Assessing Deficiencies in Composition Writing: A Case of Filipino College Freshmen Learners

Abstract

This study explores the gamut of writing errors committed by the first-year purposive communication students in a Philippine university. Utilizing quantitative and qualitative data analyses complemented by focus-group interviews, written compositions were evaluated and inter-rated by two language experts. The results showed prevalent grammatical errors, less familiarity with mechanics, and limited English vocabulary. Other serious issues are the lack of comprehensiveness and depth of ideas evident in need of relevant and stronger support. Moreover, a mismatch exists in what students manifested in the actual writing versus what they recognized and admitted as their errors. Such findings concluded that writing problems among first-year higher education students in ESL classes remain despite the many years of schooling and the number of English subjects studied notwithstanding the additional two years for senior high school.