English Language Exposure and Perceived Self-Efficacy as Predictors to English Grammar Proficiency of General Academic Strand Students

This study examined English language exposure and perceived self-efficacy as predictors of English grammar proficiency among General Academic Strand students of Lorenzo S. Sarmiento Sr. National High School. Using a descriptive-correlational research design, data were gathered through adapted questionnaires such as the English language exposure questionnaire, perceived self-efficacy scale, and an English grammar proficiency test covering parts of speech, verb tenses and aspects, and grammar usage. The respondents’ English language exposure was analyzed in terms of home, friends, school, and media, while perceived self-efficacy was examined through mastery experiences, vicarious experiences, physiological feedback, and verbal persuasion. Statistical analyses revealed that both English language exposure and perceived self-efficacy had no significant relationship with students’ English grammar proficiency. Certain domains of exposure and self-efficacy were also found to insignificantly predict grammar proficiency. The findings suggest that English exposure and self-efficacy did not contribute to grammar proficiency, highlighting the need for supportive learning environments and building explicit instructional strategies.