Association Between Syntactic Complexity in Writing and Student English Grades

This study examines the connection between syntactic complexity in writing and English subject grades among selected Filipino high school students. It emphasizes the relationship between these measures and overall language proficiency. In the Philippines, where students’ quarterly remarks; English proficiency is often evaluated through their grades, this research highlights the limitations of such assessments, particularly during the COVID-19 pandemic when grades served as primary indicators for university admissions. The data analyzed revealed a weak negative relationship between syntactic complexity and grades. Furthermore, nearly none of the 14 complexity indices showed a significant relationship with students' quarterly marks. These findings challenge previous research and suggest that grades may not accurately reflect students’ language proficiency, as they could be influenced by various other factors. Ultimately, the study recommends utilizing additional measures to more accurately assess students' language skills and multilingual experiences. It also offers valuable insights that can help educators improve student language outcomes through better task planning, design, and monitoring of student progress.