This paper aimed to determine the extent of practice of the soft skills of student interns along the dimensions, namely: collaboration, communication, creativity, critical thinking, leadership, and selfregulation. Specifically, this paper purposed to ascertain significant differences in the extent of practice of the soft skills of student interns along the aforementioned dimensions and when they were grouped according to sex, program, and campus. Furthermore, the challenges that the student interns encountered in the acquisition of soft skills were also identified. The respondents were the 345 student interns of Carlos Hilado Memorial State College enrolled during the School Year 2018-2019. Employing the descriptivecomparative research design, a researcher-made questionnaire was used to gather data about the soft skills of the respondents. Mean, Independent Samples t-test, One-Way ANOVA, and frequency were used to gather data. The findings reveal that the extent of practice of the six soft skills among student interns when they were taken as a whole was high. There was no significant difference in the extent of practice of the six soft skills when they were classified according to sex. However, there was a significant difference in the extent of practice of the six soft skills when they were classified according to campus and college. The top five challenges that the student interns encountered in the acquisition of soft skills were lack of selfconfidence, fear of committing mistakes, fear of being laughed at, being anxious about others’ impressions or reactions, and lack of confidence in their knowledge or abilities.

This paper aimed to ascertain the level of grammar and written discourse competence of BA English students. Likewise, it sought to determine significant differences in the level of grammar and written discourse competence of students when they were grouped according to sex and school of origin. Moreover, it purposed to discover the relationship between grammar competence and written discourse competence. The respondents were all 77 First Year BA English students of a state college in Negros Occidental. Employing descriptive-comparative and correlational research designs, a standardized test questionnaire was used to gather data about grammar competence, and a standardized rubric to assess written discourse competence. Mean, standard deviation, t-test and Pearson r were used to gather data. The findings reveal that the level of grammar competence of the respondents when taken as a whole was average while their level of written discourse competence was high. The male respondents and those who came from private schools had high-level grammar competence while the female respondents and those who came from public schools had average-level grammar competence. The male respondents and those who came from public schools had average-level written discourse competence. The female respondents and those who came from private schools had high-level written discourse competence. Furthermore, there was no significant difference in the level of grammar and written discourse competence of the respondents when they were grouped according to the profile variables, and there was a low positive relationship between their level of grammar competence and level of written discourse competence.