Em7 - Thesis Proposal

Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY

Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
Heights”
AN IN-DEPTH ANALYSIS OF ENGLISH PROFICIENCY

AMONG BSED ENGLISH MAJORS AT
Presented to
ALICIA Z. MAGHUYOP, EdD

Instructor
In Fulfillment of the Requirement for

EM 7- Children & Adolescent Literature
College of Teacher Education (CTE)
TRISHA COLEEN G. ASOTIGUE

PATRICIA PAYUMO
MAY 2023
Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

(086) 827-3742 URL: snsu.edu.ph
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
In the dynamic landscape of education, language proficiency stands as a cornerstone,
shaping the capabilities of future educators and the quality of instruction. Surigao Del Norte
State University's Bachelor of Secondary Education (BSED) English program is dedicated to
cultivating proficient English educators. As we embark on a journey to explore the English
proficiency levels among BSED English majors, this study is not merely a scholarly endeavor
—it is a critical exploration poised to bridge the gap between theory and the lived
experiences of students in the linguistic realm.
Imagine a classroom where the artistry of language unfolds, where each word is a
brushstroke on the canvas of knowledge. Now, consider the pivotal role of English
proficiency in sculpting this educational masterpiece. Are our future English educators
wielding their linguistic brushes with mastery? This study delves into the nuances of
language proficiency among BSED English majors at Surigao Del Norte State University,
unraveling a tapestry woven with data, theories, and the aspirations of shaping young minds.
To grasp the intricacies of language proficiency, we ground our exploration in theories
that illuminate the dynamic interplay between language and education. Vygotsky's
Sociocultural Theory guides us through the social dynamics shaping language development,
emphasizing the influence of culture and interactions. Krashen's Input Hypothesis becomes
our compass, highlighting the significance of comprehensible input in language acquisition.
As we navigate the cognitive terrain, Bloom's Taxonomy provides a scaffold, allowing us to

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evaluate not just proficiency but the depth of understanding and application of English
language skills.
Surigao Del Norte State University, in its pursuit of academic excellence, has
designed the BSED English program as a crucible for linguistic and pedagogical
development. The nexus between language proficiency and effective teaching is evident in
the program's aspirations. However, amidst these aspirations, the specific challenges and
strengths within the English proficiency landscape of BSED English majors remain a terrain
yet to be fully explored. This study endeavors to navigate through the complexities, providing
invaluable insights into the current state of English proficiency and its implications.
Our mission is clear: to critically assess the current level of English proficiency
among BSED English majors, discern linguistic areas posing challenges, and unravel the
correlation between proficiency levels, academic performance, and future teaching
effectiveness. The significance of this study extends beyond the university walls—it
resonates with educators, administrators, policymakers, and, most importantly, the aspiring
English educators themselves. As we embark on this academic voyage, we aim not only to
uncover data but to provide a compass for enhancing the quality of education and fortifying
the readiness of future English educators.

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Theoretical/ Conceptual Framework
Our conceptual framework, tailored for a nuanced exploration of language proficiency
among BSED English majors at Surigao Del Norte State University, is deeply rooted in
educational theories, providing a guiding compass for comprehension.
At its core, Vygotsky's Sociocultural Theory underscores the profound influence of
social interactions and cultural contexts on language development within the university
setting. Extending from this foundation, Krashen's Input Hypothesis emphasizes the
importance of comprehensible input in language acquisition, particularly relevant in the
BSED English classroom.
Ascending, Bloom's Taxonomy serves as a lens for assessing language proficiency,
aligning cognitive depth with the understanding and application of English language skills.
Intersecting with Bloom's Taxonomy, our framework explores the correlation between
language proficiency, academic performance, and the potential effectiveness of future
teaching endeavors.
Weaving through the entire framework is the thread of aspirations and cultural
context, acknowledging their integral role in the subjective and dynamic nature of language
proficiency development. This concise conceptual framework intertwines theories seamlessly,
guiding our exploration into the complexities of language proficiency among BSED English
majors.

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The framework of the study is illustrated in the schematic diagram of the study which
is the Figure 1. As shown in the first box, the profile of the respondents includes age, gender,
parent’s monthly income and gadget availability. The profile of the respondents is made to
interplay with the processes to modify the urban-rural gaps in the academic achievements of
the CEIT students.
Age refers to the age of the respondents.
Sex refers to whether the respondents are male or female.
Parent’s Monthly Income refers to the desired range of income the parents of the
respondents have monthly.
Gadgets availability are the gadgets that the respondents are able to possess.
GPA refers to the General Percentage Average of the respondents on the previous
semester.
INPUT PROCESS OUTPUT

Profile of the 1) Collecting
college students sampling using
according to: simple random
sampling (lottery Intervention program to
a) Sex
method)
b) Area address the gaps in the
2) Conducting and
c) Parent’s interview.
academic performance
monthly
3) Data collection of
income of the CEIT students
the respondent’s
d) Gadget profile.
availability between rural and
4) Administering
e) GPA responses. urban areas
5) Comprehensive
analysis of the
student’s
responses

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Figure 1. Schematic Diagram of the Study
Statement of the Problem
This research would like to determine the implications of Vygotsky’s zone of
proximal development on the academic performance of CEIT students from rural and urban
areas.
Specifically, it seeks to answer the following questions:
1. What is the profile of the students in terms of:
1.1 Age;
1.2 Sex;
1.3 Parents’ Monthly Income;
1.4 Gadget Availability
2. What are the possible perceived effects of the environmental setting (rural or urban) of the
learners from urban compared to the rural areas relative to their academic performance?
3. Is there a significant difference in the proximal development with regards to the academic
performance of students in rural and urban areas?

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4. Is there a significant relationship between the academic performance of the CEIT students
in rural and urban areas when grouped according to profile variables?
5. What are the possible perceived effects of the economic status of the learners from urban
compared to the rural areas relative to their academic performance?
6. What are the possible perceived effects of the advancements of technologies of learners
from urban compared to the rural areas relative to their academic performance?
Hypothesis of the Study
Ho1. There is no significant difference of the zone of proximal development on the
academic performance of students between rural and urban areas.
Ho2. There is no significant relationship between the academic performance of the
CEIT students in rural and urban areas when grouped according to profile variables.
Significance of the Study
This study aims to determine the implications of Vygotsky’s Zone of Proximal
Development on the academic performance of CEIT students from rural and urban areas.
This study’s results are valuable and may contribute to the understanding of the following
individuals, groups, and identities.
Respondents. The result of this study will help them to have more knowledge when it
comes to choosing their environment.
Faculty and Staff. This research concept will serve as their basis of getting-to-know
their students in a diversified classroom.

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Future Researchers. The researcher of this learn about will be capable to spread
factual data so that readers will be greater aware.
Objectives
This study aims to identify the following:
 Identify the significant effect/s of the environmental setting (rural or urban) of the
students to the academic performances of students.
 Identify the significant effect/s of the economic factors to the academic performances
of students.
 Identify the significant effect/s of the technology to the academic performance of
students.
Scope and Limitation
This study dealt mainly with the implications of Vygotsky’s Zone of Proximal
Development on the academic performance of CEIT students from rural and urban areas. It
seeks to identify the difference between the learning and development of students on specific

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areas; environmental setting (rural or urban), economic status, and technological
advancements. The researchers chose the CEIT students of Surigao del Norte State
University, as the focus and the subject of the study. Furthermore, the researchers will devise
the assessment procedures through interview as where the information that will be gathered
will be analysed.
CHAPTER II
REVIEW OF RELATED LITERATURE
Social support and interaction are crucial especially when it comes to learning and education.
The main point of Vygotsky’s socio-cultural theory is the acquisition of knowledge and learning
through the collaborative effort of the less knowledgeable and the more knowledgeable others (MKO)
in the society. Furthermore, Vygotsky’s theory further introduces the implication of scaffolding as it is
the way of giving support in any way, or instructional support to be specific, to those people who are
in need of learning and education. The main concept of Vygotsky’s sociocultural theory is the ZPD or
also known as the zone of proximal development wherein it is mainly composed of the MKO or the
more knowledgeable other as well as the technology and tools as an act of support or scaffold to the
learner. This area encompasses the question “what I can learn with help?” in which instructional
guidance and social support is taken into consideration.
Only Vygotsky asserts that cultural factors are inextricably linked to learning, despite the fact
that many psychologists, including Piaget and Bandura, have examined the effects of cultural factors
on learning. He believed that instead of examining the individual themselves, studies should focus on

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how that person fits into society. Because social interaction itself fosters mental development, this is
the only way to determine the extent of growth. Although it is thought that society has an impact on
morals, values, and thoughts, the learning process is not regarded as something that can be imitated.
By forming connections between ideas, Vygotsky proposed that interactions with others foster growth.
One of the main tenets of Vygotsky's theory is the notion that the potential for cognitive
development is dependent upon the "zone of proximal development" (ZPD), a stage of development
attained when kids engage in social behavior. Social interaction at its fullest is necessary for the ZPD
to develop fully. With adult supervision or peer assistance, students can develop a wider range of
skills than they could on their own. The zone of proximal development proposed by Vygotsky
explains how young people's cognitive development progresses. Vygotsky believed that a growth
monitor was necessary for more precisely evaluating the children's ability to learn rather than viewing
it as some sort of a stationary measure like an IQ2 score. A framework of how growth-oriented
prospective could potentially be understood is provided by the ZPD. The ZPD was defined by
Vygotsky (1978, p. 86) as the difference between the level of actual development as determined by
independent problem-solving and the level of potential development as determined by problem-
solving under adult supervision or in collaboration with more experienced peers.
In the ZPD, which demonstrated a child's possibilities, Vygotsky also acknowledged that
more competent others might offer a helping hand. Wood et al. (1976) referred to support in the ZPD
as scaffolding, and Tharp & Gallimore (1991), as cited in Ohta (2005), referred to accomplishments
made with assistance as assisted performance. According to Lantolf and Aljaafreh (1996), assistance
in the ZPD works best when it is customized for the learner, modified as needed, and eventually
discontinued in response to that learner's development. Vygotsky disagreed with the idea that
instruction and learning must occur before development can take place, and he harshly criticized
theories that hold that development is immune to instruction.
The theory of Vygotsky paints a picture of psychological growth as being inextricably linked
to social and cultural activities. The theory of Vygotsky highlights the manner in which spoken

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language, the symbolic-mathematical framework, and resources like memory are used to learn in
order to cultivate cognitive methods like memory, attention, and so forth. It also points out the
importance of grown-ups like mothers and fathers in helping students develop mentally. According to
Vygotsky's theory, children are forced to perform tasks that are beyond their developmental level
(Afiati & Sartika, 2020; Amin, 2012; Sukiyanto, 2018).
According to Vygotsky's theory, instruction should be based on four principles: sociocultural,
the idea of the zone of proximal development, scaffolding, and mental development moving from the
social to the individual fields (Pasaribu, 2013; Suci, 2018). These principles should all be applied to
the method of instruction to help students become more adept at solving issues. Children actually
develop in their developmental journey with the aid of tasks they complete on their own, which is
built (Payong, 2020) to achieve this actual development. The method teachers’ use to present material
to students heavily influences how well a country's educational system performs (Falah, 2015;
Hiryanto, 2017; Sirait, 2017).
The academic performance of a learner is greatly influenced by essential factors such
as the learning environment, the accessibility of educational resources, infrastructures, and
the appropriate teaching methodologies. Recent educational research has demonstrated rural‐
urban gaps in achievement and schooling conditions. For quite some time, there has been a
general perception that students from schools of small and rural communities may receive an
education that is inferior to that received by students from schools of larger urban and
suburban communities, and consequently, rural-urban differences may exist in terms of the
students' academic performance. Furthermore, there has been discussion that, not only do
rural-urban differences exist with regard to academic performance, but also with regard to
many other socially desirable outcomes, such as social concerns, aptitude, intelligence,
aspiration, etc. (DeYoung & Lawrence, 2022).This issue of whether real differences in
educational outcomes exist between rural school students and their peers in suburban and

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urban schools has been a topic of debate for many researchers, especially for the educational
professionals in rural areas. The very existence of this journal (Journal of Research in Rural
Education) attests to the fact that there are issues related to rural education which may have
broad social ramifications; academic achievement of rural school students is probably one of
these issues.
According to Alokan and Arijesuyo (2021), there has been a significant difference in
the academic performance of students from rural environment. Rural students tend to suffer
disadvantage in their academic performance simply as the result of their residence in rural
areas or their attendance at rural schools. It was recommended that educators should take a
new and more objective look at the performance of the many different types of rural
students. The success of a learner in his/her academic journey will be a result of meeting and
having those of said factors that will affect the learner's performance.
Not surprisingly, like many other issues in education, the research comparing rural
school students with their suburban and urban counterparts in educational outcomes in
general, and in academic achievement in particular, has yielded inconsistent findings. While
some studies failed to find any statistically significant differences between the rural school
students and those in metropolitan areas in academic achievement (Alspaugh, 2019; Snyder
& West, 2019). For review, (Edington & Koehler, 2019); (Haller, Monk, & Tien, 2019), and
other studies found that students in urban areas had better performance than their rural
counterparts in such academic areas as mathematics, reading, and science, as well as
performance on some widely used standardized tests such as the ACT (Coe, Howley, &
Hughes, 2019), (Edington & Koehler, 2019); ((Greenberg &Teixeira, 2019) and (Lindberg
Nelson, & Nelson, 2018) Still, in some other studies, students from rural schools were found

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to have performed better than those from urban areas in academic areas such as reading and
mathematics (Alspaugh, 2019; Alspaugh & Harting, 2019; Haller et al., 2019).
There are also major relevant factors for the potential rural-urban differences. There
are a few factors which have been widely considered as potential contributors to the potential
rural-suburban-urban differences in students' educational outcomes: availability of resources,
rural-suburban-urban differences in socioeconomic status (SES), and parental expectation and
community influence.
1.1 Availability of resources.
Difference between the rural and urban schools in terms ofthe availability of
resources, e.g., books, computers, art and science supplies, course offerings, and adequately
heated or cooled buildings, has been considered by many researchers as one potential
contributor to some observed or perceived rural-urban differences in educational outcomes
(e.g., (DeYoung & Lawrence, 2019), (Edington, 2019), (Haller et al., 2019), (Jones &
Southern, 2019), (Marion, 2019), and (Thompson, 2019). The availability of fewer resources
in many rural schools than those in metropolitan areas (Coe et. al., 2019) are often related to
more limited curricula for these rural schools (DeYoung & Lawrence, 2019). Some research
findings indicated that the availability of resources did make a difference in students'
educational outcomes.
1.2 Socio-economic status (SES).
There is some indication that in rural-urban difference studies with regard to
educational outcomes, SES may have been playing a role. Socio-economic status has been
shown to be positively related to students' school achievement (e.g., Kimble , Cramer, &

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House, 2019; McIntire & Marion, 2019), and it is perceived that there is a difference between
rural students and their metropolitan counterparts in this aspect, with rural students usually
having lower SES. Rural and urban students appeared to differ, however, in terms of the
impact SES seems to have on their school achievement. Alspaugh 2019) observed that a large
proportion of the between-school variance in school achievement among urban schools is
associated with the students' SES, while a smaller proportion of the between-school variance
in school achievement among rural schools was associated with the students' SES (Alspaugh
& Harting, 2019).
1.3 Parental expectation and community influence.
Community and parental involvement have generally been considered as being
positively related to student school achievement and subsequent career choices (Alspaugh &
Harting, 2019; Ramos & Sanchez, 2019). As viewed by some researchers, rural students may
be at some disadvantage compared with their metropolitan counterparts in these aspects,
because small, isolated, and low-SES rural communities often have less community
involvement in education (e.g., DeYoung & Lawrence, 2019). But this view is not generally
shared by all researchers, some of whom believe that smaller schools have a strong
community relationship (Alspaugh & Harting, 2019; O'Connell & Hagans, 2019), which
translates into comparable, if not stronger, community support for school education than
communities in metropolitan areas (Jones & Southern, 2019; Lloyd, Lloyd, Prain, & Smith,
2019). For example, rural students have been shown to have stronger feelings of belonging,
and greater self-concept and self-responsibility, especially in academics (e.g., Morrow, 2020),
all of which are positive Achievement of Rural Students -8- factors for enhanced scholastic
achievement (Gaspard & Burnett, 2019). Some researchers believe that parents in the small
rural communities often have lower expectations about their children's educational

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attainment, and subsequently, the students often have lower educational and career
aspirations (DeYoung & Lawrence, 2019).
Thus, in reverse situation, the absence of these essential elements will also result on poor
academic performance and achievement. This will lead to having less competent and
academically inclined learners due to the lack of resources that every learner must possess.
These resources may benefit some but not everyone. For these resources can either be
accessible or not depending on various situations and circumstances.
Therefore, the environment is an important key for the learner where one can be situated
in an area with abundant resources and vice versa of those at scarce. According to Borland
and Howsen (2020), students from both highly rural and highly urban areas perform
similarly, but less well, in terms of educational achievement than students from moderate
areas, and that empirical studies of student educational performance should include measures
of both cognitive skills and educational market competition as explanatory variables.There
were statistically significant differences in academic performance between rural and urban
students and the academic performance among students studying in rural and urban settings
is comparable (Waters et. al, 2019). Economic status can be one of the main reasons of those
mentioned gaps, that hinder student's learning performance and development. Learners living
in rural and urban areas definitely experience a not-so different environment thus in same
sense, a not-so the same. For learners living in these different areas, differs in the
accessibility of resources. For there is a huge tendency that learners from urban areas are far
more exposed with different resources such as gadgets, learning infrastructures, and public
libraries that may or may not be accessible to those learners from rural areas. In other means,
futuristic and high -tech ways for educational approach are a mean to be offered to those

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learners living in urban areas, for they are of utmost capable of accessing good connectivity
and internet, compared to those living in rural areas.
Thus, this research aims to determine the implications of vygotsky’s zone of proximal
development on the academic performance of CEIT students from rural and urban areas
through interview.
CHAPTER III
RESEARCH METHODOLOGY
This chapter will explain the research design to be used by the researchers,
participants of the study, data gathering procedure, and data analysis.
RESEARCH DESIGN
Respondents
The main participants of this study will be the students of SNSU under the College of
Engineering and Information Technology. Ten students under this department will be
randomly selected through simple random sampling: Lottery Method. These set of
respondents will be requested to be interviewed and will be given set of questions.
Data Gathering Procedure

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This research will be conducted by the researchers through interview. The researchers
will formulate a set of questions to be answered by the subject/respondents through interview
type of data gathering. The questions will cover both the rural and urban aspects in order to
obtain its differentially in terms of the academic achievement of students. The respondents
will be divided into two groups: learners living in urban and rural areas, which will be given
the same sets of questions respectively.
Data Analysis
In order to analyse or test data, the Grounded theory will be used.
Open coding. Produce transcripts of interviews and read through a small sample of
text.
Axial coding. Identify potential analytic categories (that is, potential themes) that
arise. As the categories emerge, pull together all the data from those categories and compare
them.
Selective coding. Consider how categories are linked together. Use the relations
among categories to build theoretical models, constantly checking the models against data,
especially against negative cases. Present the results of the analysis using quotes from the
interviews that illuminate the theory (exemplars).

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SURVEY INSTRUMENT
IMPLICATIONS OF VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT ON

THE ACADEMIC ACHIVEMENT OF STUDENTS FROM RURAL AND URBAN
AREAS: A COMPARATIVE ANALYSIS
Demographic Profile of the Respondents
Name (optional):
Sex:
Age:
Present Address: _ URBAN _ RURAL
Permanent Address: _ URBAN _ RURAL
Gadgets Owned:
_ Laptop _ Cellphone _ iPad _T.

V/Radio

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_ Others: Please specify:
Monthly Income of Parents/Guardians:
GPA:
QUESTIONS:
Question 1: What are the implications of living in the rural/urban area considering one’s
academic performance?
Question 2: Are there any hindrances in your vicinity that limits your performance during
class sessions?
Question 3: Are there any advantages in learning in urban areas than within rural? If so, what
are those advantages?
Question 4: Do teaching methodologies in schools located in rural areas differ compared to
urban areas?
Question 5: Are there any specific teacher professional development needs or strategies that
should be considered for implementing the ZPD concept in both rural and urban areas?
Question 6: How can community involvement and support influence the student’s academic
performance in rural and urban areas?

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Question 7: How does the availability of resources and educational infrastructures differ
between rural and urban areas, and how does it affect academic achievement of every
learner?
Question 8: What role does technology play in bridging the academic performance gap
between rural and urban students within the ZPD framework?
Question 9: In what ways can peer interaction be fostered within the ZPD framework to
promote academic achievement in rural areas? How does it differ from urban areas?
Question 10: Does the economic status of students in rural areas impact the implications of
Vygotsky's Zone of Proximal Development (ZPD) on their academic achievement compared
to students in urban areas?
REFERENCES
Alspaugh, J. W., & Harting, R. D. (2019). Transition effects of school grade-level
organization on student achievement. Journal of Research and Development in Education, 28,
145-149.
Coe, P., Howley, C. B., & Hughes, M. (2019). The condition of rural education in Kentucky:
A profile. ERIC Document Reproduction Service No. ED 319-579.\
Corley, E. R., Goodjoin, R., & York, S. (2019). Differences in grades and SAT scores among
minority college students from urban and rural environments. High School Journal, 74, 173-
177.

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DeYoung, A. J., & Lawrence, B. K. (2019). On Hoosiers, Yankees and Mountaineers. ERIC
Document Reproduction Service No. ED 383-508.
Kearney, J. M. (2019). The advantages of small rural schools. Final report to the Idaho Rural
School Association. ERIC Document Reproduction Service No. ED 373-934.
Liu, J. M., & Brinlee, P. S. (2019). Relationships between readiness characteristics and basic
skills achievement of rural first graders. Paper presented at the Annual Meeting of the
American Educational Research Association. ERIC Document Reproduction Service No. ED
228-016.
McCracken, J. D., & Barcinas, J. D. T. (2020). High school and student characteristics in
rural and urban areas of Ohio. In: School and Community Influences on Occupational and
Educational Plans of Rural Youth. ERIC Document Reproduction Service No. ED 338-456.
McIntire, W. G., & Marion, S. F. (2019). Academic achievement in America's small schools:
Data from High School and Beyond. ERIC Document Reproduction Service No. ED 315-
250.
Miri Barak, Ariella Levenberg, Flexible thinking in learning: An individual differences
measure for learning in technology-enhanced environments, Computers & Education 99
(2019) 39-52, 2016. https://doi.org/10.1016/j.compedu.2016.04.003
Tawafak, R. M., Mohammed, M. N., Arshah, R. B. A., & Romli, A. (2018, February). Review
on the effect of student learning outcome and teaching Technology in Omani's higher
education Institution's academic accreditation process. In Proceedings of the 2018 7th
International Conference on Software and Computer Applications (pp. 243-247). ACM.
https ://doi.org/10.1145/3185089.3185108

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Tawafak, R. M., Mohammed, M. N., Arshah, R. B. A., Shakir, M., & Mezhuyev, V.
(2019)Technology enhancement learning reflection on improving Students’ Satisfaction in
Omani Universities. Advanced Science Letters, 24(10), 7751-7757, (2018).
https://doi.org/10.11 66/asl.2018.13012
Tawafak, R. M., Romli, A. B., bin Abdullah Arshah, R., & Almaroof, R. A. S. (2019).
Assessing the impact of technology learning and assessment method on academic
performance. EURASIA Journal of Mathematics, Science and Technology Education, 14(6),
2241-2254. https://doi.org/10.29333/ejmste/87117
Wilby, K. J., Zolezzi, M., & El-Kadi, A. Development of a college-level assessment
framework in line with international accreditation standards: A Middle Eastern perspective.
Currents in Pharmacy Teaching and Learning, (2017). https://doi.org/10.1016/j.cptl.
2016.08.028

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Republic of the Philippines

SURIGAO DEL NORTE STATE UNIVERSITY

AN IN-DEPTH ANALYSIS OF ENGLISH PROFICIENCY

ALICIA Z. MAGHUYOP, EdD

In Fulfillment of the Requirement for

TRISHA COLEEN G. ASOTIGUE

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

THE PROBLEM AND ITS BACKGROUND

In the dynamic landscape of education, language proficiency stands as a cornerstone,

State University's Bachelor of Secondary Education (BSED) English program is dedicated to

cultivating proficient English educators. As we embark on a journey to explore the English

experiences of students in the linguistic realm.

To grasp the intricacies of language proficiency, we ground our exploration in theories

our compass, highlighting the significance of comprehensible input in language acquisition.

As we navigate the cognitive terrain, Bloom's Taxonomy provides a scaffold, allowing us to

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

correlation between proficiency levels, academic performance, and future teaching

the readiness of future English educators.

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

Theoretical/ Conceptual Framework

Our conceptual framework, tailored for a nuanced exploration of language proficiency

educational theories, providing a guiding compass for comprehension.

At its core, Vygotsky's Sociocultural Theory underscores the profound influence of

importance of comprehensible input in language acquisition, particularly relevant in the

BSED English classroom.

Ascending, Bloom's Taxonomy serves as a lens for assessing language proficiency,

language proficiency, academic performance, and the potential effectiveness of future

proficiency development. This concise conceptual framework intertwines theories seamlessly,

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the CEIT students.

Age refers to the age of the respondents.

Sex refers to whether the respondents are male or female.

respondents have monthly.

INPUT PROCESS OUTPUT

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Figure 1. Schematic Diagram of the Study

Statement of the Problem

This research would like to determine the implications of Vygotsky’s zone of

Specifically, it seeks to answer the following questions:

1. What is the profile of the students in terms of:

1.3 Parents’ Monthly Income;

1.4 Gadget Availability

performance of students in rural and urban areas?

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

in rural and urban areas when grouped according to profile variables?

compared to the rural areas relative to their academic performance?

Hypothesis of the Study

Ho1. There is no significant difference of the zone of proximal development on the

academic performance of students between rural and urban areas.

Ho2. There is no significant relationship between the academic performance of the

Significance of the Study

This study aims to determine the implications of Vygotsky’s Zone of Proximal

individuals, groups, and identities.

comes to choosing their environment.

their students in a diversified classroom.

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

factual data so that readers will be greater aware.

This study aims to identify the following:

students to the academic performances of students.

 Identify the significant effect/s of the technology to the academic performance of

Scope and Limitation

Tel. Nos.: (086) 827-3741 Email: info@snsu.edu.ph

areas; environmental setting (rural or urban), economic status, and technological