Abstract

This study assessed the readiness of Grade 11 Technical-Vocational-Livelihood (TVL) students in Filipino by examining their learning ability, study habits, and Junior High School (JHS) Filipino learning experiences. Using a descriptive-correlational design, the research measured students’ preparedness and communicative competence through weighted mean analysis. Results revealed that students demonstrated a Very Satisfactory level of readiness in terms of learning ability (WM = 3.59) and JHS Filipino learning experiences (WM = 3.76). They showed strong reflective learning skills, adaptability, and benefited from effective teacher feedback, which enhanced their linguistic development. However, their study habits were rated only Satisfactory (WM = 3.27), indicating inconsistent self-directed learning and weak initiative in independent reading. These findings suggest that while students possess solid learning foundations and positive prior language experiences, their readiness is hindered by moderate study routines. The study concludes that Grade 11 TVL learners are generally well-prepared for Filipino instruction but require targeted interventions to strengthen independent study habits and sustain proactive learning behaviors. Recommendations include integrating activities that promote self-regulation, articulation, and cross-curricular application of Filipino skills to further enhance communicative competence.