Master of Arts major in English
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Item The Level of performance in english of BCF engineering students(2002-04) Castillo, Rizalina MuikoLanguage is man's potent tool. By means of language, man develops himself and helps others develop themselves. A man's communicative competence which is essentially rooted in his thoughts, feelings, and actions, is the by- product of a dynamic process interlocked with his direct experiences. Speaking and writing are the productive modes of language (Alcantara, 1996). Writing and speaking are skills. Both require skill in organizing words and ideas in meaningful sequence. Speech is the more fluid form of expression, with less structure of formal patterns than written expression. However, the communicative purposes of speech and writing are similar. It can be seen, therefore, that many factors and variables effect English language teaching and learning in the Philippines today. A multi-pronged effort aimed at minimizing, if not eliminating, the blocks to the effective learning and use of English must be planned and implemented if teachers are to develop competent users of the language {Soriano, 1(486). Also, learners learn the language at different levels and rates. They progress based on their own pace and motivation. It is with this notion that this study focused on the level of performance of BCF Engineering students in the written and oral English. BCF Engineering students were chosen to be the respondents because of the observations and common misconceptions that these students are incompetent in the oral skills; they could not express themselves effectively. Apparently, this study gave a comparison of the respondents' performance in their oral and written English. This study determined the level of performance in English - written and oral speech - of BCF Engineering students enrolled in Speech Communication (English 3) subject. It also determined their level of performance in written and oral speech as influenced by selected factors. It also undertook a correlational study on the respondents' level of performance in written and oral speech and some variables. The study came up with the following hypotheses: 1)there is a significant difference between the respondents' level of performance in written and oral speech; 2)there is a significant difference on the respondents' level of performance in written and oral speech when compared according to ethnic membership; 3)there is a significant correlation between the respondents' level of performance in written and oral speech and final grade in English 1, mental ability, and attitudes. The descriptive-correlational research method was used. Data from the Registrar's Office and Guidance Office were used to correlate with some variables. A questionnaire was administered to determine the profile of the respondents' ethnic membership. Written and oral speech activities on the respondents were undertaken. Three judges were requested to rate the respondents' level of performance in written and oral speech along various criteria. Mean scores were used to describe their level of performance in written and oral speech. The t-test was used to determine the difference on their level of performance in written and oral speech according to their ethnic membership. The Pearson Product Moment of Correlation was used to determine the correlation between the students' level of performance in written and oral speech and their final grade in English 1, mental ability, and at A four-point arbitrary scale was used to describe the respondents' attitudes towards written and oral speech. A tour-point scale was used to describe their level of performance in written and oral speech and their final grade in English 1. The following were the major findings of the study: 1. The respondents were rated good in their level of performance in written and oral speech. a. There is no significant difference between the respondents' level of performance in written and oral speech. 2. There is no significant difference on the respondents' level of performance in written and oral speech when compared according to ethnic membership. 3. Selected variables yielded the following results as far as their correlation to the respondents' level of performance in written and oral speech were concerned. a. There is a moderate positive correlation between the respondents' level of performance in written speech and final grade in English 1. b. There is a moderate positive correlation between the respondents' level of performance in oral speech and final grade in English 1. c. There is a slight positive correlation between the respondents' level of performance in written speech and mental ability. d. There is a slight positive correlation between the respondents' level of performance in oral speech and mental ability. e. There is a slight positive correlation between the respondents' level of performance in written speech and attitudes. f. There is a slight positive correlation between the respondents' level of performance in oral speech and attitudes. Based on the findings of the study, the following are the conclusions: 1. BCF Engineering students enrolled in Speech Communication have good level of performance in written and oral speech. 2. Ethnic membership does not significantly influence the students' level of performance in written and oral speech. 3a. There is a moderate influence of the students' final grade in English I in their level of performance in written and oral speech. b. There is a minimal influence of mental ability and attitudes in the students' level of performance in written and oral speech. Based on the findings and conclusions of this research, the following recommendations are forwarded: 1. There should be an improvement in the English subjects offered in the Engineering Department as regards students' writing and speaking skills. a. Teachers must develop the students' fluency in written and oral speech by providing enough knowledge and application of their writing and speaking skills in relation to their field of interests or specialization. b. English teachers should provide more practice and drills in specific areas where the students are having difficulty, like correct spelling, punctuation, sentence patterns, paragraph structures, vocabulary, rules of capitalization, and organization of ideas. As regards oral speech, correct pronunciation, stress, and intonation of words, phrases and sentences should be taught. Likewise, the proper pauses when delivering speeches as well as the proper volume and modulation of voice should be given due attention when teaching. 2. Since findings on selected variables presented insights on their relationship to the level of performance in written and oral speech of the students, the following are forwarded: a. English teachers in the Engineering Department should make good use of the students' final grades in English 1 and other Basic English subjects as instruments in determining students who need more encouragement and enhancement of skills and abilities in written and oral communication, There should also be a review of the syllabus in this subject offered for engineering students -course outline should provide enough topics or subject matters that best suit their needs. b. English teachers should understand better why students behave and react in different ways towards English subjects, Students may either be positively motivated or the other way around due to some reasons, namely: a)they are bored with the discussion; b)they dislike the subject; c)they dislike the teacher; or d)they appreciate everything about the subject and the teacher as well. c. English teachers should apply various teaching strategies that would suit and serve the skills, abilities, interests, and motivation of the students. During discussions, teachers must make use of meaningful situations, creativity, and resourcefulness towards the integration of current trends in teaching - with special purposes to improve the skills and performance of Engineering students in their written and oral speech. 3. A replication of this study shall be undertaken using other variables or factors that may influence the students' level of performance in written and oral speech such as learning styles, teachers' teaching techniques and styles, gender, year level, and socioeconomic status. This study also recognizes the need to provide continuous training for English or language teachers in the primary and secondary levels for them to be more equipped in establishing good foundation of the students' communicative competence.