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Browsing Faculty of Education by Subject "Research Subject Categories::HUMANITIES and RELIGION::Languages and linguistics::Other Germanic languages::English language"
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ItemDevelopment of a Thematic and Integrated Learning Unit for English IV( 2004) Nuñez, Julius M.The core of reading and language teaching is the learning and assessment activities. Without a carefully planned lesson, language teaching will not be successful. This project aimed to contribute to holistic and integrated reading instruction through the preparation of prototype instructional and assessment materials in reading and language teaching for fourth-year high school. The literacy learning package developed in this project uses a thematic approach and intends to supplement the reading and language textbooks currently used in Bayugan National Comprehensive High School (BNCHS). The validation of the literacy package was aimed at answering the following questions: 1) are the reading selections in the literacy package appropriate for fourth-year high school students, in terms of readability level, intersterility, relevance, and value? 2) Are the learning and assessment activities in the learning package effective, as perceived by teachers’ evaluators? Specifically: Do they clearly support the unit theme, goals, and objectives? Do they develop the strategic and metacognitive reading skills of students? Do they provide for diverse learning styles? To make this project possible, the selections in this package were subjected to readability and reader interest measurement formulas. Using Fog Index, SMOGOMETER, and Cloze Test, the nine selections in this unit were found to be within the readability and interest levels of fourth-year high school students. Students’ responses to the Cloze test revealed that the chosen selection is generally moderate in terms of readability. Two selections, “Sleeping Child”, and “Only Selfless Love” were found to be easy. Based on the results of the “Expert” Observation Guide developed by Santos (1999), six (6) expert observers found the selections in the thematic unit to be both appealing and possess the standard qualification of a – Using Teacher-Observation Checklist from SEDP (Secondary Education Development Project) Manual and Student Observation Checklist developed by the researcher, teachers, and student-observers found the learning and assessment activities in the package effective because they clearly support the unit theme, goals, and objectives, develop strategic and metacognitive reading skills of students, and provide for diverse learning styles. The results of this study revealed further that the selections in the package are appropriate for fourth-year high school students; challenging but within the readability level of students, interesting and engaging; relevant and within the level of experience of the students. It was also found that the learning and assessment activities in the package are effective. As a whole, this learning package showed that relevant reading selections plus interactive learning and assessment materials are important tools in getting students involved in the classroom and in developing them into critical, creative, and productive learners.
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ItemEffects of Language and Other Correlates in Learning College Organic Chemistry( 2012) Magistrado-Saong, MarilouEnglish is used as a Second Language across the Philippine curriculum including the tertiary level but literature still lacks evidence concerning the effectiveness of the use of the second language in science teaching. Science teachers are faced with a challenge because students who are English learners have at least two major tasks to accomplish: 1) they must learn English, and 2) they must learn new knowledge contained in that language. In the light of the ongoing advocacy for bilingual instruction, the main objective of the study was to create a language model in one of the major universities in Baguio City that supports instruction in two or more languages in the tertiary level that could complement the linguistic and cultural heterogeneity of the City. Using a non-equivalent quasi-experimental design, the study compared the academic achievements of the two intact organic chemistry classes for one semester in the first semester of the school year 2011-2012 where one was taught using monolingual English instruction (control group), while the other was taught using bilingual instruction (experimental group). The two groups were comparable except on their knowledge of general and inorganic chemistry concepts prior to the treatment. The latter obtained a significantly higher mean rating than the former. Moreover, both groups were comparable in their high level of English and Filipino proficiencies and good science attitude before and after the treatment. Majority of both groups preferred bilingual mode in learning organic chemistry. In terms of language preference in teaching, majority of the experimental group preferred bilingual while majority of the other group preferred English. In the scientific idea test, the mean score of the experimental group was higher than the mean score of the control group but the difference was not statistically significant. After seven quizzes and three examinations, the mean gain scores of the two groups were significantly different, with the experimental group achieving a high gain. In the experimental group, there were significant positive correlations between academic performance and English language proficiency, Filipino language proficiency and Chemistry Diagnostic Test result while in the control group there were significant positive correlations between academic performance and English language proficiency, attitude toward science and Chemistry Diagnostic Test result. Multiple regression analysis revealed that Filipino language proficiency was a significant predictor of academic performance in the experimental group while Chemistry Diagnostic test result, attitude towards science, mothers’ years of schooling and Ilokano home language was a significant predictor of academic performance in the control group. The results of the study show that students in the experimental group were not disadvantaged by bilingual teaching instead it resulted in several benefits on the part of the Filipino learner. Quantitative and qualitative analyses revealed that majority of the students had shown support to bilingual instruction indicating that it is possible for tertiary schools in Baguio City to develop bilingual policy that supports the use of Filipino and English languages in teaching science subjects. The results, in general, suggest that academic achievement and scientific ideas learned in organic chemistry are influenced by the language used in class taking into consideration student characteristics which include English and Filipino language proficiencies, scientific attitude, language preference and general chemistry background. However, context variables involving ethnicity, parents’ educational attainment and language spoken at home do not pose significant effects on science academic achievement.
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ItemImpact of English Language Teaching and National Identity on Filipinos in the Call Center Industry( 2018-01) Zagabe, Mitima Jean-PaulThe Call Center Industry (CCI) in the Philippines has been attracting employees from different national and linguistic backgrounds. The industry required employees to have a strong command of the English language more specifically, American English, which serves as the model for the English language requirements. However, these requirements may have a negative impact on the linguistic and national identity of Filipino employees. This study explored the Filipino English language trainers’ and Customer Service Representatives’ integration with the American culture and language and whether this has any influence on the way they teach or use the language. It also investigated whether training in the business process outsourcing (BPO) and training schools has any impact on the language and national identity of Filipino employees through strategies used to teach, transact amongst themselves, and with the American customers, and through the ways these employees perceive themselves as call center employees, as employees in the BPO training schools, and as Filipinos. Data were gathered using the following instruments participants’ profile form, one interview schedule, two observations, quality assurance forms, call flow forms, and job postings. Research locales were five call centers and two BPO training schools purposefully selected within Metro Manila where more BPO companies and training schools are located than in any other region of the Philippines and where Filipinos from different regions are employed. The sample consisted of 15 participants, five of whom are trainers in the BPO sector, three in PBO training schools, and seven Customer Service Representatives (CSRs).
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ItemLanguage Anxiety and Selected Learner Variables, and Anxiety-Reducing Strategies of Speech Communication Students( 2012-04) Marcial, Ana Katrina T.The study attempted to look into the relationship between language anxiety and specific learner factors and identified the coping strategies used by university students enrolled in speech communication classes. Chi-square test results showed that the level of anxiety of the learners had no significant relationship with gender but had significant relationships with their (a) self-reported competence using English as a whole and for oral communication, (b) instances of English use outside class, and (c) use of English at home. Lastly, coping strategies which fall under the cognitive and self-encouragement categories are always effective for learners with a low level of anxiety and most effective for the highly anxious ones, while physical relaxation techniques are most effective, regardless of the learners’ anxiety level. Faith-based strategies such as praying, asking for divine guidance, or being inspired by one’s religion are considered to be always effective strategies to cope with anxiety in the classroom. Based on the analysis of data results, recommendations for the learners, teachers, and curriculum developers were also given.
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ItemLesson Study for Language Teachers' Professional Development( 2018-06) Vitug, Nerissa G.Teachers strongly need to experience quality professional development in order to improve student learning and teacher instruction. However, teacher professional development efforts are often criticized by educators for their lack of continuity and ability to produce effecting changes in teacher practice and student learning. So far, teacher professional development is seen as static, top-down and policy-oriented (Mañalac, 2010). Teachers who undergo this cascading model of training try to implement innovations but are constrained by time, materials required, and the lack of instructional or administrative support. Thus, they often go back to their former teaching approaches and habits. This study presented a teacher professional development initiative based on the Japanese lesson study model described by Catherine Lewis (1998) in “A Lesson is Like a Swiftly Flowing River”. Lesson study is an inquiry model of teacher professional development used extensively throughout Japan. Advocates, usually from the Maths and Sciences fields, say it is a powerful professional development process that can lead to stronger lesson plans and teaching practices. In describing the lesson study process undergone by English teachers from a public junior high school in Quezon City, this present study sought to investigate such process as an alternative approach to English teachers’ professional development while improving their skills in applying Communicative Language Teaching methods in their classes. The study specifically answered the following questions: (1) Is there a relationship between teachers’ participation in lesson study (LS) and their implementation of communicative language teaching (CLT) in English lessons? (2) Does LS improve the language teachers’ perception of themselves as implementers of CLT in their classes? and (3) Does LS foster a positive attitude towards collaboration among language teachers? Results of the regression analysis on the assessment made by the six teacher-participants on themselves prior and after LS cycles (through the survey), and the implementation of CLT (though cycles 1 to 6 research lesson observation guides), showed improvement in CLT implementation, As LS is practiced repeatedly in at least 5 cycles or more, there is marked improvement in the implementation of CLT in English classes. Secondly, the paired sample t-test showed a significant difference between the teacher participants’ pre-LS and post-LS scores on the questionnaire which indicated an increase in the positive perception of themselves as implementers of CLT. Lastly, as towards collaboration was promoted and fostered among the language teachers by the LS activities. Based on the analysis of data results, recommendations for language teachers, school administrators and future researchers to adopt LS as a viable continuing teacher professional development program, in the context of English language teaching-learning were also given.
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ItemReadability of Philippine Literature in English in Commercially Published English Textbooks( 2014-12) Sarmiento-Labastilla, Leah Blescila V.Readability studies in the United States have a long history spanning over 70 years, but here in the Philippines, these studies are rare. Readability studies are important in the evaluation of texts to match the readers and their textbooks so that communicative competencies will be developed. This study explored the readability of nine (9) Philippine short stories written in English that are featured in commercially published Grade 7 English textbooks. Three (3) readability indices were used to describe the level of text difficulty.: Flesh-Kincaid Grade Level, Cloze Test, and Readability Checklist. The texts were tested for the Flesch-Kincaid Grade Level through online readability calculators. The same texts were converted into cloze tests and were given to 75 Grade Six students of one (1) private and one (1) public school in a first-class urban municipality outside of the National Capital Region. Three (3) Grade 7 English teachers and 20 Grade 8 students evaluated the difficulty level using the readability checklist. Results show that the short stories chosen for Grade 7 English textbooks are much too difficult for the students in that level. The short stories have varied levels of text difficulty, from 3.0 to 10.0 Flesch-Kincaid Grade levels, which reveal the absence of any leveling standards in choosing the literary pieces included in Grade 7 English textbooks. Based on the readability checklists done by both teachers and Grade 8 students, the stories were of high quality in terms of literary merit. However, the cloze scores show that these stories are frustrating for the Grade 7 students, which means the students do not yet have the linguistic abilities require to understand the text, and teachers will require more effort in helping students to understand the text.
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ItemThe Secondary English Curriculum of the Department of Education: A Content Analysis( 2012-05) Malata-Silva, Janette H.The main objective of the study is to determine whether meeting the goal of developing the learners’ communicative competence is possible with the content standards. Task and performance standards of the 2010 Secondary English Curriculum (SEC). Of corollary interest to the study is determining the aspects of communicative competence that are and are not reflected in the curriculum contents. Qualitative analysis of the contents of the 2010 SEC was conducted using the criteria for communicative competence by Canale and Swain (1980) as categories in the a priori coding. Stability or intra-rater reliability test was utilized to establish the validity of the analysis, which was further reinforced by the correlative validity test using Hsu’s (2011) indicators of communicative competence as the external criteria for the content analysis. Results of the study showed that content standard focuses more on literary than on language standards. Moreover, the tasks and performance standards of the 2010 SEC intended curriculum fail to reflect all the aspects of communicative competence. The syntactic component of grammatical competence and discourse and sociolinguistic competencies are not reflected in English I-Quarters 2 and 3. English I-Quarter 2 also fails to reflect the morphological and lexical components of grammatical competence while the syntactic component of grammatical competence and the sociolinguistic and strategic competencies are not reflected in English II- Quarter 3. Strategic competence is also not reflected in the tasks and performance standards of English II-Quarter 4. Considering that not all aspects of communicative competence are reflected in the tasks and performance standards of the 2010 SEC intended curriculum for English I and II, the program and general standards of the curriculum are inconsistent with communicative competence. The conclusions drawn from these findings were: (1) with only one content standard for both the language and literary area, the teachers who are tasked to implement the curriculum might have difficulty balancing the two areas of different disciplines; (2) using only the prescribed tasks of the 2010 SEC, the teachers might not address the learners’ needs for the development of all the four competencies; and (3) if the teachers would not consider using other activities to compensate for the inadequacy of the prescribed task, the implemented curriculum might not achieve the goal of honing learners who exhibit communicative competence. Based on these findings and conclusions, it is recommended that curriculum developers consider including benchmarks to the content standard in order to specify the communicative function of the language items in the different genres of literature and that teachers develop and use other tasks and classroom activities that can compensate for the inadequacy of the tasks in the intended curriculum.