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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
ENGLISH LANGUAGE MACRO-SKILLS OF FRESHMAN
VIETNAMESE STUDENTS IN SELECTED COLLEGES IN BAC GIANG
CITY: INPUT TO INTERVENTION MEASURES
A Dissertation
Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Major in English
By:
NGO THU THU HUONG (Autumn)
December 2014
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
ABSTRACT
Title
: English language macro-skills of freshman
Vietnamese students in selected colleges in
Bacgiang city: input to intervention measures.
Author
: Ngô Thị Thu Hương (Autumn)
Course
: Doctor of Philosophy major in English language and Literature.
Year
: 2014
Adviser
: Dr. Matilda H. Dimaano.
Summary:
The main focus of the study was to assess the Freshman
Vietnamese students’ English Language Macro Skills among selected
Colleges in Bacgiang City. This study sought to find out the learning
contents of a general English course offered to Freshman students, the
level of students’ performance in the macro-skills of reading, writing,
speaking and listening, the relationships between pairs of macro- skills
in English language, the difficulties students have in the macro-skills,
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
the difficulties appear to be more relatively serious and the intervention
measures proposed to enhance macro- skills of students
The study made used of the descriptive method of research to
determine the English language macro-skills of Freshman Vietnamese
students among selected colleges in Bacgiang. There were 299
students from three colleges of Bacgiang and 30 teachers who were the
respondents of the study.
Findings of the study revealed that General English courses cover
skills of speaking, listening, reading and writing as well as essential
vocabulary, idioms and colloquial language. They are designed to give
students confidence to communicate effectively in real life and provide
them with effective training in English for work, study and travel.
In Bac Giang Colleges, the course General English I required
students to attend and participate in all class activities and do
homework and this is given ten percent weight. Students are also
required to take progress test in grammar, vocabulary, reading and
writing and assigned also ten percent of weight and a midterm test in
the same area with twenty percent allocated weight for each.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
The dissertation also assessed about the level of students’ performance
in the macro-skills in reading, writing listening and speaking the English
language were all of average level of the given student population. The
dissertation also showed that there were significant differences existed
in the students’ performance among the macro-skills in English
language and were therefore not related to each other. Most students
encountered difficulties in comprehension for macro skills in reading
and listening; sharpening writing skill for macro kill in writing; and
pronunciation for the macro skill in speaking. The difficulties in macroskills are those that pertain to comprehension skills both in Reading and
Listening. Finally, The dissertation proposed the intervention measures
composed of select strategies designed to improve skills where
students demonstrated poor performance.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
ACKNOWLEDGEMENT
The researcher wishes to express her personal thanks and
appreciation to those who, in one way or another, have helped make
this dissertation.
First and foremost, I would like to express my deepest gratitude to
Thai Nguyen University - Viet Nam and Batangas State University –
Philippines who have made very favorable condition and opportunity for
the development of the dissertation.
I am indebted to ITC, Thai Nguyen University of Agriculture and
Forestry of Thai Nguyen University for accepting me as a PhD. Student and
for your guidance and supports during the course.
I wish to recognize with great gratitude valuable advice, and
general assistance provided by Dr. Matilda H. Dimaano, for her patient
guidance,
helpful
suggestions,
encouragement
and
constructive
supervision in writing of this research. Her enlightening suggestions and
detailed comments have shaped this dissertation largely. Without her
help, this field study report would have been impossible.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
I owe my gratitude to Dr. Corazon Cabrera and The Panels for
their highly intellectual abilities to give excellent advises and detailed
review during the preparation of this study.
I greatly appreciate the financial assistance and spiritual supports
of Bacgiang Ngo Gia Tu College , of Foreign Language Department, of
my dear colleague for me and my family during my PhD. study.
I would like to give expressions to my gratitude to all the teachers of
the Graduate School of Batangas State University of the Philippines and
teachers of English Department from three Colleges in Bacgiang province
for their valuable lectures that inspire me to carry out the research.
I take this opportunity to express my thankfulness the first year
students from three Bacgiang Colleges for their cooperation in
completing the questionnaires.
My classmates, thank you very much for making the atmosphere
of our class as friendly as possible.
I am also very grateful for the wholehearted support and love that
my husband and children, along with her parents, brothers extended
during the writing process. They supported her high and low points that
accompanied the realization of this study.
I can just say thank you all for everything.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
TABLE OF CONTENTS
Page
TITLE PAGE ---------------------------------------------------------------------------- I
TABLE OF CONTENTS.........................................................................ii
LIST OF TABLES...................................................................................v
LIST OF FIGURES.................................................................................vi
CHAPTER
I.THE PROBLEM
Introduction ..................................................................................1
Statement of the Problem .......................................................... 11
Scope, Delimitation and Limitation ............................................ 14
Significance of the Study ........................................................... 15
II. REVIEW OF LITERATURE
Conceptual literature.................................................................. 17
Research Literature .................................................................. 77
Synthesis ................................................................................... 83
Theoretical Framework .............................................................. 88
Conceptual Framework.............................................................. 92
Hypothesis ................................................................................. 93
Definition of Terms..................................................................... 94
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
III. RESEARCH METHOD AND PROCEDURE
Research Design ....................................................................... 96
Subjects of the Study ................................................................. 96
Data Gathering Instrument ........................................................ 98
Data Gathering Procedure ......................................................... 99
Statistical Treatment of Data ................................................... 100
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary .................................................................................138
Conclusion ...............................................................................150
Recommendation.....................................................................151
BIBLIOGRAPHY..................................................................... 152
APPENDIXES
Appendix A. Questionnaire on English Language Macroskills..... 162
Appendix B. Questionnaire on Teacher’s Assessment of the English
Language Macroskills of Students................................................ 170
Appendix C. Validation Letter of the Questionnaire for Students . 183
Appendix F. Letter of Request to the Head of Institution ............. 186
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
Appendix G. Letter of Request to the Head of Institution ............. 186
Appendix G. Letter of Request to the Head of Institution ............. 187
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
..................................................................................................... 187
Appendix H. Letter of Request to the Head of Institution............. 188
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
Appendix J. Photograph of the study sites ................................... 188
Appendix J. Photograph of the study sites ................................... 189
Appendix G. Documents for Validation of Questionnaires in
Batangas State University ............................................................. 191
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
Appendix H. Documents for Administration of Questionnaires in
Bacgiang Colleges........................................................................ 192
Appendix I. Documents for Response Letters of the Heads of
Bacgiang Colleges........................................................................ 193
Appendix J. Documents for Group Discussion of Bacgiang Colleges
..................................................................................................... 195
Appendix K. Psychrometric Conversion Table ............................. 196
CURRICULUM VITAE ......................................................................... 198
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
LIST OF TABLES
Table
Title
Page
1
Distribution of student respondents in the three colleges..............97
2
Performance of student respondents in the different skill areas of
the Reading test .........................................................................109
3
Performance of student respondents in the different skill areas of
.....................................................................................................113
the Writing test............................................................................113
4
Performance of student respondents in the different skill areas of
the Listening test ........................................................................115
5
Performance of student respondents in the different skill areas of
the Speaking test........................................................................118
6
Student's t-test comparison of the mean % scores for each test
group shown as p-values.............................................................119
7
Difficult item for student respondents in the teacher-made tests on
macro-skills in English language. Rank of 1- Most Difficult (MD),
Mean % of < 50% - Difficult (D), Mean % > 50% - Not Difficult (ND)
.....................................................................................................122
8
Most difficult items for student respondents in the teacher-made
tests on macro-skills in English language....................................126
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
LIST OF FIGURES
Figure
1
Title
Page
Research Paradigm..............................................................93
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
CHAPTER I
THE PROBLEM
Introduction
In learning English, there are five macro skills that are needed by
learners to communicate effectively and these are listening, speaking,
reading, writing and viewing. In communication process these skills are
very essential. These skills may approach or solve future problems in
communication most especially in our day-to-day tasks such as in
learning or gaining information, presenting, or holding a successful
meeting.
A combination of micro skills like in writing which consists of
spelling, vocabulary, made up of macro skills which refer to the primary
key, main and largest skill relative to a particular context. In English
language, each skill which comprised the macro-skills has its own
features. The knowledge regarding the use of these five macro skills is
of vital importance. Consistently seeking improvement along these
macro
skills
will
contribute
to
the
self-development,
effective
communication and success in many different environments and
contexts of the learners. Absence of these macro skills to a person
pose difficulties on his movement through life and to thrive in the varied
areas such as religion, politics, business, education and career.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
Learning the five macro-skills is not easy.
In communicating,
being good only in one of these skills will not ease away difficulties.
Knowledge of these macro skills can make a big difference in the sound
and personal achievement of that person. Seeking improvement of the
macro skills consistently may help learners become successful in
different perspective. Macro skills integration in lessons should come
naturally from the teacher as well as the listener. When one listens,
writing opportunities emerge; when one reads, opportunities for
speaking emerge. Learners are motivated to have opportunities relative
to learning the skills to allow the skills subconsciously to grow naturally
within them.
The use of the macro skills serve as a vehicle for
developing critical thinking as well as meta-cognitive strategies used to
evaluate learners' own thinking
In language teaching, the five macro skills in communication are
considered the most important. For teachers and learners, these five
micro skills are indispensable in the learning process and teaching
performances as these will serve as the main tool in obtaining a certain
language at the same time establishing a link on the interrelatedness of
communication and global community.
In early language acquisition, knowledge on sentences and
syntax in speaking as manifested by learners is considered an
interesting feature. The indication of an effective teacher is when the
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
learner’s ability to communicate is excellent and has mastery in other
areas of learning with the involvement of the five macro skills.
In
teaching the five macro skills involved in communication skills are
speaking, reading, listening, writing and viewing.
In speaking, that is the most direct and useful form of
communication as it is used by people having face-to-face conversation,
over the phone, webcams, and video calling. Talking to someone or
making conversation either intentional or unintentional or a discourse
pertains to speaking. It can be that two people are said to be talking to
each other but they have not communicated anything as they might be
using different languages. Literary works, artistic communications like
daily recitations, poetry, literature, engaged by people through spoken
language are covered in speaking. Speaking involves two persons or
more and has these features: a decoder, an encoder, the message, the
channel and the feedback.
Situations can be designed by teachers
where learners could exercise their ability for oral expression.
In listening, students develop the skill of prediction and
anticipation. Before texting, students recall previous experiences. As
regard to listening text topic and form. They will recall in the listening
text cause and effect relationship.
This shows the importance of
listening because without it, there will be no communication that will
transpire for listening is most important in communication as it involves
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
processing sound waves, meaning interpretation, meaning storing in
memory in its mental operation.
Listening requires the listener to
understand, interpret and evaluate what they hear which makes
listening a communication technique.
Other skills are just part of
listening because of its speech significance and freedom of expression.
Everybody
comprehend either from a given talk or utterance through
listening as it has close ties with speaking as a person who happens to
get information may transmit it to another after hearing which makes
listening vital to communication.
Further,
there
are
difficulties
second
language
learner
encountered in listening like becoming distracted by the errors which
the speakers learn to ignore or tolerate in spontaneous conversation
where it contains language structures that may not be grammatical such
as unfinished utterance, pauses and moments of silence.
Another
difficulty is that on the learner’s lack of socio cultural, factual and
contextual knowledge of the target language thereby affecting their
problem on comprehension as well as their difficulty to concentrate on
sounds, unfamiliar words, sentences for a long period of time.
As for reading which is another important skill in communication,
it is thought of by many people as a skill intended only for students who
are studying their first years. Unknowingly, reading makes a person
thinks and explore the mysteries of the world, gain knowledge and
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
ponder on the unknown. Aside from being a multi-faceted process
where
word recognition, comprehension, fluency and motivation are
involved, it is also a way where information from written letters and
words can be accessed by people.
Philosophies and theories regarding meaning, nature and
structure of reading served as bases for reading approach. Reading is
also vital as its set of decision to carry out an objective that will ensure
an output or plan intended for implementation.
Recently the most
common read items are those of emails and text messages which are
part of people’s day to day communication activities rather than books
and newspapers.
As regard to difficulties of second language learners in reading,
these include: pronunciation difficulties most especially in contrastive
analysis where learners tend to use the native language habits acquired
in them and ingrained in them in articulating English; word recognition
where through the same printed words are used in the vernacular and
English, the same symbols do not stand for the same sound. Another is
the inability of learners to group words into units wherein the groupings
and pauses in the flow of English speech is not always represented in
writing. Learners either string all the words together or pause after
every word. Finally, non-comprehension is also considered one among
the difficulties encountered in second language learners in reading.
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
Unfamiliar vocabulary in reading content can be a source of
discouragement to learners if its difficulty interferes in the thought
getting process.
In writing on the other hand, it is stated that most people rely on
writing because they have difficulty of expressing verbally what they put
in written words what’s on their thoughts to communicate effectively.
Writing has close relationship with reading, speaking and listening for
each has its respective functions to play to ensure successful
communication. Writing skills need to be practiced all the time. It is
not just merely using orthographic symbols, but it also involves
thinking characterized by purposeful selection and organization of
thoughts or ideas. Beginning learners are given exposure to writing
for them to be able to write of which they regarded in turn their writing
with profound value.
Learners through writing discover, communicate, and connect
them to people’s culture, to society, to existing knowledge and to
meanings of communication.
In the absence
of writing poor
communication occurs because the main focus of writing is basic
communicability so that relative to this, learners must organize their
sentences coherently. In writing, language is considered a detriment.
Exposure of learners to diverse rhetorical forms through extensive
reading and providing them with intensive practice in the actual writing
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