LANGUAGE SKILLS AND WRITING STRATEGIES AMONG HUMSS STUDENT

A Research Paper Presented to

The Senior High School Faculty
Assumption College of Davao

In Partial Fulfilment

of the Requirements for the Subject

APP3 – Practical Research

Locsin, Rafaela Shane M.

Madrio, Jasna Mayellah A.

Monterde, Carl Kenneth

Zarate, Luke Matthew C.

NOV 2023
 ii

Approval Sheet
This research entitled “Language skills and Writing strategies among
grade 11 students” prepared and submitted by Locsin,Rafaela Shane M.,Madrio
Jasna Mayellah A., Monterde Carl Kenneth, Zarate Luke Matthew C., in partial
fulfillment of the requirements for the subject, APP7 - Research Project, has been
examined and is recommended for the oral examination, acceptance and approval.

NIÑO C. OJANOLA, LPT

Adviser
--------------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of Passed.

DELIA M. CARASCAL, MATM

Chairman

ANTONNIETTE JOYMAE D. MONTECILLO, LPT

Member
-------------------------------------------------------------------------------------------------------

Accepted and approved in partial fulfillment of the requirements for the

subject, APP7 - Research Project.

DELIA M. CARASCAL, MATM,

SHS Principal

Oral Examination :
Date of Oral Examination:
 iii

Acknowledgement

The researchers would like to express their deepest gratitude and

appreciation to all those who have contributed to the successful completion of this

research paper.

Firstly, the researchers would like to thank Ma’am Delia M. Carascal,

MATM, for allowing the researchers to conduct the study.

Secondly,they express sincere thanks to Sir Niño C. Ojanola for his

invaluable guidance and continuous encouragement throughout the research process,

which significantly influenced the study's direction and quality. To Ma’am Antonniette

Joymae D. Montecillo, LPT, the panel examiners who provided advice and intellectual

support for the development of the study. To Ma'am Carla Fe Juera Masibay, the

statistician, for sharing their expertise and providing crucial data for this paper,for the

measures that enhanced study methods and the guidance that influenced their

decisions. They also extend thanks to the supportive families of the researchers for their

encouragement, support, and financial backing. Additionally, they appreciate the Senior

High School Students who provided the necessary data for the study. Most importantly,

they thank God for providing them with the direction, wisdom, and strength to finish the

study.
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Dedication
To all those who contributed to this research, whether through late-night efforts or countless

brainstorming sessions, this is a tribute to you. We extend our dedication to our loved ones,

supporters, and to our perseverance in the face of challenges. We also acknowledge the Senior

High School students who enabled this achievement. May our work serve as inspiration for

others to persist in their pursuits of discovery, paving the way for future generation

R.S.M.L

J.M.A.M

C.K.M

L.M.Z.C
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Abstract

This study aimed to determine the significant relationship between language

skills and writing strategies among grade 11 students. This study employed a

correlational, descriptive, non experimental design under quantitative research. The

researchers surveyed Assumption College of Davao using a simple random sampling

technique and selected 284 students from all strands and sections, day class and

evening, as their respondents. The researchers utilized survey questions adopted from

the studies of (Sura&yunus,2016) and(Granbeck,2021). It also utilized the three

statistical tools: the mean, standard deviation, and Pearson-r. The researchers based

the respondents’ responses on a 4-point Liker scale. The results showed that the

respondents demonstrated a high level of language skills among grade 11 students ,

and on the other hand, the respondents also exhibited a high level of writing strategies

among grade 11 students. Moreover, the data revealed a positive, statistically

significant relationship between the two variables, characterized by a moderately high

correlation. Therefore, this study also suggests that grade 11 students used language

skills and writing strategies to enhance their writing abilities.

Keywords: language skills, correlation, writing strategies , correlation, grade 11

Students, Assumption College of Davao

 Table of Contents

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication iv

Abstract v

Table of Contents vi

List of Figures viii

List of Tables

CHAPTER

1 INTRODUCTION

Rationale

Research Objectives

Hypothesis

Review of Related Literature

Theoretical Framework

Conceptual Framework

Significance of the Study

Definition of Terms
 vii

2 METHODOLOGY

Research Design

Research Locale

Population and Sample

Research Instrument

Data Collection

Statistical Tools

3 RESULTS

The level of Language skills

Level of Writing strategies among grade 11 students

Significance of the Relationship between Language skills

and Writing strategies among Grade 11 Students

4 DISCUSSION

Conclusion

Recommendation

References

Appendices

A Research Instrument

B Validation Letter

C Validation Sheet
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D Permission Letter

E Statistician’s Certificate

F Editor’s Certificate

G Pilot Testing Result

H Minutes (Proposal and Final)

I Sub Tables

Curriculum Vitae

List of Figures

1.Conceptual Framework of the Study

2.Map of the Philippines, pointing to Davao City

List of Tables

Table Title Page

1 Distribution of Respondents

2 Range of Means of Language skills

3 Range of Means of Writing strategies

4 Table of Pearson-r

5 The Level of Language skills

6 The Level of Writing strategies

7 Significant Relationship between Language skills

and Writing strategies among Grade 11 Students

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Chapter 1

INTRODUCTION

Rationale

According to Will, (2022). Writing strategies in pre writing might be either

concentrated or unfocused. Some students may not respond well to teacher-provided

topics, leading to negative feedback and a desire to choose their own topic. (Hyland,

2019). Writing strategies are useful for EFL/ESL learners. Students struggle with

writing, lesson preparation, supplies,assignments feedback, and assessment, as well as

understanding how current research might impact classroom practice. (Alemu, 2020).

Strategies for writing. Based on the researcher's experience, pre-writing The techniques

or process approach to teaching writing were utilized. Infrequently accompanied with a

problem of Idea generation, language inaccuracy, and bad organization That had a big

impact on pupils' writing abilities. (Austria, 2017). Writing strategies is more efficient

when writers collaborate regularly with one another as a matter of scaffolding, in which

writers .select their editors based on perceived scholastic rank, peer relationships, and

related fields of interest. However, it can be difficult, especially if the assignment has

already been completed and will be revised. (Busch, 2023). When modifying writing

strategies, consider formatting variables such as typeface, alignment, and picture

space. However, it has a negative impact on students in terms of hustling during

revision and time consumption. Because some students are not serious or did not

exercise caution when utilizing their electronics. When rewriting their papers.
 2

According to Vani & Naik, (2023). The importance of listening skills in improving

communication skills. It is possible for learners to have solid communication skills if they

have strong listening abilities. It has been noted that practicing listening skills, such as

listening to music, viewing English movies, and attending English language courses,

helps pupils strengthen their listening skills. (Aquino & Ramos, 2018). The researcher

aims to enhance the sentence construction And grammatical competency of grade 11

students by improving their English vocabulary strategies and ability to form accurate

sentences. Building understanding of how distinct grammatical rules are established is

essential for achieving the desired result.(Naciri, 2019). Speaking skills. Can students

boost their communication skills talents as a tool to aid and express themselves, as

well as learn how to follow social and cultural Rules are relevant for each

communicative situation. Speaking skills is one of the

linguistic skills. It is vital for language learners.(Tottto & Ramos, 2021). Reading and

writing performance.

It is believed that writing strategies play a key role in the development of

Language skills. The past couple of decades have witnessed a substantial body of

development of language skills and writing research targeting writing strategies (Roca

de Larios et al. 2018). Research investigating the relationship between the Language

Skills and Writing strategies and writing ability indicates that students with high writing

ability use more writing strategies than those who have low writing ability (Sasaki,

2021), and hence writing proficiency can explain some variation in the use of writing

strategies in developing the Language skills. Research in the field of language skills has
also addressed the use of writing strategies in relation to goal orientation (He, 2022),

writing

performance (Nguyen and Gu 2018), and learning skills (Wong, 2015).Language

learning research also examined the link between the development of language skills

and writing strategies (Alhaisoni, 2021). Research indicates that there is a connection in

the development of language skills between the writing strategies, though there are

some inclusive research findings. Generally, it can be concluded from previous research

that learners develop their different language skills if the learners will use writing

strategies from their witting. Writing strategies are thought to be a guide of the leaners

to develop and enhance their different language skills such as speaking or listening.

Therefore, learners who have a wealth of experiences in applying writing strategies are

more likely to be develop the different skills of the leaners. It is reasonable to assume

that writing strategies experiences, to some extent, shape the way learners use the

language skills.

The research gap in the context of language skills and writing strategies

among grade 11 students revolves around the limited exploration of individualized

approaches that cater to the diverse linguistic abilities within this demographic.

(Angelie&Bayani,2023) generalize or overlook the nuanced development of language

proficiency and writing competence in this specific academic level. This gap is urgent to

address as grade 11 is a pivotal year in preparing students for higher education and

professional endeavors, making it crucial to understand and enhance their language

skills (Bryan,2023). Lacks of comprehensive insights into how varied linguistic

backgrounds, learning styles, and socio-economic factors influence writing strategies

among grade 11 students, hindering the formulation of effective educational

interventions tailored to their specific needs(Ikrar,et.al,2023) Closing this gap is

essential for fostering more inclusive and targeted language education practices in the

secondary school setting.

Research Objectives

This study aims to investigate the relationship between language skills and

writing strategies among students. Specifically, the research objectives are as follows:

1. To assess the level of language skills among students, focusing on:

1.1 Listening skills

1.2 Vocabulary strategies

1.3 Speaking skills

1.4 Reading skills

1.5 Writing skills

2. To ascertain the proficiency of students in using writing strategies, specifically in the

following areas:

2.1 Pre-writing

2.2 While writing

 2.3 Revising

3. To determine the relationship between language skills and writing strategies,

specifically investigating how language proficiency correlates with the effective use of

writing strategies among students.

Hypothesis

The null hypothesis will be tested at 0.05 level of significance:

H01. There is no significant relationship between the Language skills and Writing

Strategies of HUMSS student.

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Review of Related Literature

This section will present discussions related to the independent variable and dependent

variable of the study. Language skills (a) had the following indicators, namely: Listening

skills, Vocabulary skills, Speaking skills, Reading skills, Writing skills (Suran and

Yunus., 2016).The Writing Strategies (b) had the following indicators: Pre-Writing, While

Writing and Revising. (Granbeck., 2021)

Language Skills among HUMSS students

According to (Abbas&Iqbal, 2018) the acquisition and development of

language skills play a pivotal role in human communication and cognitive advancement.

Research suggests that early exposure to a rich linguistic environment significantly

influences an individual's language acquisition, with children demonstrating an

impressive capacity to absorb and mimic linguistic patterns.(Xodabande,2018) studies

emphasize the interconnected nature of language skills, highlighting how proficiency in

one aspect, such as vocabulary, positively correlates with competence in others, like

grammar and syntax. As individuals progress through various stages of development,

from infancy to adulthood, their language skills continue to evolve, shaped by

environmental stimuli, social interactions, and educational experiences (Emen&Aslan,

2019).

(Makmur, 2021) the significance of language skills extends beyond basic

communication, influencing academic achievement, social integration, and cognitive

abilities. Proficient language skills are integral to academic success, impacting reading
 7

comprehension, written expression, and critical thinking. In social contexts, effective

language skills contribute to the formation of relationships, fostering understanding and

cooperation(Kimsesiz,2023).Additionally, research underscores the role of language in

cognitive processes, suggesting a strong connection between linguistic abilities and

higher-order thinking skills(Jimola,2023) .As individuals refine their language skills, they

not only enhance their capacity for self-expression but also strengthen their cognitive

abilities, paving the way for continued intellectual growth and societal engagement

According to, (karamedir,2019) the growing prominence of English as the

international language of science and medicine has given rise to the need for

specialized English courses, particularly for medical students. These courses, known as

English for Medical Purposes, aim to address the specific language needs of medical

students, particularly in English as a Foreign Language contexts like Turkey. Language

skills, including listening, speaking, reading, and writing, are vital for the academic and

professional success of these students (Hashemi,Si Na,2020).To tailor these courses

effectively, a comprehensive needs analysis was conducted through a structured

questionnaire, which aimed to identify the specific language requirements of first-year

medical students at Karadeniz Technical University. These language skills are essential

for effective communication, academic achievement, and the ability to engage with the

global scientific and medical community in English (Karatas,2020).

Language is a structured system of signs regulated by grammatical rules, serving

as a means to convey meaning (Jabsheh,2019). This definition highlights that human

 8

languages are essentially closed systems with rules connecting specific signs to specific

meanings. Language primarily exists as speech and its written form developed later

(Cheng,2017).It is a universal human phenomenon utilized for various aspects of life,

often taken for granted. Linguists have offered various definitions of language. Some

prominent ones include E. Sapir's view that language is a human, non-instinctive

method of expressing ideas through voluntarily produced symbols, B. Bloch and G.L.

Trager's definition as a system of arbitrary vocal symbols used for social cooperation,

and N. Chomsky's perspective that it is a set of sentences constructed from finite

elements. Overall, these definitions converge on the idea that language is a symbolic

system designed for communication in speech and writing within a specific

community(Gohar,2017)..

Listening Skills. Second or foreign language (L2) listening is a crucial skill

that provides the L2 learners with the ability to process L2 input and to have interaction

with speakers of other languages in their real-life everyday communications (Xu &

Huang, 2018). L2 listening is conceptualized as a perceptual process requiring learners

to employ auditory phonetics to organize, detect, and overcome lexical segmentation

inadequacies (Field, 2003). Moreover, it is a complex and demanding process that

involves invoking both linguistic knowledge and world knowledge to comprehend the

aural texts (Vandergrift & Baker, 2015). In comparison with other L2 skills such as

reading and writing, listening has not been adequately researched (Goh, 2017).

Among the four fundamental practical skills needed for effective English

communication are reading, writing, speaking, and listening. Listening is the most
 9

important of these four abilities. This study attempts to ascertain the substantial benefit

of possessing this skill because it can greatly increase one's achievement in other

areas. This skill could greatly enhance one's performance in other domains (Darti &

Asmawati, 2017). EFL students must immerse themselves in the English language for a

considerable amount of time every day in order to achieve their goal of speaking the

language fluently (Darti & Asmawati, 2017). "It's crucial to improve listening abilities for

second language (L2) acquisition, according to Kimura et al. (2021).

Vocabulary Strategies. Vocabulary learning strategies, as outlined by (Na Fan

,2020)encompass a range of methods aiding the continuous process of acquiring new

words. These include metacognitive and cognitive strategies, such as selective

attention, self-initiation, guessing, dictionary use, note-taking, memorization, and

activation(Rosmawati,2023).Validation through statistical methods like exploratory factor

analysis (EFA) and confirmatory factor analysis (CFA) may be needed for the

categorizations and questionnaire items(Gazieva,2022).

(Alamahdi et al. 2020) highlight the pivotal role of vocabulary acquisition in

effective communication and language mastery. Proficiency in listening, speaking,

reading, and writing relies heavily on vocabulary knowledge. Despite its significance,

learners often find vocabulary acquisition challenging(Gaol,2019).To assist learners,

explicit and implicit techniques, known as vocabulary learning strategies (VLS), have

been developed. These strategies involve understanding processes, steps, and actions

to learn, retain, recall, and use words in both spoken and written communication, as

explained by (Thiendathong et al. in 2021).

 10

Speaking skills. According to this viewpoint, listening is useful for many things, such

as learning new things, communicating, comprehending one's surroundings, growing

personally, and establishing one's authority (Güneş, 2016). In addition, listening is

exercised for enjoyment, conviction, awareness, and understanding (Hayrapetyan,

2016). The ability to listen helps people communicate ideas, establish their social and

personal presence, and make sense of the world around them. The value of listening

becomes even more evident when one considers the unpleasant events and potential

challenges that can arise when this skill—which connects people with the world—is

neglected the Turkish curriculum incorporates listening skills development in a

methodical manner. Through written and spoken communication (hearing, speaking,

reading, and writing) in the native tongue, the 2019 Turkish curriculum places a strong

emphasis on the expression and interpretation of concepts, ideas, opinions, feelings,

and phenomena. The statement highlights the significance of participating in suitable

and imaginative language exchange across diverse social and cultural environments,

such as educational and training settings, professional settings, domestic settings, and

leisure activities (MEB, 2019).

According to Ningsih, (2022) Speaking is the most important ability. It couldn't be

distinguished from listening. When we speak, we create text that should be relevant and

meaningful. We may find the speaker, the listener, the message, and the feedback in

the nature of communication. (Denston, 2021) Speaking skills become more

complicated over time and should be deliberately integrated into teaching and learning

programs across the learning path and support the development. (Nadzirotunnuha,
 11

2017), Speaking Skills as an Activity of Producing Sword by sound that includes both

the speaker and the listener, or to communicate with others.Speaking is a natural way

to communicate with others.

Reading skills.According to Metsala, L. et al. (2021) found that each language skill

predicted variance in later reading comprehension that was not explained by initial word

reading and reading comprehension. Each of syntactic awareness and morphological

awareness kept their predictive power in analyses where listening comprehension was

also controlled. The Study of (Teevno & Raisani, 2017) the findings, pupils employ a

range of reading learning strategies, including Reading aloud, silent reading,

summarizing reading materials, highlighting grammatical structures and patterns are all

examples of active reading. They are translating English materials into their own

tongue. Yunus et al. (2018) Considering the relevance of writing techniques, a number

of studies have been undertaken to determine which of the proposed models is the

most effective strategy in carrying out writing assignments. The "pre-writing stage" is

one of the most basic and significant stages in the writing process. Regardless of the

sort of essay question, the pre-writing stage is acknowledged for its effectiveness in

generating a well-organized essay.

According to Samman & Kurum, (2021) In This Study The Impact of Teaching

Clustering Prewriting Strategies on Writing Self-Efficacy among EFL Learners in Turkey

The researcher evaluated the impact of training prewriting practices on enhancing

writing skills in this study. EFL learners' writing self-efficacy while participating in writing

activities. (Hung & Van, 2018) The pre-writing stage is seen to be particularly important
 12

since it improves writing performance byallowing students to interact with the teacher

and/or their peers. They can also outline and organize their ideas separately to prepare

for writing. The Study of Yunus et al., (2018) The "pre-writing stage" is one of the most

fundamental and significant writing phases. .

Writing skills. the realm of communication, writing remains a crucial skill, constantly

evolving with tools and techniques (Toquero,2020). Despite its significance for personal,

academic, and career success, many students lack adequate writing skills. In the U.S.,

a considerable number of high school seniors fall short of core competency standards in

academic writing. Writing education often receives insufficient attention, with informative

writing overshadowed by narrative writing(Roxas,2020).However, recent emphasis on

informative texts in developed countries underscores its importance in education

(Erbasan et al., 2023).

Mastering writing skills is challenging for students (Alfiah et al., 2023).

Proficiency in writing is essential for effective verbal communication. The Think Pair

Share technique, emphasizing student-centered learning, is a valuable method to

support writing skill development. Continuous Assessment System (CAS) serves as a

systematic approach to evaluating students' progress throughout the academic year. It

involves ongoing checks through various activities, providing formative feedback to

enhance learning(Masyetah,et al,2021).Formative and summative assessments play

distinct roles, with continuous assessment identifying language learning weaknesses

and improving teaching strategies (Archarya, 2023).

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Writing strategies

According to,(Ntombela, 2020) emphasizes the significance of writing

strategies for writers at all levels, highlighting the various stages in the writing process,

including prewriting with techniques like mind mapping and

outlining(Siregar,2023).Revising and editing strategies, involving peer review and

feedback, are crucial for enhancing clarity and coherence(Lestari,2023).Writer's block

management techniques, such as setting clear goals, are also discussed.

(Lopres, et al., 2023) adds to this perspective, underscoring the importance of

revising and editing strategies, particularly through peer review and self-editing, to

improve overall quality.(Zotomayor,et.al,2023) The paragraph further acknowledges the

role of writing style and tone choices in effective communication, emphasizing the need

to adapt to the audience and purpose. (Kakvand ,2022) concludes by emphasizing that

a comprehensive approach, encompassing prewriting, revising, editing, and thoughtful

style choices, forms the core of writing strategies for persuasive and coherent

communication.

According to,(Rahmat, et.al,2017) Reading and writing are symbiotic skills, and

effective writing strategies often intertwine with proficient reading habits. One prominent

approach is the SQ3R method, which stands for Survey, Question, Read, Recite, and

Review(Yaumil,et.al,2020). It encourages readers to preview the material, generate

questions, actively engage with the content, recall information, and revisit the material

for reinforcement. This strategy not only enhances comprehension but also aids in the

retention of key information(Kharel&Rina,2017).

 14

Additionally,(Putri,et.al,2020) the writing process itself benefits from structured

strategies. The Prewriting phase allows for brainstorming and organizing thoughts,

creating a roadmap for the subsequent drafting. Revision is another critical step,

emphasizing the importance of refining and reshaping ideas for clarity and

coherence(Sri,Ramdani,(2021).These strategies collectively form a dynamic framework,

guiding both readers and writers towards a more proficient and nuanced engagement

with text(Cindy,Septiani,2021).

Pre-Writing. Prewriting, the first part of the writing process, is an important

stage that enables you to come up with ideas, arrange them, and make a plan for your

paper, report, or article. The planning and organizing stages of writing, such as locating

pertinent sources to bolster your claims and revising your final report, are made

possible by this process. According to Kucer (2009, 2019), the planning stage of writing

is crucial and has a big impact on the caliber and efficacy of the language that is

generated. The process of prewriting gives the writer the chance to carefully analyze

both the language they want to use and the meaning of the message they want to get

across. Kucer agrees that authors accomplish their goals when they start with a

carefully considered strategy. These plans direct the writer from where they are at in the

writing process to where they want to end up after the article is complete.In turn, these

outlines help student writers create a precise and tangible message that they can

effectively communicate through their writing.The pre-writing stage is considered

essential in the writing process, as it greatly improves the organization and clarity of a

piece of writing by transforming abstract thoughts and ideas into a well-structured form
 15

(Abdalgane,et.al,2023). Further, with similar study, Gebhard (2019) states that

prewriting ways to get started in writing to find the topics, generate writing ideas, focus,

plan content and organization. There are some others ways to get started in writing. It is

popular activity in prewriting that is called brainstorming, in which the topic is introduced

by the teacher or students’ itself. Based on the topic they have decided, students call

out as many associations as possible while the teacher (or students) jots them down. In

this phase, the students try to order or list their ideas and arrange them according to

their priority’s topic. The students put the ideas into subsist based on the main idea and

eliminate all the irrelevant ones.

According to (Fitra,et. al,2022) the pre-writing stage in the writing process has

been extensively studied and acknowledged as a fundamental and valuable component

of effective writing. Research in this field has highlighted its significance in enhancing

the quality of written work. Pre-writing involves various techniques and strategies such

as brainstorming, outlining, and idea mapping, which help writers organize their

thoughts and ideas before they begin the actual writing process. Scholars have

recognized that pre-writing aids in generating a clear and well-structured piece of writing

by providing a roadmap for the writer to follow. It is seen as a crucial step in improving

the overall coherence, logic, and flow of the final written product. Moreover, it is not only

beneficial for professional writers but also for students at various educational levels, as

it empowers them to express their ideas more effectively and efficiently. The research

on pre-writing techniques and their impact on writing continues to evolve, demonstrating

its ongoing importance in the field of composition and communication

 16

(Liu,et.al,2022).Pre-writing is a vital stage in writing, facilitating the organization of

abstract thoughts into a well-structured piece,it raises the question of whether such

structure is always necessary for successful writing Treska,pankawati,(2023).

While Writing. According to Mark T. et al. (2022) In a secondary school

situation where English is being taught as a foreign language (EFL), this study presents

findings from two empirical investigations on students' reported usage of self-regulatory

writing strategies and the correlations with their writing performance. In order to validate

the conclusions and applications of a Self-Regulatory Writing Strategy, Study One used

a factorial design and exploratory and confirmatory factor analysis. The Study of

(Mohammed A. et al., 2017) The adoption of effective writing strategies has been found

to help learners, particularly ESL or EFL learners, improve their writing skills. However,

many students and teachers are still unaware of the different writing tactics that might

help pupils write. Thus, the purpose of this study was to investigate the impact of writing

strategy teaching on the writing performance of ESL learners.(Raoofi & Rahmani,

2017) writing strategies, accordingly, with social strategy being the least commonly

utilized type. The findings also revealed that students with high writing abilities used

much more writing strategies than those with intermediate or low writing abilities.

Students with better writing ability reported utilizing significantly more metacognitive,

cognitive, emotional, and effort management methods than students with lower writing

ability.

According to Bulut, (2017). This study used structural equation modeling to

investigate the impact of writing attitude and writing self-efficacy beliefs on the
 17

summarization achievement of fourth grade primary school pupils. (Estonella et al.,

2017) Effective writing tactics have been found to help learners, particularly ESL or

EFL learners, improve their writing skills. However,many students and teachers are still

unaware of the different writing tactics that can help pupils write better. Furthermore The

Study of Baresh, (2022) Writing abilities among Libyan undergraduate students have

been a major source of worry among stakeholders. Teachers and instructors must

adopt innovative ways to assist pupils in improving their writing skills.

Revising. According to Lopez et al. ,(2021) Writing performance and revision skills

improved more in the two revision-instruction conditions than in the control condition. The

benefits were significant, sustained, and transferable to a different sort of text. (Geng, 2017)

Writing and modifying assignments on three contentious issues. The design enabled the

investigation of the immediate treatment effect on revision, the treatment effect on autonomous

revision, and the treatment influence on fresh writing. Furthermore the study of (Liu & Zhang,

2022). Writing strategies for revising in an online EFL writing context based on automated, peer,

and teacher feedback. Thirty-six Chinese university students completed three questionnaires

(one for each source of feedback). In addition, four of them revised using a think-aloud

methodology and participated in a stimulated recall interview to offer additional data.

The preliminary step in the writing process that allows you to generate ideas,

organize them and create a plan for your paper, report or article is called Prewriting.

Organizing and planning can help you in the later stages of the writing process, such as

when seeking relevant sources to support your argument or editing your final report.
According to Kucer (2019), the planning process of writing is extremely important and

greatly influences the impact on which language is and can be produced. This planning,

18

or prewriting, gives the writer more of an opportunity to consider and reconsider not only

the meaning of the message written but also the language used to convey that

message. Kucer further acknowledges that writers obtain goals by beginning with a

plan. These plans direct the writer from where they currently are in the writing process,

to where the writer desires to be when the piece is completed. The plans, in turn, assist

student writers in developing a concrete message that is then able to be shared through

their writing.Pre-writing is any activity in the classroom that encourages students to write

(Richards and Renandya, 2017). It stimulates thoughts for getting started. In the

prewriting step, you get ideas to write about. Taking notes is one way to gather ideas.

Another way to get ideas is called free-writing. Here is how to do free-writing. Choose a

topic and write it at the top of a piece of paper. Then write whatever sentences come

into your mind about the topic. Write horizontally across the paper as you do when you

write a letter cited in the study of (Alkubaidi, 2018).

 19

Theoretical Framework

(Steve and Michael, 2011) highlight the crucial link between writing and reading

instruction, demonstrating that explicit writing instruction significantly enhances overall

language skills. They emphasize the mutual benefits of developing both writing and

reading abilities, showing their interconnectedness in promoting linguistic growth.

Building on this idea, (Joan, 2023) explores the cognitive processes involved in

knowledge construction through writing, emphasizing the importance of text structure

and background knowledge in effective written communication. (Anat and Sara, 2023)

further the discussion by examining the interplay between spelling, grammar, and text

structures, demonstrating how proficiency in these areas contributes to creating

coherent and impactful writing. Integrating these insights, educators can adopt writing

strategies that foster comprehensive language proficiency in Grade 11 students. This

includes implementing writing techniques that not only improve linguistic skills but also

meet the academic objectives and challenges of students at this educational stage.

Through thoughtful and thorough instruction, educators can provide students with the

necessary tools and competencies for success in their academic and future professional

endeavors.
 20
Conceptual Framework

Figure 1 shows the conceptual paradigm of the study. It depicted how the

variables Language Skills Variable A was the Independent Variable, consisting of the

following indicators: Listening skills, Vocabulary Strategies, Speaking Skills, Reading

Skills and Writing Skills Expectations, Writing Strategies Variable B was the Dependent

Variable which consisted of the following indicators: Pre Writing, While Writing and

revising.

According to Mckay. (2019), Listening skills are essential for professional success

They enable you to carry out your job obligations successfully, get along with your

employer and co-workers, and serve your customers and client. (Ghalebi & Sadighi,

2020), Vocabulary Learning Strategies by English language students can reveal

Individual differences in vocabulary learning among students and encourage teachers

and Developers. To create materials activities to help students to improve their

vocabulary Learning. (Taylor, 2023), Speaking Skills have been prove in variety of

ways. From great leaders’ power speechless to enthralling technology and

Entertainment, design (TED) talks the ability to Communicating with An audience wields

innumerous influence. According to Herity, (2023). Reading Skills refer to a person's

ability to read, grasp, interpret and decode written language and texts. Exceptional

reading skills can help.

To understand and respond to written communications such as email, messages,

letters, and other written messages. (Euroschool, 2023), Writing skills are the qualities
 21

that enable People to convey their ideas, suggestions, and points of view constructively

through written Communications. (Gharagozloo, & Raissi, 2020).

Pre-writing is seen as a difficult work by many EFL students, and Iranian EFL students

face numerous challenges in this area. The current study used a mixed method design

to explore the influence of Structured Collaborative (SC) versus Unstructured

Collaborative (USC) pre-writing tasks on the writing skills of Iranian EFL students.

(Kjeldsen, & Labriola, 2019). Reading While writing challenges are independent risk

factors for not completing education and being unemployed, both of which are required

to live a good and healthy life. As a result, the goal of this study was to look into the

relationship between reading and writing challenges. (Thompson, 2018). Most of us do

not relish the prospect of revision. The prospect of revision can be extremely

intimidating. Tiring. Scary. Frustrating. We wrote the text, and now we're told - or can

see for ourselves - that we need to rewrite it.

Language Skills Writing Strategies

Listening Skills Pre Writing

Vocabulary Strategies While Writing

Speaking Skills Revising

Reading Skills

22

A B

Figure 1. Conceptual Framework of the study

 23

Significance of the Study:

This study aims to explore the correlation between Language Skills and Writing

Strategies. Benefiting from this research are various sectors as follows:

To the School Administration

The study will benefit the school administration by helping create programs to enhance

students' writing strategies.

To the Teachers

This study is valuable for teachers as it provides insights into effective writing strategies,

enabling them to better guide and instruct students in developing strong writing skills

To the Parents

This study is beneficial to parents as it assists in supporting their children's writing

development by offering help, guidance, and resources.

To the Students

This study is beneficial to students by aiding them in understanding and improving their

writing strategies. Enhancing these skills helps students perform well academically and

become proficient in writing.

To the Future Researchers

This study will help future researchers gain insights into writing strategies, providing

them with valuable knowledge and skills for conducting research in this area.
 24

Definition of Terms

The following terms defined operationally further understand the study.

Language Skills. Refers to the level of proficiency and competence a person

possesses in a given language. It can encompass aspects such as Listening skills,

vocabulary Strategies, Speaking Skills, Reading skills, writing skills

Writing Strategies. The dependent variable in this study is the utilization of various

strategies in the process of writing. It includes three specific phases. Such us Pre-

Writing, While Writing and Revising.

 CHAPTER 2
METHOD
This chapter outlined the methods used in the study to generate a concept and address

the questions generated in framing the problem. Methods included were research

design, locale, population and sample, research instrument, data collection, and

statistical tools.

Research Design

The research will be conducted using a non-experimental, descriptive-quantitative

approach employing correlational techniques. According to Devi et al. (2023), a

correlational study investigates the relationships among two or more variables within a

single group, operating at various levels. This design, which falls under non-

experimental research, delves into the connections between variables without

attempting to establish causation.

Descriptive study design, as explained by Sirisilla (2023), is employed by scientists

and researchers to acquire knowledge about a specific population or topic. This

research form aims to provide a detailed and accurate depiction of the features and

behaviors of a given population or subject. By observing and collecting data on a

particular topic, descriptive research aids in enhancing understanding and can offer

valuable insights that may inspire future studies.

Quantitative research, as outlined by McLeod (2023), involves the collection of

numerical data analyzed using statistical methods. The primary objective is to generate

objective and empirical data that can be quantified and expressed numerically.

Quantitative research is commonly utilized to test hypotheses, identify patterns, make

 26

predictions, and generalize findings to broader populations.Non-experimental research,

as characterized by R (2023), derives its name from the absence of an independent

variable in testing. Instead of manipulating variables directly, researchers re-examine

past occurrences, seeking new information and forming fresh or supportive conclusions.

Unlike traditional experimental research conducted in a controlled lab environment

where variables are rigorously controlled, non-experimental studies involve the analysis

of established contexts, allowing researchers to derive their own interpretation of

events.
 27

Research Locale

The location of the Assumption College of Davao was shown on a map of Davao City.

Figure 2 illustrates this. The research was conducted at the Assumption College of

Davao, located at J.P. Cabaguio Avenue., Davao City. The institution is also known as

ACD, a private Catholic academic institution run by the Missionaries of the Assumption

in Davao City, Philippines. It was founded by the Daughters of Mary of the Assumption

(FMA) in 1958. Formerly named the Assumption School of Davao (ASD), it was

renamed the Assumption College of Davao (ACD) in 1998. They offer Quality-

Transformative Education for Basic Education, preschool, Grade school, Junior High

School, Modified work and study programs for Grades 7 to 10, Senior High School, and

College. Senior High School also provides the following academic tracks: Accountancy,

Business Management (ABM), Humanities, Social Sciences (HUMSS), Science,

Technology Engineering, Mathematics (STEM) strands, and Technical Vocational Track

(TVL) that includes Home Economics 28 (HE) and Information and Communications

Technology (ICT). Assumption College of Davao promotes education with a social

conscience. It fosters integral formation, character development and community building

among all its stakeholders, consistent with the social orientation mandate of ACD’s

option for people experiencing poverty.

 Figure 2. Map of the Philippines, pointing to Davao City
29

Population and Sample

 The respondents of this study were the students at the Assumption College of

Davao, specifically Humanities and Social Sciences (Humss) strand of the Grade 11

and 12 Senior High School Students enrolled in the day and evening class. Hence, this

method delivers the most accurate and objective parameter estimate if the population is

homogeneous. There are 591 Humss strand students enrolled in the day and evening

class. The sample size of 238 respondents was a result using Slovin's formula to

represent the entire Humss students population. The sample size was divided into 12

sections separating the Grade 11 and 12 day and evening class, each with its findings.

For students in Grade 11 day class, there were 20 respondents for the sections Chloe,

21 for Deborah, 21 for Elizabeth, while the Grade 11 evening class, for Bernice, had 19

respondents and 19 respondents for Chloe. Meanwhile, for Grade 12 day class, section

Faith had 21 respondents, 21 for Generosity, 21 for Honesty, 21 for Hope. During the

Grade 12 evening class, there were 19 respondents for section Dignity, 17 for Equality,

and 18 for Faith. In addition, The researchers arrive at this sample size because

according to Etikan and Bala (2017), random sampling is a substitute for probability

sampling that enables each and every thing in the world to have an identical possibility

being present in the sample. Random sampling has advantages because the

researcher induces data for the entire population by using a probabilistic method to

control for bias during the sampling because non-probability techniques are based on

assumptions that increase risk, as evidenced by the agencies of statistical officials. On

the other hand, research inquiries frequently use sampling approaches for more precise

30
estimation at a lower cost and in less time (Singh and Masuku, 2014). When attempting

to methodically identify a smaller number of representative items or individuals (a

subset) from a pre-defined population to use as respondents (data source) for

observation or experimentation in accordance with the goals of their study, researchers

use a technique (procedure or device) known as sampling (Sharma, 2017) The

representativeness of a sample allows extrapolating and therefore generalizes the

results observed in this, the accessible population, and from this, to the target

population (Int. J. Morphol 2017).

Table 1
Distribution of Respondents

Number of
Sections Number of Students Percentage
Respondents

Abigail(D) 52 15 5.3%

Bernice (D) 52 15 5.3%

Chloe(D) 53 15 5.4%

Deborah(D) 52 15 5.3%

Elizabeth(D) 52 15 5.3%

Esther(D) 53 15 5.4%

Hannah(D) 53 15 5.4%

Jael(D) 52 15 5.3%

Judith(D) 53 15 5.4%

Keziah(D) 53 15 5.4%

Lydia(D) 52 15 5.3%

Micah(D) 51 15 5.2%

Noemi(D) 51 15 5.2%

Abigail(E) 28 9 3%

Bernice(E) 48 14 5%

Chloe(E) 46 14 4.7%

Deborah(E) 50 14 5.1%

Elizabeth(E) 49 14 5%

Esther(E) 40 12 4%

Hannah(E) 40 12 4%
Total 980 284 100%
 32

Research Instrument
The researchers adapted questionnaires from two distinct studies, namely, the study of

(Suran and Yunus., 2016). entitled “Survey on Students’ Learning Styles and Strategies

in a Rural Secondary School in Meradong District”, and the study of (Granbeck., 2021)

entitled “Writing Strategies Used by EFL Students in the Swedish Upper Secondary

School Classroom”. The first questionnaire was adapted from (Suran and Yunus., 2016)

It was used to measure the level of language skills among senior high school students

and collect the needed data to prove the level of language skills among senior high

school students. The language skills among senior high school survey questionnaire

was composed of 44 questions; questions; each indicator had a different number of

questions; in listening skills, it had 9 questions, Vocabulary strategies consisted of 8

questions; speaking skills had 9 questions, reading skills had 9 questions, writing skills

have 9 questions. The second survey questionnaire was adapted from the study of

(Granbeck., 2021)It was used to measure the writing strategies to collect the needed

data to prove the level of Writing Strategies. Writing Strategies survey questionnaire

consisted of 38 questions; each indicator had a different number of questions;Pre-

writing strategies , it had 8 questions, While writing consisted of 14 questions, Revising

had 16 questions, In addition, the panelist reviewed the research instrument to

guarantee that respondents provided accurate and favorable responses. Nevertheless,

the downloaded research questionnaires were given to the research adviser for

correction, validity and reliability, and sufficiency of questions

Table 2.

Range of Means of Language Skills

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of language skills

is always observed.

2.52 – 3.27 High This means that the level of language skills

is oftentimes observed.

1.76 – 2.51 Low This means that the level of language skills

is rarely observed.

This means that the level of language skills

1.00 – 1.75 Very Low
is never observed.
Table 3.
Range of Means of Writing Strategies
Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of writing

strategies is always observed.

2.52 – 3.27 High This means that the level of writing

strategies is oftentimes observed.

1.76 – 2.51 Low This means that the level of writing

strategies is rarely observed.

This means that the level of writing

1.00 – 1.75 Very Low
strategies is never observed.
 35

Data Collection

In conducting the research and collecting of data there are following steps that

need to be observed and applied by the researchers:

To enhance the legitimacy of the research instrument, the researchers will submit their

questionnaires to the panelists for validation. Their inputs, along with those from the

research adviser and a panel of experts, will be incorporated after a thorough review.

After validation, the researchers will write a formal letter seeking permission and will be

submitted to the SHS principal, outlining the purpose of the survey aimed at the grade

11 and 12 student in both day and evening class. Upon obtaining approval, the subject

teachers supervising the class during the survey period will be duly informed, seeking

their consent for the research endeavor.

To guarantee the ethical treatment of participants, several measures will be

implemented. Anonymity and confidentiality of respondents will be upheld throughout

the process. Each student will be assured that their responses would remain

confidential, promoting a safe environment for open and honest feedback. In addition,

the researchers will seek explicit consent from the minor respondents, clearly explaining

the purpose of the survey and emphasizing their voluntary participation. Prior to the

main data collection, a Pilot Testing procedure will also be conducted with a sample of

30 respondents to ensure the reliability and clarity of the questionnaire. The researchers

will personally distribute the questionnaires, providing necessary guidance to the

respondents. Next, it will be tallied and the raw data will be given to the statistician for
 36

analysis. Then, the distribution of survey questionnaires to the 238 respondents will

follow. The researchers will personally hand the questionnaire over to the respondents

and guide the respondents in answering the questions, questionnaires will be

retrieved.After the retrieval, the answers of the respondents will be encoded, tallied and

tabulated again using Google Spreadsheet to maintain accuracy and consistency. The

raw data, while analyzed for research purposes, was kept confidential and secure.

Finally, the raw data will be submitted to the statistician for analysis and interpretation
 37

Statistical Tools

The following statistical tools were used in processing to gather data.

Mean. This determined the Language skills and Writing strategies among HUMSS

students.

Standard Deviation. It measured the variance or dispersion of a set of data values.

The standard deviation revealed the degree to which the responses are dispersed. In

addition, the standard deviation was utilized after data collection to show if a result was

high or low.

Pearson r. This established the significant relationship between Language skills and

Writing strategies among HUMSS students.

 CHAPTER 3
RESULTS
This chapter comprised a presentation of the findings after the data was

collected. The provided information and data presented would help determine the level

of the two variables, Language skills and writing strategies among grade 11 students, to

see if there is a significant relationship between the two variables;Language skills and

Writing strategies among grade 11 students.

Table 5
The level of Language skills

Indicator SD Mean Descriptive Level

Listening skills .43 3.29 Very High

Reading skills .41 3.27 High

Writing skills .46 3.25 High

Speaking skills .44 3.25 High

Vocabulary skills .51 3.18 High

OVERALL 0.38 3.25 High

*M and SD represent mean and standard deviation, respectively.

Table 5 presents the Language skills. The overall mean of Language skills

among grade 11 Students was 3.25, with a standard deviation of .38. It was described

as high and showed that Language skills among grade 11 students was oftentimes ob-

served. Listening skills obtained the highest mean (M = 3.29, SD = .43), had a very
 40

high descriptive level, and was interpreted as always observed. Following that, Reading

skills(M = 3.27,SD = .41) had a high descriptive level and was interpreted as always ob-

served. To be followed, Writing skills (M = 3.25, SD = .46)had a high descriptive level

and was interpreted as often observed. This was followed by speaking skills (M = 3.25,

SD = .44) which had a high descriptive level and was interpreted as often observed.

Lastly, Vocabulary skills (M= 3.18 SD = .51) was high descriptive and was interpreted

as often observed.

Table 6
Level of Writing strategies among grade 11 students

Indicator SD Mean Descriptive Level

While Writing strategies .39 3.29 High

Pre-Writing strategies .46 3.19 High

Revising .45 3.18 High

OVERALL .38 3.22 High

*M and SD represent mean and standard deviation, respectively.

Presented in Table 6 was the level of writing strategies among grade 11 students.

The overall mean level of Writing strategies was 3.22, with a standard deviation of .38. It

was described as high and showed that the writing strategies of students were often

observed. while-writing strategies a high mean (M = 3.29 SD =.72). It had a high

descriptive level and was interpreted as often observed. Next,pre-writing strategies (M =

 41

3.19, SD = .46) had a high descriptive level and was interpreted as often observed.

Finally, Revising(M = 3.18, SD = .45) were high descriptive and interpreted as often

observed.
 Table 7.
Significant Relationship between Language skills and Writing strategies among
Grade 11 students

Decision on
Writing strategies Overall
H0

While-
Language Pre-writing
writing Revising
skills strategies
strategies

Listening skills .569 .504 .607 .641

Reject
.000 .000 .000 .000

Vocabulary .621 .631 .566 .654

skills Reject
.000 .000 .000 .000

Speaking skills .668 .602 .585 .704

Reject
.000 .000 .000 .000

Reading skills .616 .645 .612 .709

Reject
.000 .000 .000 .000

Writing skills .681 .718 .629 .768

Reject
.000 .000 .000 .000

Overall .752 .713 .713 .827

Reject
.000 .000 .000 .000

*Correlation is significant at the α=.05 level

The overall correlation of the above results had an r - value of 0.827 and was

significant at p = .000. An inspection of Table 7 revealed that: (1) Listening skills and

Pre-Writing strategies had a positively moderately high correlation (r=.569, p= .000), (2)

Language skills and while writing strategies had a positively moderately high correlation

(r= .531, p= .000), (3)Language skills and Revising had a Moderately high correlation
 43

(r= .607, p= .000), (4) Vocabulary skills and Pre-Writing strategies had a positively

moderately high correlation (r= .621 p= .000), (5)Vocabulary skills and While writing

strategies had a positively moderately high correlation (r= .531, p= .000), (6) Vocabulary

skills and Revising had a positively moderately high correlation (r= .566, p= .000), (7)

Speaking skills and Pre-writing strategies had a positively moderately high correlation

(r= .668, p= .000), and (8) Speaking skills and While-Writing strategies had a positively

moderately high correlation (r= .602, p= .000), (9) Speaking skills and Revising had a

positively moderately high correlation (r= 585, p= .000),(10) Reading skills and Pre

writing strategies had a positively moderately high correlation (r= .616, p= .000), (11)

Reading skills and While-Writing strategies had a positively moderately high correlation

(r= .645 p= .000), (12) Reading skills and Revising had a positively moderately high

correlation (r= .612, p= .000), (13) while, Writing skills and Pre writing strategies had a

moderately high correlation(r= .681, p= .000),(14) Writing skills and While-writing had a

positively moderately high correlation (r= .718, p= .000), (15) Writing skills and Revising

had a positively moderately high correlation (r= .629, p= .000).

Based on the preceding results, it was concluded that there was a positive and

significant Language skills and Writing strategies among grade 11 students; it obtained

a moderately high correlation (r= .827, p= .000). Thus, the null hypothesis was rejected.
 44

Chapter 4

DISCUSSION

LANGUAGE SKILLS AMONG GRADE 11 STUDENTS

The researchers discovered that the level of language skills among grade 11

students was high, indicating that these skills were often observed. The research

findings suggested that grade 11 students consistently maintain high language skills,

which reflects their importance for overall well-being and social interactions. This is

likely due to the students’ genuine awareness and proactive efforts to enhance their

language abilities. The high mean score implies that language skills have become

ingrained as a habit for these students, suggesting frequent practice and reinforcement.

This is crucial for cognitive growth and social integration, as highlighted by Abbas &

Iqbal (2018). Proficient language skills are essential for academic success, impacting

reading, writing, and critical thinking (Makmur, 2021). Moreover, specialized language

courses tailored to students’ specific linguistic needs, such as those in social work and

tourism, further support their development (Karamedir by, 2019). Sustaining language

education initiatives is therefore vital for the long-term success and development of

grade 11 students.

Listening skills had the highest mean among the five indicators, indicating that

grade 11 students are particularly prone to developing and using these skills. This can

be attributed to their daily routines and educational environment, where listening is a

fundamental component. Students often engage in activities requiring attentive

 44

listening, such as classroom lectures, group discussions, and multimedia resources

like podcasts and videos. (Goh,2017) points out that listening is critical in language

learning, yet it has been under-researched. Additionally,( Darti & Asmawati,2017)

suggest that listening enhances performance in other language domains, making it a

key area of focus for students aiming for fluency. The high mean score reflects the

students’ consistent engagement in listening activities, indicating their recognition of its

importance for language mastery.

Reading skills achieved a high descriptive level, reflecting frequent and

consistent engagement among grade 11 students. This can be justified by their regular

involvement in reading tasks such as reading aloud, silent reading, summarizing texts,

and highlighting grammatical structures. These activities are integral to their daily study

routines and academic success. Metsala et al. (2021) found that language skills,

including reading, predict later comprehension abilities, even when initial word reading

and reading comprehension are controlled. (Yunus et al.,2018) emphasized the

importance of integrating effective reading strategies for comprehension. The high

mean score suggests that students frequently practice reading strategies, enhancing

their overall reading comprehension and linguistic competence.

Writing skills also achieved a high descriptive level, indicating their consistent

observation among grade 11 students. Students frequently engage in writing tasks that

require various techniques to enhance their proficiency, including essays, reports, and
 45

creative writing assignments. (Roxas ,2020) noted the significance of writing for

personal, academic, and career success. Methods such as the Think Pair Share

technique and Continuous Assessment System (CAS) provide ongoing feedback and

support, as highlighted by (Masyetah et al.,2021). The high mean score suggests that

students regularly practice effective writing strategies, reflecting their commitment to

improving their writing abilities.

Speaking skills achieved a high descriptive level, indicating consistent

observation among grade 11 students. Students frequently use speaking skills in

various contexts, such as class presentations, debates, and group discussions. The

Turkish curriculum,as noted by MEB (2019), emphasizes the development of speaking

skills alongside listening.( Ningsih ,2022) and (Denston,2021) highlight that speaking

skills are essential for meaningful communication and should be deliberately integrated

into teaching programs. The high mean score suggests that students recognize the

importance of speaking for effective communication and actively practice it to enhance

their proficiency.

The lowest indicator is Vocabulary strategies achieved a high descriptive level,

reflecting their consistent observation among grade 11 students. Students frequently

use methods like selective attention, self-initiation, guessing, dictionary use, note-taking,

memorization, and activation to acquire new words. (Alamahdi, et al. ,2020) emphasize

the pivotal role of vocabulary acquisition in effective communication, as vocabulary

knowledge underpins proficiency in listening, speaking, reading, and writing. Explicit

and implicit techniques known as vocabulary learning strategies (VLS) help learners
 46

retain and use words effectively (Thiendathong et al., 2021). The high mean score

indicates that students consistently employ these strategies, which are critical for their

overall language development.

WRITING STRATEGIES AMONG GRADE 11 STUDENTS

The researchers determined that the utilization of effective writing strategies among

grade 11 students was high, indicating that these strategies were frequently practiced.

The research findings revealed a consistently high level of adherence to writing

strategies, highlighting students’ strong commitment to improving their writing skills.

This regular and proficient application of writing strategies is essential for enhancing

written communication. The observed frequency of employing writing strategies

suggests that students have incorporated these practices into their daily routines,

influenced by knowledge, access to resources, social norms, and educational nitiatives.

The high mean score underscores the effectiveness of writing strategy promotion

efforts, emphasizing the ongoing need for education and awareness campaigns to

ensure the long-term adoption of effective writing strategies as a routine practice.

Understanding the importance of revising and editing strategies, particularly through

peer review and self-editing, is crucial for improving overall writing quality (Lopres et al.,

2023).

The while writing indicator had the highest mean among the three indicators. This

high descriptive level demonstrates that effective writing strategies during the writing
process are frequently observed among senior high school students. The intention to

utilize proper writing techniques emerged as a highly significant

47

predictor,various studies have emphasized the importance of utilizing effective writing

strategies to enhance writing performance among ESL or EFL learners. For instance,

students with higher writing abilities tend to use more sophisticated strategies, including

metacognitive, cognitive, emotional, and effort management methods (Raoofi &

Rahmani, 2017). Additionally, research has highlighted the impact of factors such as

writing attitude and self-efficacy beliefs on writing achievement, underscoring the need

for innovative approaches to support students in improving their writing skills (Bulut,

2017). The high mean score indicates that grade 11 students consistently engage in

these strategies, reflecting their commitment to refining their writing through intentional

and effective practices.

Pre-writing achieved a high descriptive level, indicating consistent observation

among grade 11 students. Students recognize the importance of pre-writing activities

like brainstorming and outlining ideas to improve the organization and clarity of their

written work. (Abdalgane et al.,2023) emphasize the significance of pre-writing in

generating ideas and organizing thoughts. Techniques like brainstorming help in

creating a clear roadmap for writing, enhancing coherence and flow (Gebhard, 2019)..

The high mean score suggests that students frequently engage in pre-writing activities,

which are fundamental for improving the quality of their writing.

 Revision achieved a high descriptive level, signifying consistent practice among

grade 11 students. Students frequently review and refine their drafts, incorporating

feedback to improve clarity and coherence.( Lopez et al.,2021) found that revision

instruction leads to significant improvements in writing. (Geng ,2017) and Liu & Zhang

48

(2022) highlight the importance of feedback in facilitating effective revision processes.

The high mean score indicates that students regularly practice revision, which is crucial

for enhancing the quality of their writing. This consistent practice demonstrates their

commitment to producing well-crafted written work and their understanding of the

importance of revision in the writing process.

Conclusion

The following conclusions were presented based on the study's findings for further

understanding. Language skills and writing strategies among grade 11 students : a

research study was conducted to find the significant correlation Language skills and

writing strategies among grade 11 studens. Upon researching and analyzing the given

data of the questionnaires, the researchers concluded a connection between Language

skills and writing strategies among grade 11 students The seen differences between its

findings and based on its objectives are as follows:

The first objective of this study was to assess the level of Language skills in

terms of Listening skills, vocabulary skills,speaking skills,reading skills,writing skills.The

researchers observed that Listening skills attained the highest mean among the five

indicators and had a very high descriptive level. It was followed by reading skills, which
has a high descriptive level. After that, Reading and writing skills also had a high

descriptive level. Lastly, although the lowest mean,vocabulary skills obtained a high

descriptive level. Language skills was often observed among Grade 11 students.

49

The second objective was to ascertain the Writing strategies regarding Pre-

writing, while-writing, and Revising . The researchers found that while writing obtained

the highest mean among the three indicators but had the same descriptive level as the

two indicators: prewriting and revising. The Writing skills have a high descriptive level;

therefore Writing strategies were often observed.

The last objective was to determine the significant relationship

Language skills and Writing strategies among grade 11 students Based on the

correlation, there was a significant relationship between the first and second variables

Language skills and Writing strategies among grade 11 students a moderately high

correlation. Therefore, the null hypothesis was rejected.

Recommendation

The following recommendations were proposed based on the findings and

conclusions obtained in the Language Skills and Writing Strategies among Grade 11

students:
 School administration may approved the budget for implementing a

comprehensive language skills program, including resources for

Teachers may incorporate lessons and discussions on language skills and

writing strategies into the curriculum and emphasize the positive impacts of strong

writing abilities on academic and personal growth. Explain that practicing these skills

leads to better communication and overall academic success.

50

Parents may encourage and support children’s language and writing

development by promoting daily reading and writing activities at home. Provide a

supportive environment for practicing these skills and celebrate their progress and

achievements in language learning.

Students may engage in peer-led initiatives that promote language skills and

writing strategies, such as writing clubs, peer review groups, and creative writing

workshops. Participate actively in these activities to foster a culture of excellence in

language and writing among your peers.

Future researchers may conduct research exploring the relationship between

language skills and writing strategies in different settings and populations to better

understand how these factors influence . Develop and assess interventions to promote

positive language learning and writing strategies. Additionally, evaluate the

effectiveness of these interventions in improving language skills and writing strategies

among Grade 11 students.

 Appendix A.
Research Instrument
 Research Questionnaire

Language skills and Writing strategies of Grade 11 students

Dear Respondents,

Good Day!

We are the HUMMS students of Assumption College of Davao and currently conducting a research
study entitled “Language skills and Writing strategies of Grade 11 students”. Please help us
generate data by sincerely answering this question survey without leaving any items unanswered.
We assure the confidentiality of your responses following the Data Privacy Act of 2012.
Thank you very much!
The Researchers

Part I. Language Skills

Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value
4 (SA) Strongly Agree The statement is always observed
3 (A) Agree The statement is often observed
2 (D) Disagree The statement is seldom observed
1 (SD) Strongly Disagree The statement is not observed
Listening skills

What I do to Listen more 4 3 2 1

I listen to the radio show in the language

I watch TV shows in the language
I go to the movies that use the language
What I do to understand what I hear 4 3 2 1
I listen to important words

I listen for what seems interesting

I listen for words that are repeated
Strategies to overcome difficulties in listening 4 3 2 1
I ask the person to repeat
I ask the person to slow down
I ask a question
Vocabulary skills
What I do to Listen more 4 3 2 1

I group the words by type

I match the sound of the new words with the sound of a word I
know
I use rhymes to remember new words

I make pictures of new words in my mind

I write the new word in a sentence

I write the new word on a card

I go over new words several times at first
Later I go remind myself about words I learned earlier
SPEAKING SKILLS
What I do to practice speaking 4 3 2 1

I make the sound of the language until I can say them well
I watch TV shows in the language
I go to the movies that use the language
What I do to talk with other people 4 3 2 1
I start conversations
I plan what I am going to do
I ask the other person to correct me when I talk
I ask the person to help me
I try to say it a different way
I use words from my own language
READING SKILLS
What I do to read more 4 3 2 1

I look at pictures and what is under the pictures

I read things more than once
I underline parts that seem important
What I do to understand what I read 4 3 2 1
I read a lot in the language
I read for fun in the language
I look for things to read that are not too hard
Strategies to overcome reading difficulties 4 3 2 1
I guess the meaning by using clues from other parts of the
passage
I use a dictionary to find meaning
WRITING SKILLS
What I do to write more 4 3 2 1
I take class notes in the language
I write other notes in the language
I write letter to other people in the language
What I do to write more 4 3 2 1
I plan what I am going to write
I use a dictionary or glossary
I read what I wrote to see if it is good
What I do to write better 4 3 2 1
I ask someone for the word or phrase I want to write
I try to say it a different way
I use words from my own language

Adapted from: (Suran and Yunus., 2016). A Survey on Students’ Learning Styles and
Strategies in a Rural Secondary School in Meradong District
Part II. Writing Strategies
Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:
Numerical Descriptive Equivalent Description
Value
4 (SA) Strongly Agree The statement is always observed
3 (A) Agree The statement is often observed
2 (D) Disagree The statement is seldom observed
1 (SD) Strongly Disagree The statement is not observed
PRE WRITING STRATEGIES 4 3 2 1

1.1 I make a timetable for the writing process

1.2 Before I start writing I revise the requirements
1.3 I look at a model written by a native speaker or more
proficient writer
1.4 I start writing without having a written or mental plan
1.5 I think about what I want to write and have a plan in my
head, but not on paper
1.6 I note down words and short notes related to the topic
1.7 I write an outline of my paper
1.8 I write notes or an outline in my native language
WHILE WRITING STRATEGIES 4 3 2 1
2.1 I start with the introduction
2.2 I stop after each sentence to read it again
2.3 I stop after a few sentences or a whole paragraph,
covering one idea
2.4 I reread what I have written to get ideas how to continue
2.5 I go back to my outline and make changes to it
2.6 I write bits of the text in my native language and then
translate them into English
2.7 I only use words which I am sure are correct
2.8 I simplify what I want to write if I don’t know how to
express my thoughts in English
2.9 If I don’t know a word in English, I write in my native
language and later try to find an appropriate English word
2.10 If I don’t know a word in English, I find a similar English
word that I know
2.11 If I don’t know a word in English, I stop writing and look
up the word in the dictionary
2.12 I use a bilingual dictionary
2.13 I use a monolingual dictionary
2.14 I ask somebody to help out when I have problems while
writing
REVISING 4 3 2 1
3.1 I read my text aloud
3.2 I only read what I have written when I have finished the
whole paper
3.3 When I have written my paper, I hand it in without reading
it
3.4 I use a dictionary when revising
3.5 I make changes in vocabulary
3.6 I make changes in sentence structure
3.7 I make changes in the structure of the essay
3.8 I make changes in the content or ideas
3.9 I focus on one thing at a time when revising (e.g. content,
structure)
3.10 I drop my first draft and start writing again
3.11 I check if my essay matches the requirements
3.12 I leave the text aside for a couple of days and then I see
it in a new perspective
3.13 I show my text to somebody and ask for their opinion
3.14 I compare my paper with the essays written by my
friends on the same topic
3.15 I give myself a reward for completing the assignment
3.16 I check my feedback after I get the paper back from the
teacher, and try to learn from it
Adapted from: (Granbeck., 2021). Writing Strategies Used by EFL Students in the Swedish Upper
Secondary School Classroom
 Appendix B.
Validation Letter.
November 16, 2023

ANTONNIETTE JOYMAE D. MONTECILLO, LPT

Research Area Supervisor
Assumption College of Davao

Dear Ma’am:
The undersigned would like to request your approval to be one of the evaluators
in the research entitled “Language skills and writing strategies among Grade 11
students” as a requirement for the subject Practical Research 2. Undoubtedly, your
expertise would make the research instrument rich and substantive in content.
Attached to this request is the print-out of the interview guide, chapter 1 and
chapter 2 of the study and validation sheet. Your comments and suggestions will be a
great help in the realization of this study.
Looking forward to your favorable response to this request. Thank you, and God
Bless.

Sincerely,
Locsin,Rafaela Shane M.

Madrio,Jasna Mayellah A.

Monterde,Carl Kenneth

Zarate,Luke Matthew C.

Noted by:
NIÑO C. OJANOLA,
LPT Research Adviser
November 16, 2023

DELIA M. CARASCAL, MATM

Senior High School Principal
Assumption College of Davao

Dear Ma’am:
The undersigned would like to request your approval to be one of the evaluators
in the research entitled “Language skills and writing strategies among Grade 11
students” as a requirement for the subject Practical Research 2. Undoubtedly, your
expertise would make the research instrument rich and substantive in content.
Attached to this request is the print-out of the interview guide, chapter 1 and
chapter 2 of the study and validation sheet. Your comments and suggestions will be a
great help in the realization of this study.
Looking forward to your favorable response to this request. Thank you, and God
Bless.

Sincerely,
Locsin,Rafaela Shane M.

Madrio,Jasna Mayellah A.

Monterde,Carl Kenneth

Zarate,Luke Matthew C.

Noted by:
NIÑO C. OJANOLA,
LPT Research Adviser
November 16, 2023

RHEA POLINAR, LPT

RN, LPT
Assumption College of Davao

Dear Ma’am:
The undersigned would like to request your approval to be one of the evaluators
in the research entitled “Language skills and writing strategies among Grade 11
students” as a requirement for the subject Practical Research 2. Undoubtedly, your
expertise would make the research instrument rich and substantive in content.
Attached to this request is the print-out of the interview guide, chapter 1 and
chapter 2 of the study and validation sheet. Your comments and suggestions will be a
great help in the realization of this study.
Looking forward to your favorable response to this request. Thank you, and God
Bless.

Sincerely,
Locsin,Rafaela Shane M.

Madrio,Jasna Mayellah A.

Monterde,Carl Kenneth

Zarate,Luke Matthew C.

Noted by:
 Appendix C.
Validation Sheet
 Assumption College of Davao
Senior High school unit
Juan P. Cabaguio Avenue, Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator: Antonniettte Joymae D. Montecillo, LPT

Degree : Master of Arts in Education Major in English
Language Teaching Position : Research Area Supervisor

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good
Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in clear and simple language

2. Presentation of Items
The items are presented and organized
logically.
3. Suitability of Items
The items are appropriate and represent
the substance of the research. The
questions are designed to determine the
conditions, knowledge, perception and
attitudes that are supposed to be
measured.
4. Adequateness of Items per Category
or Indicator
The items represent the coverage of the
research adequately. The questions per
category adequately represent all the
questions needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for
which it was constructed.
6. Objectivity
Each item questions only one specific or
measures only one behavior, and no
aspect of the questionnaire is the
researchers' suggestion.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the items.

Remarks:

Signature above Printed Name

 Assumption College of Davao
Senior High school unit
Juan P. Cabaguio Avenue, Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator: Antonniettte Joymae D. Montecillo, LPT

Degree : Master of Arts in Education Major in English
Language Teaching Position : Research Area Supervisor

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good
Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in clear and simple language

2. Presentation of Items
The items are presented and organized
logically.
3. Suitability of Items
The items are appropriate and represent
the substance of the research. The
questions are designed to determine the
conditions, knowledge, perception and
attitudes that are supposed to be
measured.
4. Adequateness of Items per Category
or Indicator
The items represent the coverage of the
research adequately. The questions per
category adequately represent all the
questions needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for
which it was constructed.
6. Objectivity
Each item questions only one specific or
measures only one behavior, and no
aspect of the questionnaire is the
researchers' suggestion.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the items.

Remarks:

Signature above Printed Name

 Appendix D.
Permission Letter
April 11, 2024

MS. DELIA M. CARASCAL, MATM

Senior High School Principal

Dear Mrs. Carascal:

We, the undersigned researchers, are currently conducting a study entitled, “Language
skills and writing strategies among grade 11 student”.

In line with this, we would like to ask an approval from your good office to allow us to
conduct this study in Assumption College of Davao. We are seeking your consent to
approach the grade 11 senior high school students in Assumption College of Davao as
our respondents.

The purpose and objectives of the study are also attached herewith for your perusal.

Should you have any questions or clarifications about this request, we will be pleased to
discuss or clarify them with you in person. We can be reached through this mobile
number, 09923340503, or email address, [email protected]

Thank you for your time and consideration in this matter.

Sincerely Yours,
Locsin,Rafaela Shane M Madrio,Jasna Mayellah A.
Researchers Researchers

Monterde,Carl Kenneth Zarate,Luke Matthew C.

Researchers Researchers

Noted by:
Niño C. Ojanola, LPT
Research Teacher
 Appendix E.
Statistician Letter
 Statistician's Certificate

To whom it may concern,

This is to certify that the research study entitled “Language skills and Writing
strategies among grade 11 Students” has been analyzed and verified.

This certification is issued upon the request of the researchers. Given this
_______________ 2024 at Assumption College of Davao.

_____________________
Statistician
 Appendix F.
Editors’ Certificate
 Editor’s Certificate

This research paper entitled Language skills and Writing strategies among grade 11
students and submitted by Locsin, Rafaela Shane M., Madrio,Jasna Mayellah A.,
Monterde Carl Kenneth., Zarate, Luke Matthew C,. in partial fulfilment for the subject,
Research Project (APP7), has been reviewed and edited for grammar correctness.

_______________________
Editor's Name & Signature

_______________________
Date

Actions Taken: (Check the box and the affix signature

 Appendix G.
Pilot Testing Result
 RESEARCH TITLE:
LANGUAGE SKILLS AND WRITING STRATEGIES AMONG GRADE 11 STUDENTS

Part 1. Reliability Test Results

Reliability Statistics

Cronbach's Alpha N of Items

.934 81

Interpretation: The alpha coefficient for the 81-item questionnaire is .934, suggesting that the
items have relatively high internal consistency. (Note that a reliability coefficient of 0.70 or
higher is considered “acceptable” in most social sciences research situations).

Rule of Thumb Results

Cronbach’s alpha Internal consistency

α ≥ 0.9 Excellent
0.9> α ≥ 0.8 Good
0.8> α ≥ 0.7 Acceptable
0.7> α ≥ 0.6 Questionable
0.6> α ≥ 0.5 Poor
α <0.5 Unacceptable
www.statisticshowto.datasciencecentrvl.com

Item-Total Statistics

Scale Mean if Item Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item
Deleted Deleted Correlation Deleted

Q1 259.2000 689.959 .412 .933

Q2 258.7000 684.769 .549 .932

Q3 258.7667 690.737 .397 .933

Q4 258.2000 698.028 .489 .933

Q5 258.2000 705.821 .273 .934

Q6 258.5667 690.254 .477 .933

Q7 258.3000 703.459 .307 .933

Q8 258.5333 684.947 .585 .932

Q9 258.2667 712.685 .035 .934

Q10 258.7000 693.597 .506 .933

Q11 258.5333 693.637 .628 .932

Q12 258.8667 710.257 .089 .934

Q13 258.3667 699.964 .411 .933

Q14 258.8000 682.648 .618 .932

Q15 259.3333 694.368 .418 .933

Q16 258.7667 681.771 .715 .931

Q17 258.5667 687.151 .717 .932

Q18 258.6333 692.930 .504 .932

Q19 258.6667 690.713 .536 .932

Q20 258.6667 682.713 .692 .931

Q21 258.7667 696.047 .369 .933

Q22 258.5333 699.775 .396 .933

Q23 258.6333 680.930 .690 .931

Q24 258.4333 683.564 .739 .931

Q25 258.5333 691.568 .588 .932

Q26 258.4000 711.283 .080 .934

Q27 258.3000 704.769 .267 .934

Q28 258.4333 691.702 .534 .932

Q29 258.4000 708.869 .143 .934

Q30 258.5333 704.533 .259 .934

Q31 258.8333 688.626 .527 .932

Q32 258.4667 694.533 .498 .933

Q33 258.5667 701.289 .307 .933

Q34 258.7333 692.340 .376 .933

Q35 258.5333 685.430 .575 .932

Q36 258.6000 685.421 .613 .932

Q37 258.9000 697.610 .292 .934

Q38 258.5000 690.948 .477 .933

Q39 259.1000 692.093 .369 .933

Q40 258.3333 703.609 .301 .933

Q41 258.8333 705.385 .133 .935

Q42 258.7333 702.202 .257 .934

Q43 258.5000 694.810 .360 .933

Q44 258.7333 692.892 .380 .933

Q45 258.6667 696.575 .396 .933

Q46 258.6667 697.264 .431 .933

Q47 258.8333 714.902 -.035 .935

Q48 258.5333 697.637 .396 .933

Q49 258.5667 692.047 .439 .933

Q50 258.7000 690.631 .518 .932

Q51 258.9000 695.748 .316 .934

Q52 258.3000 696.217 .485 .933

Q53 258.1667 707.316 .263 .934

Q54 258.4667 714.809 -.033 .935

Q55 258.3333 711.057 .077 .934

Q56 258.6667 709.195 .125 .934

Q57 258.6333 690.999 .471 .933

Q58 258.3333 708.299 .178 .934

Q59 258.3000 703.459 .307 .933

Q60 258.7667 681.771 .562 .932

Q61 258.3667 699.551 .423 .933

Q62 258.7667 695.978 .354 .933

Q63 259.0333 690.240 .410 .933

Q64 259.2333 693.013 .381 .933

Q65 258.6333 693.826 .377 .933

Q66 259.1000 710.990 .051 .935

Q67 258.5667 706.944 .164 .934

Q68 259.3333 711.747 .020 .935

Q69 259.1000 698.714 .227 .934

Q70 258.5333 707.637 .187 .934

Q71 258.5667 711.978 .047 .934

Q72 258.5333 696.464 .425 .933

Q73 258.5333 696.740 .418 .933

Q74 258.6000 706.248 .172 .934

Q75 258.7000 698.631 .438 .933

Q76 258.4333 712.806 .018 .935

Q77 258.7000 704.631 .224 .934

Q78 258.7667 688.323 .414 .933

Q79 258.8667 696.602 .346 .933

 Q80 258.8333 673.592 .734 .931

Q81 258.3333 692.230 .520 .932

Statistician notes:
You may now proceed with your Final Survey. Please be reminded, as part of your
Ethical Considerations, that you need to acquire all the necessary consents before
administering your Final Survey.

Prepared by:

Carla Fe J. Masibay
Research Statistician
 Appendix H
Minutes (Proposal and Final)
 Proposal Defense Minutes
(Language skills and writing strategies among grade 11 students)

Ma'am Antonniettte asked who our We said that our respondents were
respondents the grade 11 humss students.

Ma'am Antonniettte told us to change

our respondents to , all strands, day We agreed to change our
and eve class. respondents since our study relates
more to the all strand

Ma'am Antonniettte also told us to

justify our Rationale and references. We justified our rationale and
references.
 Final Defense Minutes
(Language skills and writing strategies among grade 11 students)

.
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