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- W4378906350 abstract "This study attempted to determine the grammar learning strategy and grammatical competence level of the 2nd year and 3rd year pre-service teachers. Additionally, this study aimed to investigate the relationship between their grammar learning strategy usage and grammatical competence level. To this end, the study employed the descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, the pre-service teachers have highly used the Grammar Learning Strategies in general and when categorized as Cognitive, Meta-cognitive, and Socio-affective; although all GLS categories were highly used, the one with the highest mean was the Cognitive GLS while the least was the Socio-affective GLS. Second, respondents were found to have a fair level of grammatical competence in general as well as when specified to Subject-Verb Agreement, Pronoun-Antecedent Agreement, Parts of Speech, and Adjective-Adverb Agreement. Lastly, it was found in this present study that there is a highly significant relationship between grammar learning strategy usage and grammatical competence level but it is a weak positive correlation at 0.20. This outcome is conducive to better understand the pre-service teachers' GLS usage, to maximize the other GLS which were not highly used, and to supply some references for enhancing one’s grammatical competence level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=/-counters-/soc/0017/a.php alt=Hit counter /></p>" @default.
- W4378906350 created "2023-06-01" @default.
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- W4378906350 date "2023-05-02" @default.
- W4378906350 modified "2023-09-30" @default.
- W4378906350 title "GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS" @default.
- W4378906350 doi "https://doi.org/10.46827/ejel.v8i2.4807" @default.
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