A COMPARATIVE ANALYSIS OF METHODOLOGIES IN ONLINE TEACHING OF

ENGLISH PRONUNCIATION

A Thesis
Presented to
The Faculty of the Graduate Studies and Applied Research
LAGUNA STATE POLYTECHNIC UNIVERSITY
Main Campus
Santa Cruz, Laguna

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in English

KRISTINE L. LALAP
May 2020
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Republic of the Philippines

Laguna State Polytechnic University
Province of Laguna

APPROVAL SHEET

This thesis entitled “A COMPARATIVE ANALYSIS OF METHODOLOGIES IN

ONLINE TEACHING OF ENGLISH PRONUNCIATION”, prepared and submitted by
KRISTINE L. LALAP, in partial fulfillment of the requirements for the degree MASTER
OF ARTS IN EDUCATION is hereby recommended for acceptance and approval.

NIMFA G. DIMACULANGAN, Ph. D.

Adviser

PANEL OF EXAMINERS

Approved and accepted by the Committee on Oral Examination with a grade

of ______.

MARIO R. BRIONES, Ed. D.

Chairman

ZENAIDA O. VITASA, Ed. D. MERILYN P. JUACALLA Ed. D.

Member Member

AUGUST V. TUIZA, Ed. D. FLORDELIZA F. MERCURIO, Ed. D.

Member External Member

Accepted in partial fulfillment of the requirements for the degree MASTER OF

ARTS IN EDUCATION, Major in ENGLISH, at the Laguna State Polytechnic
University, Main Campus, Santa Cruz, Laguna.

____________________ FLORHAIDA V. PAMATMAT, Ed. D.

Date Dean, College of Teacher Education

____________________ RINA J. ARCIGAL, Ed. D.

Research Contribution No. Chairperson, Research and Development Services
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ABSTRACT

This paper intends to investigate the most frequently used method by

Online English Teachers employed and what they perceive as the most

effective among the three given methods – suggestopedia, role playing, and

shadowing - when teaching pronunciation to English as a Second Language

(ESL) and English as a Foreign Language (EFL) learners. Online English

Teachers from one of the private ESL companies in the Philippines were the

respondents of the study. It attempted to answer the following: What is the

profile of the respondents when grouped according to: gender; first language

(L1); age; years of online teaching experience? What is the level of

technological skills of the online English teachers? What is the online teachers’

perception towards their pronunciation skills? Which methods among

suggestopedia, role playing, and shadowing do online English teachers

frequently used when teaching pronunciation? Is there a significant relationship

between teachers’ demographic profile and their: level of technological skills,

perception towards pronunciation skill, preferences in terms of pronunciation

teaching method? What the teachers’ perception towards the importance of

technological knowledge? What other techniques do the teachers frequently

use in teaching English online? How do they help them teach pronunciation

effectively?

Analysis revealed that in order to be effective virtual teachers,

technological proficiency and self- efficacy towards the use of English language
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are the foundation to carry out a meaningful online English instruction. The

participants continuously seek for oral proficiency enhancement to be able to

demonstrate proper pronunciation to the English as a Second Language (ESL)

and English as a Foreign Language (EFL) learners. Moreover, using role play

as a method in the process of pronunciation teaching and learning helps the

learners develop their oral competence. The results also indicate that teachers’

profile can also affect the learning outcome. majority of the teachers’ profile

have significant relationship with the other variables encompassed in this study.

Furthermore, technological skills are regarded substantial to perform online

English teaching and listening activity is deemed as an effective teaching

technique to improve the students’ oral proficiency.

Conclusion

Summary of survey results, the following conclusions were drawn:

Teachers most likely preferred to use role-playing method as a task-based

activity that can be applied in real life situation. Furthermore, suggestopedia

focuses on the prosodic features of pronunciation and is more effective for the

adult learners while shadowing works best for the learners who have low oral

proficiency. This study accepts the alternative hypothesis.

Recommendation
Based on the findings and conclusions drawn, it is suggested to

investigate the potential massive contribution of virtual instructions in the field

of education. It also calls for further investigation to fill in the gap of the study

and provide evidence of learners’ improvement in terms of pronunciation using

various methodologies.
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ACKNOWLEDGEMENTS

The author would like to express her profound gratitude to wonderful

people who have helped her to make this study possible.

MARIO R. BRIONES, ED. D., the LSPU president, who continuously

supports academic programs and serves as a role model to achieve the

university’s objectives.

FLORHAIDA V. PAMATMAT ED. D., Dean of Graduate Studies and

Applied Research, for her constant reminder and countless pieces of advice.

NIMFA G. DIMACULANGAN PH. D., the researcher’s adviser who has

always been her inspiration to create substantial outputs and who is has never

ran out of significant insights;

MERILYN P. JUACALLA ED.D., an expert who passionately imparts

her knowledge to come up with a valuable output;

ZENAIDA O. VITASA, ED.D., Director of Curriculum Instruction

Development and Quality Assurance of the University, guided the author to

broaden not only intellectually but also spiritually;

AUGUST V. TUIZA, ED.D., technical adviser, for his unfailing support

from the beginning of the researcher’s academic journey.

The author’s deepest appreciation to each LSPU-SCC Asst. Professors

and Associate Professors of the Graduate Studies and Applied Research and

staff for their contributions to make the researcher’s learning experiences

worthy of time and effort.

-K.L.L
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DEDICATION

This paper is dedicated to:

Almighty God for the strength and hope;

To my parents, Mommy Gina and Tatay Cesar;

my brothers, Kenneth and Karlo, and sisters Krizia and Koleen for an

enduring patience on my unpredictable attitude while working on this paper;

classmates and friends;

and to my future husband, Vergil my constant source of inspiration.

- K.L.L
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TABLE OF CONTENTS

PRELIMINARIES

TITLE PAGE…………………………………….…………………………………i

APPROVAL SHEET……………………………………………………………. ii

ABSTRACT…………………………………………………………….………… iii

ACKNOWLEDGEMENTS……………………………………………….……… v

DEDICATION…………………………………………………………….……… vi

TABLE OF CONTENTS…………………………………………….….……... vii

LIST OF TABLES……………………………………………………...………… x

LIST OF FIGURES………………………………………………….…………… x

Chapter

1 The Problem and Its Background………………………………….… 1

Introduction……………………………………………….………….…… 1

Background of the Study……………………….……………………….. 3

Theoretical Framework………………………….………………………. 5

Conceptual Framework…………………….……………………………. 9

Statement of the Problem……………………….………………….…… 11

Hypothesis……………………………………………………………...… 12

Significance of the Study………………….…………………………..… 13

Scope and Limitation of the Study………………………….………….. 15

Definition of Terms…………………….…………………………………. 15
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2 Review of Related Literature and Studies

Related Literature………………………………………………….…….. 16

Related Studies…………………………………………..………………. 26

3 Research Methodology

Research Design…………………………………………………………. 33

Population and Sampling Techniques…………………………………. 42

Research Procedure……………………………………….….………… 42

Research Instrument…………………..………………………………… 43

4 Presentation, Analysis, and Interpretation of Data

5 Summary, Conclusions, and Recommendations

Summary………………….……………………………………………… 58

Conclusions…………………………………………………..………… 61

Recommendations………………………………….………………….… 62

BIBLIOGRAPHY………………………………………………………..………...63

Books…..…………………………………………………………………. 63

Published Materials……………………………………………………… 63

Unpublished Materials……..…….…….…………………..................... 63

Internet Sources…...…………………………………………….……… 63

APPENDICES……………………………………………………………………. 71

A. Request Letter to Online ESL School………………………...……. 73

B. Request Letter to the Respondents…………………………..……. 75

C. Method of Preparation ………….………………………………..…. 77

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D. Questionnaire ………….………………………………..…………....79

CURRICULUM VITAE…………………………………………………….……..84
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LIST OF TABLES

1. Profile of the Online Teachers …………………….………………….….38

2. Level of the Online Teachers’ Technological Skills ……………..…..…40

3. Perceptions of the Online Teachers’ Toward their

Pronunciation Skills ………...……………………………………..42

4. Online Teachers’ Preferences in Pronunciation

Instruction ……………………………………………..…………..44

5. Relationship between Teachers’ Level of

Technological Knowledge and their Demographic Profile ……47

LIST OF FIGURES

1. Research Paradigm ……………………………………………………………10