Navigating Grammatical Errors Among Filipino Tertiary Students: Implication for Linguistic Competence

Abstract This study investigates common grammatical errors impacting the English proficiency of Filipino tertiary students enrolled in an education program with a major in English. Employing a descriptive-quantitative approach and non-experimental design, it analyzes the frequency of errors and uses correlational analysis to examine relationships between grammar test scores and overall English proficiency. Results indicate an average competency level of 3.38, suggesting intermediate proficiency overall, with fourth-year students achieving a mean score of 4.37, nearing native proficiency. Common errors include word order, phrasing, redundancy, verb tense, subject-verb agreement, and article usage. A moderate negative correlation (-0.5318) between grammar proficiency and overall language competence suggests that higher grammar scores may not equate to superior language ability. Grammar proficiency explains 28.28% of the variance in language competence (p = 0.00249), emphasizing its significance. The study underscores the need for an enhanced curriculum focusing on targeted grammar instruction, a balanced Language Skills Approach, progressive course materials, formative assessments, and personalized feedback to address these challenges. Keywords: Common Grammatical Error, Descriptive-quantitative Approach, Error Analysis Theory, and Interlanguage Theory