The English learning attitude factors and level of English speaking skills of the Koreans in the University of the Cordilleras

Abstract

English is extensively used as an official language throughout the world. It is widely utilized in technology, science, the Internet, popular entertainment and sports. Non-speakers like the Koreans strive to be educated and be equipped with this language. They believe that this language is indispensable in making themselves conspicuous in all fields of endeavor and to survive in this competitive world. The study analyzed the English learning attitude factors and the level of speaking skills of the Koreans in the University of the Cordilleras, Baguio City. Specifically, it sought to answer the following questions: 1. What are the English learning attitude factors of the Koreans in the University of the Cordilleras? 2. What is the level of English speaking skills of the Koreans? 3. How do these learning attitude factors correlate with the respondents' level of English speaking skills? 4. How do the following variables influence the learning attitude factors and level of speaking skills of the respondents? a. gender b. age C. origin of place (urban and rural) d. length of stay e. purpose This is a descriptive research which analyzed video-recordings as well as questionnaires administered to the Korean students in the University of the Cordilleras. Analysis of data on the learning attitude factors was confined through the LAQ (Language Learning Attitude Questionnaire), FLCAS (Foreign Language Anxiety Scale) and motivational questionnaires. To determine the level of speaking skills, it made use of Speaking Scale Criteria. Data were treated statistically using descriptive and inferential statistics such as frequency, percentage, t-test, ANOVA, and correlation. Analysis of data revealed the following findings: 1. The learning attitude factors of the Koreans in the University of the Cordilleras are positive along positive learning attitude towards language, extroversion, positive and negative motivation. Other factors were interpreted as neither positive nor negative such as positive attitude towards language, positive attitude towards Filipino culture, negative attitudes toward language anxiety, and introversion. 2. As a whole, the level of speaking skills of the Kor ns in the University of the Cordilleras was interpreted as good to average along content, fluency, vocabulary, language use and pronunciation. There was significant difference among the levels of speaking skills in all the components of the speaking skills. 3. There was significant correlation of the speaking skills of the respondents and the five learning attitude factors such as positive and negative attitudes toward language, extroversion, language anxiety and negative motivation. 4. a. There was no significant influence of gender on learning attitudes although females had a little higher positive attitude. Age, in some parameters, on learning attitude factors had no significant influence except positive attitude toward language, extroversion and negative motivation. Generally, the 30-age group possessed more positive attitudes in English than other age groups except for the positive language attitude towards language. The learning attitude factors had no significant influence on place of origin except positive attitude toward language. There was significant influence of positive attitude towards language on purpose but no significant influence on other factors. b. There was no significant influence of gender on speaking skills but generally; females had higher speaking skills in English. There was significant influence of age on fluency and pronunciation. In content, vocabulary and language use, no significant influence was noted. Moreover, those at 20-age group showed better speaking skills than the other age groups. Between level of speaking skills and place of origin, there was a significant influence specifically in fluency and pronunciation but not significant in content, vocabulary and language use. On length of stay, there was significant influence in content, fluency, vocabulary; however, in language use and pronunciation, there was no significant influence. The respondents who stayed in the Philippines for over a year, gave them better speaking skills than those who stayed below one year. On purpose, there was no significant influence in the level of speaking skills and purpose of the respondents. However, respondents with specific purpose had better level of speaking skills than others. Based on the findings of the study, the following conclusions are drawn: 1. The students possess different learning attitudes to study English effectively. 2. The level of speaking skills of the Korean students varies. 3. There is a relationship of some of the learning attitude factors on the level of speaking skills of the Korean students. 4. Some variables have influence on the learning attitude factors and level of speaking; other variables do not have. Based on the findings and conclusions of the study, the following are the recommendations: 1. There are about 15,000 Koreans in Baguio City, thus further study on their English proficiency skills is recommended. It may be significant to study the factors affecting the English speaking skills of the Koreans in Baguio City or in the Northern Philippines. 2. The Korean students should overcome being introvert, having negative attitude towards language and other cultures by having positive attitude towards the target language. There is a need for them to strive to be extrovert and extend their length of stay and study period in the Philippines. Maintaining positive traits and positive motivation are suggested for the second language learners to help improve their English speaking skills. 3. A survey and analysis of the Korean students' lifestyles and strategies in learning English could also be significant to study. 4. For the professors, teachers and tutors of the Koreans, they are encouraged to extend their patience, understanding in motivating their Korean students in the process of learning the language. 5. For the University to increase the number of Korean enrollees in the institution, an appropriate curriculum to foreigners or a development of a special curriculum in ESL for Koreans in the undergraduate level is recommended. 6. An intensive English program be offered by the University in all colleges specifically in the Colleges of Arts and Sciences and in Teacher Education to majors in English to develop further the competence of students in the linguistic skills (listening, speaking, reading and writing) as well as their communicative competence. 7. Other variables such as who the students stay with in a foreign country, developing good study habits and hobbies like reading, watching movies and TV program in English are worthy of further study to explore the extent of influence of variables on English learning attitude and level of English speaking skills.