Master of Arts major in English as a Second Language
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Item Vowel instruction for spelling enhancement of Arabic-speaking learners of English(2016-04) Soriano, Marinette P.Arabic-speaking learners of English have frequent problems with word spellings that are attributed to their perplexity with the English vowels known as 'vowel blindness' or `vowel confusion.' The study aimed to address this issue by conducting vowel instruction for two months to improve their spelling performance on monosyllabic and bi-syllabic words. Vowel instruction consisted of teaching vowel pronunciation, presenting vowel letter-to-sound relationships, showing vowel spelling patterns, syllabicating words, and providing various spelling opportunities. Fifteen newly enrolled freshmen for the second tri-semester joined the English language enrichment sessions and were given Vowel Sensitivity Test (m=2.81) and vowel spelling tests (0.96 reliable using Spearman Brown) to measure their spelling performance before and after the sessions. The study revealed a significant increase in the mean scores (mpre=30.67; mpost=43.067) of the vowel spelling tests suggesting that vowel instruction was facilitative in the improved spelling performance on monosyllabic and bi-syllabic words, with more misspellings in the latter than in the former. This further indicated that strategies employed in vowel instruction were beneficial in enhancing the vowel spelling skills of learners. In spite of this, it requires constant exposure to many English words and more spelling opportunities in order to recognize vowels and spell words better.Item The level of English integrated speaking proficiency among public high school students and teachers(2010-04) Tipay, Marifel IberaEnglish is the second language in the Philippines and it is used as a common tool of communication in the government, in business and in the field of education. In addition, the study also aimed to relate results to the problems and difficulties encountered by both teachers and students in determining their English oral proficiency levels. This study sought to identify the level of integrated speaking proficiency of the public secondary English teachers and the public secondary students. Specifically, the study sought to answer the following questions: 1. What is the integrated speaking proficiency level of public secondary English school teachers? Hypothesis: The public secondary English school teachers are advanced low in their integrated speaking level. 2. What is the integrated speaking proficiency level of public secondary 4th year school students? Hypothesis: The public secondary 4th year students are intermediate high in their integrated speaking level. 3. What is the relationship between integrated speaking proficiency level of the teachers and the following variables? a. Educational Qualification b. Years of Teaching Hypothesis: There is a significant relationship between the speaking proficiency level of the teachers to their educational qualification and years of teaching. 4. What is the relationship between integrated speaking proficiency of the teachers and the students? Hypothesis: There is significant relationship between integrated speaking proficiency of the teachers and the students. 5. What training materials can be developed to enhance integrated speaking proficiency level of teachers? In this study, oral English assessment through the Modified Simulated TOEFL Speaking Test and interviews were conducted by the researcher. The locale of the study is Tayug National High School, Tayug Pangasinan. The researcher made use of the descriptive research as an appropriate design for the study. Under the descriptive design, the researcher prepared modified TOEFL speaking test as a basis to determine the level English integrated speaking proficiency of respondents in reference to the ACTFL Guidelines The data collated based on the specific identified problems were treated with frequency counts and Pearson correlation. Based on the research problems the following were the findings of the study. 1. Public secondary English school teachers largely exhibit low-level to mid-level responses in describing personal experience and in connecting information from the reading passage to the listening passage as target skills in tasks 1 and 2. 2. Public secondary 4th year school students show low-level to mid-level responses as the target skills in describing personal experience, in giving personal preference and in narrating events in the picture as target skills in tasks 1, 2, and 4. b. Years of Teaching Hypothesis: There is a significant relationship between the speaking proficiency level of the teachers to their educational qualification and years of teaching. 4. What is the relationship between integrated speaking proficiency of the teachers and the students? Hypothesis: There is significant relationship between integrated speaking proficiency of the teachers and the students. 5. What training materials can be developed to enhance integrated speaking proficiency level, of teachers? In this study, oral English assessment through the Modified Simulated TOEFL Speaking Test and interviews were conducted by the researcher. The locale of the study is Tayug National High School, Tavug Pangasinan. The researcher made use of the descriptive research as an appropriate design for the study. Under the descriptive design, the researcher prepared modified TOEFL speaking test as a basis to determine the level English integrated speaking proficiency of respondents in reference to the ACTFL Guidelines The data collated based on the specific identified problems were treated with frequency counts and Pearson correlation. Based on the research problems the following were the findings of the study. 1. Public secondary English school teachers largely exhibit low-level to mid-level responses in describing personal experience and in connecting information from the reading passage to the listening passage as target skills in tasks 1 and 2. 2. Public secondary 4th year school students show low-level to mid-level responses as the target skills in describing personal experience, in giving personal preference and in narrating events in the picture as target skills in tasks 1, 2, and 4. 3. The educational qualification and years of teaching affect the integrated speaking proficiency of secondary English school teachers. a) Public secondary English teachers increased adeptness in the language and mastery is related to higher educational qualification and this is connected to better English integrated speaking proficiency. b) Public secondary English teacher's language competency is related to years of teaching. Teacher's daily exposure and regular language use leads to higher English integrated speaking proficiency. 4. There is no significant difference between the teachers' integrated speaking proficiency and the students' integrated speaking proficiency. As other variables such as personality, academic performance, motivation, learning styles, code-switching and code-mixing, teacher talk time and student talk time and teacher's teaching style could attribute to the student's integrated speaking proficiency. 5. The training materials designed highlight the skills needed in improving the integrated speaking proficiency level of public secondary English school teachers. In the light of the findings of the study, the following are the conclusions: 1. The integrated speaking proficiency level of public secondary English teachers is Advanced Mid. 2. The integrated speaking proficiency level of public secondary students is Intermediate High. 3. The educational qualification and years of teaching affect the integrated speaking proficiency of secondary English school teachers. a) The higher educational qualification achieved by the teacher the higher integrated speaking proficiency is reflected. b) In the same manner that the longer years of teaching the teacher has, the more advanced integrated speaking proficiency is. 4. There is no significant relationship between the integrated speaking proficiency of teachers and students. 5. considering the result of teacher's integrated speaking proficiency test, the researcher developed suggested model program and training material to enhance the teacher's integrated speaking proficiency. In relation with the findings and conclusions of this research the following are recommended: 1. It is imperative that school administrators of Tayug National High School should: (1) provide intensive trainings on grammar use and speech, improvement and (2) encourage teachers to grow professionally through post-graduate studies in language programs. 2. It is highly advised that the English teachers and the teachers who use English as the medium of instruction should have Speaking Proficiency Test on a regular basis. 3. The school administrators should include oral proficiency test similar to the modified simulated TOEFL speaking to gauge their actual oral proficiency during the hiring or recruitment of teacher-applicants. 4. Before the school year formally begins, the students should have diagnostic test for their oral proficiency. The test should measure students' fluency, pronunciation, intonation, and accent. 5. Teachers should initiate forming Student's Language Development Group (SLOG) to motivate students to be more enthusiastic in learning the English language. 6. Teachers should provide opportunities for the student's initiation of conversation, nomination of topics or control of conversation as this will strengthen student's oral communication competence. 7. It is highly recommended that teachers should give appropriate feedback and correction after the students attempt to speak in English in verbal and in written form.Item Vocabulary level and oral fluency of Korean ESL students(2015-04) Tagupa, Cynthia BongtiwanThe society is evolving with the turn of time, along with the advancement of technology, and along with the modification of perspective. It is then inevitable for students and workers alike to strive for the better if not for excellence to be accepted and be given the so-called place in the society. Koreans are not excluded in these changes and developments as demonstrated by their all-out effort in all possible aspects just to improve their English skills. But then again, their inability to speak or their professed inadequate skills are all the same given the fact that they have been learning grammar by heart and attending academies for assistance. This research took into account the crucial importance of vocabulary and practice in the enhancement of oral fluency since words are not mere jargons in each field or specialization to be memorized or formulae to sequentially conform to. As the terminology implies, vocabularies are part of the skills to be regularly put into practice considering that skills are acquired and developed through training, exercise as well as experience. This research concentrated on the determination of the vocabulary level and level of oral fluency of Korean ESL students. Specifically, it sought to answer the following questions: 1. What is the vocabulary level of Korean ESL students in terms of: a. vocabulary recognition; b. vocabulary production; and c. vocabulary comprehension? 2. What is the level of oral fluency of the learners in terms of: a. oral fillers; b. promptness; and c. substance? 3. What is the relationship between the vocabulary level and the level of oral fluency of the Korean ESL students? Hypothesis: There is a significant relationship between the vocabulary level and oral fluency of Korean ESL students. 4. What instructional materials can be developed to enhance vocabulary and oral fluency of Korean ESL students? The following are the findings of the study: 1. a. The vocabulary recognition level of the respondents is very good to excellent. b. The vocabulary production level of the respondents is poor to fair. c. The vocabulary comprehension level of the respondents is also poor to fair. d. The overall vocabulary level of the respondents with all the three (3) variables combined is average to good. 2.a. The level of oral fluency of the respondents on oral fillers is within very low competence. b. The level of oral fluency of the respondents on promptness is within low competence. c. The level of oral fluency of the respondents on substance is likewise within low competence. d. With all the variables considered as one, the overall level of fluency of the respondents is in the scope of low competence. 3. a. There is a marked relationship between vocabulary recognition and oral fluency. b. There is a marked relationship between vocabulary production and oral fluency. c. There is a marked relationship between vocabulary comprehension and oral fluency. d. There is a marked relationship between the overall vocabulary and oral fluency. e. There is no relationship or correlation between oral fillers and vocabulary. f. There is a substantial relationship between promptness and vocabulary. g. There is a marked relationship between substance and vocabulary. h. There is a marked relationship between the overall oral fluency and vocabulary. 4. Instructional materials that enhance both vocabulary and oral fluency are needed in the training of Korean ESL students. Based on the findings of the study, the following are the conclusions: 1. a. The vocabulary recognition level of the respondents is advanced. b. The vocabulary production level of the respondents is developing. c. The vocabulary comprehension level of the respondents is developing. d. The overall vocabulary level of the respondents With all the three (3) variables combined is intermediate. 2. a. The level of oral fluency of the respondents on 1 fillers is beginner. b. The level of oral fluency of the respondents on promptness is developing. c. The level of oral fluency of the respondents on substance is developing. d. With all the variables considered as one, the overall level of fluency of the respondents is developing. 3. a. There is a marked relationship between vocabulary recognition and oral fluency. b. There is a marked relationship between vocabulary production and oral fluency. c. There is a marked relationship between vocabulary comprehension and oral fluency. d. There is a marked relationship between the overall vocabulary and oral fluency. e. There is no relationship or correlation between oral fillers and vocabulary. f. There is a substantial relationship between promptness and vocabulary. g. There is a marked relationship between substance and vocabulary. h. There is a marked relationship between the overall oral fluency and vocabulary. 4. The proposed instructional materials can help enhance the vocabulary and oral fluency of Korean ESL students. In consideration of the findings of the study, the following are recommended: 1. The ESL teacher should provide instructional materials which will further promote vocabulary production in speaking and vocabulary comprehension in reading. 2. Curriculum developers should present lessons on oral fluency as a unit and not in its divided parts. 3. ESL students should remember that vocabulary recognition can be learned better when used in application, especially in oral communication for their fluency to also improve. 4. All English teachers, not only those who are teaching Koreans in FSL academies can use the proposed instructional materials to help enhance both the vocabulary and oral fluency of their students in any level. 5. The researcher would like to recommend a further study covering respondents from a wide area of consideration to treat categorization and other factors like age differences, and length of studying the English language. 6. Additional researchers could consider the administration of Form B of PPVT 4. Future tests utilizing the first form could be strengthened by a second test with the second form.Item Hemispheric styles and attitudes towards English language learning among Korean students(2011-02) Sublino, Jocelyn FelipeThe use of English as an international language becomes more significant and widespread all throughout the world. Koreans are not an exception to the English language mania. The phenomenon Korean students flocking the Philippines gave rise to a lot of EFL academies located in different parts of the country. In this regard, EFL teachers must have the skills to help foreign students learn English and be active participants in the classroom. To be a teacher is a challenging job especially for an ESL teacher. A teacher must be competent in handling his students. One challenge for teachers is to be active and humorous teacher. Moreover, he or she must be familiar with the attitudes that affect the language learning of students. Every student has a different way in learning the language. Learning a language is affected by learner's attitudes. There's a need to be familiar with such attitudes for the teacher to the classroom conduct effective learning in By becoming more familiar with the hemispheric dominance of students and their attitudes towards English language learning. teachers are more able to understand him or her better. Such understanding would aid the teacher in choosing the suitable approach for teaching, selecting the instructional materials, and designing a specific curriculum and/ or program that will address the needs of the students. This thesis entitled, Hemispheric Styles and Attitudes towards English Language Learning among Korean Students aimed to investigate the hemispheric dominance of Korean students and their attitudes towards English language learning along affective, cognitive, and behavioral domains. Specifically, the study sought to answer the following questions: 1. What is the hemispheric dominance utilized by the Korean students in processing information? Hypothesis: The hemispheric dominance of Korean students is left hemisphere. 2. What are the attitudes of Korean students towards learning the English language along the following domains; a. affective b. cognitive c. behavioral Hypothesis: There is motivation along affective domain among the Korean students towards learning English language. 3. What is the correlation between hemispheric styles and attitudes in English language learning attitudes among Korean students? Hypothesis: There is a significant correlation between their hemispheric styles with their English language learning attitudes. 4. What instructional material can be developed suited in enhancing the attitudes and learning styles of Korean students? Based on the research problems, the following were the findings of this research: 1. The hemispheric dominance of Korean students was moderately right-brain oriented. 2.a) The attitudes of students along the affective domain were that respondents have confidence in improving their English language. b) The attitude of students along the cognitive domain was that students perceived English as an important and vital subject in their professional life and/or in their life in general. c) The attitude of students along the behavioral domain was positive in developing their English skills. 3. There was no significant correlation between hemispheric styles and attitudes towards English language learning. Based on the findings of the study, the following were the conclusions that the researcher had drawn: 1. Korean students were moderately right brain oriented. 2.a) Motivation was important to maintain positive attitude of Korean students. b) The importance of the English language was emphasized. c) Learning by doing was necessary in learning a new language. 3. Korean students must use effectively their hemispheric dominance in learning the English language. Good learning attitudes were also taken into account. 4. The recommended planner serves as a guide for students and teachers towards English language learning. The following were the recommendations of the researcher based on the findings and conclusions of this study: 1. A study may be conducted about the use of multi- media, Internet, printed materials, etc. in learning the English language effectively. Presently, Korean students are familiar with the use of multi-media. Internet can be a tool in learning the language. 2. The following activities may be conducted: first; learning activities to gauge students' interest in the language, second; following self-fulfilling prophecy in learning the language, and third; constructive feedback from teachers for skills enhancement. 3. Since Koreans have difficulty in improving their English skills, further research may be conducted on the cultural, socio-political, and psychological factors that affect the learning and learning attitudes of Korean students. 4. Since Koreans take short term courses in English in the Philippines, further studies may be done on how non-native speakers of English teach the language to Korean students more effectively. 5. Since some Koreans enroll English courses in Philippine universities, further studies may be done on how well Koreans are prepared to study in the tertiary level.Item Language learning strategies and online autonomous English learning ability(2023-08) Shuchang, LuoThis research is titled " Language Learning Strategies and Online autonomous English Learning Ability," which aims to determine the language learning strategies that Chinese college students apply in their study and the factors that influence the autonomous English learning ability of students. Specifically, it sought answers to the following questions: 1. What are the language learning strategies of medicine students.? 2. What are the factors that affect the online autonomous English learning ability of medicine students: a. external conditions b. learning goals c. learning resources; and d. learning monitoring learning evaluation? 3. What is the relationship between language learning strategies and the online autonomous English learning ability of medicine students? The researcher used a quantitative design to conduct the thesis, and the subjects of this study were undergraduate medicine students at Zhengzhou University, and the number of samples was 275. There were two questionnaires applied in this thesis. The first one was the strategy inventory for language learning (SILL), developed by Rebecca Oxford in 1990 and contains 50 items. The second one was adapted from a Chinese researcher, Liao Jinlian. The researcher created the output, which was a guide to enhance students' autonomous English learning ability, thus yielding better English proficiency.Item Hospital staff nurses' readiness to communicate in English as a second language(2010-04) Salayao, Leah AngiwanEnglish as an international language is used by more than a billion people as a first, second or foreign language. Consequently, the purpose of teaching English has shifted from the traditional mastery of structure to the ability to use the language for communicative purposes. Thus, the issue of whether learners would communicate in English when they had the chance and what would affect their readiness to communicate gains importance. In the Philippine context, professionals seeking employment overseas has been a trend for some time now, particularly for those in the medical arena, such as nurses. The objective of this study is to explore whether Filipino nurses, whose goal is to work and live in an English speaking country, are ready to communicate in English by examining the different affective, socio-psychological, linguistic and communicative variables in the Willingness to Communicate model proposed by MacIntyre et.al. (1998). In facing the challenges of the future, it is envisaged that Filipino nurses need to be competent and ready to use English so that they will be capable of achieving global recognition and accreditation for excellence in their field of profession. This study intended to determine the degree of readiness to communicate in English of hospital staff nurses and what affected their readiness. The research study aimed to answer these specific questions: 1. What are the hospital staff nurses' perceptions of their: a. readiness to communicate b. level of motivation c. linguistic self-confidence d. attitude toward the international community e. personality Hypothesis 1: Hospital staff nurses are: a. always ready to communicate in English b. highly motivated to learn c. have a moderate degree of linguistic self-confidence d. have a highly positive attitude towards the international community e. and are moderately extroverted 2. What is the level of oral communicative competence in English of the hospital staff nurses? Hypothesis 2: Hospital staff nurses have "good" oral communicative competence in English. 3. What is the relationship between oral communicative competence of the nurses and the following variables? a. readiness to communicate in English b. level of motivation c. linguistic self-confidence d. attitude towards the international community e. personality Hypothesis 3: Oral communicative competence is significantly correlated with: a. readiness to communicate in English b. level of motivation c. linguistic self-confidence positive attitude towards the international community extrovert personality 4. What training program(s) may be developed to improve the nurses' English language learning in the areas of readiness to communicate in English, motivation, linguistic self-confidence, attitude towards the international community and personality? The study employed the descriptive-survey design to gather data and the correlational approach to determine the direction and degree of relationship between oral communicative competence and the variables readiness to communicate, linguistic self-confidence, motivation, attitude towards international community and personality. The group of respondents consisted of 32 hospital staff nurses employed in the main hospitals in Baguio City. Each respondent completed a set of questionnaires to determine their readiness to use English, motivation to learn English, their confidence in the language, attitude towards other peoples and cultures, and their degree of extroversion. The respondents also submitted the results of their IELTS speaking examinations to determine their communicative competence in oral English. Based on the data gathered, the following are the major findings: 1. a. Hospital staff nurses are sometimes willing to communicate in English, more so with their patients in a conversation than with their colleagues and superiors in a large meeting. b. Hospital staff nurses are moderately motivated to learn English. They feel that self-study and enhancement classes are necessary to improve in the language. d. Hospital staff nurses have a positive attitude towards other peoples and cultures. e. Hospital staff nurses are generally extroverted. 2. Hospital staff nurses have “good" proficiency in oral English and meet the requirements in this area for immigration and employment overseas. 3. a. The nurses' readiness to speak in English, their motivation to learn, their confidence in the language, their attitude towards other people and cultures, and their being extroverted do not directly influence their competence in spoken English. b. Hospital staff nurses' readiness to communicate in English is affected by their confidence in the use of the language; motivation to learn English is influenced by their attitude towards other peoples and cultures; perception of their English competence influences their levels of anxiety in the use of the language; degree of extroversion affects their confidence in the use of English. 4. The proposed program to develop linguistic self-confidence in the English learner is appropriate to decrease the learners' language anxiety and to develop readiness to use the language. Based on the findings, the following are recommended: 1. Hospitals should develop and implement staff training programs to help their nurses develop the readiness to use English in presentations and meetings with their colleagues and superiors. Because these nurses are motivated to learn, the programs can be given on a regular basis to ease the nurses' anxiety in public speaking. This will allow the nurses to grow professionally and to make them locally and globally more competitive in their field. 2. Universities and non-academic training institutions should continuously promote the enhancement of English competence in their students and professionals. This can be achieved through integrating English in all aspects of the curriculum, as well as through workshops and short programs that allow for meaningful and authentic use of English in real-life contexts. 3. a. Since the study failed to establish connections between communicative competence and readiness to communicate, motivation, linguistic confidence, attitude towards the international community, and personality, further research may be conducted to investigate the more immediate antecedents of language competence. b. English language education especially for adults, whether in the academe or otherwise, should focus on decreasing the learners' anxiety in the use of the language through familiarization and constant use. This will in turn develop their readiness to speak in English, allowing them to initiate communication in actual situations. In addition, encouraging the use of English will help students form improved judgments of their language competence and will consequently ease their language anxiety. 4. English language learners are encouraged to take the workshop as just a first step in developing confidence in the authentic use of the English language. Students will be advised to take time to go through the entire preparatory course for IELTS, basically, to arm them for the examinations they will need to take, but more generally to help them continue to use English so that the language and culture become more and more familiar. With this, it is hoped that the students' anxiety in the use of English will decrease, that they form a healthy perception of their competence in the language, and that they develop the readiness to use English in any situation and context. Other recommendations in relation to the study are as follows: 1. As part of English language education, learners should be made aware of the culture in which the English language is used. Media can be utilized to bring to the students English in its actual context. Students can watch shows and movies, after which discussion and feedback take place. Learners should also be encouraged to keep abreast of current events happening in and outside of their country. A healthy attitude towards other people and their culture will keep learners motivated to learn language about them and their 2. Language classes should be kept small. While this is extremely difficult and unrealistic topursue in many academic institutions, this is possible in centers that provide language enhancement workshops and programs. A smaller learning group allows for even the most reticent student to speak up. Teachers should expertly facilitate each student's talking time so that the more talkative student does not take up all of the time, at the expense of the quieter ones. 3. The study was conducted exclusively among a limited number of nurses, therefore, it is safe to say that the results are applicable to this particular group. Future studies can use a bigger number of participants coming from a variety of professions to allow for more generalized findings and conclusions. 4. According to the Willingness to Communicate model (MacIntyre et.al., 1998) there are both enduring and situational variables that affect one's readiness to communicate in a foreign or second language. The current study, however, examined only the enduring variables such as confidence and personality. Further research is needed to examine the effect of situation-specific variables, such as a person's desire to communicate with specific people. This will require a longitudinal qualitative study in various situations both inside and outside the classroom. 5. The current study focused solely on the speaking mode of the English language. Future research needs to consider the readiness to communicate of L2 learners in the other language modes - writing, reading and listening. 6. It is further recommended that future research include age, ethnic origin, and number of years of English study as variables that may possibly correlate with communicative competence and readiness to communicate.Item Pragmatic instructions in oral communication in context(2020-08) Quinto, Joseph BelloErrors in oral communication are seen as windows for students to learn English better. They are parts and parcels of the teaching learning process transpiring in the classroom. If these errors are left untreated, it could be detrimental in the learning process and language acquisition of the students. There have been plenty of researches along this domain especially in the Middle East like Turkey, Jordan, Iran, Pakistan, Saudi Arabia, and UAE. Some countries in East Asia like Japan, China, and Korea as well as other Southeast Asian countries and some non - native English-speaking countries in Europe have also delved into this kind of study. However, a dearth of researches in line with oral corrective feedback could be found in the Philippines. Since there is a growing need for this kind of research in the Philippines together with the implementation of the K-12 curriculum, the researcher deemed it necessary to shed light to the significance of corrective feedback in oral communication classes. Hence, one of the objectives of this study is to explore the different types of corrective feedback commonly employed by English teachers to Grade 11 students in University of the Cordilleras, Baguio City. Specifically, the study aims to determine the different types of oral corrective feedback used by oral communication teachers and preferred by students, and the level of effectiveness of oral corrective feedback as perceived by teachers and students. The core intention of this study was to determine and analyze the different types of oral corrective feedback in oral communication classes. Specifically, it sought to answer the following research queries: 1. What type of oral corrective feedback is used by Oral Communication teachers in improving oral communication skills? 2. What type of oral corrective feedback is the most preferred by students in improving oral communication skills? 3. What is the level of effectiveness of oral corrective feedback as perceived by: a. teachers; and b. students? 4. What is the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students? HYPOTHESIS: There is a significant difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students. This study had been based on the concept of descriptive survey method and triangulation which included an adopted questionnaire for teachers and students, a classroom observation for teachers, and a focus group discussion for teachers during the first trimester, S.Y. 2017 -2018. To treat the data, the following were used; first, to determine the type of oral corrective feedback used by oral communication teachers in improving oral communication skills, frequency (median) was used to represent the frequency of usage of the types of oral corrective feedback due to the presence of extreme values in the data; second, to determine the type of oral corrective feedback preferred by students in improving oral communication skills, mean was used; third, to determine the level of effectiveness of oral corrective feedback as perceived by teachers and students, mean was used; and, to determine the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students, non -parametric equivalence for T-test which is the Man Whitney U Test was used. The following are the major findings of the study: 1. Ignoring was the type of oral corrective feedback mostly used by oral communication teachers in improving oral communication skills. 2. Recast, explicit correction, and questioning (self -correction) were the types of oral corrective feedback most preferred by students in improving oral communication skills. However, ignoring was the type of oral corrective feedback that was never preferred by the students in improving oral communications skills. 3. Teachers and students perceived recast, questioning (peer correction), and questioning (self - correction) as highly effective. On the other hand, ignoring was perceived as never effective in improving oral communication skills. 4. There was a significant difference in the level of effectiveness in clarification request as perceived by teachers and students. More importantly, there was a high significant difference in the level of effectiveness in explicit correction, denial, and ignoring as perceived by teachers and students. In light of the findings of this study, the researcher arrived at the following conclusions: 1. Teachers were more concerned with not interrupting the flow of communication in the class and their focus was more on fluency, not accuracy, in the English language. 2. There has to be a combination of implicit, explicit, and self - correction in the oral communication classes. However, ignoring is the type that was never preferred which means that students wanted their errors like phonological errors, morphosyntactic errors, semantic errors, and lexical errors to be corrected. 3. Teachers and students thought that implicit correction, classmates correcting each other in a safe environment, and self - generated feedback were ways that could improve oral communication skills. On the other hand, ignoring was perceived as never effective which means that the participants both thought that not correcting students' errors in the English language and leaving them untreated could not improve their oral communication skills. 4. Teachers and students' perceptions on oral corrective feedback in improving oral communication skills were at odds. In relation to the findings and conclusions of this research, the following are recommended: 1. An experimental study is recommended since this research was focused on the perceptions of teachers and students only. 2. A measurement and comparison of student uptake in the use of the types of oral corrective feedback could be made. Such a study will inform researchers more about how students respond to their teachers' oral corrective feedback and will uncover the types of oral corrective feedback which are more effective in helping students improve their communication skills. 3. Other researchers are encouraged to conduct a comparative study regarding this topic. They might come up with results that will enhance the findings of this study. 4. A module on the types of oral corrective feedback and how they are employed in oral communication classes could be provided to English teachers and pre - service English teachers.Item Corrective feedback in oral communication(2017-12) Quinto, Joseph BelloThe core intention of this study was to determine and analyze the different types of oral corrective feedback in oral communication classes. Specifically, it sought to answer the following research queries: 1. What type of oral corrective feedback is used by oral communication teachers in improving oral communication skills? 2. What type of oral corrective feedback is the most preferred by students in improving oral communication skills? 3. What is the level of effectiveness of oral corrective feedback as perceived by: a. teachers; and b. students? 4. What is the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students? Hypothesis: There is a significant difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students. This study had been based on the concept of descriptive survey method and triangulation which included an adopted questionnaire for teachers and students, a classroom observation for teachers, and a focus group discussion for teachers during the first trimester, S.Y. 2017-2018. To treat the data, the following were used; first, to determine the type of oral corrective feedback used by oral communication teachers in improving oral communication skills, frequency (median) was used to represent the frequency of usage of the types of oral corrective feedback due to the presence of extreme values in the data; second, to determine the type of oral corrective feedback preferred by students in improving oral communication skills, mean was used; third, to determine the level of effectiveness of oral corrective feedback as perceived by teachers and students, mean was used; and, to determine the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students, non-parametic equivalence for t-test which is the Man Whitney U Test was used.Item Iloko as a medium of instruction in teaching english, math and science(2015) Parazo, Ruby LorenzoMother Tongue-Based Multilingual Education is one of the highlights of the K-12 program of the Department of Education in the Philippines. This aims to identify how effective is the use of mother tongue as a medium of instruction in teaching basic concepts like English, Math, and Science. It also employs the mother tongue to build on what the learner knows and is consistent with sound educational theory of the principle of moving from the known to unknown. The study entitled Iloko As Medium of Instruction in Teaching English, Science and Math, sought to determine the effectiveness of Iloko as medium of instruction in teaching English, Math, and Science in Aduas Elementary School, Paniqui Tarlac. The locale of the study was Aduas Elementary School, Paniqui Tarlac. The population of the study was composed of the teachers in Aduas Elementary School. The study made use of descriptive-survey research design. A questionnaire and an interview guide were used as data-gathering tools. The following are the findings based on the analysis: 1. The greatest challenge lie in the inadequacy of instructional materials in Iloko. 2. The teachers perceived that Iloko as medium of instruction in the elementary grades is slightly effective in view of inadequacy of instructional materials in Iloko and in the delivery of lessons so teachers used mix languages and is also slightly effective in terms of teaching strategies using Iloko as medium of instruction due to inadequate training of teachers. Majority of the teachers encountered challenges in using Iloko as medium of instruction, along instructional materials, language spoken by the pupils, and adeptness of the teachers in Iloko. The greatest challenge lie in the inadequacy of instructional materials in Iloko. The teachers perceived that Iloko as medium of instruction in K, I, II, and III and even up to VI, is slightly effective in view of lack of instructional materials, mix languages were used in delivery of lessons, and inadequate training of teachers in teaching strategies using Iloko as medium of instruction. In the light of the findings, the following recommendations are offered: 1. A seminar-workshop on the preparation and utilization of instructional materials in Iloko should be conducted among the teachers concerned. 2. Only teachers who really speak Iloko fluently should handle the teaching of Iloko Mother Tongue as a subject. 3. Further training of the teachers on the use of Iloko as medium of instruction should be launched. 4. Further research on mother-tongue based multilingual education should be conducted among other schools in the province of Tarlac particularly on teaching strategies using the mother tongue.Item Factors affecting the academic writing proficiency of IELTS reviewers(2016-02) Pa-ac, Cindy PacioThis aimed to identify and analyze the factors influencing the academic writing proficiency of IELTS reviewers. Specifically, the study aimed to answer the following questions: 1.) What is the level of academic writing proficiency of the IELTS reviewers along the following: a.) Task Achievement/ Task Response; b.) Coherence and Cohesion; c.) Lexical Resource; and d.) Grammatical Range and Accuracy? 2.) What is the relationship between the following variables and the level of the academic writing proficiency of the IELTS reviewers: a.) Writing Habits b.) Reading Habits c.) First Language d.) Number of Language Spoken. Hypothesis: The relationship between the variables and the respondents’ academic writing proficiency is moderate. 3.) Which among the chosen factors have significant predictive values with regard to IELTS Reviewers’ level of academic writing proficiency along the following: a.) Task Achievement/ Task Response; b.) Coherence and Cohesion c.) Lexical Resource; and d.) Grammatical Range and Accuracy? 4.) What action plan shall be proposed to improve the academic writing proficiency of IELTS reviewers and to improve the instruction of IELTS instructors? This research employed the Descriptive-Correlational method to determine any possible relation of the variables the researcher chose (writing habits, reading habits, first language, and number of language spoken) to the respondents’ IELTS academic writing proficiency. Apart from determining any (significant) relation between the variables, multiple regression analysis was employed to determine the predictive value of the variables. In light of the findings of the study, the following are the conclusions: 1.) The IELTS reviewers were able to write generally effectively in English despite some inaccuracies, inappropriacies, and misunderstandings. a.) The IELTS reviewers were able to write generally effectively along Task Achievement/ Task Response despite some inaccuracies, inappropriacies, and misunderstandings. b.) The IELTS reviewers were generally able to write effectively along Coherence and Cohesion despite some inaccuracies, inappropriacies and misunderstandings. c.) The IELTS reviewers were generally able to write effectively along Lexical Resource despite some inaccuracies, inappropriacies and misunderstandings. 2.) Some of the variables had some influence on the IELTS reviewers’ academic writing proficiency but some do not. a.) The writing habits of the IELTS reviewers had average influence on their academic writing proficiency. b.) The reading habits of the IELTS reviewers had average influence on their academic writing proficiency. c.) The IELTS reviewers’ first language and their level of academic writing proficiency had negligible relationship. d.) The IELTS reviewers’ number of languages spoken and their level of academic writing proficiency had negligible relationship. 3.) Among the four factors, only the IELTS Reviewers’ writing and reading habits had significant predictive values regarding their academic writings proficiency. This means that the IELTS Reviewers’ writing and reading habits could foretell their success in the IELTS Academic Writing Examination. a.) The IELTS Reviewers’ writing and reading habits could foretell how high their score is in Task Achievement/Task Response. b.) The IELTS Reviewers’ writing and reading habits could foretell how high their score is in Coherence and Cohesion. c.) The IELTS Reviewers’ writing and reading habits could foretell how high their score is in Lexical Resource. d.) The IELTS Reviewers’ writing and reading habits could foretell how high their score is in Grammatical Range and Accuracy. 4.) An action plan incorporating writing and reading could help improve the level of writing proficiency of IELTS Reviewers.
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