Filipino writing competence in English across generations

• Main Author: Romero, Ma. Corona S.
• Format: text
• Published: Animo Repository 1988
• Subjects: English language > Composition and exercises > Study and teaching.
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1295
• Institution: De La Salle University

This study is an attempt to find out whether Filipino writing competence in English has ameliorated or deteriorated by tracing trends in performance through five generations of Filipinos as defined in the Gonzalez framework on Filipinos as English language learners. The principal instrument was a three-page questionnaire, complemented by some interviews and verified whenever possible against documentary evidence. Questionnaire data were generated from a 150-respondent sample of Metro Manila-born, Pilipino speaking graduates of Metro Manila public elementary and secondary schools, consisting of an equal number of men and women. Statistics were analyzed for inter-rater reliability, variance, pairwise correlation, and stepwise multiple regression. No significant differences were noted in the overall ratings for writing competence through the five generations of Filipinos in the sample. Thus, there has been no amelioration nor deterioration in the quality of Filipino compositions in English. The study calls attention to the following implications: 1. To develop writing competence, all teachers at all levels should conduct more grammatical application exercises. 2. Schooling should be complemented to the tertiary level, but when this is not feasible, exposure to good media programs and publications should be availed of. 3. Sanctions against non-compliance with language policies are perceived and expected to be efficient strategies for enhancing competence in writing. 4. More than the other media, radio reaches more of the masses because of their easier access to it hence, radio educational programs and other thrusts should be aware of its potential as developer of language processes and as model for language products. 5. More writing tasks should be planned particularly to develop sentence sense, good beginnings and satisfactory closures, and pleasing use of transition devices. 6. Since there is no significant correlation between writing competence and the use of teaching aids, the teacher's role looms larger than