Abstract
Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester.
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