Abstract
Communicative competence is influenced by various factors, including the lack of exposure to the studied language, which affects discourse ability. This study aims to determine the appropriate model of students' communicative competence using the Structural Equation Model (SEM) to analyze the relationship between writing strategies, vocabulary learning beliefs, and reading motivation. The research used a non-experimental quantitative, descriptive, correlational, and SEM design. Four hundred (400) college students from public and private institutions in Region XI were selected through stratified random sampling. The data were collected from an adapted questionnaire and analyzed using mean, Pearson moment correlation, linear regression, and SEM. The results showed that writing strategies with an overall mean score of 3.85 and SD of 0.62 describe as high, belief in vocabulary learning with an overall mean score of 3.90 and SD of 0.71 describe as high, and reading motivation with an overall mean score of 3.82 and SD of 0.70 describe as high, which means the respondents often notice them. However, the belief in vocabulary (r=0.626, p < 000) did not show statistical significance as a predictor of communicative competence. However, the model showed that the three factors are essential in predicting communicative competence.The results found that vocabulary learning beliefs were the lowest among the three predictors, so it is only appropriate to implement a program such as contextual understanding and repetition, which will effectively help expand students' vocabulary and develop their communicative competence.
