Argumentation Patterns, Logical Reasoning, Pragmatic Competence, and Communicative Competence of College Students

Abstract

College students in the Philippines are expected to demonstrate strong argumentation, logical reasoning, and context-sensitive language use to succeed in academic and professional settings. However, gaps in these interrelated skills persist. This study examined the argumentation patterns, logical reasoning, pragmatic competence, and communicative competence of 457 second-year college students from higher education institutions in Capiz during the academic year 2025–2026. It also investigated the relationships among these variables and their influence on students’ communicative performance. Using a mixed-methods explanatory sequential design, the study employed a researcher-made Awareness of Argumentation Patterns Questionnaire, Logical Reasoning Test, Discourse Completion Test, and Communicative Competence Test. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlation through SPSS at a .05 level of significance. Qualitative data from a focus group discussion with eight students from different HEIs underwent reflexive thematic analysis. Findings showed that participants had a high level of awareness of argumentation patterns and high communicative competence, while logical reasoning and pragmatic competence were both moderate. Significant differences in communicative competence were found when grouped according to levels of argumentation patterns awareness, logical reasoning, and pragmatic competence. A significant relationship also existed among the four variables. The study concludes that notable gaps in logical reasoning and pragmatic competence continue to affect students’ communicative performance. In response, an instructional material titled “An Input to Discourse Ability Enhancement” was developed.