Abstract
Language learning is a multifaceted process that involves developing macro skills—listening, speaking, reading, and writing—alongside grammatical competence. Self-efficacy, or a learner’s belief in their ability to succeed in language-related tasks, plays a pivotal role in mastering these skills. This study aimed to examine the relationship between language macro skills and grammatical competence among 196 fourth-year Education students enrolled in various academic programs at a local college during the 2023-2024 academic year. A descriptive-correlational design was employed. The results indicated that the majority of respondents were female (81.6%), aged 21–22 years (59.2%), and from economically disadvantaged backgrounds (61.7%). Respondents were enrolled in diverse programs, including Bachelor of Elementary Education (15.3%), Bachelor of Physical Education (32.1%), Bachelor of Secondary Education majoring in Mathematics (9.2%), Social Studies (15.3%), and Filipino (28.1%). The study found that respondents exhibited a very high level of language macro skills (Mean= 3.57) and proficient grammatical competence (Mean= 76.09). There were no significant differences in language macro skills based on sex (p = 0.624), age (p = 0.362), or economic status (p = 0.097), but a significant difference was observed across academic programs (p = 0.014). Similarly, no significant differences in grammatical competence were found based on sex (p = 0.145), age (p = 0.092), or economic status (p = 0.083), with a significant difference noted across academic programs (p = 0.021). A significant relationship was established between language macro skills and grammatical competence (p = 0.031). The study emphasized the critical role of language macro skills—speaking, listening, reading, and writing—in enhancing grammatical competence. The findings highlighted the need for academic programs to integrate these skills into their curricula to foster overall language proficiency.
