A Study on the In-depth Knowledge of Grammar among English Major

Students at the Quezonian Educational College Inc.,: Basis for Worktext

Development

Marlon Quercony Q. Alva1

Quezonian Educational College Inc., - Address: Dr. R. Soler Zone II Poblacion, 4331 Atimonan.Philippines
1
[email protected]

ABSTRACT
This research aimed to identify relevant concerns that are necessary for addressing teaching English to improve the grammar and
performance of English major students. It specifically sought to determine certain areas in grammar where students have difficulty
understanding and find appropriate methods or interventions that can enhance the knowledge of the said students. The researcher
tapped forty (40) students, from among the 52 currently enrolled English major students from the College of Education for the First
Semester Academic Year 2024-2025, who corrected a 20-item validated test questionnaire that contains faulty sentences. The English
major students’ common grammatical errors fall under incorrect verb tense and its word order. When transformed into reported speech,
incorrect use of prepositions, incorrect use of articles (determiner), incorrect word form (modifiers-adjective and adverb), number of
nouns, and poor choice of words were found. According to the respondents, they find it extremely hard to remember the tense and
aspects of verbs, various usage of prepositions, and rules in subject-verb agreement, alongside syntax and prescriptive grammar as a
whole. Therefore, teachers should prepare interesting and up-to-date classroom activities such as grammar bingo, crossword puzzles,
celebrity biographies, play parts of speech uno, and rummy sentences, among others. These fun practices can encourage learners to
enhance and improve their grammar skills. In doing so, English teachers can develop a module on English grammar that can be used in
the elective course as an additional enhancement.

Keywords: grammatical errors, communication, skill, syntax, second language

This is an open access article under the CC BY-SA license.

It is used to fine-tune the meanings a person wishes to

Introduction
Grammar is an essential component of a language. express.
In its absence, miscommunication may arise. Therefore, Grammar is an imperative element for making
language can’t function without grammar. As Nordquist communication clear and effective. It is then essential to
(2020) claimed, a language without grammar is like a pile of study it for this will aid the learners to organize and make
bricks without mortar to hold them together. Hence, people meaningful sentences. In fact, Ellis (2006) affirmed that
who speak the same language can understand one another “Grammar teaching involves any instructional technique that
since they are innately aware of their language grammar draws learners’ attention to some specific grammatical form
system. in such a way that it helps them either to understand them
The word ‘grammar’ comes originally from Ancient meta linguistically or process it in comprehension and
Greek grammatike (‘pertaining to letters/ written language’). production so that they can internalize it.” Another
Accordingly, it is the systematic study and description of a practitioner in the person of Azar (2009) emphasized how
language (as compared with usage), a set of rules and significant grammar teaching is because it helps learners
examples dealing with syntax, phonology, lexicon, discover the nature of language which consists of
semantics, and morphology (Norduquist, 2020). From a predictable patterns that make what people say, read, hear,
linguist’s view, Crystal (2004) defined grammar as the and write.
structural foundation of the ability to express oneself to In the Philippines, many studies focused on
stimulate precision, detect ambiguity, and exploit the determining the grammar skills of students. These studies
richness of expression. focused on grammar proficiency and first language
interference of tertiary students (Cabaruan &
2 Alva, A Study on the In-depth Knowledge of Grammar among English Major Students at the University…

Cue, 2018), high school students’ grammar skills (Sioco & They should realize its value by active participation in
De Vera, 2018), pupils’ grammatical proficiency (Salas & activities, joining organizations, making new circles of
Legaspi, 2020), use of varied instructional strategies in friends, asking and receiving information, and a lot more.
improving English grammar proficiency (Alvarez, 2017; Learners should also come to understand that grammar is
Baronia, 2020; Caminade, 2018; Natividad, 2019; Palasan, an essential component of a language to meet the
2017), teachers’ grammar skills (Rosales & Coronel, 2017), communicative needs of people and the gleaming functions
and positioning Philippine English grammar and lexicon it will offer. Indeed, the place of grammar in communication
(Torres, 2019). and socialization is indispensable as proven by various
According to Greenbaum and Nelson (2016), for studies and practical applications.
one to become an effective speaker or writer, he must have English teaching around the globe has evolved and
a basic grasp of grammar. Expectedly, the further beyond developed over the years to suit the varying needs of
the basics one knows, the more effectively and clearly, one learners. Among others, the attitudes of learners in learning
will be able to communicate. Notably, there are several and using the English language have changed considerably.
applications of grammatical study namely: In the first five decades of the 20th century, English teaching
1. Being able to recognize grammatical structures included a great deal of prescriptive grammar teaching with
is often essential for punctuation. an emphasis on repetitive exercises, artificial examples, and
2. Knowledge of one’s native grammar is useful in parsing, when students had to identify all the parts of a
studying the grammar of a foreign language; sentence. Pupils were taught rigid rules such as that you
3. An awareness of grammar is an aid in the cannot begin a sentence with the word ‘and’ – even though
interpretation of literary as well as nonliterary texts because many writers choose to do so. This work was anchored on a
a passage sometimes depends crucially on grammatical theoretical model of formal standard English rather than on
analysis; and an examination of language as it is used (Nanquil, 2021).
4. A study of the grammatical resources of English
is essential in composition: particularly in helping anyone to
evaluate the choices available when revising an earlier However, according to Sahagun (2016), her
written draft. respondents are teacher education students, and yet, some
Furthermore, many ESL and EFL learners need to of them are not familiar with the grammar rules, especially
pass a standardized national or international exam as a parts of speech, and subjectverb agreement among others.
deciding factor for them to be accepted to a university or As future educators, they must get used to grammar rules.
even to determine their professional or vocational Indeed, understanding grammar principles and how to apply
advancement. To simplify this, the result of their exams them correctly is crucial (Singh, 2011). As clearly stated by
dictates their future. Typically, grammar is a major Bikowski (2018) and Safford (2016), the goal of teaching
component of such exams. Therefore, these students or grammar is to help students to have a clear picture of
examinees can do well in their performance on an exam if language patterns and their rules. Grammar experts
they know and they can apply the rules of English grammar. believed that mastering grammar knowledge and rules are
Hence, whatever methodological preference a teacher has, the grindstones for achieving language proficiency.
knowledge of grammar is certainly significant to ESL/EFL
teaching professionals. It is essential then for them to Therefore, without a better understanding and
integrate form, meaning, and content in syllabus design, knowledge of grammar especially for future English
identify and analyze which student errors to focus on, select teachers, their learners’ language development will also be
and prepare materials and classroom designs, select and certainly limited. The respondents are future English
sequence the grammatical forms to emphasize, prepare teachers; hence, they must speak and write fluently. They
appropriate exercises and activities for rule presentation or can only be proficient in the English language if they are
error correction, and answer students’ questions about familiar with grammar rules. It is in this premise that the
grammar (Celce-Murcia and Hilles, 1988). researcher, being an English instructor herself, sought to
find out the grammatical competence of selected English
According to Nanquil (2021), language students major students at the College of Education, Quezonian
should not just learn and master a language because of Educational College Inc., that despite having learned
completion in a particular grade level, but for various English in primary and secondary schools, students in the
purposes that they will do in the future. If students realize higher learning institutions tend to make some grammatical
that learning a language is more than the thought of passing errors in their writing (Singh, 2017).
a particular subject and grade, they will discover how many This research aimed to answer the following
and how much they can get from it. questions:
3

1. What are the grammatical errors commonly Results and Discussion

committed by English major students? The following are the results of the administered
2. What are the difficulties encountered by the questionnaire and the unstructured questionnaire. They are
students in studying grammar? arranged according to the research questions listed in the
introduction.
3. What methods/approaches/interventions can
English instructors use in teaching grammar to address their
students’ needs? The Common Grammatical Errors Committed by English
Major Students
How may the findings of the study be used to
develop a module?
Distribution of Scores. The result of the 20-item
Methodology questionnaire given to forty (40) English major students to
This research was intended to determine and assess their in-depth knowledge of grammar shows that
examine areas in grammar where students find difficulty sixteen students or 40% of the respondents got ten or higher
and figure out appropriate scores. Two students or 5.00% of them posted a score of
approaches/methods/interventions to prepare future English 14-17 which means they got minimal incorrect answers. On
teachers to become well-equipped as they venture into the the contrary, one, or 2.50% of the students got a score of
teaching profession. one to zero. (See Table 1)
Since the modality is still distance learning, the
researcher sought the help of the current English instructors Table 1
to send on-site currently enrolled 3rd year and 4th-year Respondents’ Scores in Grammar Assessment
English major students from the College of Education (COE)
for the First Semester of the Academic Year 2024-2025 with
the permission of the COE management. A total of forty (40)
English major students (27 from the 4th year and 13 from
the 3rd year) appeared to answer the questionnaire which
was the main research instrument. The test was held at the
HPSB Multimedia Room and was supervised by the
researcher with the assistance of the respondents’ English
instructor. It may seem short, but the 20-item questionnaire
is sufficient as it constituted several grammar lessons,
though basic yet if such simple lessons confuse the
respondents, all the more complex ones. The grammatical
errors were then checked, recorded, and discussed with the
respondents via Google Meet class to inform the students of
the result of their test and explained comprehensively the
grammatical errors they committed.

In addition to the 20-item test questionnaire, a

casual unstructured interview with the same students was The data imply that more than half of the forty
also conducted randomly to find out the difficulties they respondents were not able to identify most of the
encountered in studying grammar. The 20-item test was grammatical errors in the sentences given. Consequently,
initially administered to several students not included in the they were not able to correct the said sentences properly.
study to determine its reliability. With only 16 students out of 40 respondents scoring 10 and
This research may be limited to the use of the 20- above is a disturbing concern since these respondents are
item questionnaire as the main research instrument; future English teachers. This is similar to the study done by
nevertheless, the data taken from forty (40) respondents Sahagun (2021).
was valuable enough as it indicated the common
grammatical errors and general difficulties of students in The data imply that tertiary students tend to make
terms of identifying and correcting faulty sentences. some grammatical errors despite having been taught
English in primary and secondary schools. This is
comparable to the study done by Singh (2017) where he
found a total of 744 errors.
4 Alva, A Study on the In-depth Knowledge of Grammar among English Major Students at the University…

Correct and Incorrect Scores. Item number 13 that of information, equipment, advice, among others to
had the highest number of students who got it correctly, with mean plural. It is uncountable. Similarly, Item #14, Can I
thirty-eight out of 40 students. The sentence in this item, borrow your scissors? Mine isn’t sharp enough, and was
Naomi is a student at the Quezonian Educational College noticeably hard for 36 students who got it incorrectly. The
Inc.,, was with two mistakes: first, students should be sentence is a simple case of pronoun-antecedent agreement
preceded by an article a (...a student), and second, there and subject-verb agreement since “Mine” refers to scissors,
should be the before university (...the university). This is therefore the verb “aren’t” should be used with it. To
followed by Item #2 where 33 students answered correctly. summarize, the respondents are weak in verb tense, usage
The item, There’s a car behind. Do you think we are of articles, and pronoun-antecedent agreement.
followed? contained error in verb tense passive. The
corrected sentence should be “There’s a car behind. Do you On this, Singh (2011) said, “It is crucial to
think we are being followed?” (See table 2) understand grammar principles and how to apply them
correctly.” Because simple grammar mistakes would cause
Table 2 miscommunication, as has been pointed out in the
Respondents’ Scores in Grammar Assessment introduction. (r.f. page ##)
It is therefore recommended by Cabaruan & Cue
(2018), to raise the level of proficiency of the students in
grammar, English teachers should provide activities like
identifying errors and editing erroneous texts to enhance
students’ abilities in subject-verb agreement.

Language Errors. Language, or common

grammatical errors that appeared in the 20 sentences used
in the questionnaire, there are five were identified: incorrect
verb tense, incorrect use of prepositions, incorrect use of
articles (determiner), incorrect word form (modifiers), and
wrong choice of word. Other sentences contain only one
error like that of #1, #3, #6, #7, #8, and #9 among others.
(See Table 3)

Table 3
Respondents’ Scores in Grammar Assessment

On the other hand, Item #4 The MMDA traffic

enforcer stopped our car and asked us where we are going.
seemed difficult to 37 students out of the total number of
respondents which is 40. The sentence is simply an error in
verb tense and word order. Hence, the corrected sentence
would be, “The MMDA traffic enforcer stopped our car and
asked us where we were going.” Another two items which
the majority of the respondents failed to correct were Items
#5 and 14. Item #5, where are you going to put all your
furnitures contained two errors: capitalization of the
beginning word where and number of nouns which is
Singh’s (2017) findings on the other hand, from his
furnitures. Indeed, all 40 respondents were able to capitalize
respondents of diploma students, revealed the five most
the beginning word. However, 36 students among the
common errors that the students made such as subject-verb
respondents were not able to properly correct it. It should
agreement, verb tense, noun, preposition, and adjective.
have been “Where are you going to put all your furniture?”
Additional noticeable errors were that of article, pronoun,
as furniture does not take the “s” form like
adverb, and conjunction.
5

The Difficulties Encountered by the Students in (ALM) where memorization of the structural pattern is
Studying Grammar essential in Second Language Learning (Nassaji and Fotos,
To enumerate the respondents’ feedback as to the 2011). This clearly states that the respondents, had they
difficulties they encountered in studying grammar, one said learned or reviewed the basics of the complex lessons of
that “I find prescriptive grammar difficult because it is much grammar from the beginning of their college years, would
more rigid. It demands concrete and strict obedience to the not have encountered difficulties now that they are in their
rules, and we all know that languages can be different from 3rd year and 4th year of college.
one another and that we all have different ways of However, such difficulties could also boil down to
expressing ourselves.” the idea that grammar is the most boring skill to learn
Another student had a similar response, “I have (Almekhlafi and Nagaratnam, 2011). Truth be told, in some
difficulties with prescriptivism because I believe that we non-English speaking countries, just the mention of
should focus more on getting our message across than grammar in the classroom gives students anxiety and
following certain rules, like not using a preposition at the end apprehension.
of a sentence or avoiding passive sentences.”
While other students stated that “With various Methods/Approaches/Interventions to address
aspects of grammar, the tenses of the verb are something Students’
that I always find difficult to understand. It is confusing for Needs Using grammar-based teaching, the teacher
me because there are a lot of things that you need to researcher used grammar as the base because she
consider to be able to master it since each verb tense is believed that grammar is the starting point and the
composed of not just the time frame but also the aspects foundation in the development of all macro skills in a
(past progressive, future perfect, etc...).” language such as listening, speaking, reading, and writing.
After having discussed each item in the test, the researcher
Also, “I tend to become confused sometimes when presented additional examples of specific rules in grammar.
analyzing certain sentences.” She used lessons and practices in Essential Grammar in
“I believe we should go back to basic grammar but Use by Raymund Murphy (2016) as the basis of her
it should be modified because our foundation was not so interventions and noted the following techniques in teaching
good.” grammar: making meaningful discussions, giving clear and
“Difficulties that I have encountered while studying simple explanations, using discovery strategies, and
grammar are remembering the rules and applying the rules correcting errors carefully, among others.
themselves. Since grammar is an area wherein you need to
follow a certain rule to convey what you want to say. Another approach that English instructors could
use is Communicative Language Teaching (CLT). It is an
“We are confused over the grammar rules so we approach that aims to achieve communicative rather than
need more exercises to improve our understanding of linguistic competence through learner interaction.
grammar.” Historically, CLT has been seen as a response to the Audio-
“Lessons on reported speech.” Lingual method. In CLT, students do many speaking and
“The questions seemed easy, but when we tried to writing tasks, trying to use any or all of the language they
answer, they turned out to be hard.” know. CLT focuses more on content than on form; it puts
It can be manifested in the responses from the focus on communication related to the realistic use of
unstructured interview that there is a need to help students language in context. Correction often takes place after the
to have a clear picture of language patterns and their rules students have tried to speak or write communicatively. CLT
as grammar experts believe that mastering grammar gives students opportunities to practice using the language
knowledge and rules are the grindstone for achieving and to see its relevance outside the classroom. Also, it
language proficiency (Bikowski, 2018; Safford, 2016). In the focuses on active learning and teaching (World Learning,
study of Rosales & Coronel (2017), teachers are 2019).
linguistically able in most areas but need coaching or further A more recent version of CLT - task-based
learning in other areas like verb tense and aspect. Indeed, language teaching - deals with grammar through a focus on
even teachers themselves get confused at some point in form. ‘Focus on form’ (FonF) is an instructional option that
complicated grammar lessons. calls for an integration of grammar and communication in a
Remarkably, language learning adheres to the second language (L2). Focusing on grammar for grammar’s
theory that is greatly influenced by behaviorist psychology sake does little to contribute to correctness during
wherein learners learn through repetition and conditioning. communication. On the other hand, making students aware
That is learning takes place by habit formation as presented of grammar structures or helping them notice certain
in the Audio-Lingual Method grammatical features while they are
6 Alva, A Study on the In-depth Knowledge of Grammar among English Major Students at the University…

engaged in completing communicative tasks can contribute grammatical competence using work text as their main
to the development of greater accuracy during learning material at the onset of their curriculum.
communication. Another very popular grammar-based
approach is the PPP which stands for Presentation- Conclusion and Recommendations
Practice-Production model of language instruction. This Being proficient in grammar is paramount to
approach, according to Willis (1996), is so widely used that teachers most especially to those teaching English.
it now forms the basis of many teachers’ training courses. Although grammar has been taught to a large degree of
students, it continues to be a challenge for many. In fact,
Furthermore, the use of varied instructional according to Kholili (2020), while the tools and techniques
strategies such as crossword puzzles, celebrity biographies, have been executed, learners particularly those learning
memory games, vocabulary slides, grammar bingo that English as a second language continue to struggle with
contain lessons in English, and grammar sheets among specific difficulties namely tenses, modifiers (adjective and
others are useful resources for improving English grammar adverb), prepositions, articles, and the like.
proficiency (Alvarez, 2017; Baronia, 2020; Caminade, 2018;
Natividad, 2019; Palasan, 2017). If only students are aware of the function of
grammar as guided by language teachers, they will surely
As Celce-Murcia and Hilles (1988) stated, strive harder and work well to become proficient in this skill.
whatever methodological preference a teacher has, Teachers are at the forefront of nourishing and preparing
knowledge of grammar is certainly significant to ESL/EFL students and young learners to be confident and accurate in
teaching professionals. using grammar skills wherever they are and in whatever
circumstances they may be engaged in.
How to Develop the Modules
The result of this study can help develop a work The data that appeared in this study were from the
text. This work text will comprise easy but meaningful 3rd year and 4th year English major students who are
exercises to better understand grammar. Such learning currently enrolled this First Semester, AY 2024-2025. The
material can be used specifically if an additional elective or respondents were requested to report on-site for the
enhancement course is added to the curriculum and to be researcher to administer the test with the help of the
taught to the students in their first-year college as a review. students’ English instructor. They answered a 20-item test
questionnaire with incorrect sentences and the learners had
The above findings demonstrate that the to identify the grammatical errors and correct them properly.
respondents, despite being 3rd year and 4thyear English The results were thoroughly examined and studied in detail
major students already, still lack adequate basic knowledge to be able to answer the research questions. The data
in grammar. This is understandable since having gone illustrate that most of the students’ grammatical errors fall
through their curriculum, there is only one major subject in under verb tense and its word order when transformed to
teaching grammar. Grammar comprises all aspects of reported speech, nouns that are always singular in form,
language learning, thus one semester is not sufficient to word modifiers both in adjectives and adverbs, the various
master the basics learned way back in elementary and high usage of articles or determiners, prepositions, subject-verb
school years. In fact, in the study of Sioco and De Vera agreement, and pronoun-antecedent agreement. For the
(2018), they concluded that junior high school students need difficulties encountered by the students in studying
to further enhance their level of grammatical competence. In grammar, four (4) topics surfaced such as verbs, their tense
addition, according to Salas and Legaspi (2020), the and aspect, subject-verb agreement, syntax, and
findings of their recent study revealed that the extent of prescriptive grammar as a whole. According to the
language learning exposure of Grade 6 pupils is great, respondents, they find these topics the most complicated
unfortunately, their grammatical proficiency is below because of the broad areas to study. As for English
average. instructors, they should prepare classroom practices and
The research mentioned for high school and activities for better and easier understanding and learning.
elementary learners regarding their grammar knowledge is Providing more time for the students to appreciate grammar
not remarkable. This only means that education students, and encouraging them regularly can boost their learners’
specifically those taking English as their major, are not yet confidence and eventually enhance their grammar skills.
well-equipped for the nitty-gritty of grammar, thus, they Most importantly, teachers should develop more interesting
should be provided with enhancement or enrichment and up-to-date teaching strategies such as grammar
classes about grammar essentials as a way to check and
review their
7

bingo that contain language functions and forms, crossword after the first year in college, the students are prepared for
puzzles, and celebrity biographies to name a few. From the even more in-depth learnings.
extracted data, having known the respondents’ weaknesses Lastly, the management may also consider an
despite already being 3rd year and 4th-year English majors, additional elective course or enhancement class in the
a worktext on the review of English grammar similar to curriculum of English major students to be added at First-
Raymund Murphy’s English Grammar in Use or Betty Azar’s year college, First and Second Semesters so that the
Fundamentals of English Grammar will enhance the students will have ample time to learn and eventually
student’s grammar skills. This can be a useful learning become well-versed in grammar.
resource for an elective or enhancement course which A parallel study and a comprehensive one should
should be given to English major students during their first be conducted to address other concerns of students in
year in college so that by the time they reach the third year learning grammar skills and to further investigate the causes
and fourth year, they become completely knowledgeable of difficulties of learners to become grammatically
and grammatically competent. Such learning material is too competent, especially those of future English teachers.
late for the respondents as it has yet to be developed.
Nevertheless, a rigid review of grammar can be included in
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Marlon Quercony Q. Alva pursuing a Bachelor of Science
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