Tài liệu Những bài học mẫu để phát triển kỹ năng viết của sinh viên năm thứ nhất đại học thái nguyên.

THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines PROTOTYPE LESSONS ON DEVELOPING TEXTUAL SKILL OF FIRST YEAR COLLEGE STUDENTS OF THE THAI NGUYEN 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 Doctor of Philosophy Major in English By: HOANG HUONG LY (LILY) 2015 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Prototype Lessons on Developing Textual Skill of First Year College Students of the Thai Nguyen System Author : Hoang Huong Ly Degree : Doctor of Philosophy major in English Language and Literature Year : 2015 Advisor : Dr. Matilda H. Dimanno Summary This study attempts to assess textual skill of first year college students of Thai Nguyen System. Specifically, it sought answers to the following questions: 1) What is the demographic profile of students in terms of gender, parents‟ educational attainment, students‟ exposure to English media, place of origin, and school graduated from?; 2) What is the respondents' textual performance in terms of combining sentences, constructing sentences, connecting ideas, using words effectively, and developing paragraph?; 3) Are there significant relationships between the students' textual performance and their profile variables?; 4) How do teachers assess the textual performance of students in English?; 5) Are there significant differences on students‟ textual performance and THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines teachers‟ assessment on the same areas? and 6) What prototype lessons may be proposed to develop students‟ textual performance? Two sets of instruments - the survey questionnaire for teacher respondents and the teacher-made test for student respondents - were used to determine textual skill of first year college students of Thai Nguyen System and teachers‟ assessment on the same areas. The research found out that college students have equal gender distribution, well-educated parents, not well exposed to the English media, came from urban areas, and pursued their secondary education in public schools. They have skills in sentence combining with average performance in constructing sentences, connecting ideas, using words effectively and developing paragraph. Male students‟ performance in combining sentences, connecting ideas and developing paragraphs is different from the female students‟ performance. College students performed their textual skill in using words effectively, but the performance of the students in this area is significantly different. Teachers considered all the component skills important for students to develop and they had a very high assessment of the degree of importance of the different items under the textual skills. However, student‟s performance in the areas of combining sentence, constructing sentences and connecting ideas are not related to the teacher‟s assessment. Based on the findings, the prototype lessons are designed to provide a learning THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines material that would address the inadequacies of the student population, this being part of the emerging trend of responsive and outcome -based language education. THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGEMENT The researcher wishes to acknowledge with her profound gratitude to the valuable constributions of the following individuals: Dr. Matilda H. Dimaano, her dissertation advisor, for her enthusiastic guidance, critical comments, thorough suggestions, and great encouragement that help her to accomplish the dissertation in time. Dr. Corazon Cabrera, Dr Remedios P. Magnaye, Dr. Amada G. Abanaag, Dr. Ma Luisa Valdez, and Dr Felix Panopio, members of the panel, for their insightful comment and suggestions, their wisdom and expertise in research to enrich her study. All the members of ITC, Thai Nguyen University of Agriculture and Forestry, for their assistant and facilitating. The teachers of English at Thai Nguyen University, especially at four selected universites, for their friendship, generosity, assistance, and cooporation. The first year college students of academic year 2014-2015 who served as the subjects of the study, for their enthusiasm and cooperation. Her love and inspiration, Pham Hong Thai and her lovely son - Pham Hoang Minh, who are always with her and always in her heart, for their deep love, unceasing support both moral and finance, and their faith and great encouragement that push her through writing. THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Her big family, especially her Mum and Dad and her parents-in-law, who always believe in her and are proud of her - their daughter. Hoang Huong Ly THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE………………………………………………………......................... TABLE OF CONTENTS……………………………………………...................... LIST OF TABLES…………………………………………………......................... LIST OF FIGURES…………………………………………………………….……. CHAPTER I. THE PROBLEM Introduction 1 Statement of the Problem………………………….. 5 Scope, Delimitation and Limitation………………... 6 Significance of the Study…………………………… 8 II. REVIEW OF LITERATURE III. Conceptual Literature………………………………. 10 Research Literature………………………………… 44 Synthesis…………………………………………….. 51 Theoretical Framework…………………………….. 53 Conceptual Framework…………………………….. 55 Hypothesis…………………………………………… 58 Definition of Terms………………………………….. 58 RESEARCH METHOD AND PROCEDURE THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Research Environment ……………………………. 60 Research Design………......................................... 62 Subject of Study……………………………………… 62 Data Gathering Instrument…………………………. 64 Data Gathering Procedure………………………….. 66 Statistical Treatment of Data……………………….. 66 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA V. 68 SUMMARY, CONCLUSIONS AND RECOMMENDATION Summary of Findings ............................................ 116 Conclusions .......................................................... 128 Recommendations ................................................ 129 BIBLIOGRAPHY…………………………………………………............ 130 APPENDICES A. Letters of Request ………………………………. 138 B. Questionnaires ………………............................ 144 C. Documentations………………………………….. 160 CURRICULUM VITAE THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF TABLES Table 1 Distribution of Population and Sample…………………… Page 63 2 Gender Profile of the Student Respondents ……………. 68 3 Parent's Education Profile of the Student Respondents.. 69 4 Profile of students‟ exposure to English media ………… 70 5 Type of English media exposure by the student 71 respondents ………………………………………………… 6 Place of origin of the Student Respondents …….……… 73 7 Type of High School of the Student Respondents ……... 74 8 Level of student's performance in the different textual 77 skill test……………………………………………………… 9 Student's Performance in the Textual Skills Tests 86 stratified according to the Profile Variables ……………… 10 List Textual Performance of the Students as assessed by the 90 Teachers ……………………………………………………. 11 Students‟ English Language Performance and their 92 Frequency of Use ………………………………………… 12 Students‟ English Language Performance and their Degree of Importance …………………………………….. 93 13 Student's Performance and Teachers‟ assessment on 94 the Students‟ Textual Competence……………………… 14 Basis in the Design of Prototype Lessons to Develop Students‟ Textual Performance ………………………….. 96 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF FIGURES Figure Page 1. Conceptual Paradigm of the Study ....................................... 55 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 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. 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 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. It is clear that 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 creative and difficult one that learners at different levels of English, especially elementary encounter because they need to gain basic knowledge of 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines English in general as well as writing in particular. If they are taught textual skill thoroughly and often pratise 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. 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. 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 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. During the process of teaching basic English at university, I notice with deep concern that many first year students have difficulties in writing skills. The reason for this is that students often write simple sentences and do not know how to use compound and complex sentences. Also, they are confused with constructing sentences, connecting ideas and using words effectively. They, consequently, make mistakes in the process of writing, especially writing a paragraph or an essay. Besides, most of them are afraid of writing or do not practise writing regularly. Therefore, in this study an attempt will be made to probe the textual skill of the Vietnamese first year basic English students and this will be compared with the linguistic rating of their respective teachers. This approach will not only validate the authenticity of the data but also gauge the student‟s performance relative to the teacher‟s linguistic performance evaluation. 5 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines It is true that several studies have been done regarding the assessment of grammatical performance and textual performance, however, what we often see is that these parameters are evaluated either alone separately with respect to another performance parameter or comparing the effect of one over the other. In most of the studies conducted, grammatical performance was utilized as an index for a longitudinal interventional studies, the same way with textual performance. This research which will examine these two performance parameters at the same time among first - year Basic English students in a cross-sectional and non-interventional design will be the first of its types to be conducted among Vietnamese students. Because of all reasons given above, I would like to study students‟ ability of writing expressed through the way they combine sentences, construct sentences, connect ideas, use words effectively, and develop paragraph. Based on the results and findings of the study, helpful prototype lessons can be proposed with the hope of providing the students with useful learning materials to improve their writing skills. Statement of the Problem This study assessed textual skill of first year college students of Thai Nguyen System. Specifically, it sought answers to the following questions: 1. What is the demographic profile of students in terms of: 6 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 1.1. gender; 1.2. parents‟ educational attainment; 1.3. students‟ exposure to English media; 1.4. place of origin; and 1.5. school graduated from? 2. What is the respondents' textual performance in terms of: 2.1. combining sentences; 2.2. constructing sentences; 2.3. connecting ideas; 2.4. using words effectively; and 2.5. developing paragraph? 3. Are there significant relationships between the students' textual performance and their profile variables? 4. How do teachers assess the textual performance of students in English? 5. Are there significant differences on students‟ textual performance and teachers‟ assessment on the same areas? 6. What prototype lessons may be proposed to develop students‟ textual performance? Scope, Delimitation and Limitation of the Study The study covered the textual skill of first year college students of the Thai Nguyen system. The output of the study is the prototype lessons 7 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines in order to develop the textual skill of first year students of the Thai Nguyen system. This study was limited to the responses of 379 first year Basic English language students from selected Universities in Thai Nguyen and their respective 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 analyzed statistically. The students‟ demographic profiles were included in this study. These student respondents were enrolled in the Basic English course in the University. The teacher respondents were the respective teachers of the evaluated students and the teacher‟s assessment of the student and the students‟ scores in questionnaire were compared. Comparison of means and t-test were done as well as correlation analysis but not limited to these statistical parameters. Demographic data were presented as graphical figures. The study is limited only to first year college students enrolled in the four Thai Nguyen University systems. Those students who were not enrolled in the Basic English Course as well as those who were in the upper year levels were excluded in the study. Significance of the Study 8 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines This study is believed to have profound significance to the Administrators, teachers of English and first year college students in Thai Nguyen University, and future researchers Administrators. This study will also be significant to the administrator and policy-makers because of the information that they will be provided regarding the textual performance of their students, that way they can make the grand decision to establish an English language remedial program for the affected student population or whether the teachers‟ strategic intervention and the prototype lessons which are the output of this study would suffice to supplement the deficiency needs of the students. First Year College Students at Thai Nguyen University. Results of the study will help them understand their textual performance. This will also serve as basis for improvement on the areas they find most difficult. The output developed in the study in the form of prototype lessons in English language will reinforce them in the deficiencies encountered. Teachers of basic English. The results of study will benefit the teachers because they can inject their impressions on their students. Similarly, they would benefit from the results that will be cascaded to them at the end of the study so that they will understand why their students perform accordingly. They will also be benefited by 9 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines the prototype lessons developed as these serve as pedagogical aids in their students‟ learning. Policy-Makers. Results of the study will provide them with the latest textual performance of the first year college English students which can form the basis for national policy formulation. This will also substantiate the status of the primary and secondary education whether they have successfully prepared the students to this tertiary level. Future researchers. This may be useful for other researchers who might wish to conduct a similar study. Future researchers may use this study to enrich their own literature in the field of writing skill. 10 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CHAPTER II REVIEW OF LITERATURE This chapter presents the relevant conceptual and research literature which are found relevant to the present study, synthesis, theoretical and conceptual frameworks and definition of terms. The literatures included are found substantial to the study and give the necessary background to understand the present research. Conceptual Literature The following concepts which focus on Basic College English, grammatical and textual performance, and writing English composition and prototype lessons in English are reviewed to substantiate the study. Basic College English. An English-based controlled language which is also called simple English is referred to as Basic English. It is an international auxiliary language intended to serve as a means of communication between people whose native languages differed (www. 5 minuteenglish.com/ basic-english-lang.htm). This was created by British writer and linguist Charles Kay Ogden as an aid for teaching English as a second language. Basic English is a simplified subset of regular English which Ogden believes that with a controlled English learning experience would be easier to achieve.