This study determined the language needs of the selected Filipino learners in the province of Cavite. The research specifically focused on (1) the respondents’ beliefs towards the use of the English language, (2) their weaknesses in the use of the language as observed by themselves, (3) the writing categories of the respondents as reflected in paragraph writing; and (4) the errors reflected in the respondents’ sample paragraphs. The research design is a combination of survey and descriptive methods. The study involved 513 college students who were randomly chosen from a population of 6, 331 and 286 high school students (using stratified random sampling) from a population of 3, 246. The study used a validated survey questionnaire to answer numbers one and two objectives and the sample paragraphs for objectives three and four. A validated teacher-made rubric was also used in assessing the errors of the respondents in paragraph writing. The study revealed that respondents considered English an important tool in the success of their career. It was also revealed that sometimes they have trouble wording what they want to say quickly enough; and they have difficulty giving oral presentations. On the other hand, the study revealed that majority of the respondents were virtuous writers who developed a paragraph with minimal grammatical errors, ideas were logically arranged but some parts lacked clarity, nevertheless displayed comprehensible paragraph. The errors reflected in paragraph level were overgeneralization, ignorance of rule restrictions, and analogy. The findings of the study imply that the respondents have a positive attitude towards the use of the English language except for the fact that majority of them encounter problems in oral and written communication using English as its medium. Moreover, the study suggests that curriculum revision should focus on how to improve the skills of the learners on critical grammar points, vocabulary enhancement, and paragraph writing skills so that language teachers are guided with regard to the preparation of lessons, materials to be used, and teaching strategies in order to meet the goal of the language curriculum.