Examining the Relationship between Self-assessed Writing Skills, Learning Strategies, and Grammar Proficiency of Undergraduate Students

Abstract

This study investigated the relationship among self-assessed writing skills, learning strategies, and grammar proficiency of undergraduate students. Using a quantitative correlational design, the study involved 200 fourth-year students from two colleges in Davao City. Data were gathered through a structured questionnaire composed of three sections: self-assessed writing skills, learning strategies, and a grammar proficiency test. Findings revealed that while students rated their writing skills and use of learning strategies as high, their actual grammar proficiency was only at a satisfactory level. Correlation analysis indicated a weak but statistically significant relationship between writing skills and grammar proficiency, while learning strategies showed a slight correlation but did not significantly predict grammar proficiency in the regression analysis. The results underscore the need for integrated instruction that develops both metacognitive awareness and grammar competence. Aims: This study aimed to examine the relationship between self-assessed writing skills, learning strategy use, and grammar proficiency among undergraduate English as a Second Language Students. It also sought to determine the accuracy of students’ self-assessments and identify significant predictors of grammar proficiency. Study Design: A quantitative correlational design was employed to determine relationships among the variables. Place and Duration of Study: The study was conducted in two urban colleges in Davao City, Philippines, from November to December 2024. Methodology: A total of 200 fourth-year students enrolled in English for Academic and Specific Purposes courses were selected through stratified random sampling. Data were collected using an adapted version of the ESLP 182 Questionnaire, which assessed students’ self-rated writing skills and learning strategy use. Grammar proficiency was measured using a 20-item multiple-choice test focusing on subject-verb agreement. Statistical analyses included descriptive statistics, Pearson correlation, and multiple regression. Results: Findings indicated that students frequently overestimated their grammar and writing abilities. Learning strategy use showed a stronger predictive relationship with grammar proficiency (β = .43, p < .001) compared to self-assessed writing skills (β = .18, p < .05). The overall regression model was significant, F(2, 197) = 28.56, p < .001, explaining 22% of the variance in grammar proficiency (R² = .22). Conclusion: The study highlights a significant gap between students’ perceived writing competence and actual grammar proficiency, emphasizing the need for targeted interventions that bridge metacognitive awareness with effective grammar instruction.