75
Strongly Disagree
The disadvantages of social networking sites to the writing skills are
presented in the table below. Weighted mean was used to determine the
disadvantages of social networking sites to the writing skills of the respondents
specifically in terms of their grammar, spelling, and punctuation.
Disadvantages of Social Networking Sites
A. Grammar
Mean
Standard
Deviation
Interpretation
Social networking sites
made my grammar worse
by simplifying languages
that break grammar rules.
2.07
0.62
Disagree
Social networking sites
have created difficulties in
my writing skills by using
short words, pictures, and
emoticons.
2.40
0.78
Disagree
Social networking sites
made me question my
grammar skills when
producing grammatically
correct sentences.
2.72
0.83
Agree
B. Spelling
Social networking sites
influenced me to misspell
some of the easy words.
2.30
0.80
Disagree

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Social networking sites do
not improve my spelling
ability.
1.92
0.70
Disagree
Social networking sites
make people pay little
attention to spelling errors.
2.66
0.76
Agree
C. Punctuation
Social networking sites
provided me with the
incorrect use of
punctuation.
2.40
0.74
Disagree
Social networking sites
taught me that people do
not really need to use
proper punctuation when
chatting or posting, as long
as they can understand you
that is fine.
2.54
0.83
Agree
Social networking sites are
not helpful when I practice
writing with proper
punctuation.
2.02
0.73
Disagree
Table 3 shows the disadvantages of social networking sites to the writing
skills of the respondents in terms of grammar, spelling, and punctuation. The
results revealed that six out of nine statements are interpreted as “Disagree”, while
the remaining three are interpreted as “Agree”. The statement “Social networking
sites made me question my grammar skills when producing grammatically correct
sentences” has the highest mean of 2.72, while the one that has the lowest mean of
1.92 states, “Social networking sites do not improve my spelling ability”.
Table 4. Advantages of Social Networking Sites to the Writing Skills in terms
of Grammar, Spelling, and Punctuation
The scale range below is used for the interpretation of the advantages of
social networking sites to the writing skills in terms of grammar, spelling, and
punctuation.
Weight
Mean Range
Verbal Interpretation
4
3.26-4
Strongly Agree
3
2.51-3.25
Agree
2
1.76-2.50
Disagree
1
1-1.75
Strongly Disagree
The advantages of social networking sites to the writing skills are
presented in this table. Weighted mean was used to determine the advantages of
social networking sites to the writing skills of the respondents specifically in terms
of their grammar, spelling, and punctuation.
Advantages of Social Networking Sites
A. Grammar
Mean
Standard
Deviation
Interpretation
Social networking sites
improve my grammar
understanding.
3.17
0.66
Agree

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Social networking sites
improve my writing skills.
2.98
0.69
Agree
Social networking sites help
me to produce
grammatically correct
sentences.
3.13
0.61
Agree
B. Spelling
Social networking sites help
me learn how to spell words
that are unfamiliar to me.
3.30
0.66
Strongly Agree
Social networking sites
always help me to use the
proper spelling while
posting or leaving
comments.
3.13
0.68
Agree
Social networking sites
make people correct my
spelling errors.
2.95
0.65
Agree
C. Punctuation
Social networking sites help
me learn about various
punctuation marks.
3.09
0.61
Agree
Social networking sites
helped me become more
aware of the proper use of
punctuation.
3.17
0.69
Agree
Social networking sites help
me practice writing with
proper punctuation.
3.14
0.61
Agree
Table 4 shows the advantages of social networking sites to the writing
skills of the respondents in terms of grammar, spelling, and punctuation. The
results revealed that eight out of nine statements are interpreted as “Agree,” while
the remaining one is interpreted as “Strongly Agree.” The statement “Social
networking sites help me learn how to spell words that are unfamiliar to me” has
the highest mean of 3.30. The lowest mean is 2.95, which states, “Social networking
sites make people correct my spelling errors.”
Table 5. The Significant Relationship between the Social Networking Sites
and the Writing Skills
The significant relationship between social networking sites and the
writing skills of the respondents are presented in the table below. The chi-square
was used to determine whether social networking sites have a significant
relationship with the writing skills of the students.

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Table 5 shows the relationship of social networking site and writing skills
of the respondents. Based on the results, Twitter has a significant relationship with
the spelling since the p-value (probability value) is 0.012 which is lower than the
0.05 level of significance, while the other parts of writing skills does not have a
significant relationship with the social networking sites since their p-value is greater
than 0.05.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
The discussion, conclusion, and recommendation of the results are
outlined in this chapter. The objective of the study is to determine the influence of
social networking sites to the writing skills of the junior high school students.
Demographic Profile of the Respondents (Age, Gender, and Section)
In Table 1.1, it was revealed in the demographic profile of the respondents
in terms of age that the majority of the respondents in this study are 15 to 17 years
old. This was further supported by the study of Addei and Kokroko (2020) who
mentioned that the social networking sites have recently grown in popularity among
students, and that as early as age 10, some students begin utilizing social
networking sites like Facebook, Twitter, and WhatsApp.
In Table 1.2, it was revealed in the demographic profile of the respondents
in terms of gender that 51 or 38.6% of the total respondents are female, while 81 or
61.4% of them are male. This was further supported by the study of Alnjadat et al.
(2019) wherein it was revealed that males were more in the habit of using social
networking sites than females.
Meanwhile, in Table 1.3, it was revealed in the demographic profile of the
Grade 10 respondents in terms of their section that 10 or 7.6% of the total number
of respondents are from Grade 10-Sagisag, same with the sections Salakot,
Salamin, Salimisim, Salinlahi, Salmo, Saludo, Sandigan, Sanghaya, Sibol, and
Sinag, each having the same number or percentage of respondents. Meanwhile,
Grade 10-Siglaw and Grade 10-Sining each have 11 or 8.3% of the total number of
respondents.
Frequently used Social Networking Sites
In Table 2, it was revealed that Facebook Messenger had the highest mean
with a total of 3.83, while YouTube had the lowest mean with a total of 1.46. This
was further supported by the study of Ignacio and De Jesus (2021) which stated
that Facebook and Facebook Messenger have the most active monthly users overall.
Disadvantages of Social Networking Sites to the Writing Skills of the Junior
High School Students in terms of Grammar, Spelling, and
Punctuation
In Table 3, which is about the disadvantages of social networking sites to
the writing skills of the respondents in terms of grammar, spelling, and
punctuation, it was revealed that six out of nine statements were interpreted as
“Disagree”, while the remaining three were interpreted as “Agree”. The majority of
statements interpreted as “Disagree” was further supported by the study of
Salaudeen & Lawal (2019) where it was revealed that social networking sites does
not have an overwhelming negative impact on the undergraduate students’ writing
abilities. Moreover, in this study, the statement “Social networking sites made me
question my grammar skills when producing grammatically correct sentences” had
the highest mean of 2.72, while the one that had the lowest mean of 1.92 states
that “Social networking sites do not improve my spelling ability.”

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Advantages of Social Networking Sites to the Writing Skills of the Junior High
School Students in terms of Grammar, Spelling, and
Punctuation
In Table 4, which is about the advantages of social networking sites to the
writing skills of the respondents in terms of grammar, spelling, and punctuation, it
was revealed that eight out of nine statements were interpreted as “Agree,” while
the remaining one was interpreted as “Strongly Agree.” The majority of statements
interpreted as “Agree” was further supported by the study of Dugenio et al. (2022)
which concluded that English language learners tend to favor the positive aspects
of social networking sites when weighing the pros and cons of participating in them.
The students' lexical richness is increased by their active participation in those
platforms since they can practice speaking and writing the English language in real
time. Moreover, the study of Putri (2021) reiterated the advantage of social
networking sites to the writing skills stating that social networking sites can greatly
help students, especially in terms of their writing skills. According to the findings,
students who use social networking sites more frequently tend to write better than
those who do not. Moreover, in this study, the statement “Social networking sites
help me learn how to spell words that are unfamiliar to me” had the highest mean
of 3.30, while the one that had the lowest mean of 2.95 states that “Social
networking sites make people correct my spelling errors.”
Significant Relationship between Social Networking Sites and the Writing
Skills of the Students
Table 5 shows the significant relationship between social networking sites
and the writing skills of the students, and the results revealed that Twitter had a
significant relationship with the spelling since the p-value (probability value) is
0.012 which is lower than the 0.05 level of significance, while the other parts of
writing skills did not have a significant relationship with the social networking sites
since their p-value is greater than 0.05. This result further support the study of
Altakhaineh & AlJallad (2018) which findings showed that participants improved
their understanding of English writing mechanics by utilizing Twitter more
frequently than Facebook or vice versa. Also, Roua et al. (2019) stated that social
networking sites had beneficial impact on students' spelling proficiency, reiterating
the significant relationship between Twitter and the writing skill of the students, in
terms of spelling.
CONCLUSIONS
The study aims to determine the perception of the junior high school
students on the influence of social networking sites to their writing skills. Based on
the research findings, the students around 15 to 17 years old are the ones who have
been actively engaged in social networking sites. As for the gender, majority of the
respondents are male. From this, it can be inferred that they are more engaged in
online social networking sites compared to the female respondents.
The study also revealed that Facebook Messenger is the most frequently
used social networking site by the respondents. Compared to the other social
networking sites mentioned in the study, this indicates that students use it
primarily for various types of activities. On the other hand, YouTube was found to
be the least frequently used social networking site by the respondents. This might
mean that the students do not really engage in it to do their activities or opt to
choose the other social networking sites mentioned in the study.
Most of the respondents agreed on the disadvantages of social networking
sites to their writing skills, especially in terms of their grammar and punctuation.

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Meanwhile, the respondents do not consider their usage of social networking sites
as a hindrance to improve their spelling abilities. Nevertheless, the majority of them
still think that social networking sites influenced them to misspell some of the easy
words as well as make people pay little attention to their spelling errors.
In contrast, a majority of those surveyed respondents strongly agreed on
the perception that social networking sites have a positive influence on their writing
skills, particularly in areas such as grammar, spelling, and punctuation. Therefore,
it can be concluded that the respondents considered social networking sites as a
beneficial resource and a valuable tool in enhancing their writing skills, particularly
in regards to their proficiency in grammar, spelling, and punctuation.
Lastly, it was concluded that Twitter has a significant relationship with
the spelling. However, the respondents perceived that the other parts of writing
skills did not have a significant relationship with their use of social networking sites.
This means that the students perceived that Twitter had the most significant
influence on their spelling skills, whether it was an advantage or disadvantage,
compared to the other social networking sites mentioned in the study.
RECOMMENDATIONS
In view of the conclusion of the study, the researchers recommend the
following:
1. For school heads, teachers, and academic institutions, explore the potential that
social networking sites offer in helping the students to develop their writing skills,
especially when it comes to their proper use of grammar, spelling, and punctuation.
The researchers advise them to continue their training to better explore and
recognize these platforms' potential for developing not only the writing skills of the
students but also the other macro-skills in learning the English language.
2. This study also suggests that similar studies in the future should focus not only
on the aspects of grammar, spelling, and punctuation but also on the other areas
of writing skills.
3. Look into the capacity of Twitter as a tool for learning and developing the skills
of the students in terms of spelling.
4. Explore and engage more on the other areas of grammatical competence in order
to monitor and help the students to be proficient writers.
5. Use these social networking sites to provide more knowledge about the rules of
writing, particularly the use of correct spelling and punctuation marks.
6. For future researchers, they should aim to improve this study and use it as a
starting point for new studies that will benefit the academic community, which
includes the different academic institutions, teachers, and students.
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The Use of Paraphrasing
Tools among English Major
Students in MCC:
A Preliminary Survey
Authors:
Bautista, Christian V.
Gutierrez, Angelica D.
Manalo, Darlene Cristelle F.
Pasamonte, Sheerie Mae D.
Pino, Crissel
Co-Author:
Ralfh Emerson Macapagal, LPT

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ABSTRACT
This study seeks to discover the use of paraphrasing tools among English
major students. This study used quantitative and descriptive survey method of
research as the research design. The respondents of this study were the selected
106 English major students of Mabalacat City College. Non-probability sampling
technique and random sampling were used to determine the total number of
respondents. The data gathering was executed face-to-face and online (via Google
Forms). Frequency, mode, ranking, and weighted mean were utilized to interpret
the gathered data. As a result, the use of paraphrasing tools has advantages and
disadvantages on students’ performance, especially in grammar.
Keywords: advantages, disadvantages, English, grammar, paraphrasing tools
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
Academic integrity is significant in education and research. At the end of
the 19th century, criteria for proper citation and referencing came into existence
with the help of scholars, politicians, writers, students, and other stakeholders.
However, with the Internet and the advancement of technologies, academic
dishonesty has been reduced to a new degree. Anti-plagiarism checker has made
some changes in lowering the percentage of plagiarism. Meanwhile, other digital
tools like translation and paraphrasing tools have come into life which gives
difficulty in knowing the originality of the students’ text.
Additionally, Australia's Tertiary Education Quality Standards Agency
(TEQSA) defines academic integrity as the anticipation from the professors,
students, and other stakeholders in the school setting to operate with honesty,
trust, fairness, respect, and responsibility.
A writer must be adept at using structured language, paraphrasing, and
vocabulary. This indicates that writing is a skill that calls for all abilities designed
to organize ideas so they can be communicated to the reader. Choose the
appropriate words based on how the paragraphs are organized. Sentences are
needed in compilation paragraphs to create a cohesive whole. Then, the norms of
syntax, vocabulary, and command of proper diction must govern paragraphs (Fitria,
2019).
According to Na, Nhat, and Xuan (2017), paraphrasing is a critical talent
in academic writing and is a cognitive skill that requires both excellent reading and
writing skills and higher-order thinking. In addition, Basori (2017) stated that
restrictions on modifying the sentence structure and reformulating the meaning
content can stimulate the usage of paraphrasing strategies.
As Bailey (2018) mentioned, the technology underlying paraphrasing tools
originated as "article spinning," which is a technique for transforming previously
published content into something new or unique by changing words and phrases
with synonyms. However, as artificial intelligence advances, it is expected to
produce much higher than we've ever seen standards for web writing. Even now,
Google Translate still employs a rather sophisticated method of passage
reformulation, mostly maintaining medical language and the message's integrity
(Prentice & Kinden, 2018).

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Moreover, as eloquently stated by Ramadhani (2019), students need to pay
close attention to each stage to create an effective paraphrased sentence. These
techniques include the use of synonyms, rearranging the words in sentences,
modifying word forms, and switching from active to passive voice or vice versa
sentences (Fitria, 2020).
On the other hand, having the ability to paraphrase is crucial, it is
frequently regarded as simple and is frequently disregarded by students. Most
students employ lengthy direct quotations, making it challenging for them to
summarize the author's argument and compose an academic essay free of
plagiarism. However, as technology has advanced, a variety of tools have been made
available to students, one of which is in the area of writing and includes paraphrase,
which is quite popular among students.
The usage of paraphrasing tools has been the subject of extensive
investigation. The research conducted by Rogerson and McCarthy (2017) sought to
ensure that professionals involved in teaching and learning are aware of the
practice, spot its usage, and have fruitful talks with students about the risks of
using such tools. The authors asserted that encouraging people to develop their
paraphrasing skills is a crucial component of developing their skill sets both inside
and outside of educational institutions.
As studied by Prentice and Kinden (2018), undergraduate students
enrolled in a Health Science route course were informed that they had used
paraphrase tools when they produced works with a variety of flowery language that
lacked consistency. After more examination, they learned that paraphrasing tools
were being used often and were able to spot obvious errors in the text they produced.
In particular, the tools attempted to substitute terms rather than recognize or
preserve medical terminology. However, Sulistyaningrum (2021) identified in a
recent investigation that Mechanical Engineering Vocational Education students
are familiar with the paraphrasing tool and have been utilizing it to help them with
their grammar, vocabulary, sentence structure, and paraphrasing technique.
Tuan (2017) brought out how grammatical competency fosters correctness
and fluency in the production of second languages. In line with this, the researchers
decided to conduct a study regarding the usage of paraphrasing tools among
English major students.
REVIEW OF RELATED LITERATURE
Foreign Studies
Rogerson and McCarthy (2017) defined paraphrasing tools as one of the
prevalence of digital technology and Internet-based sources, as well as simple
access to them, has changed "the way knowledge is constructed, shared, and
assessed." However, some Internet-based materials' quality, efficacy, validity, and
reliability are questionable from an educational standpoint. In the same way, Gahan
(2022) pointed out that paraphrasing is the process of transferring someone else's
words into your own. The method of paraphrasing material involves modifying the
phrase while retaining the original meaning. Paraphrasing is an alternative to
quotation. It is typically preferable in academic writing to incorporate materials
through paraphrasing rather than quoting. It demonstrates understanding the
material, reading more fluidly, and maintaining the voice in the forefront.
Ansorgeova and Sixsmith (2021) explained that using online paraphrasing
tools can help students in the Magister of English Language Education study
program overcome paraphrasing challenges while writing a literature review. It
indicates that 30 MELE students struggled with four areas of paraphrasing material

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(content, structure, language usage, and strategies), and only 25 used online
paraphrasing tools to help students. It assists students in paraphrasing by
changing the part of speech, utilizing appropriate tense and syntax, and selecting a
synonym from the original text to rewrite the source text into a paraphrase with
new vocabulary.
In the Vietnamese context, Na and Mai (2017) looked into ten second-year
English majors and discovered that they had a lot of issues paraphrasing. Lack of
language knowledge and text comprehension issues were among the issues and
obstacles. In addition, the study of Pinjaroenpan and Danvivath (2017) looked at
the academic English paraphrasing abilities of Thai graduate students. They had
the students’ essays examined. Although it was discovered that they possessed a
rudimentary understanding of plagiarism and paraphrasing, their paraphrases
contained errors. The two researchers acknowledge that, frequently, their lack of
knowledge and abilities resulted in them writing texts that contained instances of
plagiarism.
Moreover, implementing the Technology-Enhanced Paraphrasing Tool
(TEPT) significantly improved EFL students' writing achievement; all of the students
expressed good emotions about the implementation of TEPT in the writing class.
The positive emotions revealed, i.e., the feeling of joy, motivation, enjoyment, and
freedom from boredom, during the writing course, particularly the classroom
paraphrasing activities (Ariyanti & Anam, 2021). As mentioned by Fitria (2021), as
one of the most useful online tools for paraphrasing, QuillBot was employed as a
Technology-Enhanced Paraphrasing Tool (TEPT) to make it easier for pupils to do
so an application whose purpose is to use accurate grammar, avoid plagiarism,
summarize sentences, and paraphrase.
On the contrary, based on the study of Dinneen (2021), digital translation
and paraphrasing tools can negatively impact the integrity and value of Australian
Direct Entry English Programs (DEEPs) unless deliberate course development
considers the use of these technologies. The investigation revealed several illicit
applications of translation and paraphrasing tools discovered by higher education
experts and a systematic inability to define academic integrity in light of
technological developments. The study additionally looked at how three English
Language Intensive Course for Overseas Students (ELICOS) schools are changing
how they teach and assess academic writing in response to the risk that digital
technologies present to the integrity of their DEEPs.
Local Studies
According to Cagurangan (2018), the grammatical competence of teacher
education students is related to their exposure to the English language. The more
students have exposure, the more competent they are in grammar. However,
students still need to work on specific areas such as verb combinations,
prepositions and adverbs, conditionals and wishes, questions, negatives, and
answers to improve their grammatical competence further. Also, the study by
Rosales & Ilagan (2019) indicated that students tend to exhibit the highest levels of
grammatical competence in the area of morphology, including word inflections and
compounding. They also demonstrate moderate levels of competence in semantics
and syntax. Students' grammatical competence is considered "moderately
competent," but there is significant variation among them in these three areas, with
the highest scores often seen in morphology.
Dangan (2021) suggested that to improve the students' grammatical
competence, more relevant and valuable supplementary materials should be given
to the students. These materials should target the needs or weaknesses of the
students to be more meaningful. Teacher guides and learners' materials should be

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further analyzed and evaluated so modules can be updated to help students and
teachers better. Moreover, as examined by Flores and Lopez (2019), writing activities
that require paraphrasing can effectively teach L2 learners to interact with their
classmates as they engage with the text, create meaning in what they read, generate
their ideas, revise, reflect, and turn knowledge into a new one. For this reason,
developing paraphrasing skills in English language learners can best prepare them
for higher levels of language acquisition. Students become familiar with the nature
of various literary pieces due to their constant exposure to significant literary works
utilized in English language teaching (Tobis, et al., 2020).
Meanwhile, as mentioned by Sioco & De Vera (2018), students should
improve their understanding of subject-verb agreement in order to enhance their
grammatical competence. Implementing certain strategies and techniques in
English language instruction and creating supplementary learning materials
focused on the subject-verb agreement to enhance students’ grammatical
competence.
However, Alova & Alova (2023) pointed out that there is no significant
correlation between students' grammatical competence and their academic writing
skills. Additionally, the students' sex does not significantly affect their level of
competence in grammar or academic writing. However, the highest level of
education attained by the student's parents significantly impacts the student's
academic writing skills, with those whose parents have post-graduate degrees
showing the highest levels of competence. Proficiency in grammar does not
necessarily lead to strong academic writing skills. Besides, the study by Esmalde
(2020) entitled: "Surface Strategy Taxonomy in Error Analysis: Basis for
Grammatical Competence Enhancement Program (GCEP)" revealed that
malformation was the most common grammatical error in the use of simple present
tense, followed by omission, addition, and misordering. The sources of these errors
were interlingual and intralingual transfer and communication strategies. There
was no significant difference between simple present and past tense errors.
Therefore, a grammatical competence enhancement program should be
implemented to address the needs of 21st-century education.
Synthesis
The articles and related studies in this research agree that digital
paraphrasing tools have advantages and disadvantages among English major
students. Nowadays, various digital tools like the paraphrasing tool have been shed
into life due to the advancement of technology. Using a technology-enhanced
paraphrasing tool like Quill Bot can be helpful for students. It can assist them in
paraphrasing text, using correct grammar, summarizing sentences, and avoiding
plagiarism. However, the accuracy of the digital paraphrasing tool is still
questionable. Therefore, lack of language knowledge and text comprehension that
contain instances of plagiarism is one of the issues in paraphrasing. In addition,
digital paraphrasing tools could negatively impact the integrity and value of
students. In relation to the literature review of the previous studies, they have
similarities as they seek to find the advantages and disadvantages of the digital
paraphrasing tool among English major students. At the same time, the previous
literature focused on the various experiences of the respondents, and the current
study investigated the usage of paraphrasing tools among English major students.
CONCEPTUAL FRAMEWORK
Digital Paraphrasing Tool is AI-based wherein it creates an alternative
version of a certain phrase, word, or sentence without changing its meaning in a
short time frame. According to Fitria (2021), the AI technique combines deep
learning with various techniques for natural language processing. Additionally, it

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creates a new sentence by automatically deleting, adding, or changing words. For
instance, one of the most widely used free paraphrase programs is Quill Bot.
In this study, the researchers will determine the usage of digital
paraphrasing tools among English major students through a survey. The
researchers will discover the commonly used digital paraphrasing tools among
English major students. Then, researchers will ascertain the advantages and
disadvantages of using digital paraphrasing tools.
Figure 1. The paradigm of the study
STATEMENT OF THE PROBLEM
This study seeks to discover the use of digital paraphrasing tools among
English major students at Mabalacat City College.
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. age;
1.2. gender; and
1.3. year level?
2. What are the commonly used digital paraphrasing tools?
3. What are the advantages of using digital paraphrasing tools among English major
students?

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4. What are the disadvantages of using digital paraphrasing tools among English
major students?
SIGNIFICANCE OF THE STUDY
The results of this study, which examined the usage of digital
paraphrasing tools among English major students, are of great importance to
various education stakeholders, particularly the following:
English Teachers. The output of the study may address how students use
digital paraphrasing tools. Also, they may come up with some activities to help the
students improve their performance.
Students. They are directly affected by the results of this study. The
output may help in determining the usage of digital paraphrasing tools and how
they can improve along the way.
Parents. This study will help parents to be aware of the proper usage of
digital paraphrasing tools. Also, they will be guided as to how they will be able to
monitor their children’s progress in terms of their performance.
Community. This study will help the community to know the advantages
and disadvantages of using digital paraphrasing tools.
Researchers. This study will provide new insights into the proper usage
of digital paraphrasing tools among English major students.
Software Developers. The results of this study will serve as a basis for
improving the software features of various digital tools like the paraphrasing tool.
Future Researchers. This study could serve as a basis for addressing the
usage of digital paraphrasing tools among English major students. Also, this will
help other researchers in the same or similar field to increase the insights of their
studies.
SCOPE AND LIMITATION
The study was conducted among all the English major students of
Mabalacat City College during the 1st Semester of the A.Y. 2022 – 2023. The study
focuses on the usage of digital paraphrasing tools among English major students.
The study was delimited to the demographic profile of the respondents such as age,
gender, year level, commonly used digital paraphrasing tools, and their advantages
and disadvantages.
The study was limited to 106 respondents from the English major classes.
The researchers used a random sampling technique in determining the total
number of respondents per section.
DEFINITION OF TERMS
Academic Integrity
Conceptual: The commitment to and demonstration of honest and moral
behavior in an academic setting (The Writing Center, 2023).
Operational: If the respondents are practicing academic integrity when citing a
certain source.
Digital Technologies
Conceptual: These are electronic tools, systems, devices, and resources that
generate, store or process data (Oxford Languages).

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Operational: If the respondents are using a digital paraphrasing tool.
English Major
Conceptual: A general program that focuses on the English language, including
its history, structure, and related communications skills; and the literature
and culture of English-speaking peoples (MyMajors).
Operational: They are the respondents of this study.
Grammar
Conceptual: The whole system and structure of a language or of languages in
general, usually taken as consisting of syntax and morphology (including
inflections) and sometimes also phonology and semantics (Oxford languages).
Operational: In this study, the researchers will check how the usage of digital
paraphrasing tools affects the grammar of the students.
Grammatical Competence
Conceptual: Refers to the unconscious knowledge of grammar that allows a
speaker to use and understand language (Chomsky, 1965 & Mojabi, 2014).
Operational: In this study, the researchers will determine how grammatical
competence is being influenced by digital paraphrasing tools.
Gender
Conceptual: Refers to the characteristics of women, men, girls, and boys that
are socially constructed (World Health Organization).
Operational: In this study, the researchers will determine how many males and
females used digital paraphrasing tools.
Internet-based Resources
Conceptual: All domain names, electronic addresses, uniform resource
locators, Internet blogs, social media sites (e.g., Facebook, YouTube, Twitter),
and similar online resources (Law Insider).
Operational: The sites of various digital paraphrasing tools.
Paraphrase
Conceptual: Express the meaning of (the writer or speaker or something written
or spoken) using different words, especially to achieve greater clarity (Oxford
Languages).
Operational: If the respondents can paraphrase a certain text using digital
paraphrasing tools.
Paraphrasing Tool
Conceptual: Is used to rewrite or rephrase a sentence without altering its
meaning (Ref-N-Write).
Operational: In this study, the researchers will determine the usage of
paraphrasing tools among English major students.
Plagiarism
Conceptual: The practice of taking someone else’s work or ideas and passing
them off as one’s own (Oxford languages).
Operational: In this study, the researchers will find out if digital paraphrasing
tools lessen the percentage of plagiarism among students.

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CHAPTER 2
METHODOLOGY
This chapter presents the different steps that the researcher followed in
collecting the data. These include the research design, research locale, respondents
of the study, sampling design, research instrument, data collection, ethical
considerations, and statistical analysis.
RESEARCH DESIGN
This study made use of the quantitative design and descriptive method of
research because it dealt with the analysis of the use of digital paraphrasing tools
among English major students.
According to Apuke (2017), data presented in numerical form are referred
to as quantitative research. When gathered by the main approach, makes use of
statistical information is obtained through the use of a questionnaire. Meanwhile,
as explained by McCombes (2022), in descriptive research, a population, situation,
or phenomenon is described accurately and systematically thus the researcher
chose descriptive research for the study as it facilitates intricate actions.
Specifically, large amounts of data can be collected through the descriptive survey
method and then examined for frequencies, averages, and patterns (McCombes,
2019).
RESEARCH LOCALE
This study was conducted at Mabalacat City College (MCC), a local college
located at Rizal St., Barangay Dolores, Mabalacat City, Pampanga, Region III. This
school was established in the year 2008 and has a mission, vision, and core values.
Passion, Integrity, Excellence, and Service were the core values of this school.
The researchers chose Mabalacat City College as the locale of the study
because a total of 105 English major students from 1st to 4th year were using digital
paraphrasing tools.
RESPONDENTS
The respondents of this study were the selected 106 students of Mabalacat
City College (MCC) from the English major classes during the Academic Year 2022
- 2023. In this study, there were 17 respondents for the Bachelor of Secondary
Education Major in English 1A, 14 respondents for the Bachelor of Secondary
Education Major in English 1B, 17 respondents the for Bachelor of Secondary
Education Major in English 1C, 19 respondents for Bachelor of Secondary
Education Major in English 2A, 9 respondents for Bachelor of Secondary Education
Major in English 2B, 20 respondents for Bachelor of Secondary Education Major in
English 3A, and 10 respondents for Bachelor of Secondary Education Major in
English 4A. The selection of the number of respondents underwent a random
sampling technique and is according to the recommendation of the statistician.
SECTION
TOTAL NUMBER OF
RESPONDENTS
Bachelor of Secondary Education Major in
English 1A (BSEd-ENG1A)
17
Bachelor of Secondary Education Major in
English 1B (BSEd-ENG1B)
14
Bachelor of Secondary Education Major in
English 1C (BSEd-ENG1C)
17

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Bachelor of Secondary Education Major in
English 2A (BSEd-ENG2A)
19
Bachelor of Secondary Education Major in
English 2B (BSEd-ENG2B)
9
Bachelor of Secondary Education Major in
English 3A (BSEd-ENG3A)
20
Bachelor of Secondary Education Major in
English 4A (BSEd-ENG4A)
10
Total
106
Table 1. Distribution of respondents
SAMPLING TECHNIQUE
The population selected were students enrolled in Mabalacat City College.
The sample included students (1st to 4th year) enrolled in a Bachelor of Secondary
Education Major in English program. A probability sampling technique and simple
random sampling are used in distinguishing the respondents of this study.
According to Nikolopoulou, (2022), probability sampling is a sampling
technique that entails picking a sample, or a section of the population, at random.
Meanwhile, as mentioned by Simkus (2022), simple random sampling ensures that
every member of a population has an equal chance of being chosen. The sample is
then selected using a random approach after assigning numbers to each person in
the sample. Given this, the researchers employed simple random sampling through
the fishbowl draw method. The researchers asked for the names of the respondents
per section, wrote them on a piece of paper, and put them in a box. Then one
representative from the researchers drew names from the box, depending on the
total number of respondents per section. With this, the number of respondents from
each section was determined.
RESEARCH INSTRUMENT
To gather the data needed for this study, the researchers make use of a
researcher-made structured form of questionnaire.
The questionnaire consists of three parts: The first part consists of the
demographic profile of the respondents: name (optional), age, gender, and year level.
The second part consists of a checklist of commonly used digital paraphrasing tools
for English major students. The third part consists of 10 advantages and 10
disadvantages of digital paraphrasing tools on the grammatical competence of
English major students using a Likert scale (see Appendix E).
The researcher-made questionnaire was validated by three professionals:
Mr. Ricardo C. Poral III from Camachiles National High School, Mr. Melvin G. Basco
from Sapang Biabas Resettlement Elementary School, and Ms. Irene Christy M.
Bacolod from Mabalacat City College.
DATA COLLECTION
To gather the needed data pertinent to this study, the researchers
employed the following procedure to ensure the validity and reliability of the data to
be gathered.

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The collection of data in this research endeavor started by submitting a
letter of request to conduct a research study to the Dean of the Institute of Teacher
Education, Dr. Arvina D. Sarmiento (see Appendix C). The next step was to inform
the respondents through the consent form. Afterward, the researchers proceeded in
surveying the respondents of this study. The survey was conducted face-to-face and
online (via Google Forms) among all the English major classes to determine the use
of digital paraphrasing tools.
To validate the reliability and adaptability of the research instrument, the
researchers had it validated by Licensed Professional Teachers (LPT): Mr. Ricardo
C. Poral III from Camachiles National High School, Mr. Melvin G. Basco from Sapang
Biabas Resettlement Elementary School, and Ms. Irene Christy M. Bacolod from
Mabalacat City College. Their suggestions, recommendations, and corrections were
considered for the improvement of the instrument.
DATA INTERPRETATION
The researchers used the quantitative design and descriptive method of
research. Quantitative data is statistically examined and is composed of numbers
from which data points can be obtained. Descriptive statistics were employed to
evaluate the data, and the results have been given. The gathered data has been
computed and analyzed using the frequency, ranking, mode, and weighted mean.
STATISTICAL ANALYSIS
As mentioned by Eteng (2020), data analysis is necessary to choose an
appropriate data analysis method to ensure reliable and actionable insights are
obtained from the data. Consequently, the collected data will be treated and
interpreted using statistical tools. The researchers used frequency and mode to
determine the respondents' demographic profiles, such as age, gender, and year
level. Frequency and ranking were utilized to determine the commonly used digital
paraphrasing tools (checklist). Finally, frequency and weighted mean were utilized
to distinguish the advantages and disadvantages of digital paraphrasing tools
among English major students.
ETHICAL CONSIDERATIONS
This paper discusses the importance of ethics in research and ethical
considerations researchers should not violate on the respondents. It must be careful
and have good intentions. Researchers must ensure the safety of the respondents.
All researchers have good intentions.
The ethical considerations were examined below:
Informed Consent
To participate in the study, researchers need to include the following: consent
should be able to give freely. The respondents must know the content of the
questionnaire, the respondents have the power of freedom where they can decide
freely whether they accept or decline, and researchers must explain the research
process (see Appendix D).
Voluntary Participation
The respondents who participated in this study are free from coercion. The
respondents may discontinue their participation at any time without harming their
ability to use the present program or receive future services.

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Confidentiality
The confidentiality of the respondents is kept by not revealing their real names or
identity in the data collection. The privacy of the respondents during the survey is
being managed.
Harmless
Researchers need to be concerned with the respondents, there should be no harmful
events that will occur during the survey.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter presents the analysis and interpretation of findings correlated
to the research methodology and instruments used.
Table 1.1 Demographic Profile of the Respondents (Age)
The age of the respondents was presented in this table. This is to determine
what age are using digital paraphrasing tools.
Age
Frequency
Percentage
17 - 19
48
45.28
20 - 22
53
50
23 - 25
5
4.71
25 and above
0
0
Total
106
100.0
Table 1.1 shows the age of the respondents and most of them are 19 years
old. 31 of the respondents are 19 years old (29.25%), 29 are 20 years old (27.36%),
16 are 18 and 21 years old (15.09%), 8 are 22 years old (7.55 %), 3 are 23 years old
(2.83%), and 1 are 24 and 25 years old (1.88%).
Table 1.2 Demographic Profile of the Respondents (Gender)
The gender of the respondents was presented in this table. This is to
determine what gender is using digital paraphrasing tools.
Gender
Frequency
Percentage
Female
76
71.70
Male
20
18.90
Others
10
9.40
Total
106
100.0
Table 1.2 illustrates the gender of the respondents where most of them are
female. 76 of the respondents are female (71.70%), 20 are male (18.90%), and 10
classified themselves as others (9.40%).
Table 1.3 Demographic Profile of the Respondents (Year Level)
The year level of the respondents was presented in this table. This is to
determine what year level the students are using digital paraphrasing tools.
Year Level
Frequency
Percentage
1st
48
45.30
2nd
28
26.40
3rd
20
18.90
4th
10
9.40
Total
106
100.0

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Table 1.3 shows the year level of the respondents and most of them are
1st-year students. 48 of the respondents are in 1st year (45.30%), 28 are in 2nd
year (26.40%), 20 are in 3rd year (18.90%), and 10 are in 4th year (9.40%).
Table 2. Commonly Used Digital Paraphrasing Tools
The commonly used digital paraphrasing tools were presented in this
table. This is to determine the most used digital paraphrasing tools among English
major students.
Digital Paraphrasing
Tool
Frequency
Percentage
Quill Bot
100
94.30
Paraphrase Online
15
14.20
Dupli checker
3
2.80
Word tune
2
1.90
Paraphrasing.io
10
9.40
Rephrase
3
2.80
Spin Bot
0
0
Clever Spinner
3
2.80
Spin Rewriter
2
1.90
Pre-Post SEO
1
0.90
Others
8
7.50
Table 2 illustrates the commonly used digital paraphrasing tools of the
students using multiple responses. 100 of the respondents answered Quill Bot
(94.30%), 15 answered Paraphrase Online (14.20%), 10 answered Paraphrasing.io
(9.40%), 8 answered: “Others” (7.50%), 3 answered Dupli checker, Rephrase, and
Clever Spinner (2.80%), 2 answered Word tune and Spin Rewriter (1.90%), 1
answered Pre-Post SEO (0.90%), and 0 answered Spin Bot (0%).
Table 3. Advantages of Using Digital Paraphrasing Tools
The advantages of using digital paraphrasing tools were presented in this
table. Frequency and weighted mean were used to determine the advantages of
using digital paraphrasing tools.
Advantages
Mean
Standard
Deviation
Interpretation
1. Digital paraphrasing
tools improved my
grammar skills by
keeping the content of a
certain text or passage
flow balanced.
3.1604
0.57133
Strongly Agree
2. Digital paraphrasing
tools enhanced my
grammar skills by
making a sentence, text,
or passage flow fluently.
3.1509
0.56556
Strongly Agree
3. Digital paraphrasing
tools generated error-
free text or passages in
terms of grammar and
wording.
2.9340
0.57352
Agree

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4. Digital paraphrasing
tools lessened my
redundancy.
3.1792
0.59837
Strongly Agree
5. Digital paraphrasing
tools improved my
sentence construction.
3.1604
0.60375
Strongly Agree
6. Digital paraphrasing
tools helped me to
modify my writing style.
2.8491
0.64428
Agree
7. Digital paraphrasing
tools showed me an
active voice can turn
into a passive voice and
vice versa.
2.7453
0.71795
Agree
8. Digital paraphrasing
tools helped me to
create my ideas or
concepts grammatically
correct.
2.9623
0.63132
Agree
9. Digital paraphrasing
tools taught me how to
paraphrase a sentence
with correct grammar
and structure.
3.0472
0.62308
Strongly Agree
10. Digital paraphrasing
tools provided me with
different features of
language (fluency,
formal, standard, etc.)
that I can use in my
daily communication.
3.0660
0.69377
Strongly Agree
TOTAL
3.02548
0.622293
Strongly Agree
Table 3 illustrates the advantages of using digital paraphrasing tools,
where most of the respondents answered strongly agree that using digital
paraphrasing tools had advantages. Number 4 had the highest mean of 3.1792
while number 7 had the lowest mean of 2.7453.
Table 4. Disadvantages of Using Digital Paraphrasing Tools
The disadvantages of using digital paraphrasing tools were presented in
this table. Frequency and weighted mean were used to determine the disadvantages
of using digital paraphrasing tools.
Disadvantages
Mean
Standard
Deviation
Interpretation
1. Digital paraphrasing
tools made me
confused in terms of
the correct usage of
grammar rules.
2.5472
0.78233
Agree

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2. Digital paraphrasing
tools changed the
entire meaning of my
paraphrased sentence.
2.4811
0.75884
Agree
3. Digital paraphrasing
tools provided me with
an inconsistent tense of
the verb in a sentence.
2.3302
0.72666
Agree
4. Digital paraphrasing
tools provided me with
an incorrect connecting
word in a sentence.
2.3585
0.69266
Agree
5. Digital paraphrasing
tools gave me a
sentence with
grammatical mistake.
2.4245
0.70303
Agree
6. Digital paraphrasing
tools gave me an
incorrect transition
from an active voice to
a passive voice.
2.4340
0.73054
Agree
7. Digital paraphrasing
tools gave me an
incorrect synonym for a
certain word.
2.3113
0.68122
Agree
8. Digital paraphrasing
tools gave me an
incorrect punctuation
mark in a sentence.
2.1792
0.68726
Agree
9. Digital paraphrasing
tools gave me an
inaccurate paraphrased
sentence.
2.3113
0.73502
Agree
10. Digital paraphrasing
tools gave me a
sentence in which ideas
are not coherent with
one another.
2.3774
0.76161
Agree
TOTAL
2.37547
0.725917
Agree
Table 4 shows the results of the survey conducted; the total mean is
2.37547 and the total standard deviation is 0.725917 which means that all
respondents agreed that digital paraphrasing tools have disadvantages.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
The discussion, recommendation, and conclusion of the results are
outlined in this chapter. The objective of the study was to determine the use of
digital paraphrasing tools among English major students.
Demographic Profile of the Respondents (Age, Gender, and Year Level)
The results showed that 19-year-old, female, and 1st-year students are
the ones who are using digital paraphrasing tools. This means that 1st-year
students were using digital paraphrasing tools to improve their grammar. Therefore,

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digital paraphrasing tools can utilize the students’ grammar and make better
sentence construction.
Moreover, according to the study by Sabarniati & Zulkarnain (2020), most
English major students are good at speaking the language but not good enough to
master the grammar well also some students know to correct grammar but can’t
express it orally. One problem for English major students is Subject-Verb
Agreement (SVA).
Commonly Used Digital Paraphrasing Tools
Students used Quill Bot to assist them in using proper grammar, using
discourse markers, changing parts of speech, using the appropriate tense, rewriting
the source text into a paraphrase with a different writing style, changing words from
the source text, changing the active sentence into the passive sentence, and vice
versa, as well as finding synonyms to paraphrase.
Additionally, students used Quill Bot tools to improve their grammar skills
by balancing the content of a particular text or passage. It also enhanced their
grammar skills by fluently making a sentence, text, or passage flow, lessening
redundancy, and improving sentence construction. Quill Bot also taught them how
to paraphrase a sentence with correct grammar and structure and provided them
with different language features (fluency, formal, standard, etc.) that they can use
in daily communication. Quill Bot generates error-free text or passages regarding
grammar and wording. It also helped them modify their writing style, showed them
an active voice can turn into a passive voice and vice versa, and helped them create
grammatically correct ideas or concepts.
As mentioned by Fitria (2021), Quill Bot is used to avoid committing
plagiarism. In addition, to improve the students' grammar skills and for their work
to look professional and original. This paraphrasing tool can be an alternative when
the students have a hard time paraphrasing sentences, passages, or texts.
Advantages of Using Digital Paraphrasing Tools
The results showed that the students strongly agreed and agreed that
using digital paraphrasing tools has advantages. In line with this, the students
strongly agreed that digital paraphrasing tools improved their grammar skills by
balancing the content of a certain text or passage. It also enhanced their grammar
skills by fluently making a sentence, text, or passage flow, lessening redundancy,
and improving sentence construction. Digital paraphrasing tools also taught them
how to paraphrase a sentence with correct grammar and structure and provided
them with different language features (fluency, formal, standard, etc.) that they can
use in daily communication.
In addition, the students agreed that digital paraphrasing tools generated
error-free text or passages regarding grammar and wording. It also helped them to
modify their writing style, showed them an active voice can turn into a passive voice
and vice versa, and helped them create their ideas or concepts grammatically
correct.
As stated by Miranda (2021), using paraphrasing tools can help students
to expand their vocabulary. When encountering unfamiliar words or phrases, they
can use the tool to find alternative ways to express the same idea. Consequently,
they can learn new words and phrases they may not have been revealed to
otherwise.

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Therefore, utilizing digital paraphrasing tools can enhance the overall
quality of students' writing. By replacing repetitive or overused words with
synonyms and restructuring sentences, they can improve the clarity and flow of
their writing.
Disadvantages of Using Digital Paraphrasing Tools
The results revealed that the students agreed that using digital
paraphrasing tools has disadvantages. Most of them agreed that digital
paraphrasing tools confused them regarding the correct usage of grammar rules,
changed the meaning of their paraphrased sentences, and provided them with
inconsistent verb tenses and incorrect connecting words. Additionally, the tool gave
them sentences with grammatical mistakes, incorrect transitions from active to
passive voice, incorrect synonyms for certain words, incorrect punctuation,
inaccurate paraphrased sentences, and sentences in which ideas were not coherent.
In the study conducted by Dmello (2022), there are several disadvantages
to using digital paraphrasing tools. One major issue is that these tools may produce
inaccurate or poorly written paraphrases. This can result in content that needs to
reflect the original meaning or context of the text accurately. Another concern is
that paraphrasing tools can sometimes generate content too similar to the original
text, which could be plagiarism.
Therefore, students should use digital paraphrasing tools cautiously and
not rely too heavily on them as a substitute for their critical thinking and writing
skills. Students should also follow proper citation practices to avoid any issues with
academic misconduct.
CONCLUSIONS
Given the results of this study, the researchers concluded that:
1. Students who are 19 years old, female, and in the 1st-year level were using digital
paraphrasing tools.
2. Quill Bot is the most used digital paraphrasing tool of English major students.
3. Digital paraphrasing tools have been found to have advantages for the
respondents, as it improves their grammar skills, expand their vocabulary, and
generate error-free text.
4. By all counts and with proven results from the gathered data, it is undeniable
that digital paraphrasing tools have disadvantages that lead them to become
dependent and no longer analyze the paraphrased sentences and words for their
validity.
RECOMMENDATIONS
1. The researchers recommend that the institution provide guidelines regarding the
use of digital paraphrasing tools. In line with this, the researchers suggest that the
institution should implement strict sanctions for students who are found guilty of
plagiarism to cultivate more exceptional students.
2. Researchers recommend that future studies should conduct a study about the
influence of digital paraphrasing tools on the grammatical competence of the
students.

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Grammatical Proficiency in
English of First-Year
BSEd-English Students
Authors:
Antioquia, Meriam C.
Balinquit, Clarissa B.
Baron, Rouie D.
Castillo, Angel Javan G.
Gomez, Jennifer D.
Co-Author:
Edward Q. Inong, LPT, MAELLT

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ABSTRACT
The study aimed to determine the level of grammatical proficiency in
English among first-year B.S.Ed. English students. Additionally, it sought to explore
the relationship between the respondents’ high school strand and their level of
proficiency. The study employed a descriptive-correlational research design, with all
first-year English major students participating. The data were analyzed using
weighted mean and Chi-square test. The results revealed that the respondents
exhibited an average level of grammatical proficiency. Moreover, the analysis
indicated that only two strands showed a significant relationship with the
respondents’ level of grammatical proficiency. Based on the findings, the
researchers recommend two actions. Firstly, teachers are advised to prioritize areas
where students demonstrate lower scores in their English grammar instruction. It
is also recommended that the respondents be exposed to a variety of grammar
exercises and immerse themselves in extensive reading. These measures will help
the respondents enhance their grammatical proficiency as they aspire to become
language teachers in the future.
Keywords: grammatical proficiency, word classes, sentence elements, senior high
school strand, descriptive-correlational research, weighted mean, Chi-square test
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
The teacher’s role extends beyond imparting knowledge; they also serve as
a model for their students. This implies that teachers should excel in all aspects of
their work, particularly within the school setting. It is essential for them to possess
expertise in their respective fields of study. For instance, a language teacher should
have a strong command of grammar, just as a mathematics teacher should be
proficient in numbers. If teachers lack mastery in their subject areas, it can
negatively impact their students’ learning experience. To become proficient in any
field, thorough preparation is crucial. Adequate preparation time is necessary if we
desire to expand our knowledge. Aspiring teachers should also be well-prepared
before entering the teaching profession. As part of their preparation, they should
undergo various assessments to identify their weaknesses while they are still
students. This process ensures that they are thoroughly equipped for their future
careers.
Teachers play a crucial role in shaping students’ learning experiences in
education. Therefore, it is essential for them to possess expertise in their respective
fields. To attain proficiency, teachers need to engage in a series of activities starting
from their student years. This early involvement allows them to identify areas for
improvement and acquire the necessary skills. This study focuses on assessing the
grammar proficiency of first-year major in English students. The purpose is to
determine the students’ current grammar proficiency level and identify the specific
skills they need to develop further before entering the teaching profession. These
students are in their first year of college and come from diverse academic
backgrounds, such as Accountancy, Business, and Management (ABM), Science,
Technology, Engineering, and Mathematics (STEM), Humanities and Social
Sciences (HUMSS), General Academic Strand (GAS), and Technical-Vocational
Livelihood (TVL). Therefore, it is crucial to evaluate their grammar proficiency level
promptly and understand how their previous academic track may have influenced
their current proficiency. Considering that different academic strands focus on
different skills, it is possible that students from each strand may exhibit varying
levels of grammar proficiency.

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According to Hashemi and Daneshfar (2018), grammar serves as a
framework for analyzing and describing a language. It holds significant importance
in using a language accurately and efficiently. Mastery of grammar is an
empowering skill that can motivate students in their language acquisition journey.
In today’s educational landscape, where testing is widely used for admissions into
institutions and programs, students are expected to possess familiarity with
grammar. Therefore, educators should incorporate grammatical knowledge into
their curricula. Insufficient understanding of grammar can hinder clear and
effective communication. Proficiency in grammar reflects one’s level of education,
while poor communication skills can create negative impressions during
interactions. Moreover, speaking and writing with grammatical accuracy instills
confidence and credibility. This is particularly crucial for individuals with ambitious
aspirations and a desire to establish a strong professional reputation.
Educational institutions emphasize the utmost importance of enhancing
students’ English proficiency due to the high expectation society places on
graduates. Despite English being recognized as the global language, many
graduates still encounter challenges when it comes to expressing themselves
effectively in English. Immigrant students typically require a longer period, around
5-7 years, to attain academic proficiency in a second language compared to the
approximately 2 years needed to acquire conversational skills for everyday
communication. International students from non-English speaking backgrounds
(NESB) may also require an extended duration to develop academic skills in their
second language. It is acknowledged that limited language proficiency can directly
or indirectly impact academic success and is therefore a critical factor to consider.
The researchers conducted this study with the primary goal of assessing
the grammatical proficiency of the first-year English major students. Grammatical
proficiency is one of the widely-known issues in our country, the Philippines.
Therefore, this study is indeed timely and relevant, which can help teachers in
having a basis for improvement and development of the grammatical proficiency of
their students.
REVIEW OF RELATED LITERATURE
The researchers systematically located and analyzed documents
containing information related to the research problem.
Grammar refers to the manipulation and combination of words in a
language to convey meaning. It encompasses various rules that govern how
meaningful units are constructed in any given language. Specifically, English
grammar comprises the set of rules governing the formation of sentences and the
arrangement of words to create larger language units. It can be categorized into two
main sub-fields: morphology, which deals with word formation, and syntax, which
focuses on constructing sentences. Furthermore, the impact of grammar extends
beyond denotations when it comes to speaking. It can carry a more powerful and
influential message. While many connotations associated with grammar have
negative undertones, they often stem from a misunderstanding of its fundamental
definition. Recognizing the multiple implications linked to the study of grammar can
assist English teachers in understanding potential student hesitations, as well as
the challenges and confusion that may arise when approaching the subject (Allen,
2017).
Ismail (2021) states that having competence or proficiency in grammar is
a crucial aspect of language learning, whether it involves speaking or writing. It is
essential for every learner to master grammar. In higher education, students must
possess knowledge of grammar rules to produce academic work that adheres to

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grammatical standards in every task. Grammar competence signifies an
understanding of language codes, with a focus on acquiring knowledge of expressive
forms. The objective is to have the ability to use language accurately and maintain
grammatical correctness (Diaz-Rico & Weed, 2019). The significance of grammar
proficiency is evident in various ways. Canale and Swain (2017) argued that without
grammar, learners can effectively communicate only in limited cases and situations.
Assessing grammatical competence in education and other domains is a
well-established practice. Frequently, achievement tests administered to students
in elementary and higher education include sections dedicated to English grammar.
Standardized tests like TOEIC (Test of English for International Communication)
and TOEFL (Test of English as a Foreign Language) have been developed and made
widely available worldwide. These tests evaluate students’ proficiency in the English
language, with grammar being one of the components specifically assessed.
In Indonesia, it is common to observe grammar errors in students’
conversations and writing. These errors often arise due to the influence of the
Indonesian grammar system. When attempting to construct sentences in English,
students are influenced by Indonesian collocations, negative constructions,
conjunctions, and passive constructions. This influence leads them to develop their
own system of English grammar (Fauziah, 2017).
Sahagun (2021) conducted a study focused on assessing the grammar
skills of first-year students enrolled in a teacher education program at a university
in Zambales, Philippines. The research aimed to gather data for the development of
a worktext and employed a descriptive research design. A questionnaire was utilized
to collect information from 80 participants. The grammar examination consisted of
three sections: parts of speech, subject-verb agreement, and phrases, clauses,
sentences, and sentence patterns. The participants demonstrated their strongest
performance in the parts of speech section, and there was a noticeable improvement
in their scores following the test. The study suggests that students should allocate
more time to study and comprehend English grammar concepts.
Abenedgo et al. (2018) conducted a study to examine the English
proficiency of first-year university students, specifically focusing on their
performance on the English Language Proficiency Test (EPT). The study analyzed
the English proficiency levels of 4,444 post-secondary or university students,
particularly freshmen. It aimed to address a prevalent issue faced by students in
this survey. The study assessed three sections of the English proficiency test:
Listening, Writing, and Reading. The findings revealed that the majority of students
encountered difficulties primarily in reading comprehension.
Salman and Hazem (2022) conducted a study titled "The impact of
grammatical competence on 1st year university English students’ written
performance" that investigated the nature and frequency of syntactic errors made
by first-year English learners at Al-Hamdaniyah University in Iraq. The study
specifically examined errors in various grammar areas, including tense, modal
verbs, auxiliary verbs, subject-verb agreement, and verb forms. The findings of the
study highlighted subject-verb agreement as the primary area where students
encountered grammatical difficulties.
In countries like the Philippines, where English is learned as a second
language (L2), native speakers of the first language (L1) often encounter difficulties
in fully grasping the grammatical rules related to phonology, morphology,
semantics, and syntax. Undoubtedly, speaking English as a second language (ESL)
presents significant challenges. A survey conducted by HA Cervantes knowledge
systems, Inc. revealed that Filipino college graduates possess limited English skills.

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Similarly, a study by EF Education First (Business Mirror, 2016) supported this
finding, indicating a concerning decline in English proficiency among Filipinos.
Gloria (2022) conducted a study on the factors affecting the English
language proficiency of freshmen education students in a university’s College of
Education in the Province of Bulacan during the 2018-2019 school year. The study
aimed to identify both student-related and teacher-related factors influencing
language proficiency. It examined various aspects such as proficiency level based
on gender, tracks and strands, type of school, honors received, and language
exposure. Additionally, it investigated four teacher-related factors including gender,
educational attainment, teaching experience, and teaching styles. The study's
findings indicated that the English language proficiency of the freshmen education
students was at an intermediate level. Furthermore, the study found that gender,
track, strand, type of school, and honors received did not have a significant impact
on the students' proficiency level. However, certain language exposure indicators
showed varying degrees of influence. The study also highlighted two influential
teacher-related factors: teaching experience and teaching style. Although there was
a correlation between teachers’ gender and educational attainment, it was not
statistically significant.
In separate research conducted by Casta and Cachuela (2017) titled
“English Proficiency of First Year College Students: A Case of Colegio del Sagrado
Corazon De Jesus”, it was discovered that the overall English language abilities of
first-year college students were commendable. When the data was examined by
degree program and gender, it was observed that students pursuing BSHM and
BSSW degrees exhibited a high level of proficiency in English.
Furthermore, Sanchez (2018) conducted a study titled “Assessing the
Grammar Proficiency Level of First-Year College Students at Pangasinan State
University”. The research aimed to examine the grammatical proficiency of 100
freshmen students enrolled at Pangasinan State University. The findings revealed
that the majority of the participants were males aged 16 and above, who utilized
Tagalog as their primary language of communication at home and resided in
Pangasinan. The study analyzed the participants’ proficiency in various aspects of
grammar, including subject-verb agreement, concurrency, and gerunds. The results
indicated that the respondents exhibited proficiency in these areas. The profiles of
the participants showed significant correlations in relation to their grammatical
abilities.
Additionally, the findings suggested that the respondents already
possessed a foundational knowledge and understanding of the topic, requiring
minimal assistance for further improvement. In terms of subject-verb agreement,
male and younger respondents demonstrated a higher level of knowledge in this
aspect. Similarly, male respondents exhibited greater familiarity with parallelism.
Lastly, research conducted by Merza (2021) regarding the English
Grammar Competence of Filipino College Freshmen revealed that the participants
displayed a moderate level of proficiency in fundamental English grammar.
However, they demonstrated particular strengths in utilizing conjunctions,
prepositions, possessive forms of nouns, and verb tenses accurately. On the other
hand, their weaknesses were evident in areas such as pronoun-preposition
relationships, pluralizing nouns, subject-verb agreement, adverb-pronoun types,
adjective-adverb order, and comparing adjectives.
Review of Related Studies
Research conducted by Sijali (2017) focused on examining the English
proficiency of secondary students in Nepal. The study aimed to assess the English

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language skills of high school students and its relationship with factors such as
gender, type of institution, and the medium and flow of education. The study sample
consisted of 529 learners from 22 high schools during the 2015-2016 academic
year. The findings indicated that the English proficiency of the students in Nepal
was relatively low, with an average score of 10.4490. When analyzing the data by
gender, no significant difference in English proficiency was observed among ELT
(English Language Teaching) students. However, it was discovered that public upper
secondary ELT students had lower English proficiency compared to those attending
private institutions.
Bagale (2017) conducted a research study on the grammar proficiency of
grade 10 students. The objective was to assess the students’ proficiency in handling
grammatical elements within text-based and context-based contexts, and to
compare the proficiency levels between male and female students. The findings of
the study revealed that male students displayed competence primarily in using
conditional sentences. On the other hand, female students demonstrated
proficiency in utilizing articles, prepositions, tag questions, subject-verb
agreements, and causatives, both in text-based and context-based scenarios.
Overall, the students’ performance was satisfactory, as evidenced by a mean grade
of 62.96% achieved by a sample of 40 students across all aspects.
Mazlaveckienė (2018) conducted a study titled "Evaluating English
Grammar Proficiency of College Students Based on CEFR Criteria Achievement
Levels: A Case Study at the Lithuanian University of Education and Science." The
research aimed to assess the English grammar skills of college students in relation
to the proficiency levels defined by the Common European Framework of Reference
for Languages (CEFR). However, the study found that the key characteristics tested
and assessed by foreign language teachers in relation to CEFR levels were
inadequately defined. Nevertheless, the results of the study indicated that
Lithuanian English students performed well in grammatical structures falling
within the B1 to B2 proficiency levels.
Compe (2017) put forward a research study on the English Proficiency of
Junior High School students. The survey revealed that the students achieved an
average level of proficiency for their middle school level. When it came to grammar,
the students demonstrated a high level of proficiency. However, in writing, the
students were assessed as being less competent.
In research conducted by Ezilrajan (2017), focusing on the English
grammar proficiency of secondary level students and teachers in the Puducherry
Region, it was discovered that both students and teachers exhibited poor English
grammar skills. The study revealed that there was no significant difference in
English grammar proficiency between male and female junior high school students.
However, a significant discrepancy was observed in English grammar proficiency
between teachers of English and Tamil high school students.
A research conducted by Barraquio (2017) focused on the Grammar Skills
of college students at Colegio de San Juan de Letran Calamba. The study aimed to
identify the areas of weakness among the students and enhance their grammar
proficiency. It was observed that the students at Colegio de San Juan were making
progress in terms of instructional methods and the overall quality of learning. The
study emphasized the importance of grammar for the development of English
language skills among Letran Calamba College students. Consequently, it was
recommended that the school consider enrolling all new students in English 101 or
Remedial English courses to address any deficiencies in grammar.

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Sioco and De Vera (2018) conducted a research study to assess the
grammatical competence of 177 junior high school students. The study revealed
that students preferred using textbooks as their reading material at home. Based
on the findings, it was concluded that high school students should focus on
enhancing their level of grammatical competence, particularly in the area of subject-
verb agreement.
Guevara et al. (2017) conducted a study titled "Assessing the Grammar
Ability of Second Year Education Students: A Basis for Program Intervention." The
purpose of the study was to evaluate the grammatical skills of second-year students,
identify areas of deficiency, and enhance the quality of their learning. The findings
of the study indicated that a majority of the students exhibited deficiencies in their
grammatical abilities. Consequently, no significant differences were observed
among the students’ scores in the areas of verb tense, punctuation, subject-verb
agreement, and tense.
In contrast, Manuel (2022) conducted a survey among senior high school
students and discovered that they displayed proficiency in adverbs, prepositions,
and interjections, but struggled with verbs. The survey indicated that the
respondents performed well in reading comprehension, although they faced
challenges in synthesizing information and evaluating content at a higher level.
Based on the survey findings, it was concluded that the respondents can be
classified as "Proficient Users of English" or users with a high level of grammatical
and reading comprehension proficiency. They have achieved a solid foundation in
the basic use of the English language. However, to further enhance their
competence, they would benefit from engaging in more meaningful activities and
exploring diverse texts.
Lastly, Cabaruan (2018) conducted a study entitled: “Examining Grammar
Knowledge and First Language Interference in English Learning among SASTE
Students at Saint Paul University Philippines”. The objective of the study was to
assess the participants’ grammatical proficiency and the extent to which their native
language (L1) influenced their pronunciation and intonation of American English.
The findings indicated that the participants’ pronunciation was influenced by their
L1. Furthermore, the research revealed that the participants’ native language did
not have a significant impact on their grammar proficiency. There was a notable
correlation between language ability and intonation, but no significant difference
was found between language ability and pronunciation.
Synthesis
The aforementioned studies all revolved around grammatical proficiency,
with varying levels of participants. For instance, Abednego’s (2018) study focused
on the grammatical proficiency of first-year college students, while Sioco and De
Vera (2018) examined the grammatical proficiency of junior high school students.
In contrast, the study by Casta and Cachuela (2017) explored the English
proficiency of first-year college students at Colegio del Sagrado Corazon De Jesus
and found that their grammatical proficiency was good. Similarly, Merza’s (2021)
study on English Grammar Competence of Filipino College Freshmen revealed that
the respondents exhibited a moderate level of proficiency in English grammar.
However, Sahagun (2021) conducted a research study on the grammar
skills of secondary teacher education students at a state university, with the goal of
informing the development of a worktext. The study aimed to assess the grammar
proficiency of first-year students enrolled in a teacher education program in
Zambales, Philippines. The results revealed that the participants excelled in the
parts of speech section, and there was a notable improvement in their scores after

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the test. It is recommended that students allocate more time to studying and
comprehending English grammar.
Based on this analysis, it is evident that respondents from different
schools and academic levels exhibit varying levels of grammatical proficiency.
Consequently, the study sought to determine the level of grammatical proficiency of
the first-year English major students at Mabalacat City College enrolled in the
Academic Year 2022-2023.
CONCEPTUAL FRAMEWORK
In this study, the IPO (Input-Process-Output) type of conceptual
framework was employed, as outlined by Canonizado (2021). The IPO model serves
as a visual representation of all the elements involved in a process. It encompasses
the necessary materials and information, specific details of the process itself, as
well as a description of all the products and by-products associated with the
process. This framework is widely utilized by researchers across various fields.
For this particular study, the input consisted of the grammatical
proficiency of the respondents and their respective high school strand. The process
involved distributing a grammar proficiency test to the respondents, followed by
data analysis. The anticipated outcomes of the study include determining the level
of grammatical proficiency among the respondents and examining the relationship
between their English grammar proficiency and their high school strand.
Figure 1. The Research Paradigm
STATEMENT OF THE PROBLEM
The purpose of this study was to determine the grammatical proficiency of
the first year B.S.Ed. English students at Mabalacat City College and to also
determine if there is a relationship between their high school strand and the level
of their English grammar proficiency. Specifically, this study sought to answer the
following questions:
1. What is the profile of the respondents in terms of;
1.1. sex;
1.2. section; and

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1.3. high school strand?
2. What is the level of grammatical proficiency in English of the respondents in
terms of;
2.1. word classes; and
2.2. sentence elements?
3. What is the relationship between the respondents’ SHS strand and their level of
grammatical proficiency?
4. Which grammatical categories obtained the highest and lowest scores?
5. What program enhancement/improvements may be implemented on teaching
grammar proficiency?
Hypothesis:
Ho= There is no significant relationship between the respondents’ SHS
strands and their level of Grammatical proficiency.
Ha= There is a significant relationship between the respondents’ SHS
strands and their level of Grammatical proficiency.
SIGNIFICANCE OF THE STUDY
The following can benefit from the research study:
School Administrators. The study can assist administrators in
identifying specific areas of grammatical competence that require improvement.
Based on these findings, they can develop learning materials and activities to
enhance students’ grammatical proficiency.
Faculty. The study provides valuable information to English instructors
at Mabalacat City College regarding common grammar errors made by students.
Armed with this knowledge, instructors can design targeted activities and
interventions to help students improve their grammatical skills.
Students. The study’s results can offer students, particularly those
pursuing a B.S.Ed. English degree, insights into their own grammatical errors. This
knowledge empowers them to focus on areas of improvement and work towards
enhancing their grammar proficiency.
Future Researchers. This study can serve as a valuable reference for
future researchers conducting similar studies. It can be used as a secondary source
of information, providing additional insights and supporting evidence for their own
research endeavors.
SCOPE AND DELIMITATION
This study specifically aimed to assess the grammatical proficiency of first-
year students majoring in Bachelor of Secondary Education with a specialization in
English at Mabalacat City College during the academic year 2022-2023. The
research also encompassed an examination of their respective high school strands,
which included Humanities and Social Sciences (HUMMS), Accountancy, Business
and Management (ABM), Science, Technology, Engineering and Mathematics
(STEM), General Academic Strand (GAS), and Technical Vocational Livelihood (TVL).
Within the study, the focus was solely on two grammar categories: Parts
of speech and Sentence elements. The Parts of speech category involved the

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identification and understanding of various linguistic components, such as nouns,
pronouns, action verbs, prepositions, adverbs, adjectives, conjunctions, and
interjections. On the other hand, the Sentence elements category focused on
analyzing and interpreting specific elements within sentences, including predicate
nominatives, adverbial clauses, adjective clauses, simple predicates, complete
subjects and direct objects, complete predicates, verb usage, modifiers, and
pronoun usage.
DEFINITION OF TERMS
Proficiency
(Conceptual) A state of possessing advanced competence, skill, or expertise.
(Operational) In the context of this study, proficiency specifically pertains to
the level of competence exhibited by students in English grammar.
Grammar
(Conceptual) The comprehensive system and framework of a language or
multiple languages, typically encompassing syntax, morphology (including
inflections), and sometimes phonology and semantics.
(Operational) It denotes the knowledge and understanding of grammar that is
anticipated to be acquired by Bachelor of Secondary Education (B.S.Ed.)
English students.
B.S.Ed. English Students
(Conceptual) Students who are enrolled in the Bachelor of Secondary
Education program with a major in English.
(Operational) For the purpose of this study, the term “B.S.Ed. English
Students” specifically refers to the students studying in the Bachelor of
Secondary Education program with a major in English at Mabalacat City
College.
English
(Conceptual) Relating to the country of England, its people, or its language.
(Operational) In the context of this study, “English” pertains to the language
itself, where a strong understanding of grammar plays a significant role.
Mabalacat City College
(Conceptual) An educational institution supported and managed by the
government of Mabalacat City, located in Pampanga, Philippines.
(Operational) This refers to the specific educational institution where the
researchers conducted their study, namely Mabalacat City College.
Grammatical Proficiency
(Conceptual) The capacity to evaluate the correctness and appropriateness of
a statement based on specific grammatical principles.
(Operational) In this research, the grammatical proficiency of B.S.Ed. English
Students at Mabalacat City College is being examined.
Grammar Test
(Conceptual) A means of assessing students’ overall language usage as well as
their understanding of various language components and rules.
(Operational) The instrument utilized in this study to evaluate the grammatical
proficiency in English of B.S.Ed. English students at Mabalacat City College.
English Grammar
(Conceptual) The system of rules governing the structure of the English
language.

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(Operational) It pertains to the respondents’ fluency and competence in
utilizing the English language.
Humanities and Social Sciences strand (HUMSS)
(Conceptual) A senior high school strand offered within the Academic track.
(Operational) It denotes the specific strand that may have been pursued by the
respondents.
Accountancy, Business and Management strand (ABM)
(Conceptual) A strand that covers foundational knowledge in financial
management, accounting, and corporate operations.
(Operational) It is one of the strands that could potentially influence the
respondents’ level of proficiency.
Science, Technology, Engineering and Mathematics strand (STEM)
(Conceptual) An educational program designed to prepare primary and
secondary students for college in scientific and technical fields.
(Operational) It refers to the strand that some of the respondents might have
chosen.
Technical-Vocational-Livelihood strand (TVL)
(Conceptual) It is an educational track that focuses on developing students’
vocational and livelihood skills for practical applications.
(Operational) It is one of the strands considered in this study to examine its
potential influence on the level of grammar proficiency among the respondents.
General Academic Strand (GAS)
(Conceptual) It is an academic track designed for students who have not yet
decided on a specific college course or degree.
(Operational) It is a strand that some of the respondents may have chosen, and
its impact on their grammar proficiency is being investigated in this study.
CHAPTER 2
METHODOLOGY
This chapter includes the research design, research locale, participants of
the study, research sample, research instrument, data collections, and ethical
considerations used by the researchers. It presents here the process of how the
researchers conducted their study and how they analyzed it.
RESEARCH DESIGN
In this study, a quantitative research method was utilized. Quantitative
methods involve objective measurements and statistical or numerical analysis of
data. Data for this study were collected through surveys, questionnaires, polls, or
by manipulating existing statistical data using computational techniques.
The research design employed in this study is the descriptive correlation
design. This design aims to provide a static depiction of the situation under
investigation while also examining the relationship between different variables.
Similar research studies have also utilized this design, such as the study conducted
by Alova et al. (2023) on the grammatical and academic writing competence of
special science class students. Their study employed the descriptive correlation
design to assess the level of grammar and academic writing competence and
investigate any potential relationship between them.

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In the present study, the researchers sought to describe the level of
grammatical proficiency among the respondents. Thus, a descriptive design was
appropriate. Additionally, since the researchers were interested in exploring the
relationship between the respondents’ grammatical proficiency and their high
school strand, a correlational design was also employed. Therefore, the descriptive
correlational design was deemed suitable for this study.
RESEARCH LOCALE
This study took place at the Dapdap Campus of Mabalacat City College.
The school was established in 2008 and was originally situated in Barangay
Atlubola, where the Northville 16 Elementary School is now located. It was later
relocated to Xevera, Tabun, on the third floor of Dona Asuncion Lee Integrated
School (DALIS). In 2010, classes were held in the old Municipal Hall at Población,
until Mabalacat City College finally obtained its own permanent site on Rizal Street,
Dolores, Mabalacat City. The following year, the college expanded its facilities and
utilized the Fiesta Communities model house and club house in Dapdap, Mabalacat
City.
Eventually, Mabalacat City College was given the opportunity to have a
permanent home in Barangay Dapdap, Mabalacat City. Currently, the construction
and improvement of the school are still ongoing at the main extension site.
Mabalacat City College offers tertiary-level education, and one of its programs is
Education with various majors including English, Filipino, Math, Social Studies,
and PE Education. This location was specifically chosen to evaluate the grammatical
proficiency of first-year students enrolled in the Bachelor of Secondary Education
major in English program for the current academic year.
RESPONDENTS OF THE STUDY
The participants in this study are first-year students majoring in English
at Mabalacat City College for the academic year 2022-2023. These students come
from various schools such as Jose C. Feliciano College (JCFC), System Plus College
Foundation (SPCF), Jocson College Incorporated (JCI), and Children of Fatima
School of Mabalacat Inc. Additionally, they pursued different strands during their
Senior High School years. The age range of the respondents falls between 18 and
20 years old.
Considering that these first-year English major students are at the initial
stage of their college education, it is crucial to assess their grammatical proficiency,
especially considering their diverse educational backgrounds and strands. The
researchers selected them as the respondents because, as future English teachers,
it is essential for them to have a strong command of grammar. Therefore, evaluating
their grammatical proficiency at an early stage in their program is necessary.
Consequently, these students are suitable respondents for this study.
RESEARCH INSTRUMENT
The researchers employed a grammar test questionnaire as the research
instrument for this study. To use the questionnaire, the researchers sent a request
email to the original authors, seeking permission to adapt their questionnaire for
the current study. The questionnaire was originally developed by Belk and
Thompson and is known as the Grammar Inventory for Teachers (GIFT). It consists
of 100 multiple-choice objective items, with 30 items focusing on parts of speech,
30 items on sentence elements, 10 items on types of sentences, 10 items on correct
verb usage, 10 items on modifiers, 5 items on subject-verb agreement, and 5 items
on pronoun usage. However, for this study, the researchers made contextualized
modifications, resulting in a 50-item test with 30 items on word classes and 20
items on sentence elements.

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The adapted instrument underwent thorough validation and reliability
testing during its initial development and use. In the original study where the
instrument was first utilized, graduate-level professors identified the grammar
points to be tested. However, since the instrument was contextualized and modified,
three English instructors, namely Mr. Marvin M. Viado, Mrs. Jonnabelle N. De Leon,
and Mr. Ralfh Emerson Macapagal, conducted further validation. These validators
suggested trimming down the items, resulting in a 50-item questionnaire. The
questionnaire then underwent evaluations and received approval from different
teachers who have expertise in the subject matter.
DATA GATHERING PROCEDURE
The data collection procedure in this research began with the search for
an adapted instrument to be used. After obtaining approval from the researchers’
adviser, an official request was written to the Vice President for Academic Affairs
(VPAA) through the institute dean, seeking permission for the target respondents to
participate in the study. Once the necessary approval was granted, letters for the
survey were prepared and personally delivered by the researchers. During the
survey, the researchers, along with the assistance of the respondents’ advisor,
administered the questionnaire. They explained the purpose of the study and
emphasized the importance of the respondents’ participation.
The research questionnaire was distributed in two ways: face-to-face
distribution and through a Google Form. Face-to-face distribution was initially
chosen, but due to some respondents not being able to attend on the day of
distribution (as it coincided with the semestral break), the researchers opted for an
online option to accommodate those who could not attend in person. This allowed
for 50 respondents to answer the questionnaire face-to-face, while another 50
respondents completed it through the Google Form. To facilitate the identification
and retrieval of the questionnaires, each one was coded, ensuring efficient
management of the collected data. The researchers collected all the questionnaires
on the same day they were answered and ensured strict confidentiality. The
retrieved copies of the questionnaires will be tabulated, and the data will be
analyzed and interpreted using the most appropriate statistical procedures
ETHICAL CONSIDERATION
Prior to conducting the survey, the researchers obtained consent from the
respondents, ensuring that they were informed about the purpose of the study and
the information being gathered. To protect the privacy of the respondents, their
identities were kept confidential and anonymous. All the data collected during the
survey was securely stored and handled with the highest level of confidentiality,
adhering to ethical research standards.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter presents the analyses and interpretation of the data gathered
from the respondents in relation to the problems raised in the study.
Table 1.1. Distribution of respondents according to gender
Sex
Frequency
Percentage
Male
33
33%
Female
67
67%
Total
100
100%

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The table displays the distribution of respondents based on their gender.
The male respondents account for a frequency of 33, representing 33% of the total
population. Conversely, the female respondents have a frequency of 67, making up
67% of the total respondents. In total, there are 100 respondents, accounting for
100% of the sample population.
Table 1.2. Section Distribution
Section
Frequency
Percentage
1A
33
33%
1B
34
34%
1C
33
33%
Total
100
100%
The table shows the distribution of respondents across different sections.
B.S.Ed. English 1A has a frequency of 33, representing 33% of the total population.
B.S.Ed. English 1B has a frequency of 34, accounting for 34% of the population.
Similarly, B.S.Ed. English 1C has a frequency of 33, making up another 33% of the
respondents. Overall, there are 100 respondents in total, representing 100% of the
sample population.
Table 1.3. SHS Strand Distribution
Strand
Frequency
Percentage
ABM
16
16%
GAS
3
3%
HUMSS
58
58%
STEM
5
5%
TVL
16
16%
N/A
2
2%
Total
100
100%
The table illustrates the distribution of respondents based on their senior
high school strand. Both the Accountancy, Business and Management (ABM)
respondents and Technical Vocational Livelihood (TVL) respondents have a total
frequency of 16, representing 16% of the total population. The General Academic
Strand (GAS) respondents have a total frequency of 3, accounting for 3% of the total
population. The Humanities and Social Sciences (HUMSS) respondents have a total
frequency of 58, making up 58% of the total population. Similarly, the Science,
Technology, Engineering, and Mathematics (STEM) respondents have a total
frequency of 5, corresponding to 5% of the total population. Additionally, there are
2 respondents who are under the old curriculum, representing 2% of the total
population.
Table 2.1. Level of Grammatical Proficiency in English in terms of Word
Classes
Strand
Frequency
Mean Score
Level of Grammatical
Proficiency
ABM
16
17.31
Average
GAS
3
19.33
High
HUMSS
58
18.79
Average
STEM
5
22
High
TVL
16
18.25
Average
N/A
2
26.5
Very High
Total
100
20.36
High

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The table displays the Level of Grammatical Proficiency in English of the
respondents specifically in terms of Word Classes. The ABM strand obtained a mean
score of 17.31, while the HUMSS strand achieved a mean score of 18.79. Similarly,
the TVL strand received a mean score of 18.25. Hence, these three strands
demonstrate an average level of grammatical proficiency. On the other hand, the
GAS strand recorded a mean score of 19.33, while the STEM strand achieved a
mean score of 22. Both GAS and STEM strands exhibit a high level of grammatical
proficiency. Respondents who were under the old curriculum obtained a mean score
of 26.5, indicating a very high level of grammatical proficiency. Overall, the
respondents’ mean score in word classes is 20.36, classifying their grammatical
proficiency level as high.
Table 2.2. Scoring Interpretation for Word Classes
Score
Level of Grammatical proficiency
25-30
Very High
19-24
High
13-18
Average
7-12
Low
0- 6
Very Low
The table presents the interpretation of scores for word classes, indicating
different levels of grammatical proficiency. Scores ranging from 0 to 6 correspond
to a very low level of grammatical proficiency. Scores between 7 and 12 indicate a
low level of grammatical proficiency. An average level of grammatical proficiency
encompasses scores from 13 to 18. Scores falling within the range of 19 to 24
represent a high level of grammatical proficiency, while scores from 25 to 30 indicate
a very high level of grammatical proficiency.
Table 2.3. Level of Grammatical Proficiency in English in terms of Sentence
Elements
Strand
Frequency
Mean Score
Level of Grammatical
Proficiency
ABM
16
5.63
Low
GAS
3
5.33
Low
HUMSS
58
5.17
Low
STEM
5
7.6
Low
TVL
16
4.75
Low
N/A
2
8.5
Low
Total
100
6.16
Low
The table shows the Level of Grammatical Proficiency in English of the
respondents concerning Sentence Elements. The ABM strand obtained a mean
score of 5.63, while the GAS strand achieved a mean score of 5.33. The HUMSS
strand, on the other hand, garnered a mean score of 5.17. Additionally, the STEM
strand recorded a mean score of 7.6, while the TVL strand obtained a mean score
of 4.75. Respondents under the old curriculum scored an average of 8.5. All of the
aforementioned strands, including those under the old curriculum, demonstrate a
low level of grammatical proficiency. Overall, the mean score for all respondents in
sentence elements is 16.6, indicating a low level of grammatical proficiency.

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Table 2.4. Scoring interpretation for Sentence elements
Score
Level of Grammatical Proficiency
17-20
Very High
13-16
High
9-12
Average
5-8
Low
0-4
Very Low
The table provides the scoring interpretation for Sentence Elements.
Scores ranging from 0 to 4 indicate a very low level of grammatical proficiency.
Scores from 5 to 8 are considered to represent a low level of grammatical proficiency.
An average level of grammatical proficiency corresponds to scores between 9 and
12. Furthermore, scores ranging from 13 to 16 indicate a high level of grammatical
proficiency. Lastly, scores from 17 to 20 represent a very high level of grammatical
proficiency.
Table 2.5. Level of Grammatical proficiency of the respondents
Grammar Category
Mean score
Level of Grammatical
proficiency
Word Classes
20.36
Average
Sentence elements
6. 16
Low
Total
26.52
Average
The table displays the general level of grammatical proficiency among the
respondents, as determined by their mean scores. The respondents obtained a
mean score of 26.30 in word classes, indicating an average level of grammatical
proficiency in this area. However, in terms of sentence elements, the mean score of
all the respondents is 6.16, indicating a low level of grammatical proficiency.
Overall, the total mean score of the respondents is 26.52, suggesting that their level
of grammatical proficiency is average.
Table 2.6. Overall scoring interpretation for Level of Grammatical
proficiency of the respondents
Score
Level of Grammatical Proficiency
41-50
Very High
31-40
High
21-30
Average
11-20
Low
0-10
Very Low
The table shows a comprehensive interpretation of the scores indicating
the level of grammatical proficiency among the respondents. Scores ranging from 0
to 10 indicate a very low level of grammatical proficiency. Scores between 11 and
20 represent a low level of grammatical proficiency. The range of scores from 21 to
30 falls within the average level of grammatical proficiency. A high level of
grammatical proficiency encompasses scores from 31 to 40. Lastly, scores ranging
from 41 to 50 are classified as a very high level of grammatical proficiency.

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Table 3. Relationship between the respondents’ SHS strand and their level of
grammatical proficiency
Very High
High
Average
Low
Strand
Chi-
Squar
e
Value
p-
valu
e
Chi-
Squar
e
Value
p-
value
Chi-
Squar
e
Value
p-
valu
e
Chi-
Squar
e
Value
p-
value
ABM
0
0
1.35
0.246
0.81
0.36
9
4.08
0.04
3
GAS
0
0
0.69
0.406
0.53
0.46
6
0.03
0.867
HUMS
S
0
0
0.5
0.479
3.62
0.05
6
1.59
0.208
STEM
0
0
7.58
0.00
6
2.45
0.11
8
0.21
0.649
TVL
0
0
0.04
0.834
1.75
0.18
7
2.38
0.123
The table presents the correlation between the respondents’ senior high
school strand and their level of grammatical proficiency. The findings indicate that
out of the five strands examined, only two strands, namely ABM and STEM,
demonstrate a significant relationship with the respondents’ grammatical
proficiency level. This conclusion is supported by the p-values of these strands,
which are below the 5% level of significance. Conversely, the remaining strands do
not exhibit a significant relationship, as their p-values exceed 0.5.
Table 4.1. Specific grammatical categories highest and lowest score in word
classes
The table displays the range of scores obtained by the respondents in the
word classes section. The findings indicate that the respondents achieved high
percentages of correct answers in categories such as noun, pronoun, verb,
preposition, adverb, adjective, interjection, and articles. Among these, interjection
obtained the highest score, with 80% of correct answers and a mean score of 0.82.
On the other hand, conjunction received the lowest score, with only 48% of correct
answers and a mean score of 0.48.
Specific Grammatical
categories
% Correct
answers
Mean
Interpretation
Noun
61.75
0.62
High
Pronoun
64.25
0.64
High
Verb
66.25
0.66
High
Preposition
68.25
0.68
High
Adverb
55.25
0.55
High
Adjective
67
0.67
High
Conjunction
48
0.48
Low
Interjection
82
0.82
High
Articles
80
0.8
High

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Table 4.2. Specific grammatical categories highest and lowest score in
Sentence elements
The table above shows the highest and lowest scores achieved by the
respondents in the sentence elements section. The findings indicate that the
respondents obtained low scores across all categories of sentence elements based
on the corresponding percentage interpretation. Specifically, the category of object
of preposition received the lowest percentage of correct answers, with only 19% and
a mean score of 0.19. On the other hand, the highest score in terms of percentage
of correct answers was observed in the grammatical category of predicate adjective,
which obtained 45% of correct answers and a mean score of 0.45.
Table 4.3. Summary of Highest and Lowest score for specific Grammar
categories
Specific Grammar
categories
% Correct answers
Mean
Interjection
82
0.82
Object of Preposition
19
0.19
The table provides a summary of the highest and lowest scores for specific
grammar categories in both word classes and sentence elements. The category that
received the lowest score in terms of percentage of correct answers is the object of
preposition, with a percentage of 19 and a mean score of 0.19. On the other hand,
the category with the highest score in terms of percentage of correct answers is
interjection, which obtained a percentage of 82 and a mean score of 0.82.
Table 4.4. Percentage of correct answers per grammar category
Percentage of correct answers per grammar
category
Interpretation
51% and above
High
50% and below
Low
The table indicates the percentage of correct answers per grammar
category. 50% and below fall under low percentage of correct answers. While 51%
and above are under high percentage of correct answers
Specific Grammatical
categories
% Correct
answers
Mean
Interpretation
Predicate Nominative
24
0.24
Low
Adverbial Clause
31.66
0.32
Low
Adjective Clause
30.5
0.31
Low
Simple predicate
23.5
0.24
Low
Complete Subject
36
0.36
Low
Direct Object
41
0 .41
Low
Predicate Adjective
45
0.45
Low
Object of Preposition
19
0.19
Low
Complete Predicate
27
0.27
Low
Indirect Object
21
0.21
Low
Simple Subject
23.5
0.24
Low

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CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
DISCUSSION
This chapter presents the discussions about the findings and results in
relation to the problems raised in the study.
The overall grammatical proficiency of first year major in English students
falls under the average level. In this certain level, the respondents exhibited high
grammatical proficiency in word classes. Based from the findings, respondents
under the old curriculum got the highest score than those respondents who
graduated from senior high school. The old curriculum respondents got a score of
26.5 which means that they have a very high grammatical proficiency in terms of
word classes. While the highest score among the five strands was STEM that has a
score of 22 which means that the respondents who were under the STEM when they
are on their senior high school level have a high grammatical proficiency in word
classes. However, the result revealed that respondents under the old curriculum
performed better in word classes than those respondents who took k-12 curriculum.
There was a difference of 4.5 between the score of respondents under the old
curriculum and respondents under STEM. Overall, the scores of the five strands
and those respondents under the old curriculum have a standard deviation of 5.43
which means that the distance of their score from one another is quite far.
On the other hand, the respondents got a mean score of 6.16 in sentence
elements which is translated as low level of grammatical proficiency. Among all the
respondents, the highest score obtained on this grammar area is 8.5 out of 30 which
is still low. This means that all the respondents have a difficulty in identifying
sentence elements. In the study of Johnson et. al (2019) entitled: ‘Understanding
Students’ Difficulties in Identifying and Analyzing Sentence Elements: A
Comparative Study, the results revealed that students face consistent challenges
across different grade levels, specifically in recognizing intricate sentence structures
and comprehending the syntactic connections among sentence elements.
Additionally, the study delves into the root causes behind these difficulties,
including a lack of comprehensive grammatical understanding, inadequate
exposure to diverse sentence structures, and insufficient explicit instruction on
sentence analysis. Base on the analysis of the previous study and the result of this
current study, this shows that it is more on students’ factor that is affecting their
proficiency on sentence elements. This shows that the respondents do not yet have
the mastery on sentence elements which it was actually expected from them to have
a good knowledge about it since they already encountered it in elementary school,
and their understanding of sentence elements continues to develop throughout high
school. In elementary school, students are introduced to basic sentence elements
such as subjects and predicates, and they learn how these elements work together
to form complete sentences. As students’ progress to higher grade levels, they
explore more complex sentence structures and learn about additional elements
such as objects, adjectives, adverbs, and clauses. They also study the relationships
between sentence elements and how they contribute to the overall meaning and
structure of sentences. The instruction on sentence elements in both elementary
and high school helps students develop their grammar skills and become more
proficient in constructing and analyzing sentences. However, even though the
respondents are now in tertiary level and they have encountered sentence elements
on their previous level, it is still evident that they do not have a good proficiency
and mastery on it. Hence, the respondents should need to enhance and improve
their proficiency in sentence elements.
The result of this study also shows that among the five strands which are
HUMSS, ABM, STEM, GAS and TVL, only the respondents under the strands of

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ABM and STEM have obtained a p-value of less than 0.05 which means that they
have a significant relationship between their level of grammatical proficiency.
According to offcialgazette.gov.ph as cited by Mercado and Diano (2019), STEM is a
field of study that emphasizes advanced principles and subjects, particularly in
mathematical operations. HUMSS is a program tailored for individuals who desire
extensive interpersonal communication. ABM concentrates on financial, business,
and corporate operations. TVL offers practical skills in areas like electronics,
agriculture, and trade to prepare learners for employment. Lastly, the General
Academic Strand (GAS) is suitable for those who have not yet determined their
desired career path. Based on this citation, it was expected from the HUMSS and
GAS strand to be good in grammar because they are the strands which put a great
emphasis on grammar and language proficiency. However, according to the result
of this study, ABM and STEM strand excel on this aspect. In the study of Mercado
and Diano (2019) about ‘Acquisition of Language Proficiency in English among High
school students from different strands’, revealed that the students in the STEM and
ABM strands outperform their peers in other strands. This suggests that STEM and
ABM students exhibit a higher level of academic proficiency, possess alternative
perspectives, and demonstrate proficient development of theories and concepts
when it comes to various linguistic skills. In conclusion, Though HUMSS and GAS
are strands which deal with grammar and language proficiency, the results clearly
shows that ABM and STEM strands outweigh them. The factors affecting this could
be the learning environment, grammar teaching strategies, self-efficacy and
respondents’ autonomy.
On the other hand, the grammar category under word classes that got the
lowest score in terms of percentage of correct answers is conjunction. It obtained
48% of correct answers from the respondents which means that the respondents
are now in their tertiary level they still find it hard dealing with conjunction. A
conjunction is a term that links two words or sets of words. Conjunctions are
employed to unite phrases and clauses. There are three primary categories of
conjunctions: coordinating, subordinating, and correlative. The result revealed that
the respondents still have a confusion about the difference of the three types of
conjunctions. It means that the respondents are somehow familiar with conjunction
but have not obtained a mastery of it. Meanwhile, the grammar category that got
the highest score under word classes is Interjection. This is also parallel to the result
of study of Manurl (2022), about the English proficiency of freshmen students. The
result showed that the participants performed well in interjection. This only shows
that the respondents have already master it. The reason behind it is because
interjections are easy to recognize since it expresses feeling and emotions using an
exclamation point or with the use of comma.
In addition, the grammar category that got the lowest score in sentence
elements is object of preposition with 19% of correct answers. One of the reasons
why the respondents got a low score with this is that in Filipino language the
prepositions ‘in, on, at and etc.’ are all equivalent to ‘sa’. Variations in word order
can also complicate the identification of the object of a preposition, as it depends
on the language and specific sentence structure. Some languages position the object
of a preposition right after the preposition, while others may place it later in the
sentence. This variability poses a challenge for non-native speakers or language
learners in accurately recognizing the object of a preposition. Other reason is having
a complicated sentence structure, such as those containing multiple clauses or
phrases, can create difficulties in discerning the object of a preposition. The object
might be separated from the preposition by intervening words or phrases, leading
to confusion regarding which element actually serves as the object. However, in
spite of these reasons, respondents should need to improve their grammatical
proficiency in terms of identifying object of preposition. On the contrary, Predicate
adjective got the highest score in sentence elements. They are more familiar with

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this among other grammar categories under sentence elements. Predicate adjective
is somehow easy to recognize because of its linking verb structure. Identifying
predicate adjectives is generally easier due to their placement directly after a linking
verb, where they describe or modify the subject. Predicate adjectives are used in
sentences with linking verbs like "be," "become," "seem," "appear," or "feel,"
connecting the subject with a descriptive attribute. The predictable and noticeable
position of the adjective immediately following the linking verb contributes to the
ease of spotting predicate adjectives. However, in spite of it having the highest in
sentence elements, it still under low level of proficiency.
The overall level of grammatical proficiency of the respondents is similar
to the result obtained by Sahagun (2021) on her study about Grammar Skill of first
year Secondary Education students in a state university. The findings revealed that
the participants performed well in parts of speech or word classes but needs to
spend time on learning and mastering sentence patterns and elements.
CONCLUSIONS
The primary aim of this study was to assess the grammatical proficiency
of first-year English major students and explore any potential relationship between
their high school strand and their grammatical proficiency. Based on the study’s
results and findings, the researchers concluded that the respondents’ overall
grammatical proficiency level was average. They exhibited a high level of proficiency
in word classes but demonstrated a lower level of proficiency in sentence elements.
This suggests that while the respondents had a good grasp of parts of speech, they
still needed to further develop their understanding of sentence structure.
Moreover, among the five strands examined in this study, only students
from the Accountancy, Business, and Management (ABM) and Science, Technology,
Engineering, and Mathematics (STEM) strands showed a significant relationship
with their grammatical proficiency. This implies that these two strands excelled in
terms of grammatical proficiency compared to the others. It also indicates that ABM
and STEM students possess not only strong quantitative skills but also proficiency
in grammar.
Additionally, the study revealed that respondents who were under the old
curriculum performed better in both word classes and sentence elements compared
to those who went through the K-12 program. These findings highlight the
importance of considering the curriculum context when assessing grammatical
proficiency.
The findings and conclusions of this study have implications for the
school, particularly the current and future instructors of the students. It raises
awareness about the proficiency levels of their students, enabling them to devise
approaches and strategies to enhance and improve their students’ English
proficiency. Furthermore, this study provides a foundation for future researchers to
conduct more comprehensive investigations into the proficiency levels of
respondents who completed education under the old curriculum versus the K-12
program. This research will contribute to understanding the effectiveness of the K-
12 program compared to the previous curriculum.
RECOMMENDATIONS
Based on the obtained findings and results, it is recommended that subject
teachers who teach grammar-related subjects place special emphasis on the
grammatical categories that received the lowest scores. This focused attention will
aid students in improving their grammatical proficiency. Additionally, it is advised
that respondents be exposed to a variety of grammar exercises, such as interactive

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activities that concentrate on specific grammar rules and concepts. These activities
can involve tasks such as completing sentences with missing words, identifying and
correcting errors, and rearranging sentences to enhance grammatical proficiency.
Furthermore, it is beneficial for respondents to engage in extensive
reading, immersing themselves in a wide range of reading materials such as books,
articles, and other texts. This approach is highly effective in acquiring accurate
grammar usage and sentence structure.
Moreover, since this study solely focused on first-year English major
students as respondents, future researchers can expand the scope by including
participants from other year levels, thus obtaining a larger and more comprehensive
dataset. Additionally, conducting a study comparing the grammatical proficiency of
students who graduated under the K-12 curriculum with those who completed the
old curriculum would be valuable. This comparison would assess which group
demonstrates a better mastery of grammar and determine the effectiveness of the
different curricula in language learning.
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Perceptions of First Year
BSEd English Students of
Mabalacat City College on
Oral Corrective Feedback
Authors:
Bacani, Ma. Isabel G.
Capid, Eunice N.
Dela Cruz, Jamie L.
Mercado, Angelynn A.
Pedrieta, Oonah Ysabella O.
Ursal, Klarisse M.
Co-Author:
Jonnabelle N. De Leon, LPT

Page | 175
ABSTRACT
The purpose of the study is to determine the perception of first-year
bachelor of secondary education major in English learners at Mabalacat City College
regarding oral corrective feedback on second language learning. This study aims to
determine whether correcting a student's grammatical errors has an effect on their
academic achievement. A quantitative approach was used in this investigation.
Researchers looked into whether learning a second language has a meaningful
connection to oral corrective feedback. The researchers employed stratified random
sampling, a technique for probability sampling. Based on the study's findings, the
researchers came to the conclusion that correcting students' errors by providing
them with hints, such as language rules, is also a good alternative to giving them
the correct answer outright. They prefer addressing students' errors because it
allows them to learn from their errors, motivates them to get better, and encourages
them to take ownership of their grammar usage. In order to effectively give it and
lessen the detrimental effects of oral corrective feedback on learners, the
researchers advise administrators to understand more about the preferences of the
students for oral corrective feedback timing and forms.
Keywords: Oral Corrective Feedback, English Learners, and Grammatical Errors
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
The Philippines is considered the 3rd largest English-speaking country in
the world. Constitutionally, English is one of the official languages, with more than
95% of the population being English speakers (Mariñas, 2021). In the English
Proficiency Index, the country ranked 2nd in Asia next to Singapore and 22nd out
of 111 countries with the label ‘High Proficiency.’ Moreover, due to globalization, the
Philippines aims for an internationalized education system through transnational
education. Specifically, Mabalacat City College aims to adapt and launch this type
of education because it will be a great help in continuously expanding partnerships
with other countries to produce employable graduates giving more opportunities to
local and international communities (Ong, 2022). Consequently, the English
language is widely used as the primary medium of instruction to schools,
universities, and even community colleges giving way to a second language learning
process. With this, DepEd continuously aims to produce proficient language
teachers by improving student teachers (Nolasco, 2021) to develop English as a
second language.
Learning a second language (L2) is a highly complex process. The language
barrier is undeniably a never-ending reason that leads to communication
breakdown (Mendoza, 2022). Millions of people have a learning experience with
regard to second language and may have a solid understanding of the activities that
aided their learning. However, our experience and common sense need to go further
to adequately describe the learning process (Mitchell, 2019). In the process of
learning, errors, and mistakes are crucial and normal, especially if a person tries to
go beyond their abilities or knowledge (Bungsu et. al, 2021). However, there is an
apparent distinction between errors and mistakes. Errors are competence-based;
deviations are made due to ignorance of the rules and a lack of knowledge. Mistakes,
on the other hand, are performance-related, “lapses” made due to incompetence
because although one is familiar with the rule (Nassaji, 2018).
Feedback is data that refers to information a student receives while
learning a second language. Also, it can describe reading and listening, study

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techniques, attitudes, and effort, among other aspects (feedback, oral corrective
feedback and written corrective feedback. Lee, (2017).
Apart from this, feedback is a medium for integrating language knowledge
into developing language usage in a specific discourse. Oral corrective feedback has
two major types which most frequently occur.
Oral corrective feedback occurs most frequently when students' mistakes
are corrected orally (Alsolami, 2019). This feedback lets the teacher knows if a
student's speech must be corrected or defended. Students can learn important ˜m-
from their teachers through oral corrective feedback, which will help them utilize a
second language more effectively in the future. In students’ second language
education may create certain errors when speaking English since they need more
time to consider the expression or the appropriate words to utilize. In this situation,
their speech or expression may have certain faults. In this regard, giving learners
oral feedback to correct their errors is crucial.
Emotion is crucial in academic learning and affects students' motivation,
cognition, engagement, and learning output (Pinson & Harris, 2019). Numerous
studies have also considered student feelings sparked by instructor criticism.
Regarding the feedback, teachers and students indicated six emotions: surprise,
delight, dissatisfaction, disappointment, frustration, and contentment. These
emotional reactions have a variety of implications for their understanding and
application of the input from the professors (Mahfoodh, 2017).
In addition, teachers should also consider the use and impact of emotion
on students as well as on teachers (Chen, 2019). Either negative or positive
emotions will mirror the teaching strategies and methods of teachers that will
eventually impact the learning experiences of students with the use of feedback.
Furthermore, for English language learners, corrective feedback is quite
beneficial. The effects of corrective feedback on learning second languages have
been extensively studied. English language learners will gain and advance in their
language development whether the feedback is explicit, direct, or implicit. Even
while constructive criticism frequently seems to highlight weaknesses, appreciation
is a potent tool. English language learners can advance with the language by
developing their confidence in their abilities by receiving honest feedback regularly
(Chiaro, 2022).
Nonetheless, to get the maximum benefit of oral corrective feedback, the
teacher should be able to utilize the proper timing and type of oral corrective
feedback that applies to the students. Meanwhile, oral corrective feedback
addresses only one type of negative feedback. It refers to any response when
students make linguistic-depraved phrases. Nevertheless, due to the learners' lack
of English capacity to communicate in front of the class, the teacher's corrective
feedback may induce language anxiety from the instructor and colleagues.
Oral corrective feedback is classified into six: explicit correction, recasts,
clarification requests, meta-linguistic feedback, elicitation, and repetition. Explicit
correction is when the error is identified and consequently corrected by the teacher;
recasts are reformulating the incorrect phrase but not explicitly identifying the error
made; meta-linguistic is giving the linguistic rule regarding the error but not
explicitly giving the correct answer; elicitation is giving a non-verbal cue to the
learner such as pausing to give them the privilege to self-correct, and; repetition is
emphasizing the error made and also giving the learner to self-correct.

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Oral corrective feedback is divided into three timing; immediate, delayed,
and post delayed. Immediate feedback refers to feedback from interrupting the
student’s erroneous utterance (Ellis, 2017). Delayed feedback is the feedback given
after letting the students finish their sentences or utterance. Last but not least, the
post-delayed feedback is the feedback that was noted by the teacher but not given
immediately but after the session.
The results of error correction still need to be evident. The tolerance for
inaccuracy among students and teachers contradictory corrections was discovered.
This is because error correction relies on the teaching of the student's learning
preferences and the teacher. This explains why there are a variety of responses from
students to remedial criticism.
With this, the researchers investigated the perceptions of 1st year Bachelor
of Secondary Education major in English learners regarding oral corrective feedback
on second language learning by assessing whether oral corrective feedback dealt
with by the instructor has a distinctive influence on the learning process of students
with low English proficiency and mastery in English as a Foreign Language
classroom activity.
Moreover, the researchers looked into the preferred learners’ corrective
feedback option on second language learning. The study assessed the topics
mentioned in depth. The study’s results provided valuable information to language
teachers, learners, and language learning professionals.
REVIEW OF RELATED LITERATURE
Foreign Studies
Ellis (2017) conducted a study to maximize the utilization of oral corrective
feedback as an aspect of language pedagogy. The researcher wanted to know what,
when, and the intended application of oral corrective feedback to second language
learners to augment learning outcomes. The study addressed the relationship
between fluency and accuracy in corrective feedback. The sociocultural theory
assumed that oral corrective feedback could be measured through the support level
of teachers while correcting errors. Results suggest that oral errors should be
corrected immediately and/or can be delayed until the pedagogic activity is finished.
The research conducted by Sakiroglu (2020) indicate that the learners’
corrective feedback option is an essential factor. Almost all of the students
specifically 90% in this study preferred corrections during or finishing their
statements in English with subtle manners of giving feedback.
The importance of corrective feedback in different L2 classrooms (Ha &
Murray, 2021) has aroused interest in language learning and second language
acquisition (SLA) among L2 instructors and scholars (Ellis, 2017; Ha & Nguyen,
2021). Nevertheless, these two feedback forms "have distinctive characteristics and
have been explored individually (Li & Vuono, 2019). All references to feedback in
the current study pertain to corrective feedback options of learners.
Learners' preferences for corrective feedback may reflect their opinions on
whether comprehensible input or learner output is more crucial for language
acquisition. Regarding the corrective feedback provider, ESL learners students
typically ranked the teacher as their preferred option over peer- and self-correction
(Zhu & Wang 2019).
L2 learning feedback fills the gap by establishing the fundamentals of
effective feedback. A bridge is made between research and instruction. Tactics and

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effective classroom instruction techniques are useful resources for researchers to
compile contemporary works on a variety of connected themes and topics in this
field into a single volume. Graduate students, educators of teachers, and
practitioners of teaching in diverse situations who want to improve their abilities
and deepen their understanding in this crucial second language learning (Nassaji
and Kartchava, 2017).
In addition, corrective feedback beliefs are the attitudes, perspectives,
ideas, or viewpoints that teachers and students have regarding the value of
corrective feedback in second language (L2) learning and instruction, as well as how
it ought to be used in the classroom. This chapter offers a methodical and thorough
review of the empirical studies on instructors' and students' perceptions of
corrective feedback (Li, 2017). The synthetic review differs from a traditional
literature review founded on a detailed search of the literature and transparent
selection criteria, as opposed to a limited set of studies that are selected based on
unknown criteria and are thus vulnerable to biased conclusions and false claims
that clarify the overall trends and themes that have been identified in the literature.
However, there is evidence to suggest that teachers may mistakenly associate
corrective feedback with explicit correction and disregard other corrective feedback
techniques.
Learner and teacher beliefs regarding feedback is dynamic and not always
consistent (Kim & Mostafa, 2021). With this, perceived effect of the efficacy of both
oral and written feedback was evaluated. Thus, this implies that learners believe in
the effectiveness of feedback as a crucial component of student learning engagement
with corrective feedback.
Furthermore, in the summary of Philip et. al (2017)’s findings, the
definition of oral corrective feedback, how it was utilized in the classroom setting,
and the possible effects in the acquisition of language were highlighted. It is also
identified that was a confounding remark that addresses the errors made by
learners.
Local Studies
Although several local research have been conducted regarding oral
correction, few available studies. However, there is little research available on the
students' attitudes and preferences about receiving corrective criticism in a
multicultural classroom. Therefore, this study fills an aperitive with scant research
on corrective feedback involving students from various subcultures. This study
investigated the desired type as well as students’ behavior on the oral corrective
feedback they receive from their sequential explanatory approach in a mixed-
method research design (Bulusan et al., 2019).
In the research of Bulusan et al. (2019), researchers evaluated the
opinions and preferences of English language learners (ESLs) towards the oral
corrections they receive from their teachers. Students prefer having their errors
addressed "quite consistently", although most of them find it embarrassing. English
learners have a negative attitude towards disruptions while they are expressing
their thoughts in a multicultural setting. According to this study, the majority of
pupils in a multicultural classroom prefer nonverbal corrections.
Through the Philippines’ implementation of K-12 and oral corrective
feedback, the researcher thought it was important to explain the importance of this
practice in oral communication lessons. The study by Quinto (2020) aims to identify
the different oral corrective feedback types desired by students and used by oral
communication teachers, as well as oral corrective feedback efficacy as students

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and the discrepancy between these perceptions. On the one hand, ignoring was
perceived as never useful in strengthening oral communication skills.
The research on corrective feedback in ESL classrooms is summarized in
this paper, both qualitative and quantitative, is summarized in this study. The
qualities and goals of corrective feedback were reviewed in this research. The
discourse (Galvez, 2022) includes the analyses of the four categories of corrective
feedback such as clarification request, elicitation, metalinguistic feedback, and
recast. Additionally, researchers offer illustrations pertinent to every significant
phase in Philippine education, specifically K-12. This research highlights the idea
that when learners are being corrected, they learn better learners and when the
method of correction is not intrusive.
Only disciplines in which a teacher is competent may be taught. A broader
program of relearning for in-service teachers is currently being developed, along
with improvements to preservice teacher education. Without the support of partners
in higher education like the Philippine Normal University and other implementers
in the public, private, and local sectors, DepEd cannot accomplish these goals.
Although other factors are undoubtedly important, language is a significant aspect
that should never be neglected (Nolasco 2021).
Synthesis
To determine whether correcting a student's grammatical errors was
proven to impact their academic achievement, researchers conducted a study on
oral corrective feedback to second language learning. These literature studies and
the researchers' current research share similarities in that both attempt to
comprehend the consequences of correcting students' grammar. Qualitative and
descriptive research designs were utilized by other researchers in their
investigations. As the researchers examine the implications of improving students'
grammar, they find commonalities between these literature reviews and the current
research.
Oral corrective feedback makes it possible for students and teachers to
interact, which makes learning better. Teachers and students alike greatly benefit
from receiving corrective feedback. It helps them identify the most common
language errors. It is part of the learning process for students. It is a type of
language learning support where a teacher provides an immediate response to a
learner during oral communication. It may occur both during and after an
educational activity or class session to clarify expectations and rectify mistakes
made by students during lessons (Sakiroglu, 2022).
Moreover, oral correction is a technique used to improve learners’ learning.
It aims to help the learner improve their language skills and enhance their fluency
and pronunciation. With instant feedback, learners can identify areas for
improvement and focus on specific skills like accuracy and confidence.
Learners prefer teachers give anonymous feedback to them when they
commit mistakes. This tells that learners who commit mistakes can prove
discouraging and can hinder learning. When feedback is used to evaluate students,
there is an offset effect in the learning development on the learning process,
particularly when the teacher uses the method as a way of evaluating students
(Oteir and Al-Otaibi, 2019). However, it is considered the best technique in providing
a response to the student’s work.
In conclusion, it’s used in the studies regarding the time and place of
utilization (Ellis, 2017) and how it impacts language acquisition (Adams, 2021).

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CONCEPTUAL FRAMEWORK
In this study, Figure 1 displays the study’s correlating variables.
Researchers identified the perceptions of first-year B.S.Ed English learners
regarding oral corrective feedback. Researchers also determined whether oral
corrective feedback has a valuable impact on second language learning. Then after,
researchers drew the implication of the study to the learners, instructors, school
administrators, and partner institutions.
Figure 1. Paradigm of the Study
STATEMENT OF THE PROBLEM
The research determined the perceptions of first-year Bachelor of
Secondary Education major in English learners of Mabalacat City College regarding
oral corrective feedback on second language learning. The research sought to
answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. sex; and
1.2. age?
2. How may the respondents describe oral corrective feedback in terms of:
2.1. students’ beliefs about the role of oral corrective feedback;
2.2. students’ preference for oral corrective feedback types;
2.3. students’ preference for oral corrective feedback timing; and
2.4. students’ attitude toward corrective feedback on oral errors in the
classroom?
3. What is the significant relationship between the demographic of the students and
oral corrective feedback?
4. What program modifications may be proposed to improve the second language
learning process of learners through oral corrective feedback?
SIGNIFICANCE OF THE STUDY
The findings of this study are advantageous to the following:

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To STUDENTS the study will be beneficial to the students to provide new
knowledge and information.
To the INSTRUCTORS, the study will make it easier for teachers to
recognize and concentrate on the regular mistakes students commit.
To the SCHOOL ADMINISTRATORS, the study may help them to identify
the perceptions of learners on oral corrective feedback. Moreover, the results could
help them to do proper actions appropriate for learners.
To the DEPARTMENT OF EDUCATION, the findings will provide them
with background information on how oral corrective feedback enhances learners’
work performance in order to mold future professionals.
To FUTURE RESEARCHERS, the study will be given preceding knowledge
about oral corrective feedback. The study may also serve as a secondary source of
information.
To the RESEARCHERS, the study will assist in identifying the strengths
and weaknesses of different timings and types of oral corrective feedback, which
will be useful for future teaching procedures in dealing with a diverse range of types
of learners and maximize learning outcomes.
SCOPE AND LIMITATION
This paper focused on the perceptions of first-year Bachelor of Secondary
Education major in English learners of Mabalacat City College regarding oral
corrective feedback on second language learning. The data was gathered from 85
students of Bachelor of Secondary Education, majoring in English 1-A, 1-B, and 1-
C of Mabalacat City College, Dapdap, Mabalacat City, Pampanga.
The study was limited to determining the beliefs, attitudes, preferred types
and timing of Bachelor of Secondary Education Major in English first-year learners
in oral corrective feedback on second language learning.
DEFINITION OF TERMS
The present study provided conceptual and operational definitions for the
following terms to provide guidance and enhance comprehension. A conceptual
definition defines what is intended to be measured or observed within the research
study while an operational definition specifies the methodology for gathering the
value of data in the study (Dunn, 2022).
Oral Corrective Feedback
(Conceptual) Teachers' and peers' responses when learners commit utterance
(Alsolami, 2019).
(Operational) Researchers of this research wanted to know the preference of
learners on Oral Corrective Feedback’s types, timing, learners' preferences,
beliefs, and attitude.
Second Language Learning
(Conceptual) It pertains to studying and gaining an understanding of the
processes by which individuals attain proficiency in a secondary language,
commonly known as the target language. (Bunemann, 2018).
(Operational) In this study, researchers will seek the learners’ perceptions of
oral corrective feedback.

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Timing of Feedback
(Conceptual) It is time when is the corrective feedback given.
(Operational) In this study, researchers will identify the timing of oral correction
preferred by learners, whether it is immediate, delayed and post- delayed
feedback.
Oral corrective feedback types
(Conceptual) Oral corrective feedback has different categories namely
clarification request, elicitation, metalinguistic feedback, and recast.
(Operational) In this study, the researchers will examine the oral corrective
feedback type the learners preferred.
CHAPTER 2
METHODOLOGY
RESEARCH DESIGN
The quantitative method was applied to this study. Researchers
determined whether oral corrective feedback has a significant relationship to second
language learning. To satisfy these objectives, the study used the descriptive-
correlational research design.
Descriptive correlational is a form of design in research that explain the
correlation among variables (Adedoyin, 2020). In addition, it is designed to describe
existing relationships among variables. Research with this type is usually
answerable by what, where, when, and how but not why. Moreover, researchers will
only measure and observe the sample population without manipulating any
variables, hence, to describe.
RESEARCH LOCALE
The study was conducted at Mabalacat City College, Dapdap, Mabalacat
City, Pampanga. The researchers chose this school to gather data information
regarding the perceptions of first-year Bachelor of Secondary Education, major in
English learners of Mabalacat City College regarding oral corrective feedback on
second language learning.
Face-to-face interaction and google forms were used in the research project
to collect data and safety protocols were strictly followed before, during, and after
for the protection of the researchers and the participants.
PARTICIPANTS
Researchers characterized 87 learners from 1st year Bachelor of
Secondary Education, Major in English sections 1A, 1B, and 1C of Mabalacat City
College from the total population size of 94, excluding the irregular students. The
researchers gathered data from 27 students from 1-A, 31 students from 1-B, and
29 students from Bachelor of Secondary Education major in English 1C.
All participants were selected through random sampling. The sample
population of 87 is distributed using Proportionate Stratification.
SAMPLE AND SAMPLING TECHNIQUE
Sample population serves as the representative of the whole population.
The sample population in this study will be distributed using Proportionate
Stratification.

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Researchers utilized random sampling for this study. It is a method
wherein every participant of the population ensures a non-zero probability of being
selected (Thomas, 2020). This sampling technique will be utilized in this research
to eliminate voluntary response bias.
The researchers employed stratified random sampling, which is a form of
probability sampling that partitions the whole sample into strata and subsequently
selects final participants from various strata randomly. This type of sampling
reduces and improves efficiency.
RESEARCH INSTRUMENT
Researchers employed an adapted and modified 29-item questionnaire
divided into four parts. The first part of the instrument will be from the study of Ha
et. al (2021) entitled Oral Corrective Feedback in English in Foreign Language
Classroom: A Teaching and Learning Perspective which consists of 9 items that
gathers the students’ beliefs about the role of the Oral Corrective Feedback, while
part II includes 10 questions that ask students about their preferred types of Oral
Corrective Feedback and part III consists of 5 questions designed to ascertain
students’ preferences for Oral Corrective Feedback timing. Finally, the last part if
the questionnaire developed by the researchers which contained a 5-item self-
assessment questionnaire of English Language aptitude test which gather about the
attitude of the students toward oral corrective feedback on oral errors in the
classroom.
The researchers utilized a four-point Likert-scale questionnaire to specify
the students' level of agreement to a statement: (4) Strongly Agree, (3) Agree, (2)
Disagree, (1) Strong Disagree. To determine the perceptions of first-year Bachelor of
Secondary Education major in English students of Mabalacat City College on oral
corrective feedback to second language learning, a questionnaire will be distributed
to learners of Bachelor of Secondary Education Majoring in English selected
through stratified random sampling.
DATA COLLECTION
The data gathered such as related literature, studies, and other citations
are collected from reliable sources. Researchers distributed questionnaires through
face-to-face and google forms to first-year Bachelor of Secondary Education, Major
in English sections 1A, 1B, and 1C that are randomly selected. A letter of request
will be given to the dean of Mabalacat City College. The data was gathered through
a survey questionnaire for researchers to identify if oral corrective feedback has a
significant effect on second language learning of first-year college Bachelor of
Secondary Education Major in English learners.
STATISTICAL TREATMENT
Mean. Average value. Obtained through:
Where:
Xi = The sum of all the scores in the distribution
n = Total number of scores
Pearson’s Correlation Coefficient. Measures the strength of the variables’
relationship.

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It can be solved through this formula:
Where:
Σx = Sum of x scores
Σy = Sum of y scores
Σx2 = Sum of squared x scores
Σy2 = Sum of squared y score
Proportionate Stratification (Proportionate Stratified Random Sampling). This
is the proportional allocation of sample sizes to each stratum of the population,
wherein the size of each sample is directly correlated corresponding stratum size.
PS can be obtained through this formula:
Where:
nh = sample size for hth stratum
Nh = population size for hth stratum
N = Size of entire population
n = size of entire sample
ETHICAL CONSIDERATION
The researchers protected the respondents' confidentiality, anonymity,
and privacy. The participants were given a consent form to determine their
willingness to participate in this research. They had the opportunity to opt out of
obtaining the information at any time. In addition, respondents were guaranteed
that their responses will be anonymized and used exclusively for research purposes,
and they were informed of the risks and results of the paper.
CHAPTER 3
FINDINGS AND THE RESULTS
This chapter provides a comprehensive examination of the acquired data.
Hereunder is the overview of the interpretation and analysis of the study results
stated research questions.
Demographic Profile of the Respondents
Researchers gathered data from 87 students with a Bachelor of Secondary
Education major in English, sections 1-A, 1-B and 1C of Mabalacat City College.
The study was conducted face to-face at Dapdap, Mabalacat City, Pampanga. The
respondents were selected through random sampling.
This figure presents the profile of the learners in terms of sex.

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Sex
Figure 2. Gender Distribution of the Respondents
Figure 2 presents the gender distribution of the respondents. The
respondents consist of 33.3% male and 67.7% female.
Age
This figure presents the profile of the learners in terms of age.
Figure 3. Age Distribution of the Respondents

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Figure 3 displays the age distribution of the respondents. 32.2% or 28
respondents of the respondents were 18 years old, 36.8% or 32 of the respondents
were 19 years old, 20.7% or 18 of the respondents were 20 years old, 4.6% or 4 of
the respondents were 21 years old, 4% or 2 of the respondents were 32 years old
and 1.1% or 1 respondent for ages 17, 22, and 26 years old.
I. Students’ beliefs about the role of oral corrective feedback
Mean
SD
Interpretation
1. Teachers’ corrective feedback (teachers’
response to students’ spoken errors) is
important for students’ English learning.
3.57
0.50
Strongly Agree
2. Teachers’ corrective feedback helps
students to consolidate their English
speaking.
3.56
0.50
Strongly Agree
3. If I make an error when I am answering
my teacher’s question, I want my teacher
to correct it.
3.49
0.53
Strongly Agree
4. If I make an error when I am talking in
a group-work activity, I want my teacher to
correct it.
3.38
0.61
Strongly Agree
5. I think a teacher should correct
learners’ spoken errors or get them
corrected by their peers.
3.36
0.61
Strongly Agree
6. I feel it is important to use particular
techniques to correct learners’ spoken
error.
3.40
0.54
Strongly Agree
7. I think that correcting ESL learners’
“errors” can negatively affect their self-
esteem and consequently discourage them
from speaking.
2.63
0.81
Agree
8. I feel students commit excessive
“errors” in extempore speaking tasks
(speaking) without preparation.
3.02
0.55
Strongly Agree
9. I repeat the same spoken task more
than once to enhance learners’
comprehension and spoken proficiency.
3.25
0.49
Strongly Agree
Total
3.30
0.57
Strongly Agree
Table 1. Students’ Beliefs about the Role of Oral Corrective Feedback
The only statement with a weighted mean of 3≤ is statement 7. The
statement implies that students' beliefs and oral corrective feedback can negatively
affect their self-esteem.
The majority of the statements got a weighted mean score of ≤3.01. This
implies that students firmly believe that oral corrective feedback and particular
techniques in correcting student errors are essential to ameliorate English speaking
and learning. They strongly believe that teachers should correct errors under certain
circumstances, such as answering the teacher's questions, talking while in a group
activity, and spoken errors itself to improve comprehension and spoken proficiency
since they believe that there's a higher tendency for them to commit errors when
they do speaking tasks. They also strongly believe that repeating the same spoken
tasks will minimize errors.

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II. Students’ preference of oral corrective feedback types
Mean
SD
Interpretation
1. If I make an error, I want my teacher to
say my utterance again and pause before
the error so that I can correct it by myself
(e.g. I…).
3.11
0.69
Strongly Agree
2. If I make an error, I want my teacher to
repeat my erroneous utterance with a
change in intonation so that I can
recognize the error and correct it by
myself, or my friends can correct it (e.g., I
go?).
3.16
0.63
Strongly Agree
3. If I make an error, I want my teacher to
give me comments or language rules so
that I can correct it by myself or my
friends can correct it (e.g., You need the
past tense).
3.34
0.57
Strongly Agree
4. If I make an error, I want my teacher to
ask me to say the utterance again such as
‘What?/What did you say?/Or can you
say it again?’
2.91
0.69
Agree
5. If I make an error, I want my teacher to
use his/her body language or gestures to
signal that there is an error so that I can
correct it by myself, or my friends can
correct it.
3.06
0.72
Strongly Agree
6. If I make an error, I want my teacher to
give me the correct form by repeating the
whole utterance and reformulating the
erroneous part (e.g., I went to the train
station yesterday).
3.29
0.61
Strongly Agree
7. If I make an error, I want my teacher to
give me the correct form by reformulating
and repeating only the erroneous part of
the utterance (e.g., I went).
3.26
0.54
Strongly Agree
8. If I make an error, I want my teacher to
give me the correct form by reformulating
the erroneous part and ask me another
short question (e.g., You went to the train
station yesterday. Did you meet someone
there?).
3.17
0.53
Strongly Agree
9. If I make an error, I want my teacher
to reformulate the erroneous utterance
and put it in the form of a confirmation
check or a question (e.g., Where did you
say you went yesterday?).
3.21
0.53
Strongly Agree
10. If I make an error, I want my teacher
to tell me explicitly that there is an error
and give me the correct form (e.g., No, not
‘go’, you should say ‘went’).
3.24
0.70
Strongly Agree
Total
3.18
0.62
Strongly Agree
Table 2. Students’ Preference of Oral Corrective Feedback Types

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The only statement that got a 3≤ is statement 4. This suggests that the
respondents preferred to address their errors by repeating the utterances and
rephrasing incorrect words or statements.
Meanwhile the remaining statements received a weighted mean score of
greater than ≥3.01. This implies that respondents strongly preferred that teachers
repeat their words and utterances to clarify their meaning and provide comments
and language rules. They also strongly prefer the use of body language or gestures
to indicate an error, and being explicitly corrected about the error and providing the
proper form.
III. Students’ preferences for oral corrective feedback timing
Mean
SD
Interpretation
1. I want my teacher to correct me as
soon as I make an error.
3.22
0.71
Strongly Agree
2. My teacher should wait and correct my
error after I have finished speaking
3.29
0.70
Strongly Agree
3. My teacher should wait until the end of
the activity that I am involved in to correct
my error.
3.02
0.71
Strongly Agree
4. If I make an error which can interfere
with my teacher’s or peers’
understanding, my teacher should correct
it immediately.
3.18
0.62
Strongly Agree
5. If I make an error related to the
grammar focus, new vocabulary of the
lesson, or pronunciation, my teacher
should correct it after finishing my words.
3.31
0.58
Strongly Agree
Total
3.20
0.66
Strongly Agree
Table 3. Students’ Preference of Oral Corrective Feedback Timing
All of the statements got a weighted mean score of ≤ 3.01 which implies
that students exceedingly preferred that oral corrective feedback be given after they
commit errors and/or after they make their utterances. Consequently, respondents
highly preferred correcting their mistakes after they had finished speaking or
correcting their errors immediately.
IV. Attitude toward corrective feedback on oral errors in the classroom
Mean
SD
Interpretation
1. After being corrected, it helps me
remember my mistakes and do better.
3.67
0.47
Strongly Agree
2. After being corrected, it motivated me
to learn further
3.64
0.53
Strongly Agree
3. After being corrected, I learn better.
3.70
0.51
Strongly Agree
4. After being corrected, I become more
responsible in my grammar usage.
3.68
0.49
Strongly Agree
5. After being corrected, I’m more elevated
to work harder in my English proficiency.
3.68
0.47
Strongly Agree
Total
3.67
0.49
Strongly Agree

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Table 4. Attitude Toward Corrective Feedback on Oral Errors in the
Classroom
The table illustrates the respondents' perspectives on verbal errors in the
classroom. All of the items had a weighted mean of ≤3.01. This implies that the
respondents' attitude toward corrective feedback encourages them to study more
effectively and work harder on their English proficiency. In addition, respondents
preferred having their errors rectified because it allows them to learn from their
mistakes, encourages them to do better, and encourages them to undertake
management over grammatical usage.
V. Relationship between the demographic of the students and oral corrective
feedback
Gender
Age
Pearson Chi-Square
73.50
576.72
p-value
0.495
0.038
Interpretation
No significant
relationship
Has a significant
relationship
Table 5. Relationship Between the Demographic of the Respondents and
Oral Corrective Feedback
The table represents the test of the correlation between the respondent's
profile and their oral corrective feedback. The results demonstrate that there is no
significant relationship between the oral corrective feedback and the gender of the
respondents at the 5% level of significance since the p-value of the gender and oral
corrective feedback is greater than 0.495. This implies that the learners' preferences
and perceptions towards oral corrective feedback are the same regardless of gender.
However, there is adequate evidence to suggest a significant correlation
linking the age of the respondents and their oral corrective feedback, beliefs,
preferred types, preferred timing, and attitude at the 5% level of significance. This
implies that the learners’ beliefs and attitudes towards oral correction and their
preferred feedback types and, timing in English a second language classrooms are
determined or affected by their age.
CHAPTER 4
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
The present chapter provides a review of the key findings and conclusions
drawn from the study, “Perceptions of First Year BSEd English Students Of
Mabalacat City College on Oral Corrective Feedback” conducted at Mabalacat City
College, Dapdap, along with recommendations with regards to the findings.
The purpose of this study is to determine the perceptions on oral corrective
feedback of first-year Bachelor of Secondary Education major in English students,
1-A, 1-B, and 1-C Of Mabalacat City College.
Corrected feedback examined the behavior and preferences of English
language learners (ESLs) toward oral corrections from teachers (Bulusan et al.,
2019). It can occur both during and after a learning activity or class session. The
study intents to determine the perceptions of oral corrective feedback to second
language learning of Bachelor of Secondary Education major in English learners of
Mabalacat City College.

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1. What is the profile of the respondents in terms of sex and age?
Sex
The survey results for the demographic of the respondents show that the
majority of freshmen taking the course were mostly females. 66.7% or 58
students out of 87 students are females, and 33.3% or 29 students are males.
Age
Figure 3 displays the age distribution of the respondents. 32.2% or 28
respondents of the respondents were 18 years old, 36.8% or 32 of the
respondents were 19 years old, 20.7% or 18 of the respondents were 20 years
old, 4.6% or 4 of the respondents were 21 years old, 4% or 2 of the respondents
were 32 years old and 1.1% or 1 respondent for ages 17, 22, and 26 years old.
In the age distribution of the respondents, 90% were in the age bracket of 18-20
years old, or a total of 78 learners out of 87.
2. How may the respondents describe oral corrective feedback?
2.1. Beliefs of the Learners on Oral Corrective Feedback
The majority of the statements got a weighted mean score of ≤3.01 and a
total weighted mean of 3.30. These statements and the table itself indicate that
respondents strongly believe that teachers' feedback on students' spoken errors
is essential in English learning and that it helps students improve their English
speaking skills, yet even with their belief that feedback can have a negative effect
on their self-esteem.
This finding is in accordance with the previous studies which indicate that
the learners’ preference for corrective feedback is an essential factor, wherein
90% of the learners’ preferred corrections in speaking in English with nice and
friendly manners (Sakiroglu, 2020), and having their errors addressed
consistently (Bulusan et al., 2020).
Therefore, teachers should address the learners’ errors with consideration
to avoid the negative impact and maximize the learning outcomes and ensure
that it will help students rather than discourage them.
2.2. Learner’s preference for oral corrective feedback types
The result shows that the total mean for the students' preferences for oral
corrective feedback types is 3.18. It indicates that respondents prefer to receive
immediate feedback on their errors, and nearly all of the statements got a
weighted mean score of ≤3.01. These statements show that the respondents
preferred correcting and reiterating their words and utterances to give the
correct meaning.
However, in the investigation by Ha et. al. (2020), learners preferred
elicitations and metalinguistic comments to correct their mistakes. This
indicates that learners have different preferences on oral corrective feedback
types and teachers should address the learner’s error in their conformity to
achieve the utmost advantage of oral corrective feedback.
2.3. Learner’s preference for oral corrective feedback timing
The result shows that the total mean for students’ preferences for oral
corrective feedback timing is 3.20. All of the statements got a weighted mean
score of ≤ 3.01 which implies that students exceedingly preferred that oral
corrective feedback be given after they commit errors and/or after they make

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their utterances. Consequently, respondents highly preferred correcting their
mistakes after they had finished speaking or correcting their errors immediately.
In addition, the study of Ellis (2017) and Sakiroglu (2020), suggest that
oral corrective feedback be done immediately, during or can be delayed until
almost of the students specifically 90% pedagogic activity which aligns with this
study’s findings. Meanwhile, Zhu & Wang (2019)’s analysis, learners generally
preferred immediate corrective feedback over delayed correction as well as
efficiency corrective feedback over insight corrective feedback.
With this, there are diverse preference for oral corrective timing, and
teachers must utilize correct timing for improvement advantage.
2.4. Attitude toward corrective feedback on oral errors in the classroom
This displays total mean for attitude toward corrective feedback on oral
errors in the classroom is 3.67. All of the statements got a weighted mean of
3.26< which implies that the attitude towards corrective feedback of the
respondents helps them to be motivated, learn better, and work harder on their
English proficiency.
The results based on the survey conducted suggested that learners take it
positively toward oral corrective feedback which is aligned with the previous
research (e.g., Kim & Mostafa, 2021; Li, 2017; Ha et al., 2021; Zhu & Wang,
2019).
Consequently, learners have a bright outlook on oral corrective feedback
which means that they also believe it is helpful in the process of learning.
3. What is the significant relationship between the demographic of the
students and oral corrective feedback?
The research found that oral corrective feedback has no significant
relationship with respondents' gender using Pearson chi-square (73.50) and p-value
(0.495). Thus, oral corrective feedback has a significant relationship with
respondents' age, as measured by Pearson chi-square (567.72) and p-value (0.038).
In contrast, the study of Amalia et. al (2019), inferred that oral corrective
feedback has a significant relationship with the respondents’ gender. Males and
females have different uptake in receiving oral correction in speaking classes,
especially on the type and timing of oral corrective feedback employed.
4. What program modifications may be proposed to improve the second
language learning process of learners through oral corrective feedback?
“One size doesn’t fit all in education” (O’Shaughnessy, 2020). One type or
timing of oral corrective feedback cannot be given to all learners because, for oral
corrective feedback to be effective, a teacher should be able to utilize the proper
feedback that best addresses the learner’s errors according to the to what activity
as well as the type of learner. Withal, researchers proposed that teachers employ
differentiated instruction in teaching to cope with the individual needs of the
students. English as second language classrooms are academically diverse
classrooms and one type or timing of oral corrective feedback would not meet the
demand of every student, which can eventually lead to students’ discouragement in
speaking inside the classroom as well as losing their self-esteem according to this
study’s results.

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Promote Peer Interaction – let your students read and pair themselves with
others to help them recognize their mistakes. There are studies that one-on-one
interaction with their classmate is demand to be better than teachers giving them
feedback.
Practice Oral Reading – let your students read one by one in front of the
class that consists of grammar lapses and ask the students to identify the mistakes
by writing it and asking them orally.
Learn Through Correction – once a week, the teacher will teach a grammar
lesson after the discussion. Every week, a different lesson should be taught
(pronunciation, sentence agreement, prepositions, etc.).
CONCLUSION
The present study sought to find out the perceptions and preferences of
learners on oral corrective feedback. Specifically, the researchers studied the
learners’ beliefs and attitudes towards oral corrective feedback and their preferred
feedback types and timing in English a second language classrooms.
Based on survey results fall within the age range of 1820 years old, and it
also infers that age has a significant relationship with the learners’ beliefs and
attitude towards oral corrective feedback and their preferred feedback types and,
timing in English a second language classrooms. In agreement with the study’s
results, they are predominantly influenced by the age of the respondent.
Therefore, in this age of learners, they believe probably make mistakes
when speaking and they believe that teachers should correct errors when speaking
to improve comprehension and spoken proficiency. It is also observed that learners
preferred correcting and repeating their words and utterances to attempt to convey
the correct meaning.
Based on the results of the study, the researchers concluded that
correcting learners by giving them hints such as language rules is also a good
alternative to correcting students’ mistakes rather than directly stating the correct
answer and they prefer addressing their errors because it enables them to learn
from their mistakes, motivates them to improve, and encourages them to assume
responsibility for their grammar language. However, notwithstanding its potential
positive effects, oral corrective feedback may also have adverse effects on learners,
including demotivation and diminished self-esteem.
The discoveries in this study may be utilized as an initial basis for
developing an instructional approach to optimize students' learning outcomes in
second-language educational settings through oral corrective feedback.
RECOMMENDATIONS
1. The researchers recommend that administrators determine more about the
students' preferences for oral corrective feedback timing and types in order to
properly administer it and reduce the negative impact of oral corrective feedback on
learners.
2. The researchers recommend that policy implementers practice their policies
regarding the proper way to provide oral corrective feedback to learners, including
its types and timing, before implementing them.

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3. The researchers recommend that students remember and reformulate their
errors by correcting them immediately. When learners are being corrected, they
become more responsible in their grammar usage.
4. The researchers recommend that teachers look into more studies about oral
corrective feedback for second language learning as their basis.
5. The researchers recommend that teachers know the preferred types and timing
of oral corrective feedback their students need because it can maximize learning
outcomes.
6. The researchers recommend that teachers should give them the correct form by
rewriting the wrong part when students make mistakes.
7. Future researchers should look into more studies on oral corrective feedback for
second language learning.
8. Future researchers should also gather more respondents to strengthen the study
results in order to get more accurate and reliable results.
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