i THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines RESOURCE MATERIALS FOR THE THREE MODALITIES OF ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY A Dissertation Proposal Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Of Doctor of Philosophy Major in English By: NGUYEN THI THU HOAI June 2015 e ii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines APPROVAL SHEET This dissertation entitled “RESOURCE MATERIALS FOR THE THREE MODALITIES OF ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY” prepared and submitted by NGUYEN THI THU HOAI in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English has been examined and is recommended for Oral Examination. e iii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines MATILDA H. Adviser PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _________. BANAAG Chairman DR.
PANOPIO Member Member DR. SULIT External Representative Accepted and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English. Comprehensive Examination: PASSED _____________ MATILDA H. Date Dean, Graduate Studies College of Arts and Sciences ABSTRACT Title : Resource Materials for the Three Modalities of English Language among Sophomore College Students of Thai Nguyen University Author : Nguyen Thi Thu Hoai Course : Doctor of Philosophy e iv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Major : English Year : 2015 Adviser : Dr.
Dimaano Summary A study was conducted to determine the performance of Sophomore College students of Thai Nguyen University, Vietnam in the three English language modalities namely; speaking, listening, and oral or speaking to serve as basis for proposed resource materials. The descriptive method of research was used in the study applying survey technique for teacher assessment of responses and teacher-made test to determine students’ performance. Respondents of the study include 279 Sophomore College students of Thai Nguyen University, Vietnam and their respective English teachers. The survey questionnaire and teacher-made test served as the sources of data for statistical analyses.
Findings of the study revealed that in the demographic profile of the student respondents according to gender, there was a close distribution of both genders with the males slightly exceeding the females by seven percent .Their parents’ have tertiary education and student respondents’ originated from 14 different places in Vietnam four of which are urban and ten are rural. As for the e v THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines types of high school attended, majority of them or 95.70 percent had their education in public schools which means that majority had to avail of the standardized education program of public schools and further reflected their less affluent status, consistent with their profile on place of origin where most of them come from rural areas. In relation to student's performance in the three language modalities, students have generally low performance in reading with a mean correct rating of 24.91 percent and a verbal equivalent of poor while in listening, the mean percent correct score of 31.59 and speaking with a mean correct score of 47.74 which both indicate students’ average performance. In relation to student's performance in the three language modality test groups stratified according to profile variables, for gender, the p-value for Listening and Speaking is below 0.05 indicating that the performance of the male and the female students are significantly different.
For reading, a p-value greater than 0.05 was obtained which indicates that gender is a significant factor that influences the reading skills of these students. On the aspect of Parent’s Education, a significant difference is noted for speaking while in place of origin, the p-values were below 0.05 and are significantly different for urban and rural origin. In the case of the type of High e vi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines School all the p-values were below 0.05 indicating that performance of the students in the three modalities are significantly different for both the private and public schools. In teachers’ assessment of the students’ reading, listening and speaking skills, one out of 13 items obtained an agree score of >50 percent.
This item pertains to phonetic analysis which indicates that the teacher respondents either do not fully grasp the concept of the survey or they do not understand the questions in the context of their teaching English at the sophomore level and were answering the survey questions randomly. According to the perception of the teacher respondents regarding frequency of use by the students, majority of the items got ratings below 2. Only one had a rating of 2.5 which pertains to reading comprehension which means that this is the only modality item teachers perceived as frequently practiced and demonstrated by the sophomore students. As for the perceptions of teacher respondents according to their degree of importance, two items had mean scores close to 4.0 or equivalent to moderately important, four items had a score of 3.0 or slightly important and three had a score of 2.0 or less important which indicate that the teacher e vii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines respondents consider only Reading Comprehension and Context clues as the more important student’s skills given emphasis in the sophomore stage.
As for the relationship of teacher’s assessment and students’ performance in the three language modalities, reading performance of the students are significantly different from the frequency and degree of importance ratings of the teachers while the listening performance of the students is not significantly different from the frequency and degree of importance ratings of the teachers. The speaking performance of the students on the other hand is significantly different from the frequency rating of the teachers but not significantly different from the degree of importance rating. In general, among the three language modalities, it was the listening performance of the students that is significantly related to the assessment of the teachers. The reading and the speaking performance are generally independent of the teacher’s assessment.
For the proposed remedial exercises in the three modalities of language, considerations are utilized as bases such as low performance score of the students in the modality areas; meaningful relationship of the performance scores with the profile variables; and the meaningful relationship of the performance scores with the teachers’ assessments. e viii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Based on these findings, the study recommended that the proposed output in the form of remedial exercise be reviewed by school heads prior to its used in the classroom; that the students’ weaknesses in reading, listening and speaking must be given attention by administrators; and that a similar study may be conducted along modalities of language. ACKNOWLEDGMENT e ix THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines The researcher would like to convey her sincerest gratitude to the following persons whose valuable contributions enabled her to finish this academic work: Dr. Dang Kim Vui, President of Thai Nguyen University for the opportunity given to be included in the Ph.
D English program in partnership with Batangas State University; Dr. Dimaano, Dissertation Adviser, for providing valuable inputs for the improvement of this study. Her guidance and expertise in research proved to be of great help in the completion of this academic endeavor; Dr. Corazon Cabrera, Dr.
Amada Banaag, Dr. Sulit, Panel of Examiners for their insightful comments that enrich this research; Dr. Magnaye, Recording Secretary for her patience and dedication in preparing the minutes of the defense proceedings; Teacher and student respondents of the study, for the cooperation and willingness in answering the research instruments; Colleagues and friends for their encouragement to finish this study; e x THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Finally, my parents and family for their love, support and words of encouragement. Nguyen Thi Thu Hoai e xi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines DEDICATION This work is wholeheartedly dedicated to my parents, husband, and children Dam Minh Tri, and Dam Thi Kim Ngan.
Nguyen Thi Thu Hoai e xii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE. x TABLE OF CONTENTS. xi LIST OF TABLES. xiv LIST OF FIGURES.
THE PROBLEM Introduction. 1 Statement of the Problem. 7 Scope, Delimitation and Limitation of the Study. 8 Significance of the Study.
REVIEW OF LITERATURE Conceptual Literature. 40 e xiii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Synthesis. 54 Definition of Terms. RESEARCH METHOD AND PROCEDURE Research Environment.
59 Subjects of the Study. 60 Data Gathering Instrument. 61 Data Gathering Procedure. 64 Statistical Treatment of Data.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings.132 e xiv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines APPENDICES…………………………………………………………. Letters of Request. 159 CURRICULUM VITAE………………………………………………… 172 e xv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines LIST OF TABLES Table Title Page 1 Distribution of the Respondents of the Study……………….
61 2 Gender Profile of the Student Respondents……. 69 3 Parent's Educational Attainment ……………………………. 70 4 Place of Origin of the Student Respondents………………. 72 5 Type of High School Profile ………………………………….
74 6 Levels of Students’ Performance in the Learning Modality of Reading. 77 7 Levels of Students’ Performance in the Learning Modality of Listening. 79 8 Levels of Students’ Performance in the Learning Modality of Speaking. 81 9 Correlation of Students’ Performance in the Three Language Modality Test Groups with Profile Variables………………….
84 e xvi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines 10 Student Skills Employed in Teaching the Basic English Course………………………………………………………. 87 11 Teachers’ Assessments of Student Skills and Their Frequency of Use ……………………………………. 89 12 Teachers’ Assessments of Student Skills and Their Degree of Importance …………………………………. 91 13 Teachers’ Assessments of Students’ Performance in Three Language Modalities …………………………….
93 14 Bases for the Design of Remedial Exercises on the Three Modalities of Language. 95 e xvii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines LIST OF FIGURES Figure Title Page 1 Conceptual Paradigm of the Study …………….55 e 1 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines CHAPTER I THE PROBLEM Introduction English as a versatile language is considered an amazing language. Though it only ranked third in terms of the number of people using, still it becomes the global language and declared as the lingua franca of the world. English language is spread through the demands of the business sector, the academe, science and technology, and the diplomatic advocacy of the espousing country.
There are reasons identified why foreign language learners need to learn English. First to be able to do business, to be educated, to have a political alliance with, to be able to work or migrate in America, for it is believed that proficiency in this language offers attractive economic returns; uplifts the status of people in the third world countries and English language serves as the major bridge towards greater opportunities, understanding, academic progress and personal development. Being aware of the importance of the English language, government agencies of most countries invest on English learning process. They have set goals to improve the English proficiency of their component population and impose programs through their educational system.