Master of Arts major in English
Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/78
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Item Speaking difficulties of Chinese EFL (English as a foreign language) learners(2023-10) Cortez-Montero, Ginie D.This study aimed to identify the speaking difficulties of Chinese EFL learners and the barriers affecting these difficulties. Specifically, it sought answers to the following: 1. What are the speaking difficulties encountered by the Chinese EFL learners along: a. pronunciation, b. syntax, and c. usage? 2. What are the barriers affecting the speaking difficulties of Chinese EFL learners along: a. phonological, b. morphological/lexical, c. pragmatics, and d. culture? This study made use of mixed methods, qualitative and quantitative descriptive design using the interview including picture description task as a main tool in gathering data. The respondents of this study are 23 Chinese graduate school students who were enrolled in the second trimester of the academic year 2023-2024 who finished their language enhancement program (LEP) at the University of the Cordilleras, Baguio City, Philippines. In light of the findings of the study, the following are the conclusions: 1. EFL learners have difficulties in pronunciation because of the mother tongue interference. a. Along pronunciation, learners have more difficulties in pronouncing consonants sounds than vowels. B. Along syntax, the structure in Chinese language is different in the structure or the construction of sentences. C. Along usage, the Chinese students have insufficient vocabulary that they cannot express their ideas correctly.Item Flipped classroom model in teaching reading comprehension(2021-04) Contaoi, Sharon RabanalOne technological integration into the classroom is via flipped classroom model. A typical flipping involves moving lecture content to videos that learners watch before attending class lectures which in return frees up classroom time for active learning activities. Given the benefits and challenges towards the use of flipped classroom in a language class, this study aimed to discover and compare the extent of benefits and challenges of flipped classroom when teaching reading comprehension as perceived by English teachers. This study aimed to discover and compare the extent of benefits and challenges of flipped classroom strategy in teaching reading comprehension as perceived by English teachers. Specifically, this study sought answers to the following question: 1. What is the extent of benefits and challenges of flipped classroom model in teaching reading comprehension as perceived by English teachers? 2. What is the difference in the extent of the benefits and challenges of flipped classroom model in teaching reading comprehension when compared along years of teaching experience; and years of computer experience? Hypothesis: There is a significant difference between the extent of benefits and challenges of flipped classroom model in teaching reading comprehension along years of teaching experience and along years of computer experience. Using the quantitative design, a validated survey questionnaire was distributed to 38 high school English teachers who were utilizing the said model. Semi-structured interviews were also conducted to validate the survey results. Mean ranking was used to identify the extent of benefits and challenges of flipped classroom strategy in teaching reading. On the other hand, Kruskal Wallis H test was used to determine whether the perceived extent of benefits and challenges of flipped classroom model in teaching reading comprehension differ according to their years of teaching experience and years of computer experience. The following are the major findings of the study: 1.The respondents perceived the benefits and challenges of flipped classroom in teaching reading comprehension as moderately beneficial. 2.Findings in the study revealed that the respondents who have shorter teaching experience have higher perceived extent of benefits of flipped classroom while respondents regardless of their years of teaching experience have the same perception on the extent of challenges of flipped classroom. Alternatively, respondents regardless of their computer experience have the same perception on the extent of benefits of flipped classroom while respondents who have higher computer experience have lower perceived extent of challenges of flipped classroom. In light of the findings of the study, the following are the conclusions: 1.English teachers consider the usefulness and drawbacks of the said model to be only relatively important. 2.English teachers who have shorter teaching experience have higher perceived extent of benefits of flipped classroom and English teachers who have higher computer experience have lower perceived extent of challenges of flipped classroom in teaching reading comprehension. In relation with the findings and conclusions of this research, the following are recommended: 1.English teachers need to develop new and customized ways to improve the effectiveness and lessen the challenges in teaching reading comprehension when utilizing the flipped classroom model. 2. Researchers and policymakers should consider strategies and guidelines to help language teachers stay up on the latest pedagogical advances in teaching reading proficiency. These can be done by increasing the access to ICT facilities, training teachers and students on ICT use, hiring ICT technical support staff and investing in ICT infrastructures and resources. 3. Other Researchers may also investigate further the benefits and challenges of flipped model instruction on other language skills such as writing, listening, speaking and grammar. Furthermore, it might be also rewarding to investigate how can teachers learn to implement a truly flipped classroom. 4. Teachers can adopt the proposed handout "Flipped Classroom: Making it Work in Teaching Reading Comprehension". This handout contains guidelines and strategies on how to overcome the challenges faced when using the Flipped classroom model in teaching reading.