Letran Calamba Peer-Reviewed Journal

Grammar Proficiency
of Colegio de San Juan
de Letran Calamba
College Students

Dulce T. Barraquio
Human Resource Department
Colegio de San Juan de Letran Calamba

116
 NEXO VOLUME 1

Abstract

T
his undertaking quantitatively assessed the grammar proficiency of
Colegio de San Juan de Letran Calamba college students to identify
weaknesses and eventually improve instruction and the quality of
learning of students.

Using the descriptive method of research, the researcher

assessed the college students grammar proficiency by using a
teacher-made questionnaire to identify the specific areas of grammar
difficulties. A 50-item multiple choice test, which evaluated knowledge
of the 10 areas of grammar, was specifically used. Grammar areas were
based on 30 common grammatical errors of second language users
resulting from the study done by Andrea Lungsford and Robert Corner
of the University of California in San Diego. Demographic profile of
students, as well as their perceptions on the importance of grammar
to the use of correct English, was considered. Using proportional
stratified random sampling, this study tested 359 students enrolled in
the 2nd semester of AY 2005-2006 across all departments and in all
year levels. The study likewise included a total enumeration of all the
nine full-time and part-time college faculty of English.

In general, Letran Calamba college students received fair

ratings in parts of speech, possessive nouns, and verb mood and tense.
Areas of plural nouns, pronoun usage, adjective and adverb usage, and
pronoun-antecedent agreement needed improvement. The students
failed in the areas of sentence structure, subject- verb agreement, and
sentence construction. Respondents perceived grammar as extremely
important to the correct use of English. No significant relationship was
established between the overall perceived importance of the study of
grammar to the correct use of English and students overall grammar

117
Letran Calamba Peer-Reviewed Journal

proficiency. There was also no significant difference between the faculty

and students perception regarding the importance of grammar to the
correct use of English. Moreover, grammar was found to be extremely
important in writing and speaking as perceived both by faculty and
students.

Research findings showed that grammar was relatively important

in the development of identified English competencies among Letran
Calamba college students. Hence, the school should consider making
all freshmen students enroll in English 101 or Remedial English.

Key words: grammar proficiency, explicit grammar teaching, curriculum

enhancement

118
 NEXO VOLUME 1

Introduction
Former senator and respected academician Edgardo Angara
(2002) forwards that Filipinos have long stood out for their competence
and proficiency in English. Today, however, he laments that many
Filipinos, even college graduates, are no longer fluent in speaking,
reading, and writing in English. The slide in the Filipinos competence
and proficiency in English distressingly comes at a time when the world
is effectively adopting English as a global language (San Miguel, 2006).
Senator Herrera (2004) asserts that being good English speakers gives
Filipino workers a competitive advantage in the employment market.
He highlights, however, that other countries are fast catching up on
the Philippines with regard to English advantage.

In learning a second language, debates continue to rage on

regarding the teaching of grammar; however, ESL and EFL teachers
stress that the study of English grammar is considered an important
aspect in the learning of English (Ho, 2005). One of the general aims
of English, as a second language, to enable students to speak, write,
and make presentations in internationally accepted English that is
grammatical, fluent, and appropriate for purpose, audience, context,
and culture.

Knowledge of grammatical rules and terminology is important

for all foreign language learners, but especially for undergraduates
who are used to cognitive learning and who are aiming for a high level
of accuracy in the language (Hall, 2002).

A survey of research evidence shows that grammar can, in fact,

be useful in terms of its effects on the learners communication skills,
either in their first language or in a modern foreign language (Paribakht,

119
Letran Calamba Peer-Reviewed Journal

2004). There is general agreement in the field that grammar learning

is system learning and that such knowledge provides learners with a
basis for generative and creative use of language and enables them to
manipulate the language data in both comprehension and production
of novel linguistic input and output, respectively.

Similarly, Kato (1998) forwards that although grammar teaching

has been treated in different ways in the past decade, at present, some
researchers give favorable account of explicit grammar instruction.
Explicit grammar instruction can help learners with their language
acquisition in various ways including explicit grammar, rapid learning,
improvement of language accuracy, development of interlingua, and
prevention of early fossilization. While it is true that grammar is but one
of the areas that a student should master, it is also the sole foundation
upon which other language skills are built. Writing and speaking two
skills that are of paramount importance which directly translate to
access to more and better jobs across all industries and sectors, are
founded on the essential skills of good grammar.

Zhonggangao (2001) argues that grammar can be used as an

important means to help adult increase their chances for success in
learning a second or foreign language. With English now considered as
a global language of business, eventual Letran graduates may find it
difficult to compete in the business arena if they have poor proficiency
in grammar.

One of the thrusts of the English area in Colegio de San Juan de

Letran Calamba is to strengthen its efforts to prepare students to use
English effectively both in their academic and everyday life. Given this
premise, the facility to communicate effectively is not only crucial to
the academic success, but also in the professional and career success
of Letranites. The School of Education, Arts, and Sciences through

120
 NEXO VOLUME 1

its English subject area, is continuously adhering toward curriculum

enhancement that would address the English language deficiency of
the Letran Calamba college students based on empirical research.

Consequently, it is important that an assessment of the students

grammar proficiency, the foundation by which the more active areas of English
language learning is created, be done.

Theoretical Framework

T
his study was anchored on two theories that are of value in the present:
theory of Language Assessment used by the Center for Advanced
Research on Language Acquisition of the University of Minnesota and
Rod Ellis Grammar Teaching Theory (2002).

Ellis supposes that explicit knowledge may aid learners in

developing implicit knowledge and a direct interface may exist between
the two systems under a specific circumstance. Irrespective of whether
learners receive explicit knowledge implicitly or explicitly, explicit
knowledge may convert into implicit knowledge when learners are at
the right stage of development, i.e., learners may incorporate explicit
grammar instruction into their implicit knowledge. Explicit knowledge
may help learners in developing their interlanguage skills.

Learners can receive explicit knowledge not only through

explicit instruction but also through consciousness-raising activities.
As recent trends show, consciousness-raising is getting more
attention in grammar teaching than before. Ellis defines the notion of
consciousness-raising as a type of form-focused instruction designed
to make learners aware of specific linguistic features. Ellis summarizes

121
Letran Calamba Peer-Reviewed Journal

his idea by forwarding that explicit instruction can help in many ways:
improve language accuracy, facilitate interlanguage development,
and destabilize interlanguage grammars that have fossilized. Input-
flooding will not lead to fossilization of interlanguage grammars,
provided that explicit instruction and feedback are given.

In an atmosphere of reform, student assessment is the

centerpiece of many educational improvement endeavors. Policy
makers hope that changes in assessment will cause teachers and schools
to do things differently. One way to describe language assessment
instruments is according to their function, i.e., administrative,
instructional, or research (Canale & Swain, 1995; Cohen, 1996; Jacobs,
Zingraf, Wormuth, Harthfiel &Hughey, 1998). In this study, the three
purposes were all considered in the given proficiency test.

Conceptual Framework

T
he conceptual framework of this study was patterned after the language
evaluation model of Genessee and Upshure (1996), which highlights the
needs of learners as important element in planning for instruction and
assessment. The paradigm can be adapted to needs assessment of any subject
area or degree program. Results of the grammar proficiency assessment will
give the English subject area an essential view of how the teaching of English
(outcomes) in the Colegio has aided the students knowledge in grammar. The
results of assessment will give the English subject area empirical evidence to
substantiate reforms in the curriculum, syllabi, and instruction delivery. These
changes could also lead to amendments in the goals set by the subject area.
Because the paradigm is cyclical, the changes put into place will, after some
time, be evaluated through another assessment.

122
 NEXO VOLUME 1

Page 134

Goals

Instruction Assessment
Outcomes

Figure 1. Conceptual paradigm

Page 127

y 85

80

Figure751. Conceptual paradigm

70

65
80.19 74.25 77.62 80.91 76.22 72.71 81.71 75.03 77.9 70.91
Parts of Sentence Plural Nouns Possessive Pronoun S-V Verb Mood & Adj. & Adv. Pronoun- Sentence
Speech Structure Nouns Usage Agreement Tense Antecedent Construction
Agreement
x

x represents as the grammar areas

y represents the grammar proficiency level in percent
123
Letran Calamba Peer-Reviewed Journal

Objectives

L
ong (1998) provides evidence demonstrating that students need to
become explicitly aware of grammar to improve their language learning.
Adnan(2002) forwards that support for form-focused instruction also
comes from educationalists and applied linguists for similar reasons: it increases
accuracy and accelerates the process of acquisition. Similarly, Nunan (2001)
strongly supports grammar teaching and concludes that grammar exists to
enable us to mean and without grammar it is impossible to communicate
beyond a very rudimentary level. Purpura (2001) notes that grammar assessment,
despite changes in grammar teaching approaches, has remained firmly rooted
in structural linguistics, discrete-point measurement, and dichotomous scoring
methods.

From these suppositions, this research aimed to quantitatively

assess the grammar proficiency of Letran Calamba college students
using a teacher-made questionnaire to identify weaknesses and
eventually improve instruction and the quality of learning for students.
Specifically, it aimed to:

1. determine the grammar proficiency level of Letran Calamba

college students in terms of the following grammar areas:

1.1. Parts of speech;

1.2. Sentence structure;
1.3. Plural nouns;
1.4. Possessive nouns;
1.5. Pronoun usage;
1.6. Subject-verb agreement;
1.7. Verb mood and tense;
1.8. Adjective and adverb usage in sentence;
1.9. Pronoun-antecedent agreement; and

124
 NEXO VOLUME 1

1.10. Sentence construction;

2. determine the grammar proficiency level of students in terms

of the grammar areas identified when grouped according to:
2.1. degree programs;
2.2. year level; and
2.3. gender;

3. establish if there are significant differences that exist among

the grammar proficiency levels when the respondents are
grouped based on the aforementioned categories;

4. ascertain the importance of grammar to correct use of English

as perceived by student-respondents when grouped relative to
the cited categories;

5. establish if there is a significant difference between the overall

perceived importance of the study of grammar to the correct
use of English and the student-respondents overall level of
grammar proficiency;

6. ascertain the importance of the study of grammar in the

development of the following English competencies as perceived
by the college students and English faculty of Letran Calamba:

6.1. writing;
6.2. speaking;
6.3. word choice/vocabulary;
6.4. reading comprehension; and
6.5. listening comprehension, and

125
Letran Calamba Peer-Reviewed Journal

7. establish if there is a significant difference between the college

faculty of English and college students perception regarding
the perceived importance of the study of grammar in the
development of the previously cited variables.

Methodology

T
his undertaking utilized the descriptive method of research to
quantitatively assess the grammar proficiency of Letran Calamba college
students. A 50-item teacher-made test was used to identify grammar
difficulties to improve instruction and the quality of learning for students. It also
presented the demographic profile of students as well as their perceptions on
the importance of grammar to the use of correct English. With a 5% sampling
error, 359 students were tested across all departments and all year levels.
Likewise included was total enumeration of all the nine full-time and three part-
time college faculty.

The grammar proficiency section of the questionnaire assessed

the knowledge of the students on the 10 areas of grammar based on 30
common grammatical errors of second language users resulting from
a study done by Lunsford and Conner of the University of California
in San Diego (2000). The scoring followed the 50-50 grading system
used by Letran Calamba wherein the passing score is half of the actual
number of items.

126
 NEXO VOLUME 1

Page 134

Goals
Results and Discussion
Overall, the grammar proficiency level of Letran Calamba
college students scored a grade of 76.69%, which means that they
need improvement in grammar. Among the grammar areas tested, the
highest Instruction
scores were on verb mood and tense followed by possessive
Assessment
nouns, rated 81.71% and 80.91%, Outcomes respectively. The lower scoring
areas were subject-verb agreement and sentence construction, rated
at 72.71% and 70.91%, respectively. These findings conform to the
findings in the study conducted by San Miguel (2006) regarding the
spoken English proficiency of Letran college students. Similarly, her
studyFigure
revealed thatparadigm
1. Conceptual the students were deficient in areas of subject-verb
agreement and sentence structure.
Page 127

y 85

80

75

70

65
80.19 74.25 77.62 80.91 76.22 72.71 81.71 75.03 77.9 70.91
Parts of Sentence Plural Nouns Possessive Pronoun S-V Verb Mood & Adj. & Adv. Pronoun- Sentence
Speech Structure Nouns Usage Agreement Tense Antecedent Construction
Agreement
x

x represents as the grammar areas

y represents the grammar proficiency level in percent

Figure 2. Overall grammar proficiency level of Letran Calamba college students

127
Letran Calamba Peer-Reviewed Journal

The results revealed that students from all departments need

improvement in grammar proficiency. General comparison of scores
of the respondents, when grouped according to degree programs,
revealed that the Engineering students outdo the students from the
other three degree programs; nonetheless, it should be noted that
Figure 2. Overall grammar proficiency level of Letran Calamba college students
their general average remains poor at 77.36%. The Arts and Sciences
students ranked last with a barely passing rate of 75.95%.
Page 128

y
77.5

77 x represents the course

y represents the grammar
76.5 proficiency level in percent

76

75.5

75
75.95% 76.27% 77.34
A/S C/A 77.36% Nursing
Engrng

Figure 3. Grammar proficiency levels as per degree program

Figure 3. Grammar proficiency levels as per degree program

General comparative scores of the respondents, when grouped

according to year levels, revealed that second year students outdo
the other four year levels; nonetheless, it should be noted that their
general average is also poor at 77.80%. The third year students ranked
last with a barely passing rate of 75.54%. The fourth year students

128
 NEXO VOLUME 1

received the most number of needs improvement ratings among

all year levels; they ranked third among all year levels in the general
grammar proficiency ratings.

Page 129

78
x represents the course
77.5 y represents the grammar
proficiency level in percent
77
76.5
76
75.5
75
74.5
74
76.84% 77.80% 75.54% 76.24 75.77%
1st y ear 2nd y ear 3rd y ear 4th y ear 5th y ear
x

Figure 4. Grammar proficiency levels as per year level

Figure 4. Grammar proficiency levels as per year level

When grouped according to gender, the average ratings

showed that the female students outdo the males; in spite of this, it
should be noted that their general average is likewise poor at 77.10%.
Interestingly, despite the disparity in overall ratings, the male college
students had similar verbal interpretations with females in several
areas. They both failed in sentence structure, sentence construction,
and subject-verb agreement. They both needed improvement in plural

129
Letran Calamba Peer-Reviewed Journal

nouns, pronoun usage, and pronoun-antecedent agreement. They

both rated fairly in the areas of possessive nouns and verb mood and
tense.

Page 130

y 77.5

77
x represents the gender

y represents the grammar proficiency level in percent

76.5

76

75.5
77.10% 76.28%
Females Males
x

Figure 5. Grammar proficiency levels according to gender

Figure 5. Grammar proficiency levels according to gender

130
 NEXO VOLUME 1

Significant Differences that Exist among the Grammar

Proficiency Level among Degree Programs, Year Levels,
and Between Genders

Statistical test showed that significant differences existed among

the degree programs in subject-verb agreement. No differences were
seen in the other areas among degree programs.

Among year levels, highly significant differences existed among

the year levels in of parts of speech. No differences were seen in the
other grammar areas among year levels.

Significant differences existed between the female and the

male college students in the parts of speech. Comparison of the mean
ratings showed that the females were better than the males in the said
area.

Significant Relationship between the Overall Grammar

Importance and Students Overall Grammar Proficiency

Results showed no significant relationship between the overall

perceived importance of the study of grammar to the correct use of
English and the students overall grammar proficiency. Despite that,
student-respondents rated the importance of grammar to the correct
use of English as extremely important; their grammar proficiency
level was entirely independent from such. In other words, student-
respondents may give high regard to the importance of grammar
notwithstanding their poor grammar proficiency level or vice-versa.

131
Letran Calamba Peer-Reviewed Journal

Importance of the study of grammar to the correct use

of English according to degree programs, year levels, and
gender

In the perceived importance of grammar to the correct use of

English according to degree programs, year level, and gender, Letran
college students perceived grammar as extremely important to the
correct use of English. This means that grammar is indispensable. The
knowledge of it is crucial in developing the identified competencies.
With the exception of the Nursing students, the students in all the other
departments rated grammar as extremely important. Interestingly,
the two higher ratings belong to the graduating students. This implies
that they are aware of the significance of English as a global language
of business.

Table 1.Percentage of importance of grammar to the correct use of

Page 132
English according to degree programs
Table 1. Percentage of importance of grammar to correct use of English according to degree programs.

Extremely Slightly Not

DEGREE PROGRAMS Important Undecided
important important important
Arts & Sciences 57.1 39.0 3.9 0 0
Commerce & Accountancy 62.2 37.0 8.0 0 0
Engineering 56.6 42.5 9.0 0 0
Nursing 44.1 55.9 0 0 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0

Page 133

Table 2. Percentage of importance of grammar to correct use of English according to year levels.
YEAR LEVELS Extremely Important Undecided Slightly Not
important important important
1st Year 50.7 46.4 2.9 0 0
2nd Year 58.8 41.3 0 0 0
3rd Year 56.0 44.0 0 0 0
4th Year 64.8 33.8 1.4 0 0
5th Year 59.1 40.9 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0

Page 133
132
Table 3. Percentage of importance of grammar to correct use of English according to gender.
GENDER Extremely Important Undecided Slightly Not
important important important
Female 65.2 34.2 .5 0 0
 Table 1. Percentage of importance of grammar to correct use of English according to degree programs.

Extremely Slightly Not

DEGREE PROGRAMS Important Undecided
important important important
Arts & Sciences 57.1 39.0 3.9 NEXO 0 VOLUME 01
Commerce & Accountancy 62.2 37.0 8.0 0 0
Engineering 56.6 42.5 9.0 0 0
Page 132
Nursing 44.1 55.9 0 0 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0

Table 1. Percentage of importance of grammar to correct use of English according to degree programs.

Table
Page 2.133
DEGREE Percentage
PROGRAMS of importance
Extremelyof grammar to the correctSlightly
Important Undecided use of Not
important important important
English according to year levels
Arts & Sciences 57.1 39.0 3.9 0 0
Commerce
Table & Accountancy
2. Percentage 62.2 to correct37.0
of importance of grammar 8.0
use of English according to year 0levels. 0
Engineering 56.6 42.5 9.0 0 0
YEAR LEVELS Extremely Important Undecided Slightly Not
Nursing 44.1 55.9 0 0 0
important important important
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0
1st Year 50.7 46.4 2.9 0 0
2nd Year 58.8 41.3 0 0 0
3rd Year 56.0 44.0 0 0 0
4th Year 64.8 33.8 1.4 0 0
Page 133
5th Year 59.1 40.9 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0
Table 2. Percentage of importance of grammar to correct use of English according to year levels.
YEAR LEVELS Extremely Important Undecided Slightly Not
important important important
Page
1st Year 133 50.7 46.4 2.9 0 0
2nd Year 58.8 41.3 0 0 0
3rd Year
Table 56.0 to correct 44.0
3. Percentage of importance of grammar 0
use of English according 0
to gender. 0
4th Year GENDER 64.8
Extremely 33.8
Important 1.4
Undecided 0
Slightly 0
Not
5th Year 59.1
important 40.9 0 important important
Female
OVERALL AVERAGE PERCENTAGE 65.2
56.5 34.2
42.1 .5
1.4 0 0
Male 47.5 50.3 2.3 0 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0
Table 3. Percentage of importance of grammar to the correct use of
Page 133
English according to gender
Table 3. Percentage of importance of grammar to correct use of English according to gender.
GENDER Extremely Important Undecided Slightly Not
important important important
Female 65.2 34.2 .5 0 0
Male 47.5 50.3 2.3 0 0
OVERALL AVERAGE PERCENTAGE 56.5 42.1 1.4 0 0

133
Letran Calamba Peer-Reviewed Journal

San Miguel (2006) also reports that students see English

proficiency as extremely important to the success in their eventual
careers and course of study. Her findings prove that despite the poor
grammar proficiency of students, they have a positive attitude toward
the importance of grammar.

Importance of Grammar in the Development of Identified

English Competencies as Perceived by the College Students
and English Faculty

Among the competencies identified, all faculty-respondents

rated grammar as extremely important to writing, which received the
highest mean rating of 5.00. On the contrary, the highest rate given
by the student-respondents was in the area of speaking with 4.62
mean rating. Nonetheless, in the area of word choice and vocabulary,
the use of grammar was rated only as important by both faculty and
students-respondents. Interpretations also differed between both
sets of respondents in the area of listening and reading. The faculty-
respondent rated both areas as extremely important, while the student-
respondents rated these only as important.

134
 NEXO VOLUME 1

Table 4. Percentage rating of college English faculty and students

perception the importance of grammar in the development of identified
Page 135
competencies
Table 4. Percentage rating of college English faculty and students perception as to the importance
of grammar in the development of identified competencies
ENGLISH COMPETENCIES MEAN INTERPRETATION
WRITING
Students 4.59 Extremely important
Faculty 5.00 Extremely important
SPEAKING
Students 4.62 Extremely important
Faculty 4.75 Extremely important
WORD CHOICE/VOCABULARY
Students 4.38 Important
Faculty 4.33 Important
READING COMPREHENSION
Students 4.47 Important
Faculty 4.58 Extremely important
LISTENING COMPREHENSION
Students 4.47 Important
Faculty 4.58 Extremely important

Page 150

Table 1. The CIPP Model of Evaluation (Robinson, 2002)

Aspect of Type of decision Kind of question answered
Significant Difference between the College Faculty of
evaluation
English and College Students
Context evaluation Perception
Planning decisions on the
What should Importance
we do?
of the Study of Grammar to the Correct Use of English
Input evaluation Structuring decisions How should we do it?
Process evaluation Implementing decisions Are we doing it as planned? And if
Results showed that there was no difference between the faculty
not, why not?
and college students perception regarding the importance of grammar
Product evaluation Recycling decisions Did it work?
to the correct use of English. Although both faculty and students rated
the study of grammar as extremely important, their mean ratings

135
Letran Calamba Peer-Reviewed Journal

differed. Teachers rated grammar importance more highly than the

students. Nonetheless, no statistical differences were found between
the two scores. These findings imply that students understand the
importance of grammar to correct use of English just as well as their
teachers do. In other words, it may be inferred that because students
and teacher do not vary in perceptions, students have an open attitude
in learning grammar when the faculty teaches it.

Conclusions and Implications

F rom the preceding
were forwarded:
findings, the following conclusions

1. The Letran college students find difficulty in correct use of

grammar, particularly when it is applied to the more functional
areas of the language.

2. The Letran college students across all departments and year

levels and between genders have difficulty with grammar.

3. The Arts and Sciences students are the poorest in the area of
subject-verb agreement compared to students from other
departments. The fifth year students are the poorest in
identifying parts of speech compared to students in other year
levels. Letran Calamba female college students are better than
the male Students in identifying the parts of speech.

4. For Letran Calamba students, grammar is indispensable;

meaning the knowledge of it is crucial in developing English
competency.

136
 NEXO VOLUME 1

5. In spite of the fact that student-respondents find grammar

extremely important to the correct use of English, their
proficiency level is entirely independent from it.
6. Student and teacher respondents deem grammar an important
element in communication, especially if the person acts as a
sender, i.e. speaking and writing.

7. Student-respondents share with their teachers a positive

attitude towards the importance of grammar in the development
of English competencies.

Cognizant of the importance of English grammar because of

the prevalence of English as a bridge language or lingua franca among
international communities, a careful discernment on related issues
should be given attention both by faculty and school administrators.
From the conclusions drawn, the following recommendations were
forwarded:

1. Language policy should be enforced so that Letran Calamba

students will be exposed to the English language aside from the
English subjects taught.

2. Because learners have a positive attitude towards the use of

English language for communication, different campaigns or
activities on the use of English in and outside the classroom
should be organized.

3. Because grammar was found to be relatively important in

the development of identified English competencies among
Letran Calamba college students, Letran should adopt what
other schools are doing in requiring all freshmen students

137
Letran Calamba Peer-Reviewed Journal

across departments to enroll in Remedial English course. This

forms part of a remediation program.

4. Training programs and seminars should be planned by the

English subject area to strengthen capability building among
faculty and students.

5. Realizing the importance of language needs assessment, every

language teacher should have the initiative to conduct a
systematic needs assessment of the learners every semester. A
mere perception of the learners language needs may not
remedy or find solutions to the needs of the learners.

6. Beyond the limitations and scope of this research, several

opportunities for research exist. One would be to expand the
scope of assessment which includes the faculty, staff, and
administrators so that a more focused English proficiency
program may be crafted.

7. Other skill areas of English should also be evaluated among

college students. These may focus on reading, writing, or
listening. Should the remediation measures forwarded in this
study be pursued, an opportunity existed for longitudinal
research. English abilities may be assessed prior to the start of
the remediation, particularly among first year college students
and then be re-assessed after the course. That way, more
concrete conclusions may be acquired as a measure of the
remediations success.

8. Second language acquisition research has shown that the

level of proficiency in the first language has a direct influence
on the development of proficiency in the second language. The
lack of continuing first language development has been found,
in some cases, inhibiting levels of second language proficiency

138
 NEXO VOLUME 1

and cognitive academic development. Accordingly, Filipino

subject area should conduct similar researches regarding the
students use and proficiency in the first language, i.e., Filipino.

Literatures Cited
A. Books

Adnan, Z. (2002) The Role of Formal Grammar

teaching on Second Language Acquisition: A Review
of research and on Views. Murdoch University, Australia.

Canale, M. & M. Swain (1995) Theoretical bases of Communicative Approaches

to Second Language Teaching and Testing. Applied Linguistics.

Cohen D. (1999). Assessing Language Ability in the Classroom. 2nd Edition.

Boston: Newbury House/ Heinle & Heinle.

Collins, P. (2001). ESL Grammar: An Evaluation. Australia: Center for Language

Teaching and Research, University of Queensland Australia.

Ellis, R. (1997). Second Language Acquisition. Oxford University Press.

_________. (2002). The Place of Grammar Instruction in the Secon/Foreign

language Curriculum. Hinkel and Fotos Press.

Genessee. F & J. Uphsure. (1999). Educational Policy Analysis. Temple Arizona:

Arizona State University.

Hall, C. (2002). Overcoming the Grammar Deficit: The Role of Information

Technology in Teaching Grammar to Undergraduates. United Kingdom:
University of Press of Leicester

139
Letran Calamba Peer-Reviewed Journal

Ho, C.M.L. (2005). Empowering English Teachers to Grapple with Errors in

Grammar. Nanyang Technological University, Singapore.

Kato, F. (1998). Second Language Acquisition and Pedagogical Grammar. New

york: Longman.

Long, M.H. & P. Robinsons (1998). Focus on Form, Theory, Research, and
Practice in C. Doughty & J. Williams (Eds) Focus on Form in Classroom
Language Acquisition. Campbridge: CUP.

Nunan, D. (2001). Language Teaching Methodology: A Textbook for Teachers.

Hemel hemstead: Prentice Hall.

Purpura, J.E. (2001). Workshop: Assessing Grammar. Columbia: Teachers

College, Columbia University Press.

B. Researches

Murcia, N. (1998). Role of Grammar Instruction in Second Language Acquisition.

University of Ottawa, Canada.

San Miguel, J. (2006). Spoken English Proficiency of Letran Calamba College

Students. Research and Development Department. Colegio de San
Juan de Letran Calamba.

Sehmidt, D. (2000). Role of language Consciousness in language Acquisition.

Unpublished Ed.D. Dissertation. Murdoch University.

Zhongganggao, C. (2001). Second language Learning and the Role of Grammar.

English Department University of Winconsin, RiverFalls.

C. Journals/Magazines

Abdul. R, M. GoH (2004) English Errors and Chinese Learners.

University of Sains Malasysia, Sunway Colleger Journal 1. 83-97.

140
 NEXO VOLUME 1

Balstone, R. (2000). Key Concepts in ELT: Noticing. ELT Journal Vol.

50/3,8.

Bilgera, N. (2004). Interface of English 100 and 101. Newslett. Vol. 13,
No. 39. Institutional Communications Office dela Salle, Dasmarias,
Cavite.

Freeman, D. (2001). Grammar and Its Teaching: Challenging the Myths.

ED40682997. Eric Digest.

Murcia, M. (1998). Grammar Pedagogy in Second and Foreign language

Teaching. Quarterly, 25 (3).

Tuzi, F. (2005). Using Microsoft Word to Generate Computerized

Grammar Test.TESL-EJ Vo. III, No.II. Nov, 2005.

D. Educational Policy

Kirkpatrick, R. (2000). Accountability: The Comparison of Educational

Systems and the Quality of Test Results. Educational Policy. 1`(2).
Toronto,
Canada.

E. Internet Sources

Angara, E. (2002). Losing Competitive Edge. Manila Bulletin Editorial Opinion.

http//www.mb.com.ph/issues/2005/03/06/OPED/2005 (December 14,
2006).

Christy,J. (2003). To Teach or Not to teach Grammar-No Longer the Question.

http//www.glencoe.com/sec/teaching today/subject/to teach.phtml.

Herrera, EF. (2004). English practice. http//wwwmanilatimes.net/national/2004/

nov/16. (October 2, 2006)

141
Letran Calamba Peer-Reviewed Journal

Noonan, F. (2004). Teaching ESL Students to Notice Grammar. http//www.iteslj.

org/techniques/noonan-noticing.html.

Ryan, K. (2001). Interview with R. Ellis. ELT News Online. http//www/eltsnews.

com./features/interviews.html.

(Kindly refer to the manuscript for the complete list of references.)

142