English Exposure and Subject-Verb Agreement Proficiency of Pre-Service Teachers: A Basis for an Online Instructional Material

Abstract

This descriptive-correlational research examined the relationship between English exposure and subject-verb agreement proficiency of UNO-R College of Education pre-service teachers. The researchers sought to determine the level of English Exposure of pre-service teachers when they are taken as a whole and when they are grouped according to the area of specialization and year level concerning the level of their subject-verb agreement when taken as a whole and when grouped according to the area of specialization and year level. The results showed that the level of English exposure is high when taken as a whole. When the area of specialization is considered, English majors significantly have higher English exposure than non-English majors. Based on the year level, all levels have high English exposure. When taken as a whole, the level of subject-verb agreement proficiency is high. When the area of specialization is considered, English majors are more proficient than non-English majors. Based on their year level, the hypothesis states no significant difference in their Subject-Verb Agreement. Pearson R Correlation Coefficient analysis showed a significant positive relationship between the level of English exposure and subject-verb agreement proficiency of college of education pre-service teachers. In totality, UNO-R pre-service teachers’ exposure to the English language affects their subject-verb agreement proficiency.