A Structural Relationship Model of Communicative Competence

Abstract

Aim: To investigate the most appropriate model of students' competence to communicate using Structural Equation Modeling (SEM) as the basis for the instrument's design in analyzing the relationship of readiness to direct learning, strategy in language learning, learning environment, and communicative competence. Study Design: Quantitative Causal Analysis. Place and Duration of Study: Region XI, Philippines, during the second semester of 2022. Methodology: The stratified Random sampling technique was utilized using Raosoft Application to select the 1184 high school students. The instrument underwent pilot testing and obtained an average Cronbach alpha of .954. Consent forms were obtained from the respondents' parents. All respondents were oriented on the purpose of the study. Results: The findings showed that the level of readiness in direct learning, language learning strategies in the learning environment, and communicative ability were high. It was also found that there was a significant relationship between direct learning readiness, language learning strategies, and students' learning environment with communicative ability. Moreover, model 5 is the best fit. The findings support Reynolds and Walberg's Theory of Academic Achievement which states that the psychological characteristics and way of dealing with a student influence what he achieves when it comes to behavior, attitude, and cognitive matters, and Canale and Swain's Theory of Communicative Competence which states that communicative language in teaching requires an environment of trust and confidence where students interact without fear or threat of failure and the importance of the classroom environment in developing communicative competence. Conclusion: The results highlighted the influence of psychological characteristics on educational outcomes and underscored the importance of a trusting classroom environment for developing communicative abilities.