Grammar Skills as Predictors in Writing Composition among College Freshmen Students
Marlon S. Pontillas, Ph.D, Marietta A. Tataro, Ph.D, Maria Teresa V. Septimo, Ed.D, Nicky Gem M. Rivera, LPT, Elbert O. Baeta, LPT, Nel P. Buena, MLL, Kevin Sean S. Rada, MAEd

Abstract
This study aimed to elucidate the factors affecting grammar proficiency and writing composition skills among English language learners of Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines. Grounded in a comprehensive linguistic framework, it incorporated cognitive and instructional theories to analyze the impact of individual differences on language acquisition. The objective was to identify specific grammatical areas that pose challenges to learners and to understand how personal factors such as cognitive abilities, learning styles, linguistic background, and motivation influence grammar and writing skill development. Applying quantitative methods, the study assessed 50 participants' proficiency across various grammar and writing rubrics. Significant results emerged from the regression analyses, revealing that learners better understand areas such as possessive forms of nouns and pronoun-antecedent agreement compared to conjunctions and verb tenses. In writing composition, learners demonstrated a range of skills, with most showing promise yet needing to improve at advanced proficiency levels. The study's regression models explained a substantive variance in writing skills, with certain grammatical constructs identified as significant predictors of writing quality. Based on these findings, the study recommends targeted grammar instruction focusing on identified weak areas. It also advocates for the development of a multifaceted course designed to address the diverse learning needs revealed through participants' experiences. Future research is encouraged to explore the cognitive aspects of grammar learning, the role of bilingualism, and the efficacy of motivational strategies in language instruction.

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