Master of Arts major in English as a Second Language
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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 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 Factors influencing the speaking performance of Chinese students(2021-08) Lu, JinshanWith the acceleration of the globalization process and the increasing frequency of international communication, it is increasingly important to communicate in English. Some students learn English with pleasure and with joy, while others feel that learning English is like chewing wax in their helplessness and pain, leading to a serious polarization. Therefore, the urgent tasks facing us foreign language educators are: Cultivate useful talents who can communicate effectively, appropriately and in-depth in English. However, because the teaching method adopted by the foreign language teaching circle in our country for a long time is the grammar teaching method. That is, it only pays attention to the teaching of basic language knowledge and ignores the cultivation of cultural background knowledge and pragmatic competence. In addition, due to the influence of test-oriented education, students do not pay enough attention to the cultivation of oral expression skills, which has created a large number of high-score and low-energy children who cannot understand or speak; Fortunately, in recent years, with the deepening of curriculum reforms, especially the promotion of quality education, a relaxed environment has been provided for foreign language teaching. Teachers' teaching concepts have also been updated. Foreign language teaching has generally adopted a number of new ideas aimed at training; the teaching methods of students' listening and speaking ability such as audio-visual method, communicative method, direct method, cognitive teaching method, etc. To this end, many English teaching workers have explored English teaching, but there is very little research on how to effectively improve oral expression ability. The researcher combines my teaching experience and practical experience in recent years to affect the number of oral expression ability. The important factors and corresponding measures to be taken in oral English teaching are to be discussed here. The purpose of this study is the students' speaking performance of students in English and influencing factors as perceived by students. Specifically, the study aimed to answer the following questions: 1. What is the level of speaking performance of students along: a. fluency/accuracy; b. vocabulary; and c. pronunciation? 2. What are the factors perceived to affect the students' speaking performance along: a. affective; b. teacher's role; and c. instructional environment? 3. What is the relationship of the speaking performance and the factors affecting the students' speaking performance? The following are the findings based on the analysis and interpretation of data: 1. The overall level of speaking performance of grade 1 students is average. Specifically: a. The level of speaking performance of students along fluency/accuracy is average; b. The level of speaking performance of students along vocabulary is average; and c. The level of speaking performance of students along pronunciation is intermediate low. 2. The factors perceived to affect students' speaking performance along: a. Affective are students' Anxiety and Lack of Confidence, Shyness, and peer pressure; b. Teacher's Role are lack of motivation, inadequate familiarity with English, ineffective teaching methodology; and c. Instructional environment is lack of exposure to language. 3. The relationship of the speaking performance and the factors affecting student's speaking performance are influential. Specifically: 1. The affective factors are influential to students' speaking performance; a. The teacher's role factors are influential to students' speaking performance; and b. The learning environment factors are influential to student's speaking performance. Based on the findings of the study, the following are the conclusions: 1. Respondents can communicate fluently but not very accurately and their pronunciation has a very obvious Chinese English accent, but most of them have rich vocabulary, although sometimes they can spell it out. a. Along fluency/accuracy, The Respondents spoke fluently but not very accurately, including Chinese language thinking, grammar, vocabulary, etc. error. b. Along vocabulary, the respondents have a rich vocabulary, but they speak slowly. They need to think about it and then slowly say it one by one. This is because they don't speak English very often. c. Along pronunciation, the respondents have a very obvious Chinese English accent, which can be understood by most Chinese but not by foreigners. This is because people in every country have their own unique English pronunciation. 2. All the factors are considered by the students as significant in speaking. 3. In research over the last decade, a number of emotional factors have been linked to second language learning performance, although the majority of those studies focused on three categories: motivation, self- confidence, and anxiety. 4. The relationship between the speaking performance and the factors affecting student's speaking performance are moderately influential. The study also showed that teachers have a very significant impact on all their student. Therefore, teachers must consider some of the best ways to create their students ideal learning environment and learning experiences. The relation to the findings and conclusions, the following are recommended: 1. Curriculum developers should design more oral communication parts so that students have more opportunities for oral practice. 2. Arrange professional personnel and regularly evaluate the pronunciation of teachers; if there are unqualified, the school should organize professionals who give them regular pronunciation training. 3. Teachers should give students more opportunities to speak in class, and organize more related activities. 4. Schools buy more modern and advanced equipment that can improve oral English to help students improve their oral English. 5. Teachers must identify elements that impact students' speaking performance in order to assist pupils in overcoming difficulties in learning to speak. 6. Teachers organize more activities about English speaking so that students can learn passively. For example, English corner, speech contest, stage performance, etc.Item Mobile assisted language learning (MALL) as a foreign language (EFL) classroom(2020-12) Lipawen, Farah Fawcett LuposMobile devices have infiltrated every aspect of our lives. Because of its ubiquity, many schools in developing countries have started to adopt some practices involving MALL. Mobile Assisted Language Learning (MALL) is defined as learning a language through the use of mobile devices. However, MALL, if not fully implemented, it is abandoned in formal learning due to lack of knowledge and understanding how mobile technologies work in the classroom. The researcher then proposed a teaching guide and a learning guide on m-learning in the implementation of mobile devices in the classroom. However, prior to this proposal was the need to determine the level of effectiveness of MALL based on the perceptions of the teachers and students. This study specifically sought to answer the following questions: 1. What is the level of effectiveness of MALL in an EFL class as perceived by teachers as an instructional tool in the development of: a. study skills b. cooperation and collaboration among students c. language macro-skills? 2. What is the level of effectiveness of MALL in an EFL class as perceived between students as an instructional tool in the development of: a. study skills b. cooperation and collaboration among students c. language macro-skills? 3. What is the difference between the perception of teachers and students in the level of effectiveness in the use of MALL in the level of effectiveness as an instructional tool in an EFL class? Hypothesis: There is a significant difference between the perceptions of teachers and students on the level of effectiveness of MALL in the classroom. 4. What are the problems encountered in the use of MALL as an instructional tool by: a. students b. teachers? Descriptive-survey, correlational quantitative research methods, and a guided interview was utilized to gather data on the level of effectiveness of MALL as perceived by the students and teachers, to find out the differences of their perceptions and the problems they encounter in m-learning classroom, respectively. In order to answers problems 1 and 2, the use of mean determined the level of ffectiveness of MALL as perceived by the respondents. While for problem 3, one sample t test was to determine the differences of their perceptions and one-way Analysis of Variance (ANOVA)was used to test the hypothesis that there is a significant difference of their perceptions. Finally, to answer problem 4, a thematic analysis was employed to analyze the responses of the respondents on the problems they encounter in m-learning environments. The following are the major findings of the study: 1. a. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of students' study skills is considerably effective especially when used as tools for students to practice tests and quizzes which is extremely effective. b. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of cooperation and collaboration among students is considerably effective specifically when used to share learning materials which is perceived extremely effective. c. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of language macro-skills is considerably effective specifically in enhancing listening skills which is perceived extremely effective. 2. a. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of study skills is considerably effective specifically when used by students to practice tests and quizzes which is considerably effective. b. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of cooperation and collaboration is considerably effective specifically when used to receive learning materials which is perceived considerably effective. c. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of language macro-skills is slightly effective specifically when used to enhance listening skills is perceived considerably effective. 3. a. There is a significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of study skills. Hence, the hypothesis is rejected. b. There is a significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of cooperation and collaboration among students. Hence, the hypothesis is rejected. c. There is no significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of study skills. Hence, the hypothesis is accepted. 4. a. The problems experienced by the teachers in the use of mobile devices as an instructional tool are as follows: distraction, less interaction or communication among students, limitation or inappropriacy of mobile devices, lack of training and digital dependency among students. b. The problems experienced by the students in the use of mobile devices in the classroom are as follows: distraction, lack of training and less interaction or communication when mobile devices are used as learning tools. Conclusions In light of the findings of the study, the following are the conclusions: 1. a. Mobile technology significantly improves learners' study skills especially when used by teachers to assess learners. b. Mobile technology significantly improves cooperation and collaboration among students especially when used by teachers to disseminate information and activities for learners to work with. c. Mobile technology significantly improves learners' macro-skills especially listening as it is helpful when teachers develop activities for listening. 2. a. The students' use of mobile devices as an instructional tool is significantly enhancing their study skills especially when used as drills and testing materials. b. The students' use of mobile devices as an instructional tool is significantly enhancing cooperation and collaboration with their peers especially when used to receive and share learning with others. c. The students' use of mobile devices as an instructional tool is moderately effective in enhancing their macro-skills but very useful in improving their listening skills. 3. a. The teachers and students acknowledge the benefits of mobile devices differently when the purpose is to improve learner study skills. b. The teachers and students acknowledge the benefits of mobile devices differently when used to improve cooperation and collaboration inside and outside the classroom. c. The teachers and students acknowledge the benefits of MALL similarly in improving the learners' language macro-skills. 4. a. Educators' lack of knowledge and understanding of the benefits of MALL leads to distraction and unsuccessful implementation of mobile devices. b. Learners' lack of knowledge and understanding of the benefits of MALL leads to distraction. 1. a. Teachers must create and tailor digitized tests and quizzes aligned with the lesson objectives through online platforms or mobile apps. b. Teachers must ensure that learning materials and activities are widely accessible and where learners are encouraged to work collaboratively. c. Teachers, when teaching listening with videos, audio and podcasts, must be authentic and aligned with lesson objectives. 2. a. Learners must study their assessment results which is easily accessible regardless of space and time. b. Learners should actively collaborate with their peers. c. With materials easily accessible online or stored on their mobiles, learners should continue enhancing their listening skills even outside the classroom. 3. School administrators and curriculum developers should encourage teacher training institutes to incorporate mobile learning into their programs and curriculum which also includes the improvement of study skills and student collaboration. 4. Educational institutes and policy makers should prioritize the professional advancement of teachers on m-learning to maximize the advantages of mobile devices, while minimizing their drawbacks. 5. To assist teachers and learners with the use of mobile integrated ESL/EFL lessons, a teaching guide and a learning guide must be developed by the researcher by using a specific online platform. 6. Future researcher can conduct a study on the effectiveness of mobile devices when used for in -class collaborative activities.Item The impact of Korean Confucianism on motherhood in the novel please look after mom(2020-11) Hong, Duk-HeeMotherhood in Korean society is greatly influenced by the Confucian ideology, particularly the Analects on Women which clearly impose specific duties of mothers which are mostly described as "other-oriented". Although good virtues of a mother are fostered, great sacrifice is much needed to keep up with the ideal mother role. Moreover, since care-giving motherhood is seen as normal duty under Korean Confucianism, self-sacrifice of mother is often ignored. For this study, the type of data analysis applied was descriptive research which involved gathering data from novel Please Look After Mom and other sources such as journals and articles in order to draw out an answer to the research questions. Content analysis was the method used to study the words, phrases and lines from the texts and literary devices to determine the impact of Korean Confucianism on motherhood. As part of the research outcome, the researcher then Proposed a value-oriented program that will be conducted in Korea in order to educate Korean children to look after their aging parents. This study determined the impact of Korean Confucianism on Motherhood. Specifically, the researcher intended to answer the following questions:1. What are the manifestations of Korean Confucianism on the state of motherhood? 2. What are the changing roles of mothers? 3. What is the state of motherhood as seen in today's Korean society? The following statements express the findings of this study: 1. a. The manifestations of Korean Confucianism depicted through the characters in the story mostly reflect good virtues of a mother and intensive mothering. b. Based on the plot, the researcher was able to identify the acceptance of pre- established roles and the drawbacks of Korean Confucianism on motherhood such as anxiety, depression, low self-esteem, poor physical health and discrimination. c. Based on point of view, motherhood entails an "other-oriented" role. 2. In modern Korean society, there are already mothers who work outside the home. 3. The burdens of house chores, maintenance of children's education, and technological advancement still rest on the shoulders of working mothers. Based on the findings of this study, the researcher concluded the following: 1. Under Korean Confucianism, there is a heavy emphasis on the identity of women as mothers, but living up to an "ideal" mother may take a toll on their health and self-esteem. 2. The changing roles of women in modern Korean society are not really pronounced because the maintenance of the household and management of children's education still remain their responsibility even if they work outside the home. 3. In modern society, there are more working mothers but still do the domestic chores and juggle work and family life. Based on the conclusions stated above, the following recommendations were drawn: 1. Mothers in Korea should not totally live according to the concepts of Korean Confucianism . They should also learn how to balance their responsibilities between self and family. 2. Working mothers may utilize work from home set-up since it is the trend nowadays. 3. There should be sufficient programs for mothers such as more day care centers where working mothers may enroll their children and educational programs for fathers that would train them to do domestic chores in order for mot hers to help balance work and family responsibilities. 4. A value- oriented program will be conducted in Korea in order to enlighten Korean children to take care of their old parents.Item The utilization of snap&read as an aid in digital reading: A study of Japanese online language learners(2022-03) Chan, Samantha AThe nature of digital information in media and online reading materials is different from printed materials and given the recent decline in proficiency level in Reading for students everywhere, alongside the pandemic, it has become inevitable to embrace new methods for digital reading. The existence of digital tools nowadays has been made easily accessible and more effective compared to what society had a decade ago. Although conventional print reading strategies retain their importance in the present world, Asynchronous Distance Learning has forced all of us to interact online. This calls for these print-reading strategies to be transformed into approaches that can be used in new digital environments. Countless research findings have revealed time and time again that poor readers are able to improve their reading comprehension by learning how to use comprehension strategies (Armbruster, 2001). The aim of this research was to discover the effect of digital reading tools on digital reading comprehension. The study offers an insight into the functions, overall effect, and dispositions of the respondents when taking an Internet Based Test referred to as the GEPT. One ultimate goal of this research was to encourage EFL and ESL learners to become autonomous readers who can easily navigate their way through a digital reading material with the aid, when needed, of a digital reading tool. The wide use of digital technologies for Language learning is discussed in many publications. According to Godwin-Jones (2012), the increasing importance of digital literacy for digital reading proficiency is observed in many places. The main purpose of reading is to get across the message the authors want to deliver to the readers. Digital comprehension occurs when the message of the writer is deciphered by the reader when the materials are found in a digital environment. For developing a higher proficiency in reading comprehension, the respondents of this study utilized Snap&Read. The outcome proved that print-reading strategies can be transferred to a digital-reading environment. The results are specified in the Findings below. This study is entitled "The Effect of Online Learning Tools on Digital Reading Comprehension: A study of Japanese Online Language Learners". It is an endeavor in determining the effect of the use of a digital reading tool on the mean scores of the same group of respondents tested at two points in time. Specifically, it sought to answer the following research questions: 1. What is the proficiency level of the respondents in terms of Reading Comprehension without the aid of Snap&Read? 2. What is the proficiency level of the respondents in terms of Reading Comprehension with the aid of Snap&Read? 3. What is the effect size of Snap&Read on the Reading Comprehension levels of the respondents? The analysis is grounded in a mixed-method study and a quasi-experimental data collection method. This study examined the changes in the respondents' reading proficiency levels before and after taking the GEPT with and without the aid of Snap&Read. The process revolved around how Snap&Read transformed the digital reading experience of the respondents. The data was gathered from thirty Japanese Professionals who all study Business English Online. For the treatment of the data gathered, the weighted mean was used to compare the pre-test and posttest scores. The effect size was also calculated. The following findings of the study are based on the data gathered: 1. There were 2 respondents in the Elementary level with a percentage of 6.67, 11 respondents in the Low-Intermediate level with a percentage of 36.67, 8 respondents in the Intermediate level with a percentage of 26.67, and 9 respondents in the High-Intermediate level with a percentage of 30. 2. There were 4 respondents in the Low Intermediate level with a percentage of 13.33, 5 respondents in the Intermediate level with a percentage of 16.67, 11 respondents in the High Intermediate level with a percentage of 26.67, 8 respondents in the Advanced level with a similar percentage of 26.67, and 2 respondents with a Superior level whose percentage was at a 6.67 overall. 3. The mean value of difference was -5.2333 and standard deviation at 3.73. The degree of freedom was at 29 and the obtained value of the t-statistics (t) was at 7.667. The effect size is calculated to be at 1.40 which is a large effect size. Based on the findings of the study, the following were derived conclusions: 1. The respondents can understand information that relate to any figures or tables. They can locate general information because they are able to wrap their minds around the use of a selection of grouped words. 2. They can read different types of articles on concrete and abstract topics. They can also read work-related documents. Therefore, it implies that the respondents can scan through rather complex texts. They can apply different reading strategies like skimming and scanning. They are able to focus more on the text because the aid of the digital tool made that possible. 3. The use of Snap&Read on digital reading material elicited a statistically significant increase in the digital reading proficiency level of students compared to the proficiency level of the same respondents who answered the digital reading material without the aid of Snap&Read. The effect size was large at I. meaning that the data gathered from this study is significant. Based on the findings and conclusions of the study, the researcher recommends the following: 1. Online Japanese ELLs influence their decisions and ways of using technology in the digital environment by cultural practices and traditional educational beliefs. Understanding the connection among the use, content, and functions of digital tools through Snap&Read may guide them, as well as their teachers, to select the proper digital tools which will help integrate technology in their autonomous learning endeavors. 2. The influx of digital tools provided by companies which reach the hands of consumers is ubiquitous. Educators, therefore, need to explore and analyze digital tools that can help their students acquire higher digital literacy. Students need to incorporate the usage of digital tools, religiously and diligently in their day-to-day reading. 3. It is recommended that the digital tools that are to be introduced to Japanese Online English Language learners focus on the functions which are similar to the Read Aloud function, Color Overlay function, and the Picture supported dictionary function. Other Recommendations. 1. Future researchers may try and explore the other online functions of Snap&Read to investigate how these other functions relate to readers and how these functions affect their Digital Reading Comprehension Proficiency Levels. 2. Teachers should be given training in Online Reading, specifically Internet-based Tests (IBTs), and Online Reading tools. The strategies they require for Digital Reading as well as Comprehension Dispositions should be developed and continuously honed. 3. Further quantitative and qualitative research should be done related to the effect of online reading tools on reading comprehension. This research was conducted with readers who had obtained an Intermediate to High-Intermediate proficiency level in Reading. Studies may be conducted to compare lower-level learners: Al A2, or higher-level learners: Cl C2, regarding online reading comprehension. 4. In the studies, by means of six month-differences, the progress of each learner can be used to monitor learning more deeply. Moreover, there is a need for quantitative studies aimed at digital reading tools and their effect on digital reading comprehension in larger population samples. This way, factors affecting the use of digital tools on reading comprehension can be further explained.