Submitted by: Jullie Marie C.

Lugong BSE English 3

Leveraging on Flexible Channels and Platforms of Communication
for Second Language Practice and Learning

I. Statement of the Problem

Learning a language is a complex, time-intensive task that requires dedication, persistence, and
hard work. Second language learning is not a new concept in schools, but the fact is that best
practices for the subject have not yet fully developed. The emerging world of second-language
practice and learning has become so feeble. The techniques and methods utilized to achieve
successful learning has become vague and insufficient. Learners have been exposed to tools and
methods that do not necessarily impact their knowledge and acquisition of second language.
Language education cannot be successful with little to no practice. Any language that is ought to
be learned shall be practiced in and through different communicative and interactive channels
and methods. This research will therefore address the low capitalization on flexible channels and
platforms of communication for second language practice and learning. It will ought to prove the
explicit significance of utilizing pragmatic communication practices in successfully acquiring a
second language. This concept builds upon the various insights that have been undertaken and
have been made surfaced by various researchers in the language education field to bridge the
gap of strategic communicative and interactive methods in second language acquisition to gain
successful development and competitive advantage.
II. Review of Related Literature
Many scholars agree that there is a significant impact in utilizing interactive or communicative
approach to gain competitive advantage in successful second language learning. Thus, Johnson
and Morrow (1981) in their study, asserts that Language teaching techniques are designed to
engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
Classrooms should provide opportunities for rehearsal of real-life situations and provide
opportunity for real communication. Another characteristic of the classroom process is the use of
authentic materials because it is felt desirable to give students the opportunity to develop the
strategies for understanding language as it is actually used by native speakers. In the classroom,
everything is done with a communicative intent. Information gap, choice and feedback are thought
to be truly communicative activities. Likewise, Jeyasala (2014) reminds that teachers should
encourage students’ communicative competence all the time, and besides their limitations to use
language fluently and accurately, they should provide them with spaces to interact with others or
to immerse them in speaking activities that enhance their ability to use the target language.
Additionally, Brown (1994), highlights that "Fluency and accuracy are seen as complementary
principles underlying communicative techniques.” However, at times fluency may have to take on
more importance than accuracy because "fluency and acceptable language is the primary goal"
(Finocchiaro and Brumfit, 1983) and accuracy is judged not in the abstract but in contexts. Many
scholars also agree that there is a significant impact in utilizing interactive or communicative
approach to gain competitive advantage in successful second language learning.
III. Goal
It is evident that a number of second language learners are swiftly increasing. The field of second
or world language teaching has undergone many shifts and trends over the last few decades.
Numerous methods have come and gone. This speaks that there is no one single best method
that meets the goals and needs of all learners and programs. Consequently, Rubin, 1987
emphasizes that effective strategies contribute to the development of the language system which
the learner constructs and affect learning directly. O’Malley and Chamot (1990) described learning
strategies as “the special thoughts or behaviors that individuals use to help them comprehend,
learn, or retain new information”. It has been documented that language learning strategies not
only promote language learning but also contribute to increased learner-directed learning. The
concept will then therefore be intended to identify the significance and importance of utilizing and
leveraging effective methods, especially communicative and interactive tools in language practice
and learning.
IV. Research Questions
1. Does utilization of interactive and communicative approach in language practice and learning
necessary in successful second language acquisition?
2. Are contextualized interactive and communicative materials more effective than traditional
materials in teaching and learning second language?
3. What are the salient factors that negatively affects the communicative and interactive way in
teaching, learning, and practice of second language?
V. Methodology
The study is qualitative in nature; thus, it intends to use focus group method in determining the
necessity and importance of Leveraging on Flexible Channels and Platforms of Communication
for Second Language Practice and Learning. The study will collect data from a group consists of
20-30 second-language learners who have been exposed to the communicative and interactive
approach in learning second language. The study will collect both primary and secondary data,
and the quantitative data collected will be analyzed using descriptive statistics which will comprise
percentage distribution, mean, and frequency. The qualitative data collected will undergo
transcription and analyzation. The relationship then between the independent and dependent
variables will be discussed, analyzed, and interpreted.
VI. Research Timeline
Stages Proposed Date of Completion: January 30, 2022
Concept Paper Submission: August 10, 2021
Research Proposal: August 20, 2021
Data Gathering: September 1, 2021 to November 30, 2021
Interpretation of Data: December 1, 2021 to December 15, 2021
Finalization of Report: December 20, 2021
Oral Defense: January 10, 2022
VII. References
Birdsong, D., 2006. Age and second language acquisition and processing: a selective overview.
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Canale, M., Swain, M., 1980. Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics 1
Corder, S.P., 1978. Language-learning language. In: Richards, J.C. (Ed.), Understanding Second
and Foreign Language Learning: Issues and Approaches. Newbury House, Rowley, MA
Littlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge University
Press.
Brumfit, C. and K. Johnson, K. (1979). The Communicative Approach to Language Teaching.
Oxford: Oxford University Press.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic
Journal of Foreign Language Teaching, 1
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. (1985).
Learning strategy applications with students of English as a second language. TESOL Quarterly,
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O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New
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Brown, D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom
Practices. New York: Pearson Education. https://doi.org/10.1080/10627197.2010.530562
Jeyasala, V. R. (2014). A prelude to practice: Interactive activities for effective communication in
English. Alternative pedagogies in the English language & communication classroom