Grammatical Competence of 4th-Year Pre-service Teachers at Eduardo L. Joson Memorial College

Abstract

This study assessed the grammatical competence of 50 fourth-year pre-service English teachers at Eduardo L. Joson Memorial College (ELJMC). Utilising the Grammar Inventory for Teachers (GIFT), the assessment covered seven grammar domains: classes of words, sentence elements, types of sentences, correct use of verbs, modifiers, subject-verb agreement, and pronoun usage. Results indicated an average overall competence level. High competence was found in six domains: modifiers, subject-verb agreement, classes of words, correct use of verbs, pronoun usage, and types of sentences. Sentence elements emerged as the least learned domain, falling into the low level of competence. The findings highlight substantial strengths in several grammar areas but reveal persistent, specific gaps in sentence structure knowledge. Recommendations include developing targeted grammar instruction modules and continuous monitoring to address the identified weaknesses, thereby enhancing the instructional quality and language proficiency of future educators.