62 ㅤ INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF RESEARCH FOR INNOVATION, SUSTAINABILITY, AND EXCELLENCE (IMJRISE) https://risejournals.org/index.php/imjrise Volume 1, Issue no. 8 (2024) ISSN: 3028-032X (online) | ISSN: 3028-0370 (print) Navigating Grammatical Errors Among Filipino Tertiary Students: Implication for Linguistic Competence DOI: https://doi.org/10.5281/zenodo.13265038 April Nachel C. Cuyos University of the Visayas, Cebu City, Philippines Buanoy National High School, Buanoy, Balamban, Cebu, Philippines https://orcid.org/0009-0006-1437-7142 | aprilnachel_cuyos@uv.edu.ph Edres E. Madidis University of the Visayas, Cebu City, Philippines City Central National High School, Cebu, City, Philippines https://orcid.org/0009-0000-4704-800X | edris_madidis@uv.edu.ph Desiree S. Dela Peña University of the Visayas, Cebu City, Philippines Biliran Province State University, Naval, Biliran, Philippines https://orcid.org/0000-0003-4149-5225 | desiree_delapena@uv.edu.ph Maria Chande D. Bula University of the Visayas, Cebu City, Philippines Eastern Samar State University, Borongan City, Eastern Visayas, Philippines https://orcid.org/0009-0004-0758-8596 | maria_bula@uv.edu.ph Ma. Nanette C. Nibalvos University of the Visayas, Cebu City, Philippines Eastern Samar State University, Borongan City, Eastern Visayas, Philippines https://orcid.org/0009-0004-8804-782X | nanette_nivalbos@uv.edu.ph Eduardo F. Omaña University of the Visayas, Cebu City, Philippines Department of Education – Regional Office 7, Sudlon, Lahug, Cebu City, Philippines https://orcid.org/0009-0009-2139-4575 | eduardo.omana@deped.gov.ph Abstract This study investigates common grammatical errors impacting the English proficiency of Filipino tertiary students enrolled in an education program with a major in English. Employing a descriptive-quantitative approach and non- experimental design, it analyzes the frequency of errors and uses correlational analysis to examine relationships between grammar test scores and overall English proficiency. Results indicate an average competency level of 3.38, suggesting intermediate proficiency overall, with fourth-year students achieving a mean score of 4.37, nearing native proficiency. Common errors include word order, phrasing, redundancy, verb tense, subject-verb agreement, and article usage. A moderate negative correlation (-0.5318) between grammar proficiency and overall language competence suggests that higher grammar scores may not equate to superior language ability. Grammar proficiency explains 28.28% of the variance in language competence (p = 0.00249), emphasizing its significance. The study underscores the need for an enhanced curriculum focusing on targeted grammar instruction, a balanced Language Skills Approach, progressive course materials, formative assessments, and personalized feedback to address these challenges. Keywords: Common Grammatical Error, Descriptive-quantitative Approach, Error Analysis Theory, and Interlanguage Theory Introduction Linguistic competence in learning the English language is essential for college students pursuing a Bachelor of Secondary Education major in English. Besides preparing them to become future educators of English, it is a vital skill that supports their academic journey. This competence allows them to access a vast amount of knowledge and information, as English is widely used in academic resources such as textbooks, research papers, and online materials. Moreover, mastering English supports their academic achievements, enhances their communication abilities, helps them build relationships, prepares them for their careers, aids in their personal development, and boosts their confidence. Mastering English can open up job opportunities, make students more competitive in the international job market, and equip them with essential skills for both academic and professional lives, given that English is the global language of business and communication.