Linguistic and Translation Competence as Predictors of Writing Skills among Language Education Students

This study examined the relationship and predictive influence of linguistic competence and translation competence on the writing skills of language education students. Specifically, it determined the levels of linguistic competence in terms of phonology, morphology, syntax, semantics, and pragmatics; translation competence in terms of textual competence, disposition, and monitoring skills; and writing skills in terms of correct grammar, vocabulary and lexical range, coherence and cohesion, and organization and structure. It also examined the significant relationships between linguistic competence and writing skills and between translation competence and writing skills and identified the dimensions that significantly predicted writing skills. A quantitative descriptive-correlational research design with a predictive component was employed among 250 BSED Major in Filipino students of Don Carlos Polytechnic College selected through purposive sampling. Data were collected using a validated research instrument and analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis. The findings revealed that the students demonstrated high levels of linguistic competence (M = 3.70), translation competence (M = 3.73), and writing skills (M = 3.68). Linguistic competence demonstrated a strong positive and significant relationship with writing skills (r = .789, p < .001), while translation competence demonstrated a very strong positive and significant relationship with writing skills (r = .869, p < .001). The multiple regression model yielded R = .886, R² = .785, and adjusted R² = .776, indicating that the predictors collectively explained 78.5% of the variance in writing skills. At the individual predictor level, Morphology (β = 2.28, p = .045) and Semantics (β = 2.33, p = .043) significantly predicted writing skills, whereas the other dimensions did not demonstrate significant individual predictive contributions. The study concludes that linguistic and translation competencies are strongly associated with writing skills, with morphological and semantic competence emerging as significant individual predictors within the specified regression model.