Environment and Social Psychology

From classroom to work room: How grammar yields clarity of message and confidence in the professional world through simulated learning from academic halls

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Erwyn O. Valencia

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas 3Campus, Dumangas 5006, Iloilo, Philippines

Mary Ruth D. Diamante

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas 3Campus, Dumangas 5006, Iloilo, Philippines

Etchel B. Palma

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas 3Campus, Dumangas 5006, Iloilo, Philippines

Dr. Elena B. Panugot

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas 3Campus, Dumangas 5006, Iloilo, Philippines

Pearly Jade E. Samilo

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Neña Vanessa A. Cabiles

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Darrel M. Ocampo

College of Education, Central Bicol State University of Agriculture, Sipocot 4408, Camarines Sur, Philippines

Arniza J. Kiram

College of Education, Mindanao State University-Sulu, Jolo Sulu 7400, Philippines

Pearl Kathlene D. Francisco

College of Education, Iloilo State University of Fisheries Science and Technology- Dumangas Campus, Dumangas 5006, Iloilo, Philippines

DOI: https://doi.org/10.59429/esp.v10i12.4180

Keywords: Grammar; Classroom; Confidence; Professional

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Abstract

 Despite the crucial role of grammar in professional communication, limited research has examined how simulated learning experiences in academic settings foster grammatical competence that translates into workplace clarity and confidence. This exploratory study addresses this gap by investigating how simulated classroom activities such as role-plays, presentations, and mock interviews help students apply grammar effectively to enhance message clarity and build communication confidence as they transition into the professional world. Using purposive sampling, the study engages 18 recent graduates currently employed in various industries. Data were collected through one-on-one interviews and analyzed using reflexive thematic analysis to capture in-depth perspectives on participants’ classroom experiences and their relevance to professional communication. Preliminary expectations suggest that grammar-focused simulated learning strengthens students' ability to structure and articulate ideas clearly, while also boosting their self-assurance in professional settings. The findings aim to provide insights for educators seeking to align grammar instruction with real-world communication demands, ultimately bridging the gap between academic preparation and workplace readiness.

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