Master of Arts major in English as a Second Language
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Item Oral reading fluency of Korean EFL students(2011-09) Cortel, Andrea F.The study intends to determine the following specific questions: 1. What is the level of oral reading fluency of Korean EFL students in terms of a. segmentals and b. word stress? Hypothesis 1: The level of oral reading fluency of the Korean EFL students in terms of segmentals and word stress is average. 2. What is the influence of the following broadcast media on the oral reading fluency of Korean EFL students: a. television b. film, and c. radio? 3. What instructional materials and lessons can be developed to enhance the oral reading fluency of Korean EFL students? Based on the research problems, the following are the findings of the study: 1.a. The level of oral reading fluency of Korean EFL students of Pines International Academy in terms of segmentals that consist of vowel phonemes and consonant phonemes is average. b. The level of oral reading fluency of Korean EFL students of Pines International Academy in terms of suprasegmentals particularly on word stress is poor. 2.a. The oral reading fluency of Korean EFL students of Pines International Academy is dominantly influenced by their exposure to movies. b. Watching television shows in both English and Korean is the second influential factor into the oral reading fluency of Korean EFL students of Pines International Academy. c. Listening over the radio is the least influential for Korean EFL students' oral reading fluency. 3.a. Korean EFT 6Ludent ore having difficulties in recalling names, titles, and spelling. Moreover, the use of English and or Korean subtitles is very necessary for them to understand the media materials they are consuming. Based on the presented findings, the following inferences are generated: 1.a) Korean EFL students have average level on their oral reading fluency in terms of vowel and consonant sounds of the English language. The common errors on vowel sound are: /1/, /a/, /e/, /1/, /a:/, /3:/, /w/, /aU/, /eI/, /oU/ and /u:/. The common errors on consonant sound are: /s/, /r/, /n/, /1/, /z/, /k/, /d/, /p/, /f/, /m/, /Pi and /b/. b) When it comes to word stress, Korean EFL students have poor level in oral reading. First language affects the target language. Therefore, comparing and carrying the prosodic features of the Korean accent to the American accent consciously and unconsciously alter the rhythm, intonation and accent of the English language. 2.a) English and Hollywood movies are highly influential for Korean EFL students' level of oral reading fluency. b) For Korean EFL students, television is the second influential form of broadcast media. South Korean television programs are preserved as a part of culture and nationalism. c) Listening over the radio is the least influential for Korean EFL students. This internet generation regards radio as invaluable due to the fast-paced and modern life including the rise of multi-tasking gadgets such as iphones and tabs. Hence, students prefer to use the internet instantly, to download mp3 songs, movies, even series, play computer games or watch movies than tune in to the radio. 3.a. As for extension of the study, Korean EFL students have difficulty recalling names, titles, and spelling; hence, the use of English and or Korean subtitles is necessary for them. Thus, learning is ineffective for them if graphemes are not seen. b. Korean EFL students do not spend time listening over the radio thus making them mainly as visual learners, not auditory. Based on the presented findings and conclusions, the following recommendations and suggestions are recorded: 1.a. To the EFL reading teachers of Pines International Academy, a systematic phonics instruction to reading should be included into the lessons for fluency such as controlled vocabulary method, word work, spelling for segmentals and suprasegmentals. One-on-one teachers should provide chances for metacognition upon executing phonology drills syntactically and paradigmatically such as place of articulation, manner of articulation, silent phonemes and rules on stress. b. For collaborative and cooperative teaching, teachers should be creative using latest gadgets for audio-lingual instruction. Use of broadcast media, various phonetic alphabet activities and games for the students is a meaningful and experiential learning. 2.a. To the EFL Korean students, though they are conscious to use English among themselves, they should develop self-confidence and composure to speak the target language despite of the factors such as first language, age, attitude and identity as long as they sound neutral and clear. b. Even though Korean students imitate, repeat and apply, they must develop the process of building sound distinction and categories through discriminating phonemes in contextualized minimal pair and contrasting activities by themselves. 3.a. Korean students should listen carefully to their classroom teacher, language partner, friend, or recording, and try very hard to imitate these suprasegmental features of speech. 8. To the ESL and EFL textbook writers of oral reading and phonology, since media is unstoppable and everywhere, they should design instructional materials for the teachers to exploit the use of authentic materials and current trends in teaching. 9. To the FM radio stations in the Philippines and South Korea, though radio is the least influential form of media, stations should attract listeners by playing American pop songs and disk jockeys should use English as medium. 10. To the curriculum planners and future researchers, phonology should be integrated with other content subjects.