Grammar Self-Efficacy as a Predictor of Academic Writing Performance of BAELS Freshmen in Cavite State University: A correlational study

Abstract

This study examined the relationship between grammar self-efficacy and the academic writing performance of sixty-eight first year students enrolled in the Bachelor of Arts in English Language Studies program at Cavite State University. Many beginning college students often feel unsure about their grammar skills, and this uncertainty can influence how well they organize and express their ideas in writing. To better understand this connection, the study assessed students across four areas of grammar self-efficacy which include morphology, syntax, grammar usage, and editing. Their levels of confidence were then compared with the actual quality of their written work based on an analytic rubric. The research used a descriptive correlational design, and data were gathered through a researcher made questionnaire.
The findings showed that students generally possessed a moderate level of grammar self-efficacy. However, their academic writing performance still fell within the developing range, suggesting that they continue to encounter difficulties in coherence, structure, and consistent grammar use. The results of the Pearson correlation revealed a positive and significant relationship between grammar self-efficacy and writing performance. Among the areas assessed, syntax and grammar usage showed the strongest connections to the quality of student’s essays. These results indicate that students who feel more confident in their grammar skills tend to produce clearer and better written work. The study recommends the use of focused grammar instruction, regular feedback, and writing support programs to help strengthen students’ confidence and improve their academic writing.