Vocabulary level and oral fluency of Korean ESL students

Abstract

The society is evolving with the turn of time, along with the advancement of technology, and along with the modification of perspective. It is then inevitable for students and workers alike to strive for the better if not for excellence to be accepted and be given the so-called place in the society. Koreans are not excluded in these changes and developments as demonstrated by their all-out effort in all possible aspects just to improve their English skills. But then again, their inability to speak or their professed inadequate skills are all the same given the fact that they have been learning grammar by heart and attending academies for assistance. This research took into account the crucial importance of vocabulary and practice in the enhancement of oral fluency since words are not mere jargons in each field or specialization to be memorized or formulae to sequentially conform to. As the terminology implies, vocabularies are part of the skills to be regularly put into practice considering that skills are acquired and developed through training, exercise as well as experience. This research concentrated on the determination of the vocabulary level and level of oral fluency of Korean ESL students. Specifically, it sought to answer the following questions: 1. What is the vocabulary level of Korean ESL students in terms of: a. vocabulary recognition; b. vocabulary production; and c. vocabulary comprehension? 2. What is the level of oral fluency of the learners in terms of: a. oral fillers; b. promptness; and c. substance? 3. What is the relationship between the vocabulary level and the level of oral fluency of the Korean ESL students? Hypothesis: There is a significant relationship between the vocabulary level and oral fluency of Korean ESL students. 4. What instructional materials can be developed to enhance vocabulary and oral fluency of Korean ESL students? The following are the findings of the study: 1. a. The vocabulary recognition level of the respondents is very good to excellent. b. The vocabulary production level of the respondents is poor to fair. c. The vocabulary comprehension level of the respondents is also poor to fair. d. The overall vocabulary level of the respondents with all the three (3) variables combined is average to good. 2.a. The level of oral fluency of the respondents on oral fillers is within very low competence. b. The level of oral fluency of the respondents on promptness is within low competence. c. The level of oral fluency of the respondents on substance is likewise within low competence. d. With all the variables considered as one, the overall level of fluency of the respondents is in the scope of low competence. 3. a. There is a marked relationship between vocabulary recognition and oral fluency. b. There is a marked relationship between vocabulary production and oral fluency. c. There is a marked relationship between vocabulary comprehension and oral fluency. d. There is a marked relationship between the overall vocabulary and oral fluency. e. There is no relationship or correlation between oral fillers and vocabulary. f. There is a substantial relationship between promptness and vocabulary. g. There is a marked relationship between substance and vocabulary. h. There is a marked relationship between the overall oral fluency and vocabulary. 4. Instructional materials that enhance both vocabulary and oral fluency are needed in the training of Korean ESL students. Based on the findings of the study, the following are the conclusions: 1. a. The vocabulary recognition level of the respondents is advanced. b. The vocabulary production level of the respondents is developing. c. The vocabulary comprehension level of the respondents is developing. d. The overall vocabulary level of the respondents With all the three (3) variables combined is intermediate. 2. a. The level of oral fluency of the respondents on 1 fillers is beginner. b. The level of oral fluency of the respondents on promptness is developing. c. The level of oral fluency of the respondents on substance is developing. d. With all the variables considered as one, the overall level of fluency of the respondents is developing. 3. a. There is a marked relationship between vocabulary recognition and oral fluency. b. There is a marked relationship between vocabulary production and oral fluency. c. There is a marked relationship between vocabulary comprehension and oral fluency. d. There is a marked relationship between the overall vocabulary and oral fluency. e. There is no relationship or correlation between oral fillers and vocabulary. f. There is a substantial relationship between promptness and vocabulary. g. There is a marked relationship between substance and vocabulary. h. There is a marked relationship between the overall oral fluency and vocabulary. 4. The proposed instructional materials can help enhance the vocabulary and oral fluency of Korean ESL students. In consideration of the findings of the study, the following are recommended: 1. The ESL teacher should provide instructional materials which will further promote vocabulary production in speaking and vocabulary comprehension in reading. 2. Curriculum developers should present lessons on oral fluency as a unit and not in its divided parts. 3. ESL students should remember that vocabulary recognition can be learned better when used in application, especially in oral communication for their fluency to also improve. 4. All English teachers, not only those who are teaching Koreans in FSL academies can use the proposed instructional materials to help enhance both the vocabulary and oral fluency of their students in any level. 5. The researcher would like to recommend a further study covering respondents from a wide area of consideration to treat categorization and other factors like age differences, and length of studying the English language. 6. Additional researchers could consider the administration of Form B of PPVT 4. Future tests utilizing the first form could be strengthened by a second test with the second form.