College of Teacher Education
Permanent URI for this communityhttps://dspace.uc-bcf.edu.ph/handle/123456789/10
Browse
21 results
Search Results
Item Kakayahan sa pagtuturo at pagkatuto ng panitikang Filipino(2023-03) Todyog, Wylyn Lance Omaweng.Ang pananaliksik ay nakatuon sa kung paano itunuturo ng mga guro ang mga panitikang filipino batay sa pananaw ng mga mag-aaral. Ang mga sumusunod na katanungan ang nasagutan sa pananaliksik: 1. Ano ang antas ng kakayahan sa panitikang filipino batya sa: a. pagtuturo ng mga guro b. pagkatuto ng mga mag-aaral 2. Anu-ano ang mga suliraning kinakaharap sa panitikang filipino ng mga: a. guro b. mag-aaral Gumamit ang mananaliksik ng magkahalong pamamaraan sa pag-aanalisa sa siyam (9) na guro at limang daan at dalawang daan at tatlumpong (230) mag-aaral sa cordillera career development college, sa panuruang taong 2012-2022, upang alamin ang kanilang antas na kakayahan sa pagtuturo at pagkatuto ng panitikang filipino at sa mga suliraningkanilang kinakakaharap. Sa pagtrato ng mga nalikom na mga datos ay binigyang-pagsusuri gamit ang patatsulok na pamamaraan (Triangulation Method) na pinangangasiwang kinapapalooban ng pangongolekta, pagsusuri at kwsntitatibong pag-uugnay (gaya ng paglikom ng mga datos), sarbey) at kwalitatibo (gaya ng panayam o interbyu) sa pananaliksik.Item Mental Health Education Awareness of College Students in Higher Vocational Colleges(2022-03) Chao, Ma.At present, researches mainly focus on the discussion of what kind of mental health problems occur in vocational college students, why they occur and how to prevent and cure these problems. They mainly focus on the mental health problems themselves and remedial measures, but lack of research from the perspective of prospective, preventive and monitoring. The author tries to take the mental health consciousness of college students in higher vocational colleges as the entry point, first of all, the two concepts of mental health and mental health consciousness are differentiated, and then discusses the degree of college students' understanding of mental health education, and points out the main problems of college students' mental health education in higher vocational colleges. Is given in the psychological health education of college students awareness of countermeasures, in order to boost development in higher vocational colleges to improve the consciousness of college students' mental health education model and related courses, and make a little education can infiltrate into each student's consciousness and precipitation, thus to improve higher vocational colleges from the Angle of preventive consciousness of psychological health of college students, To make them pay attention to their mental health is of great reference value for promoting the mental health of college students in higher vocational colleges. The purpose of this study was to promote the high quality of college students' mental health education, improve the level of college students' mental health education, so that they can form a sound personality and tough psychological quality. Specifically, it sought answers to the following. 1. What is the level of cognition on mental health education of college students in higher vocational colleges? 2. What are the exposures on mental health education of college students in higher vocational colleges? 3. What are the countermeasures to enhance the level of awareness on mental health education of college students in higher vocational colleges? This paper used the mixed methods, that is, a combination of quantitative research and qualitative research. The quantitative method was used to identify the level of cognition on mental health education of college students in higher vocational colleges. The quantitative method used the questionnaire ((A questionnaire on mental health education consciousness of college students in higher vocational colleges)) for data collection, data processing using the weighted average calculation method. The qualitative method was adopted to determined the exposures on mental health education of college students in higher vocational colleges and the countermeasures to enhance the level of awareness on mental health education of college students in higher vocational colleges. The qualitative research adopted the form of interview to collect data. The interview objects were selected by saturated sampling method, and the data obtained from the interview was processed by subject analysis method. The following are the major findings of the study: 1. Vocational college students' understanding level of mental health education is in the dimension of moderate attention. 2. Vocational college students are mainly exposed to the following six types of mental health education activities: Mental health assessment activities; Mental health education theme exhibition; Class meeting on mental health education; Special lecture on mental health education; Psychological quality development activities; Mental health education knowledge competition. 3. Six main countermeasures to improve the level of mental health education consciousness of vocational college students: first, to carry out multiple mental health education activities; Second, to strengthen the mental health education and publicity work; Third, to strengthen the students' mental health security system; Fourthly, mental health education permeates campus culture; Fifth, construct the soft culture of mental health education; The sixth is to open attractive courses. In light of the findings of the study, the following are the conclusions: 1. College students in higher vocational colleges lack scientific understanding of mental health education, lack of attention and cognition. 2. The mental health education activities participated by college students in higher vocational colleges are practical, general and inheritable, but lack of interest, particularity and innovation. 3. The development trend of mental health education in higher vocational colleges: professionalization of mental health educators, integration of mental health education contents, diversification of mental health education approaches, specialization of mental health education personnel training, and normalization of mental health education. In relation with the findings and conclusions of this research, the following are recommended: 1. The mental health education work in higher vocational colleges should focus on value guidance and construct a multi-dimensional mental health education work path. 2. The forms of mental health education activities in higher vocational colleges should constantly bring forth the new from the old and keep pace with The Times, so that students can learn to link psychological knowledge with daily behaviors, combine learning with application, and optimize psychological adaptability and social adaptability in happy experience. 3. Mental health education in higher vocational colleges should be student-oriented and carry out mental health education with educational development as the main body; Construct a comprehensive mental health education service system with the concept of service; Take team building as an opportunity to improve the professional status of college students' mental health education in the higher education system.Item Job satisfaction and motivation among junior high school teachers(2023-08) Claudio, Ricajell S.This study aimed to determine the relationship of the teachers profile and their job satisfaction. Specifically, it sought to find out the following: 1. What is the profile of the teaching staff in public Junior High Schools in Balungao along: a. sex b. major field of specialization c. subject taught 2. What is the level of job satisfaction of the teaching staff in Junior High Schools in Balungao? 3. What is the level of job motivation of the teachers with respect to the following factors: a. rewards/pay b. school culture c. leadership tyle d. training 4. What is the relationship between level of job satisfaction and level of motivation along a. rewards/pay b. school culture c. leadership tyle d. training. The researcher used descriptive-correlational to determine the job satisfaction and motivation levels of satisfaction correlated significantly to the factors that influence the teachers job satisfaction. The study targeted all the teachers in four public secondary schools of Balungao district of Pangasinan II. The targeted population were 110 teachers. To measure the level of motivation of the teachers, the factors that influence their motivation evaluation tool was used which is composed of four (4) sets of questionnaires.Item Implementation of inclusive education policy(2022-06) Calingayan, Vanessa IntugayThis study aimed to identify challenges encountered by the teachers and principals in the implementation of inclusive education policy in some private schools in baguio city. Specifically, it aimed to answer the following questions: 1. What is the level of implementation of inclusive education policy as perceived by the principals an teachers along: a. the learner, b. the k to 12 curriculum, c. learning resources, d. learning delivery, e. educational assessment, f. learning environment, g. teacher professional development, and h. school leadership and management? 2. What are the challenges encountered in the implementation of Inclusive education policy? 3. What are the interventions prepared to address these challenges? The researcher utilized a mixed method design to determine the level of implementation of inclusive education policy, the challenges encountered and the interventions prepared by the principals and teachers in somce private schools in baguio city. The study focused on (9) private schools, encompassing (9) nince principals and (68) sixty-eight teachers. The data needed for this study were gathered via survey questionnaire and interview guide. To gauge the level of implementation of inclusive education policy, a survey questionnaire was employed, comprising of eight categories. Additionally, an interview guide, adapted from DepEd order no. 020 s. 2019: policy guidelines on the k to 123 basic education program, was utilized to tackle challenges encountered the implementation of inclusive education. Moreover, it aimed to identify interventions undertaken by principals and teachers to address these challenges. Based on the findings of the study, the researcher came up with the following conclusions: 1. The level of implementation of inclusive education surpasses the minimum requirements as perceived by the principals, while it meets the minimum requirements as perceived by the teachers. 2. The challenges encountered are about learners and resources. 3. The interventions to address the challenges focused teacher development and improving learning resources.Item Mathematical competencies of grade 10 students of San Jose School of La Trinidad, Inc(2020-07) Pomar, Evegalla Balnges.Mathematics is one of the core subjects in basic education because of its importance in daily activities of an individual. Since mathematics is used in everyday life, there is a need to master it. To master mathematics means to possess mathematical competencies. Mathematical competencies are beyond mathematical skills because learning competencies can be measured if there is mastery or acquired mathematical skills. These are the skills that can be used in the future or everyday life such as critical thinking skills and problem-solving skills. Moreover, mathematical competencies must be measured because these are the ability to understand and use mathematics in a variety of mathematics-related contexts and situations in which mathematics plays a Mathematical competency are to ask and answer questions about, within, and by means of mathematics. It also consists of understanding and using mathematical language and tools. This study was conducted to determine the level of mathematical competencies of grade 10 students of San Jose School of La Trinidad, Inc., particularly in patterns and Algebra. It aims further to determine the area/topic of patterns and Algebra where the students encounter difficulty. The main purpose of this study was to determine the level of mathematical competencies of grade 10 students of San Jose School of La Trinidad, Inc. in patterns and Algebra. Specifically, it sought answers to the following questions: 1. What is the level of mathematical competencies of grade 10 students of San Jose School of La Trinidad, Inc. in patterns and Algebra along: a. mathematical thinking, b. problem handling, c. modeling, d. reasoning, e. representation, f. symbol and formalism, g. communication, and h. use of aids and tools. 2. What areas/topics of patterns and A1 gebt= do the students encounter difficulty? A descriptive research was employed in this study to determine the level of mathematical competencies of grade 10 students in patterns and Algebra. It also elucidated the areas/topics of patterns and Algebra where students encounter difficulty. A table of specification basing from the curriculum guide was made to construct an examination with fifty-six (56) items. The result from a constructed examination that was administered to 195 grade 10 students of San Jose School of La Trinidad, Inc. was tallied and organized. To determine the level of mathemti,=1 competencies of grade 10 students, Likert scale was used. An item analysis was used to find the area/topic of Patterns and Algebra where students encounter difficulty. The following are the findings of the study based on the research problems. 1. The level of mathematical competencies of grade 10 students of San Jose School of La Trinidad, Inc. in patterns and Algebra is good or with an average competency along mathematical thinking, problem handling, modeling, reasoning, representation, symbol and formalism, communication, and use of aids and tools. 2. The grade 10 students encounter difficulties in sequence and series, particularly in generating patterns, analyzing and explaining the differences between finite and infinite sequences. They also encounter difficulties in performing division of polynomials and factoring polynomials. In the light, of the findings of the study, the following are the conclusions: 1. The average competency of grade 10 students signifies that they have the ability to understand and use the key concepts of patterns and Algebra in a variety of related contexts and situations in which it plays a crucial role. 2. Many of the grade 10 students encounter difficulties in the different areas of patterns and Algebra particularly in sequence and series, polynomials, polynomial equations, and polynomial functions. In relation with the findings and conclusions of this research, the following are recommended: 1. Grade 10 mathematics teachers may use the proposed action plan made by the researcher to develop the eight mathematical competencies and to lessen the difficulties encountered by the students in learning patterns and Algebra. 2. Grade 10 students should enhance their comprehension skills through reading to overcome the difficulties they encounter in Patterns and Algebra specifically, in polynomials, polynomial equations, and polynomial functions. 1. The general result of the qualifying examination in mathematics administered by the guidance facilitators should be presented and explained to the mathematics teachers. This is to ensure that the students have developed the pre-requisite skills. 2. Follow-up studies focusing on the correlation between the eight mathematical competencies and the nn-onirlter,=‘d by the students in learning mathematics.Item Linguistic works on the word formations of drag queens.(2020-08) Villanueva, Jake Angeles.Language is vital in shaping the identity of the members of a certain community and in helping others understand and accept them. The language of the drag queens is a growing phenomenon in the field of queer linguistics. The evolution of the language of the drag community in America and in the Philippines is a reflection of the dynamic characteristics of language which is influenced by various philosophies of men and women. Thus, each language means letting the learners understand how it is formed and what the influences in the formation system are. The main aim of the study was to analyze the linguistic works used in the word formations and structuring of drag queens in RuPaul's Drag Race episodes. Specifically, it aimed to determine the following; 1. How are words formed by drag queens of RuPaul's Drag Race? 2. How does the word formation of the drag queens realize the characteristics and functions of language? The following are the major findings of the study: 1. Words were formed by the drag queens of RuPaul's Drag Race through borrowing, blending, compounding or phrasing, coining words, and using puns, onomatopoeia, acronyms and eponyms; however, acronyms and word coinage, were identified to be used the least in the show. 2. Through the analyzed sentences, the characteristics of language realized in the word formations of drag queens were productivity, discreteness, duality, arbitrariness, displacement, variability and cultural transmission while the functions of language that manifested in the dialogues were referential, phatic, conative, emotive, and metalingual functions.3. The linguistic philosophies that influenced the word formation of the drag queens were Metaphor, Creativity, Deconstruction, Branding, Imitation and Feminism while Individualism served as the umbrella or overarching philosophy. In light of the findings of the study, the following conclusions are drawn: 1. Eponym was the dominant word formation process used by drag queens since it is more apt to use reference in a shared situation within their speech discourse. 2. The language of drag queens is similar to other languages in terms of characteristics and functions. 3. Creativity and metaphor philosophies were dominant among the word formations of drag queens. Based on the findings and conclusions the following are the recommendations:1. Teachers and future researchers may add other word formations in identifying other linguistic processes involved in the words used or formed by drag queens to compare them to other language processes of other speech community. 2. Teachers and future researchers may use other features of language in analyzing the dialogues and may use different model for the functions of language. 3. A study of other philosophies that may have influenced the word formations of drag queens is recommended.4. Other researchers can conduct future studies on how queer language was used or formed in other media shows or forms such as movies, podcasts and commentary videos.5. Other researchers can conduct future studies on queer language that is presented in different media forms and that is focused on other members of the LGBTQIA community.6. Educators are encouraged to integrate the findings of the study in their language lessons which both promote pop culture and gender equality through language. 7. The Dragtionary, which is a dictionary of the words used and coined by the drag queens and which contains examples and structural analysis of the terms, may be used as reference in language discussion.8. The online Dragtionary can be accessed as reference for language discussion.Item Reading for pleasure: a key, a practice, a venue for improving science high school students' reading proficiency(2022-03) Valdez, Joycelyn Almodal.The Philippines' dismal performance on international and local standardized reading tests emphasized the poor reading proficiency of Filipino students, despite the country' s high reading literacy rate index. Previous studies revealed that at 15 years old, reading for pleasure has already declined due to the lack of autonomy in choosing the reading materials as well as the distractions brought about by the advent of social media and the Internet. This declining motivation to read poses serious problems since reading for pleasure is associated with academic achievement and the learners' personal growth and ability to function in today's global society. As there is a dearth of local literature on developing the students' love for reading, it is imperative to explore the role of pleasure reading in improving the level of reading proficiency of science high school students. This study aimed to determine the relationship between pleasure reading habits and reading proficiency level. Specifically, it sought to answer the following questions: 1. What is the proportion of students who are pleasure readers? 2. What is the level of reading proficiency of pleasure readers along: a. Vocabulary Development; b. Reading Comprehension; and c. Functional Reading? 3. What is the relationship between reading for pleasure and reading proficiency? Ho: There is no significant relationship between reading for pleasure and reading proficiency. The study adopted the descriptive-correlational research design in finding answers to the above problems. It utilized a researcher-made survey questionnaire and an adapted reading proficiency test questionnaire which were administered to 92 Grade 10 science students. Data were analyzed using mean, frequency count, Chi-square test and Cramer's V coefficient as statistical tools. The following are the findings of this research: 1. A large proportion of the respondents are pleasure readers (94.6%): the majority of whom are moderate pleasure readers (60.9%) while 33.7% are high pleasure readers. 2. The pleasure readers have an overall average level of reading proficiency (M=19.31) with average proficiency in all three components: vocabulary development (M-4.29), reading comprehension (M=12.47), and functional reading (M=2.55). 3. Results revealed a very strong relationship between reading for pleasure and reading proficiency scores. Based on the findings of the study, the following conclusions are drawn: 1. Most of the students are frequently reading for enjoyment. 2. The pleasure-reader respondents are good readers who could reach above-average reading proficiency level with more guidance and scaffolding from their reading teachers. 3. Reading for pleasure could be a key indicator, practice, and venue for improving the reading proficiency level of science high school students. Based on the results of the study, the following recommendations are suggested: 1. The Grade 10 students should allot more time for reading to further develop the habit of reading for pleasure. 2. The English teachers should design practice reading proficiency tests with emphasis on vocabulary development, reading comprehension, and functional reading. 3. Teachers are encouraged to conduct further experimental studies to substantiate the relationship between reading for pleasure in improving students' reading proficiency. 4. The school should include in their Brigada Pagbasa Program the establishment of a Recreational Reading Center where the students can borrow and read pleasure reading materials. 5. DepEd and school administrators are advised to provide seminars and training to the teachers to equip them with relevant skills, methods, and approaches in crafting their reading for pleasure workbooks and modules. 6. Future researchers are recommended to conduct studies on students attending regular high schools, including participants in the far-flung regions of the country. 7. Furthermore, future researchers can investigate other variables such as age, gender, and socio-economic variables that can affect the reading proficiency of pleasure readers. 8. The attached workbook anchored on the K to 12 Curriculum is recommended for possible adoption in Grade 10 English classes. 9. Excerpts used in reading classes should include varied pleasure reading materials such as manga series, Wattpad stories, graphic novels, and teen fiction, among others.Item A critical analysis of online readers' reviews on mysticamy's the soul eater's possession(2022-04) Sison, Sonya Amara Trinidad.Readers, especially in the current generation right now, not only entertain themselves by reading physical copies of literary pieces, but also use online literature as well such as web novels. Since they are now in the digital age where applications can also make reading accessible anywhere and anytime, this has contributed to the new age of literature. To understand the current trends in literature, this study focused on the literary approaches and theories that can be gleaned in the characters, languages, and symbolism found in MysticAmy's The Soul Eater's Possession with the help of the readers' online evaluations. This study analyzed the readers' online responses in MysticAmy's literary piece The Soul Eater's Possession. It uses various literary theories and approaches that can help extract data and observations from the gathered evaluations of the readers. Specifically, it aimed to determine the following; 1. What are the different online responses in the readers' reviews as seen in the: a. characters, b. language, and; c. symbolism? 2. How are M.H Abrams' theories reflected on the readers' online responses on MysticAmy's The Soul Eater's Possession? The research adaopted a qualitative research method, applying thematic approaches to the study. The researcher analyzed and observed her literary work titled "The Soul Eater's Possession" by applying literary approaches to identify the work. Furthermore, online reviews and also comments left by the readers supported the reader's response approach, formalistic approach, and M.H Abrams' literary theories, giving more input about the author's work. The following are the major findings of the study: 1. M.H Abrams' Literary Theories are evidently seen in the online responses of the readers in terms of characters, language, and symbolism. 2. The researcher uses various literary theories such as reader's response, mythological/archetypal, and schema theory to gather more data other than using the mother theory, M.H Abrams's Literary Theories. In light of the findings of the study, the following conclusions are drawn: 1. The author of the literary piece unconsciously applied the archetypes for her characters, language, and symbolism and that the readers were also keen to observe them through their online responses. 2. The readers often related to the text through the literary piece's significant human experiences (SHE) portrayed by the characters' feelings and situations. Based on the findings and conclusions, the following are the recommendations: 1. Writers and future researchers may add other literary theories and approaches to apply when it comes to analyzing online responses. However, writers and future researchers can also not limit themselves to characters, language, and symbolism, but explore other elements as well. 2. Writers and future researchers can also apply other literary approaches not mentioned to not limit themselves to possible outcomes that may arise in their future research. 3. Other researchers can conduct future studies on The differences between online literature vs. common literature (books, PDFs, etc.) to raise awareness of the rising online literary works with contemporary themes found on websites like Web novel, Good novel, Wattpad, Tapas, etc. Researchers who would like to conduct future studies on online literature can suggest guides on how to publish one's work online and how to write according to what most people find interesting online. 4. There is a need for an online writers ‘guide for aspiring authors to have a guide when it comes to creating their story/stories online.Item Level of analytical reading and writing skills of grade 7 students(2021-06) Sagodang, Janice S.Reading and writing are the two macro skills that are very crucial keys in one's life specially in academics. This study looked into the level of analytical reading and the level writing skills of Grade 7 students and the relationship between the two macro skills. This study also aimed to help students to improve skills in reading and writing in terms of getting the main idea, recognizing facts from opinions, paraphrasing, and answering questions and help also educators to address the problems of the students in terms of reading and writing. This study used a descriptive research method using the descriptive correlation in identifying the analytical reading and writing skills of Grade 7 students of Mountain Province General Comprehensive High School. The respondents were 50 students of the said school. A researcher-made questionnaire was used to measure the level of analytical reading and writing skills of the respondents. In treating the data, frequency, percentage, and Pearson's r were used to determine the analytical reading and writing of the students. The study sought to answer the following questions: 1. What is the level of analytical reading of Grade 7 students along with getting the main idea and recognizing facts from opinions? 2. What is the level of writing skills of Grade 7 students along with paraphrasing and answering questions? 3. What is the relationship between the level of analytical reading and the level of writing skills of Grade 7 students? Hypothesis: There is no significant relationship between the level of analytical reading and writing skills of Grade 7 students. In this study, the researcher used frequency, percentage and quantitative correlational such as Pearson's r method since it deals with the relationship between the two-macro skill; the analytical reading and writing skill of 50 Grade 7 students who were currently enrolled in the S.Y. 2020-2021 of Mountain Province General Comprehensive High School. The following are the major findings of the study: 1. The students have a moderate level of analytical reading which implies that they are good readers. 2. The students have a low level of writing skills which implies that they have incurred a fair writing skill. 3. There is no significant difference in the relationship between the level of analytical reading and writing skills of Grade 7 students. Based on the findings of the study, the following are concluded: 1. The level of reading comprehension of grade students along with getting the main idea and recognizing facts from opinions varies, with the students being able to clearly differentiate facts from opinions with minimum assistance. 2. The level of writing skills of Grade 7 students, along with answering questions and paraphrasing, is low enough to the students can successfully answer questions and paraphrase texts with a lot of guidance. 3. The level of reading comprehension of the Grade 7 students is unrelated to the level of writing skills. Based on the findings of the study, the following are recommended: 1. The teacher may provide scaffolds and a set of questions to guide the Grade 7 students in getting the main idea of a text and allot a shorter period of time for the recognition of facts and opinions. 2. The teacher may allot more time in the development of the writing skills of the students both in answering questions and paraphrasing. Varied teaching strategies on these may be explored. 3. The students may check their strengths and weaknesses in reading comprehension and writing skills and develop those that they are lacking. Other Recommendations 4. Future studies may focus on specific analyses of the reading comprehension and writing skills of the students. Other researches related to analytical reading comprehension and writing may be conducted to address other problems in reading and writing.Item Language anxiety and competence of ESL teachers(2022-05) Sam-it, Cherrie Mae Galingan.The Philippines is recognized globally as one of the largest English-speaking nations with majority of its population having at least some degree of fluency in the language. English has always been one of the official languages of the Philippines. It is the language of commerce and law, as well as the primary medium of instruction in education. It has been said that competence in the language is also one of the country's strengths that has helped drive the economy and even made the Philippines the top voice outsourcing destination in the world, surpassing India in 2012. The influx of foreign learners of English is also on the rise due to the relatively more affordable but quality English as a Second Language (ESL) programs being offered locally. However, even though most people are good at the English language, anxiety is still a common problem for second language users. This could affect language user's competence in the language. A lot of studies have been conducted to correlate anxiety and competence among second language users but most of them focused on the students. Contrary to this, the study was conducted among teachers, and it opted to determine the level of their language anxiety and level of language competence. Also, it intended to seek the relationship of the two variables. Even teachers can be anxious when using the English language as they are also learners of the language. Thus, this study was conducted to teachers not as being a teacher, but as being a learner of the English language. This study aimed to investigate the relationship between language anxiety and language competence of ESL teachers in Perfect 25. Specifically, it sought answers to the following: 1. What is the level of language anxiety of ESL teachers along: a. Lexical b. Grammatical c. Semantics d. Phonological: 2. What is the level of language competence of ESL teachers along: a. Lexical b. Grammatical c. Semantics d. Phonological? 3. What is the relationship between language anxiety and language competence of teachers? Hypothesis: There is a significant relationship between language anxiety and language competence of ESL teachers. The study used a correlational method. Two questionnaires which aimed to determine the teacher's self-perception of their language anxiety and language competence were given via Google form. Twenty non-English ESL teachers of Perfect 25 responded to these forms. Statistical mean was used to determine the level of language anxiety and language competence of the teachers. On the other hand, Pearson's Product Moment Correlation Method was utilized to find out the correlation between them. The result showed that there is no relationship between language anxiety and language competence. The following are the major findings of the study: 1. It was found out that the ESL teachers have a moderate level of language anxiety. a. Teacher's level of language anxiety along lexical is moderate. b. Teacher's level of language anxiety along grammatical is moderate. c. Teacher's level of language anxiety along semantics is moderate. d. Teacher's level of language anxiety along phonological is moderate. 2. It was also revealed that the level of language competence of the ESL teachers is in the moderate level. a. Teachers have a moderate level of language competence along lexical. b. Teachers have a high level of language competence along grammatical. c. Teachers have a moderate level of language competence along semantics. d. Teachers have a moderate level of language competence along phonological. 3. The study showed that there is a correlation between language anxiety and language competence. On the findings, it was indicated that there is a significant negative correlation along the dimensions of lexical, grammatical, and phonological. The computed correlation coefficient is significant; therefore, the null hypothesis of this study is rejected. As the language anxiety increases, language competences decreases or vice versa; as the language anxiety decreases, language competence increases. In light of the findings of the study, the following are the conclusions: 1. The ESL teachers experience some dilemma when using the English language. 2. The ESL teachers possess an average ability in the English language. 3. The level of language anxiety influences the level of language competence of the ESL teachers. The more the teachers are anxious in the language, the less they are competent. In relation with the findings and conclusions of this research, the following are recommended: 1. Teachers have to change negative thoughts into positive thoughts. Being trapped in negative thoughts is something that fuels anxiety in the language. 2. Teachers have to consider that language is a critical and pervasive component of pedagogical practice and teacher language competence is a key contributor to student success. Thus, it is crucial to ensure full language competence in the language of instruction. 3. It is suggested that teachers and syllabus designers consider focusing on activities that might help ease the anxiousness of students in the classroom and will lead to being confident and competent in language use. In line with this, there is a need for a guideline that can be helpful to the ESL teachers and those who are planning to become English or ESL teachers. It can be considered as tips to lessen anxiety in the language and to elevate competence. Other Recommendations 4. Future researchers can conduct a study on other population or locale. Studies on sociolinguistic, strategic and discourse competence can be explored. 5. Users of the English language may opt to adopt the outcome of the study. Please refer to Appendix J.
- «
- 1 (current)
- 2
- 3
- »