Improving Serial Verb Construction of Grade 7 in English Essays Through Error Correction, Feedback, and Scaffolding

Abstract

Mastering serial verb constructions, where several verbs share one subject without conjunctions – vital to strengthening learners’ writing under MATATAG Curriculum. The study aimed to improve SVC use of Grade 7 students at Rosalio Eduarte National High School, school year 2025-2026 using scaffolding, error correction, and feedback strategies. Employing descriptive-experimental, with comparative analysis, it focused on SVCs: symmetrical vs. asymmetrical, contiguous vs. non-contiguous, and optional vs. obligatory. Data gathered from 33 students after utilizing validated teacher-made assessments were analyzed using mean scores and analysis of variance (ANOVA). Findings revealed that students excelled in optional/obligatory with mean score 80.12, rated "Satisfactory", followed by symmetrical/asymmetrical (79.01) and contiguous/non-contiguous (78.67), both "Fairly Satisfactory". ANOVA revealed statistically significant performance differences in errors committed by students across modalities (F=3.792, p<0.05). Most dominant error included excessive use of verb (36.16), then misuse of verb form (29.38), SVC confusion (9.82), inappropriate combinations (10.44), and verb spelling (14.20), stemming from language interference and limited exposure. The study concluded that Grade 7 students were competent in optional/obligatory SVCs but struggled with symmetrical/asymmetrical and contiguous/non-contiguous, needing greater syntactic awareness and control. Common errors involved excessive verb usage and incorrect form, while issues with spelling and combinations were less frequent, suggesting overall difficulty with verb control than recognizing SVC types and necessitating for targeted instruction on verb combinations and forms. Educators may train students on SV forms and control, starting with simple optional/obligatory before complex symmetrical/asymmetrical and contiguous/non-contiguous through guided practice. Target overuse and incorrect forms with feedback, self-analysis, scaffolding, and balanced curriculum integration.