Tài liệu Prototype lessons on developing textual skills of first year college students of thai nguyen university system

i BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam PROTOTYPE LESSONS ON DEVELOPING TEXTUAL SKILLS OF FIRST YEAR COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY SYSTEM A Dissertation 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: HOANG HUONG LY June 2015 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines APPROVAL SHEET This dissertation entitled “PROTOTYPE LESSONS ON DEVELOPING TEXTUAL SKILLS OF FIRST YEAR COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY SYSTEM” prepared and submitted by HOANG HUONG LY 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. MATILDA H. DIMAANO, Ph.D. Adviser PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _________. DR. AMADA G. BANAAG Chairman DR. MARIA LUISA A. VALDEZ Member DR. FELIX M. PANOPIO Member DR. MYRNA G. 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 _____________ Date Số hóa bởi Trung tâm Học liệu – ĐHTN MATILDA H. DIMAANO, Ph.D. Dean, Graduate Studies http://www.lrc.tnu.edu.vn iii BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam ABSTRACT Title : Prototype Lessons on Developing Textual Skill of First Year College Students of Thai Nguyen University System Author : Hoang Huong Ly Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr. Matilda H. Dimaano Summary This study aimed to assess the textual skill of first year college students of Thai Nguyen System with prototype lessons as output of the study to develop students‟ textual performance. This study made use of the descriptive method of research using survey questionnaire and teacher-made test. Respondents of the study were the 326 first year Basic English language students from selected Universities in Thai Nguyen and 66 English teachers. The students answered the teacher –made test on textual performance relative to combining sentences, constructing sentences, connecting ideas, using words effectively, and developing paragraph which served as the source of the quantitative data that were Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines analyzed statistically. The students‟ demographic profiles in terms of gender; parents‟ educational attainment; students‟ exposure to English media; place of origin; and school graduated from were included in the study. Further, the hypothesis that there are no significant differences between the students' textual performance in English and the teachers' assessment scores is tested. The data gathered were analyzed using the following statistics: frequency distribution, percentage, weighted mean, standard deviation, and independent t-test. Findings of the study revealed that in the student respondents‟ demographic profiles in relation to gender, there were 55.83 percent males and 44.17 percent females in the group with the males exceeding the females by 11.66 percent. This means that the population under study has an almost equal gender distribution and can be considered as gender-balanced. As to parents‟ educational attainment, out of 326 respondents there are 303 or 92.94 percent whose parents have tertiary education, which means that majority of the student respondents have well-educated parents. With regards to exposure to English media more than half or 51.23 percent of the students had the least exposure to the English media, which means that majority of the students are not well exposed to the English media Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines and are therefore foreign to it. For place of origin, results showed that 188 out of 326 student respondents or 57.67 percent originated from urban areas in Vietnam which means that most of the respondents came from urban areas where they grew up and obtained their early education in areas close to cities where advanced learning technologies are available. Relative to school graduated majority of the student respondents or 98.77 percent had their high school education in public schools which means that most of the students pursued their secondary education in public schools availing of the standardized education program. In students‟ textual skills performance relative to combining sentences findings showed that the percent correct items of the students for combining sentences is 69.8 percent with a verbal equivalent of average which means that the student respondents have achieved a certain degree of skill in sentence combining. For constructing sentences, the percent correct items of the students are 53.3 percent with a verbal equivalent of average which means that the student respondents find sentence construction as the most difficult component of textual performance and further implies that it doesn‟t mean that if the skill is more basic, it would be easier for the students. In connecting ideas, the percent correct items obtained by the students for connecting Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines sentences are 62.0 percent with a verbal equivalent of average which means that the student respondents find combining sentences as one of the less difficult components of the textual skills. Moreover, in using words effectively the percent correct items of the students for using words effectively is 54.3 percent with a verbal equivalent of average which means that it is one of the more difficult components of the textual skills for the student respondents. In relation to developing paragraph, the percent correct items of the students for using developing paragraphs is 59.5 percent with a verbal equivalent of average which means that in general the students do not find this skill to be very difficult nor too easy and further means that the students have developed a certain degree of paragraph construction skills although not fully mature but enough to support their continuing growth in their tertiary years. In relationships between the students‟ textual skills performance and their profile variables results indicated that for gender, the p-value for three out of five component skills is below 0.05 indicating that the performance of the male and the female students are significantly different which means that male students‟ performance in combining sentences, connecting ideas and developing paragraphs is different from the female students‟ performance. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Meanwhile, for the other two component skills pertaining to constructing sentences and using words effectively, the p-values are above 0.05 which means they are not significantly different. For Parents‟ Education, it can be noted that in three out of five component skills were the p-value is below 0.05 or significantly different, specifically in secondary vs. tertiary educated parents. For the degree of exposure to the English media, a p-value less than 0.05 was obtained only in connecting ideas for means involving least and moderate exposure and least vs. high exposure. This indicates that it was only in connecting ideas did the media exposure significantly affect the students‟ performance. For place of origin, all the five component skills, the p-values were below 0.05 and are significantly different for urban and rural origin which means that demographic factor is important in the learning performance of the students. In the case of the type of High School, only in using words effectively that the pvalue was below 0.05 indicating that performance of the students in this area is significantly different which means that education in the public schools is generally not different from private schools. As for the teachers‟ assessment of the students‟ textual skills performance in English, findings revealed that all of the 11 items obtained an Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines “agree” score of >50 percent which means that the teacher respondents unanimously consider all the listed items as pertinent items to assess the performance skills of the freshman students. According to frequency of use by the students, results showed that seven out of the 11 items got ratings of 3.5 to 3.9 or equivalent to Often and five items out of 11 had a rating of 2.8 to 3.3 or equivalent to Sometimes which means that in general, the teachers perceived that the students are performing their textual skills often. As regards degree of importance results showed 10 out of the 11 items had mean scores close to 4.0 or equivalent to moderately important, and one item had a score close to 5.0 or very important which indicates that the teacher respondents had a very high assessment of the degree of importance of the different items under the textual skills. In the relationship of teacher‟s assessment and the students‟ textual performance in English findings revealed that the textual performance of the students in three out of five areas is significantly different from the frequency ratings of the teachers which implies that the students‟ performance in the areas of combining sentence, constructing sentences and connecting ideas are not related to the teachers‟ assessment. In contrast, the students‟ performance score in using words effectively and developing paragraphs are not significantly different from the teachers‟ assessment and are thus, related to each other. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines The t-test results on the component skills pertaining to using words effectively and developing paragraphs demonstrate a linkage between the student‟s performance and the teacher assessment and thus could be predictable of each other. Hence, interventions pertinent to these areas that would be done by the teachers can be expected to influence the students‟ performance along these areas. For the preparation of the proposed prototype lessons to develop students‟ textual skills performance, there are some elements considered for this particular group of Vietnamese teachers and students which include the following low performance score of the students in the component areas of the textual skills, meaningful relationship of the performance scores with the profile variables, and meaningful relationship of the performance scores with the teachers‟ assessment. From the findings and conclusions, the study recommended that the prototype lessons may be presented to school administrators for their review and suggestions; that improvement of the designed prototype lessons should be made; and further studies may be conducted along this line in private universities. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGMENT The researcher expresses her profound gratitude to the valuable contributions of the following persons: Dr. Matilda H. Dimaano, Dissertation Adviser, for her guidance, critical comments, suggestions and recommendations to improve this dissertation. Her research expertise and sound advice make this academic work a reality; Dr. Corazon C. Cabrera, Dr. Myrna G. Sulit, Dr. Amada G. Banaag, Dr. Maria Luisa A. Valdez, and Dr. Felix M. Panopio, Panel Members, for their insights and valuable inputs; Dr. Remedios P. Magnaye, Recording Secretary, for her dedication in encoding the minutes during the oral defense; All the personnel of the International Training Center (ITC), Thai Nguyen University of Agriculture and Forestry, for their assistance; The English teachers and students from the four selected universities of Thai Nguyen University System, who were the respondents of the study for their cooperation; and Pham Hong Thai, her husband and Pham Hoang Minh, her son, her parents and her parents in-law for all the support, love and encouragement. Hoang Huong Ly Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines DEDICATION This work is lovingly dedicated to my husband Pham Hong Thai, my son Pham Hoang Minh, and my mother for being my inspiration. Hoang Huong Ly Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE........................................................................................ i APPROVAL SHEET............................................................................ ii ABSTRACT......................................................................................... iii ACKNOWLEDGMENT........................................................................ x DEDICATION....................................................................................... xi TABLE OF CONTENTS...................................................................... xii LIST OF TABLES................................................................................ xv LIST OF FIGURES............................................................................. xvii CHAPTER I. THE PROBLEM Introduction............................................................ 1 Statement of the Problem ..................................... 6 Scope, Delimitation and Limitation of the Study..... 7 Significance of the Study ....................................... 8 II. REVIEW OF LITERATURE Conceptual Literature............................................. 11 Research Literature................................................ 46 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Synthesis ............................................................... 55 Theoretical Framework ......................................... 58 Conceptual Framework ......................................... 59 Hypothesis............................................................. 62 Definition of Terms................................................. 62 III. RESEARCH METHOD AND PROCEDURE Research Environment .......................................... 65 Research Design .................................................. 67 Subjects of the Study ............................................ 68 Data Gathering Instrument..................................... 69 Data Gathering Procedure..................................... 72 Statistical Treatment of Data ................................ 73 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA .................................................................... 74 V. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings............................................. 126 Conclusions ........................................................... 137 Recommendation .................................................. 139 BIBLIOGRAPHY............................................................................. 140 APPENDICES………………………………………………………….. 146 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines A. Questionnaires........................................................ 147 B. Letters of Request.................................................. 163 C. Documentations...................................................... 169 D. Psychrometric Conversion Table............................ 175 CURRICULUM VITAE ……………………………………………….. 178 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xv BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam LIST OF TABLES Table Title Page 1 Distribution of the Population and Sample............................. 68 2 Gender Profile of the Student Respondents……..…………... 76 3 Parents‟ Education Profile of the Student Respondents........ 77 4 Profile of Students‟ Exposure to English Media..................... 79 5 Types of English Media Exposure.......................................... 80 6 7 Place of Origin of the Student Respondents........................... 81 Type of High School of the Student Respondents.................. 82 8 Students‟ Performance in the Different Textual Skills............. 85 9 T-test Comparison of the Students‟ Performance in the Textual Skills Tests Stratified According to the Students‟ Profile Variables..................................................... 94 10 Textual Skills Performance of the Students as Assessed by the Teachers...................................................... 98 11 Students‟ English Language Textual Skills and their Frequency of Use........................................................... 99 12 Students‟ English Language Textual Skills and their Degree of Importance..................................................... 101 13 Students‟ Performance and Teachers‟ Assessment on the Students‟ Textual Skills.............................................. 102 14 Bases in the Design of Prototype Lessons to Develop Students‟ Textual Skills Performance................................... 104 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xvi BATANGAS STATE UNIVERSITY Republic of the Philippines THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam LIST OF FIGURES Figure 1 Title Page Conceptual Paradigm of the Study........…………….............61 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CHAPTER I THE PROBLEM Introduction The English language is one of the foreign languages taught in various stages of the educational system, especially in countries that have adopted it as their second language. A number of reasons justify this grand educational decision as the English language has risen to a global status and has fast become the lingua franca of the entire world. Although English is only the third in rank among the world languages, the first of which is Chinese Mandarin and the second is Spanish, the wide adoption and acceptance of modern English in business communication drive its continuous success. In fact, countries in Africa and Asia for example who are multi-lingual and multi-dialect have made English as their common language bridging the communication gap among their regional constituents. Therefore, English has risen from its former status as the language of the colonialists to a language of democracy and progress. Globalization has created a demand for proficiency in the English language. Important business transactions in the world‟s biggest economies Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines are crafted in the English language. The movement of people either for tourism, business, education or migration to a foreign country requires a minimum level of English language proficiency. These are some of the several reasons why English language schools have proliferated, that is to cater to the increasing need of the wider speaking public. While the teaching of the English language has taken a full and formalistic engagement like the programs for English as the Second Language (ESL) or English as a Foreign Language (EFL) assumed by designated language teaching institutions, deficiencies have been and continuously being identified. The ESL and EFL pedagogical styles were seen to follow the scholastic or traditional approaches of teaching English. With traditional approaches, it is meant that the English language is taught in the way that it is taught in schools, like building vocabularies and putting heavy emphasis on grammar. This approach has been challenged as evaluations of the non-native speakers in various foreign educational institutions that showed preponderance of ineffective English communication skills. In fact, the ESL program was primarily geared towards developing written English proficiency, not spoken English proficiency. Thus, the trend of Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines focusing on spoken English proficiency is gaining ground among the different language learning institutions in the recent time. However, people cannot use only spoken language to communicate because written language plays very important role in every field. As can be seen in four skills, writing or textual skill is the most creative and difficult skill that learners at different levels of English especially elementary encounter because they need to gain basic knowledge of English in general as well as writing in particular. If they are taught textual skill thoroughly and often practice writing, they are able to use words and compound or complex sentences exactly and effectively to express their ideas logically. Language learning proceeds in a longitudinal and sequential fashion and several researches have provided evidence to this effect. In fact, there were 5 stages identified in communicative development that L1 learners need to undergo. ESL/EFL learners were also found to undergo communicative development in a similar process, suggesting the universality of the language learning process. And following L1 learners‟ pattern in acquiring linguistic skills of their native language that occur in stages, macro and micro skills are acquired as well. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines The four macro language skills that occur in sequential process include listening first, then speaking, followed by reading, and finally writing. These macro skills as indicated are related to each other in two ways, and these are the direction of communication - the in or out, and the method of communication the spoken or written. The micro-skills acquired would include grammar, vocabulary, pronunciation, and spelling. The linguistic skills development and maturity of the second language learners can be evaluated cross-sectionally through a sampling assessment of their macro skills as well as their micro skills. Such is particularly important especially among freshman students of the University, where a linguistic performance assessment would be critical in making a decision for English language remedial programs. Aware of the academic tasks of a tertiary education, a minimum skill and proficiency in the English language is required for them to successfully tackle the requirements of their courses. In the spectrum of the macro-linguistic skills of the first year college students, writing or textual skill will be evaluated. One reason for this choice is the apparent expectation that these students are in fact mature EFL learners and their years of exposure and use of the English language have gained their Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn