Receptive and productive skills of freshman students in Thai Nguyen University system: Bases for listening and speaking activities

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THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY

Socialist Republic of Vietnam Republic of the Philippines

RECEPTIVE AND PRODUCTIVE SKILLS OF FRESHMAN STUDENTS

IN THAI NGUYEN UNIVERSITY SYSTEM: BASES FOR

LISTENING AND SPEAKING ACTIVITIES

A Dissertation

Presented to

The Faculty of Graduate School

Batangas State University

Batangas City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Of Doctor of Philosophy

Major in English

By:

Hoang Thi Nhung

June 2015

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APPROVAL SHEET

This dissertation entitled “RECEPTIVE AND PRODUCTIVE SKILLS OF

FRESHMAN STUDENTS IN THAI NGUYEN UNIVERSITY SYSTEM: BASES

FOR LISTENING AND SPEAKING ACTIVITIES” prepared and submitted by

HOANG THI NHUNG in partial fulfillment of the requirements for the degree of

Doctor of Philosophy major in English has been examined and is

recommended for Oral Examination.

MATILDA H. DIMAANO, Ph.D.

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade

of _________.

DR. AMADA G. BANAAG

Chairman

DR. MARIA LUISA A. VALDEZ DR. FELIX M. PANOPIO

Member Member

DR. MYRNA G. SULIT

External Representative

Accepted and approved in partial fulfillment of the requirements for the

degree of Doctor of Philosophy major in English.

Comprehensive Examination: PASSED

____________ MATILDA H. DIMAANO, Ph.D.

Date Dean, Graduate Studies

College of Arts and Sciences

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ABSTRACT

Title : Receptive and Productive Skills of Freshman Students at

Thai Nguyen University System: Bases for Listening and

Speaking Activities

Author : Hoang Thi Nhung

Course : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Matilda H. Dimaano

Summary

This study aimed to assess the receptive and productive skills among

freshman students at Thai Nguyen University, Vietnam. It covered the profile of

the student respondents including gender, high school graduated from,

residence, parents’ education, family income and exposure to English media.

The respondents listening skills in terms of accuracy, comprehension,

vocabulary and spelling were assessed. Included also in the study were the

levels of student’s speaking skills in terms of pronunciation, fluency,

comprehension and vocabulary with English listening and speaking activities

as output to enhance the listening and speaking skills of the students.

Respondents included in the study comprised of 53 English teachers

and 380 freshman students. The study made use of descriptive method of

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research utilizing survey questionnaire and teacher- made test as data

gathering instruments. Data were treated using the following statistics:

frequency distribution and percentage, weighted mean, standard deviation,

and independent t-test.

Results of the study indicate that relative to the demographic profile of the

student respondents relative to gender, majority of them are female comprising

59.47 percent For residence profile, they are almost equally distributed in urban

and suburban areas with a slight five percent higher frequency in urban

respondents. As to type of high school attended, majority of them come from

public schools comprising 85.53 percent. For education of parents, less than half

of the respondents’ parents or 38.68 percent have tertiary education. With

regards to exposures to English media, majority of students’ exposure comes

from printed means comprising a total of 53.83 percent.

For the levels of the students’ listening skills in terms of accuracy,

they got an average performance rating or 52.0 percent while in the area of

comprehension, students got an average performance or 60.0 percent. In

addition, the vocabulary performance of the students is average or 60.0

percent while in the area of spelling their performance is also average or

52.0 percent.

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Relative to the level of the students’ speaking skills, the pronunciation

performance of the students is 42.0 per cent while in fluency the performance of the

students is 40.0 percent. Both got the equivalent rating of low average. In

comprehension on the other hand students’ performance is average or 52.0 percent.

In terms of vocabulary, students obtained the rating of 56.0 percent or average.

As to the relationships between students’ listening and speaking skills,

no relationship exists between them except some sub skills where a p-value

greater than 0-05 can be noted.

For the difficulties commonly met by students in listening, results

showed that in all four areas the performance rating is above 50 percent, and

only the area that got the most difficult rank was a tie between accuracy and

spelling. On the difficulty in speaking two of the four areas had performance

ratings above 50 percent, and two had below 50 percent which are the sub￾skill areas on Pronunciation and Fluency.

The listening and spelling activities as the output of the study were

based on the identified skills areas were students find most difficult and those

that showed low rank in the teachers’ perception of frequency use and

importance. The study recommended that the proposed listening and speaking

activities may be reviewed by concerned practitioners for further suggestions

and improvements; that efforts should be exerted to address problems and

concerns relative to improving listening and speaking performance of students

and a similar study may be conducted along this line to other universities.

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ACKNOWLEDGMENT

The researcher expresses her profound gratitude and sincere

appreciation to all the persons who in their special ways help in making this

study a reality. She is most grateful to:

Dr. Dang Kim Vui, President Thai Nguyen University (TNU), Vietnam for

his support in making this partnership with Batangas State University possible;

Dr. Matilda H. Dimaano, Dissertation Adviser and Mentor, for all the

assistance, guidance, critical comments and suggestions for the improvement

of this dissertation. Her sound advices and research expertise contributed

much in completing this academic endeavor;

The Panel of Examiners Dr. Corazon B. Cabrera, Dr. Amada G. Banaag,

Dr. Felix M. Panopio, Dr. Maria Luisa A. Valdez, Dr. Myrna G. Sulit for their

valuable comments and recommendations for the enrichment of this study;

Dr. Remedios P. Magnaye, Recording Secretary, for all her efforts in the

preparation and encoding of defense minutes;

Dr. Nguyen The Hung, Director of the International Training Center,

TNU; Dr. Nong Quoc Chinh, Rector and Dr. Le Thi Thanh Nhan, Vice Rector of

Thai Nguyen University of Sciences for their encouragement and support;

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Her colleagues and classmates, for their support and friendship;

The teachers and student-respondents of the study, for their active

participation and cooperation;

Her parents and sibling for their blessings;

Le Tran Kien, husband, and Le Hoang Trung, son, for all their love and

support, and for being an inspiration.

Hoang Thi Nung

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DEDICATION

This humble work is wholeheartedly dedicated to my beloved parents, my

loving husband, Le Tran Kien, and my precious son, Le Hoang Trung.

Hoang Thi Nung

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TABLE OF CONTENTS

Page

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

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

ABSTRACT......................................................................................... iii

ACKNOWLEDGEMENT...................................................................... vii

DEDICATION.......................................................................................ix

TABLE OF CONTENTS...................................................................... x

LIST OF TABLES................................................................................ xiii

LIST OF FIGURES.............................................................................. xv

CHAPTER

I. THE PROBLEM

Introduction............................................................ 1

Statement of the Problem ..................................... 8

Scope, Delimitation and Limitation of the Study.....9

Significance of the Study ...................................... 10

II. REVIEW OF LITERATURE

Conceptual Literature........................................... 12

Research Literature............................................... 31

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Synthesis ............................................................. 38

Theoretical Framework ........................................ 42

Conceptual Framework ........................................ 44

Hypothesis............................................................ 47

Definition of Terms................................................ 47

III. RESEARCH METHOD AND PROCEDURE

Research Environment ......................................... 49

Research Design .................................................. 51

Subjects of the Study ............................................ 52

Data Gathering Instrument.................................... 53

Data Gathering Procedure.................................... 56

Statistical Treatment of Data .................................57

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA .................................................................... 59

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings........................................... 105

Conclusions ......................................................... 115

Recommendation ................................................. 116

BIBLIOGRAPHY.............................................................................117

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APPENDICES………………………………………………………… 122

A. Questionnaires......................................................... 123

B. Letters of Request..................................................... 134

C. Documentations........................................................ 141

D. Psychrometric Conversion Table............................. 147

CURRICULUM VITAE.................................................................. 149

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LIST OF TABLES

Table Title Page

1 Distribution of Sample Respondents .......................................53

2 Gender Profile of the Student Respondents.............................59

3 Residence Profile of the Student Respondents........................61

4 Type of High School Profile of the Student Respondents........63

5 Parent's Education Profile of the Student

Respondents............................................................................63

6 Type of English Media Exposure of the Student

Respondents............................................................................65

7 Levels of Student's Performance in Listening ..........................67

8 Levels of Students’ Performance in the Speaking Skill.............71

9 T-test Comparison of the Student's Mean

Performance in Listening..........................................................75

10 T-test Comparison of the Student's Mean

Performance in Speaking.........................................................76

11 T-test Comparison of the Student's Mean

Performance in Listening and Speaking.................................78

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12 Students’ Performance in the Listening Skill

as to Degree of Difficulty..........................................................80

13 Student's Performance in the Speaking Skill

as to Degree of Difficulty...........................................................81

14 Bases for the Design of Remedial Learning

and Speaking Activities.............................................................83

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LIST OF FIGURES

Figure Title Page

1 Conceptual Paradigm of the Study …………………………..45

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CHAPTER I

THE PROBLEM

Introduction

In our day to day life, language plays a very vital role in communication.

Most of our daily activities need the interplay of these four language skills

listening, speaking, reading and writing. A balance among them would be

required for an individual to become an efficient and effective communicator of

the language. Meanwhile, there seem to be factors that lead to linguistic

incompleteness causing problems to users of the second language.

It has been claimed that over fifty percent of the time that students spend

functioning in a foreign language is devoted to listening (Nunan,1998). Despite

this observation, among the four language skills, listening is the one often

taken for granted. In fact, it is the least understood and most overlooked

language skill. Since the natural precursor to speaking is listening, in a

person’s first language, the early stages of language development are

dependent on listening. In first language education, on- going attention is

needed for both listening and speaking development. This is because first

language speakers are often taken for granted in terms of instruction relative to