Master of Arts major in English as a Second Language

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    Writing competence of chinese students in selected universities of Baguio City
    (2014-04) Chang, Hong
    Writing is an indispensable tool of self-expression. As more foreign students chose to study their English in abroad, Writing in English is generally regarded as a difficult skill by ESL students. With many studies working on the English proficiency of the foreign students there are less studies working on how writing competence influence the English proficiency of foreign students specifically to Chinese students. Therefore, to complete and provide better writing activities for teaching Chinese students in the future, this study will focus on writing competence of Chinese students through the aspects of grammatical structure, vocabulary and composition of writing. This study aimed to determine the writing competence of Chinese students in selected universities in Baguio city. Specifically, this study sought to answers the following problems: 1. What is the level of writing competence of Chinese students along: 1.1 grammatical structure 1.2 vocabulary 1.3 composition writing 2. What is the difference in writing competence of Chinese students according to: 2.1 Age 2.2 Sex 2.3 Exposure to Media 3. What writing activities will enhance the writing competence of Chinese students? The respondents of the study were the 42 Chinese students from the selected universities of Baguio city. The quantitative descriptive method of research was used. English Proficiency Test was used to determine the respondents' writing competence. Descriptive statistics was used and data interpreted through the percentage, ranking and mean. The ANOVA and t-test were used to determine the significance between the writing competence and variables. Based on the research problems, the following were the findings of this research: 1. The Chinese students of selected universities in Baguio City have the above average competency level along vocabulary and average competency along grammatical-structure and writing composition. 2. There was a significant difference in writing competence of Chinese students according to the respondents' age and sex. 3. There was no significant difference in writing competence of Chinese students according to their exposure to Media. Based on the findings of the study, the following were the conclusions that the researcher had drawn: 1. The respondents had a better grasp and understanding on vocabulary and word-meanings as manifested by the results of the test conducted. The respondents' ability to learn vocabulary may have sprung from their early-age training of vocabulary words. As such, learning by memorization of English words may have affected their learning competency in the aspect of vocabulary. 2.1. The respondents' age and sex influenced their writing competence. The respondents in the study at hand started to learn English and writing before the age of Puberty. Hence, learning at a younger age (3-12 years) is an advantage due to the fact that learning L2 (English) is faster as supported by the Critical Period Hypothesis. 2.2. The respondents' exposure to media did not influence their writing competence. The Chinese media environment requires media concerns be printed and aired in Chinese and not in English. In relation with the findings and conclusions of this research, the followings are recommended: 1. For ESL students, vocabulary and the basic grammar skills such as verb forms, pronouns and their antecedents, prepositions and conjunctions all of these can be taught repeatedly with interesting materials used along with other language skills. 2.1. The curriculum planners and developers should consider the effects of age and sex in the curriculum by providing more information and activities that would enhance and balance the students' writing competency according to their age and sex. 2.2. Learners could practice and enhance their writing competence through informal writing such as campus -speaking news-writing or other English activity not only within the classroom, but also outside the classroom. 3. Further studies on how to measure and improve English Proficiency level of the Chinese students is recommended.