Examining the Macro Skills of Education Students at Siena College of Taytay for the Modification of Language Courses in Preparation for Teaching

Abstract

This diagnostic study examined the macro skills of education students at Siena College of Taytay as a basis for strengthening language courses in preparation for teaching. It assessed listening comprehension, reading comprehension, speaking, and writing among 30 participating students across four year levels: six freshmen, 12 sophomores, five juniors, and seven seniors. A descriptive diagnostic design was used. Listening and reading tasks were adapted from the Bader Reading and Language Inventory, while speaking and writing were assessed through timed prompts and performance outputs. Scores, output completion, and recurring patterns in student responses were reviewed by year level. The findings revealed uneven skill development across the cohort. Listening comprehension required particular attention among freshmen and sophomores, while reading performance generally improved at the junior and senior levels but remained variable. Oral and written outputs showed that several students, especially at the lower year levels, needed further support in following instructions, organizing ideas, developing coherent responses, and applying language conventions. The stronger outcomes observed among upper-year students suggested that continued exposure to language-focused coursework contributed to skill development. The study concludes that a structured first-year primer, reinforced by regular diagnostic assessment, targeted language activities, and post-assessment monitoring, can provide a practical foundation for curriculum realignment. The findings may guide the modification of language courses so that pre-service teachers progressively develop the communication skills needed to model accurate and effective language use in the classroom.