7

LUNA COLLEGES
GRADUATE SCHOOL
Tayug, Pangasinan

Name of Student:
John Christian R. Cordero

Professor:
Dr. Juliana M. Laraya
 1

Chapter 1

THE PROBLEM

Background of the Study

Many lines of songs, poems, speeches, essays and many other forms of

communication tell us that words do not come easily. But when they come, they

attack like magical warriors to the extent that we are put into varying moods and

conditions. Words are so powerful that they are capable of invading our senses,

shaping our intellect, and controlling our emotional state. A word is a speech

sound or combination of sounds having meaning and used as a basic unit of

language and human communication. And whether in the written or spoken form,

the power of words always depends on how they are used.

English is used worldwide in a variety of fields and is used as a medium

for global communication. It is also suggested that English has spread due to the

globalization and likewise globalization has spread owing to English. In an

increasing number of international companies, workers are supposed to

communicate in English. In popular culture, many games are produced in

English. English is also the language that is most commonly used within the

academic field. As a consequence of the need to communicate in English,

several forms of assessment are being utilized to gather information on language

learners’ abilities and achievement in using the language (Brindley 2006, as cited

by Bekdas 2015).
 2

The shaping of an individual’s language proficiency largely depends on

the frequency of his use of the language. It is through the different forms of

language practices that the learners can have actual exposures on the use of

language (Baete, Galvan, Solomo et al, 2011). King (2009), country director of

IDP Education Pty. Ltd. Philippines, Malaysians had an average overall score of

6.71, leading among countries in Asia in overall English proficiency. Philippines

was second to Malaysia with 6.69; third was Indonesia with 5.99; fourth was India

with 5.79; and Thailand fifth with 5.71. King warned that the Philippines’

weakening English proficiency should be a cause for concern since there is an

increasing demand for people who can speak it well all over the globe.

Philippines is lagging behind in terms of English language, both in oral and

written communications as compared to other Asian and European countries.

Before, it was highly regarded as the best country as far as the universal

language is concerned; although, English is the medium of instructions in the

Philippines, aside from Filipino language spoken nationally by the Tagalog and

Cebuano people, and the rest of the native folks in the entire region.

There is a deteriorating factor that affects so much in learning a particular

language - and that is English. Some reasons are, perhaps, overloaded with

subject offerings within the DepEd educational system. Well, the answer lies in

us as Filipinos who are indolent and stagnant about the intellectual skills and

linguistic developments—both verbal and non-verbal. Filipinos, despite the loss

of enthusiasm in the new acquisition and adaptation of language, strive hard to

surpass or excel in all the subjects that have something to do with English
 3

communication since the target language is used as medium of instructions in

the Philippines (King, 2009).

This study will be conducted to determine the general proficiency level in

English of Third Year college students of Luna Colleges Inc. Tayug, Pangaisnan

along vocabulary and grammar. This study also aims to determine the

implications of the study to college language education.

Theoretical Framework

The theoretical framework will serve as the basis in conceptualizing the

present study. It will be the combination of Schumann’s Acculturation Theory and

Universal Grammar in determining the level of English language proficiency of

college juniors of Luna Colleges, Inc.

Acculturation is the way people adapt to a new culture. The Schumann

theory on acculturation is mainly based on the social factors experienced by

those learning English as their second language within the mainstream culture.

The factors determine the social distance between the second language learner

and the mainstream culture in which they are living in. This distance between the

learner and the mainstream culture in turn determine the rate of language

acquisition. Schumann states that ―the degree to which a learner acculturates to

the target language group will control the degree to which he acquires the

second language. Without grammar, English – and all other languages – would

be gibberish. Grammar – the art of writing and speaking correctly by adhering to

usage standards and rules – allows people to communicate. Without common

 4

form and structure, and left to their own devices, people wouldn’t understand

each other’s word order or sentence construction.

Universal grammar, then, consists of a set of unconscious constraints that

let us decide whether a sentence is correctly formed. This mental grammar is not

necessarily the same for all languages. But according to Chomskyian theorists,

the process by which, in any given language, certain sentences are perceived as

correct while others are not is universal and independent of meaning.

Conceptual Framework

The research paradigm shown in Figure 1 consists of interplay of

dependent and independent variables which will be used in this study.

In this study the researchers will conceptualize that the language elements

namely: vocabulary and grammar and the profile of the respondents namely: sex;

gender preference; technological devices used and time spent in using

technological devices have correlation that directly influenced students’ English

language proficiency.

The arrow that connects the profile of the respondents and the two

language elements to language proficiency shows that it is related to the

students achieved level in English language proficiency. The independent

variables from Figure 1 include the profile of the respondents namely: sex;

gender preference; course; technological devices used and time spent in using

the technological devices and the two language elements namely: vocabulary

and grammar. The dependent variable is the English Language Proficiency.

5
 6

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Profile of the Respondents English

along the following Language
indicators: Proficiency along:

a. sex a. vocabulary
b. grammar
b. gender preference

c. technology devices used

d. time spent in using

technological devices on a
weekly basis

Figure 1. Paradigm of the study showing the relationship between the dependent
and independent variables

Statement of the Problem

This research study aims to determine the level of English language

proficiency of junior students of Luna Colleges, Inc. Tayug, Pangasinan.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the junior respondents in terms of;

a. sex;

b. gender preference;
 7

c. technological devices used;

d. time spent in using the technological devices on a weekly basis;

2. What is the proficiency level in English of the junior college students of

Luna Colleges, Inc. along:

a. vocabulary;

b. grammar?

3. Is there a significant relationship between the proficiency levels of the

respondents in English along the following indicators?

a. sex;

b. gender preference;

c. course;

d. technological devices used;

e. time spent in using the technological devices on a weekly basis; 7

Objectives of the Study

This study will be conducted:

a. To determine the general proficiency level in English of Grade

8 students of Movers Academy Inc.

b. To determine the implications of study to high school language

education.

c. To identify the social factors affecting the linguistic literacy of

grade 8 students.
 8

d. To examine the significant relationship between the proficiency

level of the student in English in terms of their profile and

profile of their parents.

e. To examine the issue leading to a weak speaking performance

and enhance students speaking skill.

Research Hypotheses

In this study, the following hypotheses will be tested in their null form:

1. Is there a significant relationship between the proficiency levels of the

respondents in English along the following indicators?

a. sex;

b. gender preference;

c. course;

d. technological devices used;

e. time spent in using the technological devices on a weekly basis?

Significance of the Study

The result of this study will be providing empirical information that could

benefit the following:

Luna Colleges, Inc. Administration. The results of this study would give

general and theoretical insights in the planning and organization of the English

language program of the university. Particularly, the information and

understandings yielded by the study would serve as bases in refining the

curriculum for English Department or course of any program.

 9

Language Teachers. They can use the essential information here as

basis of adjustments in terms of teaching methodologies, classroom

management as well as discipline according to the nature and need of the

learners they have at hand.

Language Students. College juniors, as beneficiaries of this study, will

find essential information about language learning strategies that will provide

guidance and direction on better English language skills development, for more

improved language performance.

Language Researchers. They can use the research findings as

enrichment to their future works on better English language performance through

the use of appropriate learning strategies. The related literature and studies

would be a pool of information for the beginner and professional researchers.

Scope and Delimitation

This study involves thirty (30) junior college students who are officially

enrolled in Luna Colleges, Inc. during the second semester, 2021-2022. They

will be subjected to a diagnostic test in English. The diagnostic evaluation in

English will be lifted from lessons on vocabulary and grammar.

The test results will be analyzed to determine the respondents’ level of

English proficiency. All these data will help determine the interactive teaching

materials and programs that would augment English language skills development

through the identification of the strategies which are more appropriate for better

language learning.
 10

The profile of the respondents will just include the following: sex, gender

preference, technological devices used and time spent in using the technological

devices on a weekly basis. While the proficiency level will just be based on

vocabulary and grammar.

Definition of Terms

The following terms will be defined technically and operationally for the

purpose of clarifying their use in the study.

English Language Proficiency. This refers to a speaker who, while very

skilled in the use of a language, uses the language with greater formality and

less familiarity than a native or fluent speaker (Alison, 2016.) Operationally, this

refers to the ability of students in using the English language to make and

communicate meaning in spoken and written contexts while completing their

program of study.

Junior College Students. These refer to the tudents who are currently

enrolled in Luna Colleges, Inc. School Year 2021-2022.

Vocabulary. This refers to the knowledge of words and their meanings.

This means that without establishing a strong vocabulary base first,

comprehension and use of a language will not be achieved. (Diamond & Gutlohn,

2006 as cited by Ferreira, 2007). Operationally, this refers to the word meanings

and word arrangements in English language learning which embraces the

respondents’ active vocabulary.

Grammar. This refers to the rules that explain how words are combined,

arranged or altered to show some kind of meaning (Riyanto, 2013).

 11

Operationally, this refers to the connection with the classification of words

according to the functions they perform in the sentence, the inflection of words

and the relationship of words to one another in a sentence.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The following literature and studies will be read and analyzed to be used

in this study as supplementary materials.

RELATED LITERATURE

On Language Proficiency

Cook (2005, as cited by Haber, 2009) emphasized that language is used

for planning one’s lives and remembering ones past; people exchange ideas and

experiences through language, they likewise identify themselves with people who

speak the same language. Some people are able to do this in more than one

language. Knowing another language may mean: getting job, a chance to get
 12

educated; the ability to take a fuller part in the life of one’s own country or the

opportunity to migrate to another, an expansion of one’s literacy and cultural

horizons; the expressions of one’s political opinions or religious belief. It affects

people careers and possible futures their lives and very identities. In a world

where probably more people speak two languages than speak one language

learning and teaching are vital to everyday lives of millions.

Chomsky (1965 as cited by Galvan, 2015) argued that children learn

languages that are governed by highly subtle and abstract principles, and they do

so without explicit instruction or any other environmental clues to the nature of

such principles. Hence language acquisition depends on an innate, species-

specific module that is distinct from general intelligence. According to Steven

Pinker 1994 (as cited by Haber 2009), all normal human brains come primed for

language acquisition. They have an innate ability to memorize vocabulary,

internalize rules regarding their native language's grammar and syntax, and

remember irregular forms. Children are constantly hearing and processing

speech, so their brains are able to analyze the grammatical structure of the

sentences and parse it into basic rules about the language. As a result, children

learn the basic vocabulary of their language, as well as grammatical details.

Children's mental dictionaries expand rapidly as they acquire new vocabulary

and learn new idioms and expressions. Likewise, their grammar modules quickly

learn and apply the proper rules of the language.

Levels of Language Proficiency. Baete (2015) mirrored that English

language learners acquire English as a second language, they progress through

 13

five language proficiency levels: beginning, early intermediate, intermediate,

early advanced, and advanced. The rate of progression through each English

proficiency level varies according to the individual characteristics of each English

language learner. The research based on second language acquisition

demonstrates that high levels of proficiency in English can be achieved typically

within four to seven years, provided that effective English language development

occurs on a consistent basis.

Beginning English Proficiency Level Students. At the beginning language

proficiency level may begin in a "silent stage" where they are unable to

understand or produce English independently. Typically, they comprehend much

more than they are able to demonstrate in speaking and writing. Initially English

language learners tend to communicate by pointing, gesturing, repeating words

and phrases, pantomiming, and drawing or sketching. As they progress through

the beginning language level, they begin to understand, read, write, and speak

basic words. Thus, English language learners progress from basic words to

producing basic phrases (that may not be grammatically correct) as well as

simple, patterned sentences.

Early Intermediate English Proficiency Level Students. At the early

intermediate language proficiency level are able to communicate basic and

familiar ideas with simple sentences. They can read and write short paragraphs

on familiar topics containing previously taught vocabulary and sentence

structures. They commonly make errors in word usage, pronunciation, and

grammar. Thus, at the early intermediate English proficiency level, students

 14

greatly benefit from explicit teaching and modeling of high frequency words,

grammatical structures, and sentence/paragraph frames.

Intermediate English Proficiency Level Students. At the intermediate

language level are able to understand and communicate academic content with

more sophisticated academic vocabulary and varied verb tenses. They can write

increasingly developed paragraphs on academic topics using complex

vocabulary and compound sentences. They tend to use consistent grammar in

speaking and writing while making occasional errors. Thus, at the intermediate

language level, English language learners greatly benefit from the explicit

teaching and modeling of basic figurative language, common idioms, irregular

verb tenses and the writing process.

Early Advanced English Proficiency Level Students. At the early advanced

language level are able to understand and communicate academic content in

more cognitively complex ways. They can read and comprehend grade level text.

They are able to write with increasing length, complexity and abstraction using

academic vocabulary and consistent grammatical structures. English language

learners at the early advanced language proficiency level may be ready to be

reclassified to fluent English proficient.

Advanced English Proficiency Level Students. At the advanced language

level are able to communicate and write with native-like proficiency. They are

able to read and comprehend grade level text independently. They are able to

write well-organized paragraphs at a level that approximates native English-

speaking students who are meeting grade level standards. Thus, English
 15

language learners at the advanced language level may be ready to be

reclassified to fluent English proficient

On Technology in the Classroom

More and more often, there are schools in which technology is recognized

as an instructional tool. Early introduction to technology, just as early introduction

to language, gives learners ways to engage themselves with language producing

task-based language acquisition. Briggs (1998) states in his book A Class Of

Their Own: when children teach children that technology provides affirming and

enriching instructional-learning environments and lends itself well to individual

use and collaboration (as cited in Anderson, Grant & Speck, 2001). The use of

technology in English as a Foreign Language (EFL) classrooms can provide a

meaningful and interesting approach for language learning. It motivates the

learners as well as engages them in speaking, reading, listening and writing

easier (Ilter, 2009); however, technology alone is not sufficient to teach ELLs. It

requires a teacher with clear objectives, who knows the curriculum and effective

instructional strategies, and who can give children engaging learning experiences

to grow and to have more experiences to relate to their prior knowledge

(Schwartz & Pollishuke, 2013).

Computer Assisted Language Learning. In order to help language

learners, teachers need to become familiar with ESL technology. Common

acronyms for technology-enhanced language instruction include CALL

(Computer Assisted Language Learning), CELL (Computer Enhanced Language

 16

Learning), and TELL (Technology Enhanced Language Learning). Although

technology is the key to CALL, the teacher needs to create a whole learning

environment system with his or her students (Egbert, 2005). The computer is not

a substitute for a teacher; it has to be seen as a support or medium for language

teaching and learning. There are many uses of the computer in the classroom;

however, it is important to note that when using a computer, students should be

involved in the authentic learning settings (Egbert, 2005. The following

conditions, based on Egbert’s (2005) work, can be achieved effectively by CALL,

and ensures greater success in second language and literacy acquisition.

Students feel empowered and validated. Students take an active role in the

process. They receive continued comprehensible input in the target language as

well as in their primary language and are immersed sociolinguistically, having the

benefit of multiple instructional media, a sustained instructional-learning

environment, and varied input and feedback sources (Anderson, Grant, & Speck,

2001). Students are motivated, do not feel intimidated, and have ample time to

complete their assignments (Egbert, 2005).

Tablets and Smart Boards. Mobile touch-screen technologies have

introduced a new generation of educational tools in which students can have

access to a wealth of resources allowing students to learn anywhere and anytime

(Goodwin, 2012). There is an emerging evidence to suggest that apps have a

significant potential to support the learning process (Shuler, 2012). An app is

short form for “mobile application”, which is “application software designed to run

on Smartphones, tablet computers and other mobile devices” (Wikimedia, 2014).

 17

The Sydney Region, in Australia (NSW Curriculum and Learning Innovation

Centre, 2012) conducted a research study in order to provide schools with

information regarding the use of iPads and apps in the classroom, to identify

critical use of table technologies on teaching and learning, and to identify

appropriate opportunities for professional learning for teachers. In this research

study, 75 iPads were bought and distributed to three primary schools involving

five teachers and over 90 students during the second semester of 2011.

This research provided important insights into the use of iPads and apps

in primary classrooms and their impact on teaching and learning. Although the

iPad placed additional demands on teachers’ prep time since teachers needed to

spend a lot of time evaluating educational apps and their relevance to the

curriculum, as well as installing these on individual student devices, researchers

noted some alignment between the curriculum documents and apps available in

the iTunes App Store. In fact, 43% of the apps were classified as instructive. At

the same time, the games-based apps were useful when memorization was

needed such as spelling and multiplication facts. Teachers believed that the best

use of the iPads was achieved when students used content-creation productivity

apps as this developed higher order thinking skills and provided creative ways to

express their understanding. Another advantage teachers noticed during the

research was increased collaboration among students (Goodwin, 2012).

Tablets need to be considered as educational tools that can potentially

support learning by affording new opportunities for student-centered pedagogy

and authentic learning experiences. Smart Boards are whiteboards displaying the
 18

image from the computer monitor with the surface operating as a giant touch

screen. These devices can be mobile or wall mounted. They present some

advantages in the classroom. They are interactive and great for demonstrations;

they provide a means of learning for students of different learning styles, and

they capture the attention of students and also encourage participation. In

addition, it is not only engaging for the students but also for the teachers

(Wikimedia, n.d.).

Preston and Mowbray (2008) reported on their classroom-based research,

which found that Smart Boards are important and useful tools that give teachers

and students innovative ways to enhance teaching and learning and facilitate

assessment in primary Science. However, they agreed with other researchers

and teachers that Smart Boards are very expensive. They realized too that some

of their kindergarten students were distracted as the students focus on it as soon

as they enter the room. Moreover, they also reported that they have less access

to it when it is mounted in a specific place at the school. Won Hur Jung and

SuhSuhyun (2012) asserted in their research Making learning active with

interactive technology in ELL classrooms, that the introduction of the whiteboard

(Smart Board), podcast and digital storytelling has a positive impact as the ELLs

improved their vocabulary skills.

Technology and Differentiated Instruction (DI). Differentiated instruction

(DI) is a pedagogical strategy that allows students to work collaboratively on

meaningful tasks at their own level and pace. Diverse researchers agree that

differentiated learning, collaboration, and communication between learners are

 19

beneficial for language learning to occur (Erben, Ban & Castaneda, 2009). In

student-centered learning environments, students are actively engaged in

creating, understanding, and connecting to knowledge while teachers share the

control with them. In addition, computer technologies provide more venues for all

students to be equally and actively engaged in language learning activities.

(Erben et al., 2009).

 20

RELATED STUDIES

Foreign Studies

Traditional notions of education are giving way to newer, more innovative

ways of thinking about how we learn, teach and acquire knowledge. The

American Council on the Teaching of Foreign Language (ACTFL, 2013) noted

that technology has been used to both assist and enhance language learning. It

is now rare to find a language class that does not use some form of technology.

The Ministry of Primary and Mass Education (2013) of Bangladesh has

taken various measures to use technology to improve and modernize the overall

primary education system. The 2010 National Education Policy of Bangladesh

suggested the use of audiovisual materials in the language classes. To

supplement the government policy, Save the Children in Bangladesh created a

pilot initiative and started developing supplementary classroom teaching and

learning software for English language classes in primary schools. The software

was aligned with the National Curriculum and was implemented in 18

government primary schools in one district of Bangladesh. The current research

was conducted by Save the Children to determine the effectiveness of the

audiovisual produced. The key question that triggered Save the Children to

closely monitor and record the changes was, “What are the benefits and

challenges of using supplementary audiovisual material in the English classes of

the government primary schools in Bangladesh?” This paper is based on the

research findings of a one-year program implementation experience in

government primary schools in Bangladesh.

 21

To enhance the learning of students, the Government of Bangladesh

introduced communicative language teaching (CLT) approach in English

language classes. This approach requires interactive classroom activities and the

integration of the four language skills of reading, writing, listening and speaking

(Sharif, 2012). Most schools however do not have the infrastructure to

appropriately implement the CLT approach. As the result the 2010 National

Education of Bangladesh strongly suggests the availability and use of audiovisual

material for teaching English classes.

Local Studies

Macasinag (2011) wrote in her journal that there were comments about

high school graduates of yesteryears having a better command of the English

language than the college graduates of today. This deterioration is manifested in

several ways—incorrect grammar, lack of fluency in the language, poor reading

comprehension skills and poor writing skills among others. Clearly, Filipinos are

losing their competitive edge with regard to English abilities. Our claim that we

are the third largest English speaking country in the world does not live up to its

rank.

Anecdotal reports of call centers accepting a very small portion of those

who apply because only three of 100 applicants are proficient in English.

University professors lament the inability of college students to comprehend and

express themselves in English. The most alarming, however, is the SWS survey

commissioned by Promoting English Proficiency (PEP) in March 2006. The

 22

largest deterioration was in the self-assessment of ability to speak in English

which fell from 54% in September 2000 to 32% in March 2006, a deterioration of

22% in six years. Now considering this, have you not thought how much would it

decrease in another six years? 12 years? 18 years? (Macasinag 2011).

The March 2006 SWS survey on the Filipino's self-assessed proficiency in

the English language showed a decline over the last twelve years if compared to

earlier SWS surveys in December 1993 and September 2000. The decline is

manifested in all aspects of English proficiency from ability to speak and write

and to think in English. Only two out of three Filipino adults (65%) say they

understood spoken English and could read English in the March 2006 survey in

contrast to three fourths (75%) in the September 2000 and the December 1993

surveys. About half (48%) could write English in the latest survey while it was

61% in the two earlier surveys. Only a third (32%) in March 2006 said they spoke

English compared to more than half (54%) in the two other surveys. Fourteen

percent admitted they were not competent in any way in English while it was only

seven percent 12 years ago. In the March 2006 survey, 19% indicated almost no

use for the English language in contrast to only 10% in both September and

December surveys (Salazar 2007).

Let’s face it the Filipino workforce is the richest resource of the country.

This workforce must maintain good communication skills in English, which will

ultimately help the country, attain competitive edge in the global economy. Our

ability to communicate in English is one reason Filipinos are very much sought

after by foreign employers. The decline in competence of its facility will bring
 23

negative effects on our opportunity to compete in progress with other races. A

shrinking English proficient workforce would dissuade international companies

from investing in the Philippines. We cannot afford to lose what we already have.

Hence, we need to relearn our English before we lose it (Macasinag 2011).

 24

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