GRAMMATICAL, DISCOURSE COMPETENCE AND PRODUCTIVE SKILLS AMONG FIRST YEAR ESL LEARNERS

Abstract

The study examines the grammatical, discourse, and productive competence of 210 first-year ESL students enrolled in the College of Arts and Sciences at the Cagayan State University (CSU) in the second semester of the academic year 2021. Using a descriptive-correlational methodology, the study focused on respondents’ profile like sex, parents' highest level of education, the type of high school, ethnicity, and media exposure that may help explain variations in the respondents' levels of grammatical and discourse competence, writing, and speaking skills. Results revealed that respondents’ overall grammatical and discourse competence, speaking, and writing ability were rated as "average," "competent," and "sufficient” to “good" respectively. A significant correlation between grammatical and discourse competence and the respondents' parental education and media exposure were found. Speaking skill differences were only accounted by course that the respondents enrolled in, while writing skill variations were not explained by any profile variables. Further, grammatical competence was significantly correlated with speaking and writing ability, but not discourse competence. The findings can be used to create a writing and speaking task-based language enhancement programme focused on discrete grammar and discourse topics.