Resource materials for the three modalities of English language among sophomore college students of Thai Nguyen University

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RESOURCE MATERIALS FOR THE THREE MODALITIES OF

ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE

STUDENTS OF THAI NGUYEN UNIVERSITY

A Dissertation Proposal

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:

NGUYEN THI THU HOAI

June 2015

THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY

Socialist Republic of Vietnam Republic of the Philippines

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APPROVAL SHEET

This dissertation entitled “RESOURCE MATERIALS FOR THE THREE

MODALITIES OF ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE

STUDENTS OF THAI NGUYEN UNIVERSITY” prepared and submitted by

NGUYEN THI THU HOAI 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.

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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 : Resource Materials for the Three Modalities of English

Language among Sophomore College Students of Thai

Nguyen University

Author : Nguyen Thi Thu Hoai

Course : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Matilda H. Dimaano

Summary

A study was conducted to determine the performance of Sophomore

College students of Thai Nguyen University, Vietnam in the three English

language modalities namely; speaking, listening, and oral or speaking to serve

as basis for proposed resource materials. The descriptive method of research

was used in the study applying survey technique for teacher assessment of

responses and teacher-made test to determine students‘ performance.

Respondents of the study include 279 Sophomore College students of Thai

Nguyen University, Vietnam and their respective English teachers. The survey

questionnaire and teacher-made test served as the sources of data for

statistical analyses.

Findings of the study revealed that in the demographic profile of the

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student respondents according to gender, there was a close distribution of both

genders with the males slightly exceeding the females by seven percent .Their

parents‘ have tertiary education and student respondents‘ originated from 14

different places in Vietnam four of which are urban and ten are rural. As for the

types of high school attended, majority of them or 95.70 percent had their

education in public schools which means that majority had to avail of the

standardized education program of public schools and further reflected their

less affluent status, consistent with their profile on place of origin where most

of them come from rural areas.

In relation to student's performance in the three language modalities,

students have generally low performance in reading with a mean correct rating

of 24.91 percent and a verbal equivalent of poor while in listening, the mean

percent correct score of 31.59 and speaking with a mean correct score of

47.74 which both indicate students‘ average performance. In relation to

student's performance in the three language modality test groups stratified

according to profile variables, for gender, the p-value for Listening and

Speaking is below 0.05 indicating that the performance of the male and the

female students are significantly different. For reading, a p-value greater than

0.05 was obtained which indicates that gender is a significant factor that

influences the reading skills of these students.

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On the aspect of Parent‘s Education, a significant difference is noted for

speaking while in place of origin, the p-values were below 0.05 and are

significantly different for urban and rural origin. In the case of the type of High

School all the p-values were below 0.05 indicating that performance of the

students in the three modalities are significantly different for both the private

and public schools.

In teachers‘ assessment of the students‘ reading, listening and speaking

skills, one out of 13 items obtained an agree score of >50 percent. This item

pertains to phonetic analysis which indicates that the teacher respondents

either do not fully grasp the concept of the survey or they do not understand

the questions in the context of their teaching English at the sophomore level

and were answering the survey questions randomly.

According to the perception of the teacher respondents regarding

frequency of use by the students, majority of the items got ratings below 2.5.

Only one had a rating of 2.5 which pertains to reading comprehension which

means that this is the only modality item teachers perceived as frequently

practiced and demonstrated by the sophomore students.

As for the perceptions of teacher respondents according to their degree

of importance, two items had mean scores close to 4.0 or equivalent to

moderately important, four items had a score of 3.0 or slightly important and

three had a score of 2.0 or less important which indicate that the teacher

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respondents consider only Reading Comprehension and Context clues as the

more important student‘s skills given emphasis in the sophomore stage.

As for the relationship of teacher‘s assessment and students‘

performance in the three language modalities, reading performance of the

students are significantly different from the frequency and degree of

importance ratings of the teachers while the listening performance of the

students is not significantly different from the frequency and degree of

importance ratings of the teachers. The speaking performance of the students

on the other hand is significantly different from the frequency rating of the

teachers but not significantly different from the degree of importance rating. In

general, among the three language modalities, it was the listening

performance of the students that is significantly related to the assessment of

the teachers. The reading and the speaking performance are generally

independent of the teacher‘s assessment.

For the proposed remedial exercises in the three modalities of language,

considerations are utilized as bases such as low performance score of the

students in the modality areas; meaningful relationship of the performance

scores with the profile variables; and the meaningful relationship of the

performance scores with the teachers‘ assessments.

Based on these findings, the study recommended that the proposed

output in the form of remedial exercise be reviewed by school heads prior to its

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used in the classroom; that the students‘ weaknesses in reading, listening and

speaking must be given attention by administrators; and that a similar study

may be conducted along modalities of language.

ACKNOWLEDGMENT

The researcher would like to convey her sincerest gratitude to the

following persons whose valuable contributions enabled her to finish this

academic work:

Dr. Dang Kim Vui, President of Thai Nguyen University for the

opportunity given to be included in the Ph. D English program in partnership

with Batangas State University;

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Dr. Matilda H. Dimaano, Dissertation Adviser, for providing valuable

inputs for the improvement of this study. Her guidance and expertise in

research proved to be of great help in the completion of this academic

endeavor;

Dr. Corazon Cabrera, Dr. Amada Banaag, Dr. Maria Luisa A. Valdez, Dr.

Felix M. Panopio, Dr. Myrna G. Sulit, Panel of Examiners for their insightful

comments that enrich this research;

Dr. Remedios P. Magnaye, Recording Secretary for her patience and

dedication in preparing the minutes of the defense proceedings;

Teacher and student respondents of the study, for the cooperation and

willingness in answering the research instruments;

Colleagues and friends for their encouragement to finish this study;

Finally, my parents and family for their love, support and words of

encouragement.

Nguyen Thi Thu Hoai

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DEDICATION

This work is wholeheartedly dedicated to my parents, husband, and

children Dam Minh Tri, and Dam Thi Kim Ngan.

Nguyen Thi Thu Hoai

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TABLE OF CONTENTS

Page

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

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

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

ACKNOWLEDGMENT...................................................................... viii

DEDICATION.......................................................................................x

TABLE OF CONTENTS...................................................................... xi

LIST OF TABLES................................................................................ xiv

LIST OF FIGURES............................................................................. xvi

CHAPTER

I. THE PROBLEM

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

Statement of the Problem ..................................... 7

Scope, Delimitation and Limitation of the Study.....8

Significance of the Study .......................................9

II. REVIEW OF LITERATURE

Conceptual Literature.............................................11

Research Literature................................................40

Synthesis ...............................................................47

Theoretical Framework ......................................... 50

Conceptual Framework ......................................... 53

Hypothesis............................................................. 54

Definition of Terms................................................. 56

III. RESEARCH METHOD AND PROCEDURE

Research Environment ..........................................58

Research Design .................................................. 59

Subjects of the Study ............................................ 60

Data Gathering Instrument.....................................61

Data Gathering Procedure..................................... 64

Statistical Treatment of Data ................................ 66

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA .................................................................... 68

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V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings............................................. 119

Conclusions ...........................................................130

Recommendation .................................................. 131

BIBLIOGRAPHY.............................................................................132

APPENDICES…………………………………………………………. 139

A. Questionnaires.............................................................140

B. Letters of Request....................................................... 151

C. Documentations......................................................... 159

CURRICULUM VITAE………………………………………………… 172

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LIST OF TABLES

Table Title Page

1 Distribution of the Respondents of the Study………………. 61

2 Gender Profile of the Student Respondents……..…………. 69

3 Parent's Educational Attainment …………………………….. 70

4 Place of Origin of the Student Respondents……………….... 72

5 Type of High School Profile ………………………………….....74

6 Levels of Students‘ Performance in the

Learning Modality of Reading................................................ 77

7 Levels of Students‘ Performance in the

Learning Modality of Listening............................................. 79

8 Levels of Students‘ Performance in the

Learning Modality of Speaking............................................. 81

9 Correlation of Students‘ Performance in the Three Language

Modality Test Groups with Profile Variables………………….. 84

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10 Student Skills Employed in Teaching the Basic English

Course………………………………………………………....... 87

11 Teachers‘ Assessments of Student Skills and

Their Frequency of Use ……………………………………..... 89

12 Teachers‘ Assessments of Student Skills and

Their Degree of Importance ………………………………….. 91

13 Teachers‘ Assessments of Students‘ Performance

in Three Language Modalities ……………………………..... 93

14 Bases for the Design of Remedial Exercises on the Three

Modalities of Language...................................................... 95