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8/3/2019 Elena Proposal
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WEST VISAYAS STATE UNIVERSITYCOLLEGE OF EDUCATION
GRADUATE SCHOOLIloilo City
INFLUENCE OF EXPOSURE TO ENGLISH AUDIO VISUAL MEDIA AND
BILINGUAL AUDIO VISUAL MEDIA ON THE ORAL ENGLISH LANGUAGEPROFICIENCY AMONG COLLEGE STUDENTS
A Thesis Proposal
Presented to
Dr. Ma. Christine Asuncion V. Dequilla
College of Education
West Visayas State University
In Partial Fulfillment of
the Requirements for the Degree
Master of Arts in Education
(Language Teaching English)
by
Elena G. Daduya
October 2011 1
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CHAPTER 1INTRODUCTION
Background of the Study
There are many different languages in the world, and there are simply
none more impact than the English language. The English language is an
amazing language, and it is beautiful. With about 400 million people who
speak it as their primary language, and the total of English speakers at nearly
2 billion people around the world, it is no wonder why this language is the
global language of communication (Britannica Online).
For proficient speakers, choosing words, pronouncing them, and
stringing them together with the appropriate grammatical markers is
essentially automatic. When proficient listeners hear a familiar word, even for
a split second, they cannot help but understand it. Such automatic responses
do not use up the kind of resources needed for processing new information.
(Favreuw and Segalowitz in Lightbrown and Spada, 2003). Certainly this
ability can build in impact on the total enhancement of the skill in oral
communication.
While in the Philippines, the language most feared is English. We see
this fear of English in classes where students feel stupid because they
mispronounced a word; in contact centers where applicants take accent
neutralization sessions; and in English review centers that continue to
mushroom throughout Metro Manila (Martin, 2008).
http://opinion.inquirer.net/inquireropinion/columns/view/20080412-129893/Fearing-English-in-the-Philippineshttp://opinion.inquirer.net/inquireropinion/columns/view/20080412-129893/Fearing-English-in-the-Philippines8/3/2019 Elena Proposal
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One major factor that may have influenced this downward spiral trend
is the exposure to various audio visual media (Close,2004). Apparently,
students who engage in deep learning try to understand the significance
and meaning of new material and they strive to integrate new information
with what they already know. In contrast, students engaged in surface
learning do just enough to complete the task (Davis,2009). If used
intensively the English language can provide authentic understanding of the
meaning as well as sounds as used by the native, near native or educated
speakers.
A contributing factor to the loss of the proficiency of Filipinos to
communicate in English is the (bad) habit of showbiz people and alleged
celebrities hosting television programs to speak in Taglish (Tagalog mixed
with English). Whether Filipino intellectuals and members of the academe
admit it or not there is a considerable percent of movie fans and TV watchers
imitate the way celebrities and showbiz personalitys talk in public(Ranido,
2009). Information is spoon-fed to them, so relatively they simply imitative to
what characters speak in the television, movies or internet sites. These
observations create a dilemma on the proficiency of students since they may
get a wrong feedback on the communication being feed to them and they
may integrate this in their speaking ability.
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It is therefore on this data, that the study will be undertaken to
enlighten the students, parents, school administrators and the community on
the influence of exposure to different language on the audio visual media
may or ought to be the reason on the oral English language proficiency of
students.
Theoretical Framework of the Study
The i+1 Input Hypothesis of Stephen Krashen explains how the learner
acquires the second language. The Input hypothesis is only concerned with
'acquisition', not 'learning'. According to this hypothesis, the learner improves
and progresses along the 'natural order' when he/she receives second
language 'input' that is one step beyond his/her current stage of linguistic
competence(Krashen,1981). Furthermore it requires meaningful interactions
in the target language - natural communication - in which speakers are
concerned not with the form of their utterances but with the messages they
are conveying and understanding.
Communication should be examined as a social and cultural practice
and recognition should be given to the ways that the participants themselves
describe and use communication. If these principles are realized certain
situations contribute to the English proficiency of the students that are
exposed to various audio visual media.
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Conceptual Framework of the Study
The present study is anchored on the theory that exposure to
English audio visual media and Bilingual audio visual media has an
influence on the oral English language proficiency among fourth year
high school students.
Research Paradigm
Independent Variable Dependent Variable
Fig. 1. shows the relationship between the independent variables which are
the English Audio Visual Media and Bilingual Audio Visual Media and Oral
English language Proficiency as dependent variable.
EnglishAudioVisualMedia
BilingualAudioVisualMedia
Oral EnglishLanguageProficiency
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Statement of the Problem and Hypothesis
This study aims to determine if Audio Visual Media programs using
English or Bilingual (English and Filipino) language as its medium have an
effect of the oral English language proficiency among high school students.
This study will seek to answer the questions:
1. What types of audio visual media in English are mostly preferred by
the students?
2. What types of audio visual media in Bilingual are mostly preferred by
the students?
3. What is the level of the oral English language proficiency of students
when taken as an entire group?
4. What is the level of oral English language proficiency of students
when grouped according to:
a. English TV programs
b. English Movies
c. English Internet Websites
d. Bilingual TV programs
e. Bilingual Movies
f. Bilingual Internet Websites
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5. Is there a significant difference on the oral English language
proficiency of students when grouped according to language of audio
visual media viewed and when grouped according to types of audio
visual media viewed?
Based on the preceding questions, these hypotheses are formulated:
1. There is no significant difference on the oral English language proficiency
of students when grouped according to medium of audio visual media
viewed.
2. There is no significant difference on the oral English language proficiency
of students when grouped according to types of audio visual media viewed.
Significance of the Study
This study may benefit the English language teachers out of the result
of the study. They may be able to devise strategies and techniques vital to
the enhancement of the students oral language proficiency in English. The
findings could as well motivate the teachers to take into account modification
on their present technique, particularly, the regular incorporation of suitable
audio visual media in their classroom.
From the findings of this study, the students may recognize ways to
improve their learning of the English language through their careful
consideration of choosing television programs, movies and internet websites
as a tool for learning. As such they can overcome their weaknesses and
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achieve proficiency and communicative competence in the use of English
language, specifically in the oral component of language.
The findings can offer relevant information to school administrators.
School administrators can include in their policies and programs the need to
advance English language instruction. Working on the English teachers skills
in teaching the subject is one of the foremost areas to consider.
Opportunities for further training and updating for teacher competence must
be explored and maximized.
Similarly, the results of this study will almost certainly influence
parents in their involvement with their childrens oral language development
as they can influence their children in their choice of activities in what TV
programs, movies or internet websites to be viewed.
Along this ideas presented it is hoped that the result of this study will
in one way or another shed light on the students problem regarding their oral
language proficiency in the use of English. In the process, specific linguistic
obstacles will be indentified and proper solutions could be established.
Further investigations along this aspect of language teaching may enable
other researcher to account for a variety of language behaviors among
second language learners.
Definition of Terms
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Some terms in the study are defined conceptually and operationally for
clarity and precision to have a common frame of reference between the
researcher and the reader:
Bilingual -- Using two languages in some proportion in order to facilitate
learning by students who have a native proficiency in one language and are
acquiring proficiency in the other
In this study, it refers to the use of English and Filipino language in oral
communication.
Internet websites - - a collection of related web pages containing images,
videos and other digital assets.
In this study, it refers to variety of internet sites watched by students.
Foreign accent -- It describes some of the most salient acoustic properties
which includes the durational features vowel reduction, consonant cluster
reduction and overall speech rate as well as the intonational variables pitch
range and pitch movement.
In this study, it refers to the pronunciation of English that reflect non-
native English as spoken by counties not listed: U.S., Britain, Canada,
Australia, Ireland, New Zealand, and various Caribbean and Pacific island
nations.
Language -- considered to be a system of communicating with other people
using sounds, symbols and words in expressing a meaning, idea or thought.
This language can be used in many forms, primarily through oral and written
communications as well as using expressions through body language.
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In this study, it refers to English words, phrases and sentences
sounded to communicate desired messages.
Movies - - a moving picture
In this study, it refers to variety of movies watched by students.
Proficiency -- skillfulness in the command of fundamentals deriving from
practice and familiarity.
In this study, it refers to the students oral language proficiency and
will be determined through an adoption of American Foreign Service Institute
scales for oral testing.
TV programs -- a program broadcast by television
In this study, it refers to variety of programs watched by the students.
Scope and Delimitation of the Study
This descriptive study will be limited in determining the influence of
exposure to English Audio Visual Media and Bilingual Audio Visual Media on
the oral English language proficiency among fourth year high school
students.
The study will cover only the students oral English language
proficiency. It will be conducted among 133 purposive non random sampling
of fourth year high school students who are exposed to various audio visual
media of San Juan Academy, District of Sara, during school year 2011-2012.
Each student will be given a questionnaire for them to answer and will be
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given a 20 min. oral test to be recorded by the researcher and be scored by
three jurors who are expert English professors.
The instrument to be used in gathering the data is a teacher made test
for oral English language proficiency based on Arthur Hughes Testing for
Language Teachers. The oral test will cover three general formats such as:
Interview; Picture Cues; and Role Play.
The study will employ the following statistical treatments: For
descriptive statistics, the frequency count, percentages and means will be
utilized. For inferential statistics, the t-test for independent samples and the
One-Way ANOVA will be utilized set at 0.05 alpha. All statistical
computations will be processed using the Statistical Package for the Social
Sciences (SPSS) software.
CHAPTER 2
Review of Related Literature
Television and Video Game Exposure and the Development ofAttention Problems
Television viewing has been associated with greater subsequent
attention problems in children. Few studies have examined thepossibility of a
similar association between video games andattention problems, and none of
these has used a longitudinaldesign.
A sample of 1323 middle childhood participants were assessedduring a
13-month period by parent- and child-reported televisionand video game
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exposure as well as teacher-reported attentionproblems. Another sample of
210 late adolescent/early adultparticipants provided self-reports of television
exposure, videogame exposure, and attention problems.
Exposure to television and video games was associated with greater
attention problems. The association of television and videogames to
attention problems in the middle childhood sample remainedsignificant when
earlier attention problems and gender werestatistically controlled. The
associations of screen media andattention problems were similar across
media type (televisionor video games) and age (middle childhood or late
adolescent/earlyadult).
Viewing television and playing video games each are associatedwith
increased subsequent attention problems in childhood. Itseems that a similar
association among television, video games,and attention problems exists in
late adolescence and earlyadulthood. Research on potential risk factors for
attentionproblems should be expanded to include video games in additionto
television (Swing et. al., April 2010).
Television is the Most Powerful Medium
Following interest generated by the TV Matters Conference in 2002,
Beattie's study shows that the brain finds audio-visual images easier to
process than either text or audio alone. This means audio-visual messages
are processed quicker and retained longer.
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The first stages of the study examined how the brain used audio-visual
information and established how fundamental human gestures are in
delivering information.
To do this, Professor Beattie developed a series of unique experiments
that also enabled him to quantify the communication benefits of the audio-
visual medium compared to audio and text.
The experiments exposed participants to messages about three
products - a holiday, a car and a mobile phone - via an audio visual message
(delivered via a video); an audio message and text message. These were not
commercials or advertising. They tested the different media at their most
basic levels. Throughout the trials, recall and retention of information from
the audio-visual message were significantly stronger than that from audio or
text.
Stage One, comparing the three different media after one exposure revealed
that:
Viewers who had a single exposure to an audio visual message had up to
166% better product recall than when exposed to an audio or text
message.
The audio-visual version of each product after a single showing delivered:
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43% better knowledge than audio message
38% better product knowledge than the text message
Stage Two, which compared the different media after multiple exposures
revealed:
The recall levels of the subjects exposed to the audio-visual message
increased with the number of exposures and leveled at the fourth
exposure. Whilst this experiment is relatively crude, the data echoes
work done by previous studies that an OTS of 3 or 4 is optimal for
television. This was also where the gap between the audio-visual media
and audio and text was at its widest.
The results also suggested that the other media would never catch up to
the communication advantage delivered by the audio-visual message, no
matter how many exposures the subjects received.
Stage Three, now in its pilot stage, examined what the subjects could
remember after three months had gone by. The initial data suggests that
there was no significant decline in the recalls generated by the audio-visual
message, but that the other media declined significantly.
The results of the study are even more impressive when one considers
that the images shown to respondents did not include products, sets,
graphics, music or any other element that normal television commercials
contain.
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From this data Professor Beattie can offer advice on what the perfect
ad might need for optimum effect.
He stated: "It is imperative to understand the relationship between
speech and image, and the power of those being delivered simultaneously,
which only television can offer."
Professor Beattie further concluded from these experiments:
Television delivers images which last.
It is the combination of speech and image, the unique property of
television, that makes the brain respond most effectively.
While speech has overtaken gesture as the primary form of
communication, for the receiver to get the full meaning both the
sentence and the gesture must be taken into account.
That this is due to the way in which the brain processes information. The left side of the brain is better at segmentation and analysis (including
speech) while the right side is better at extracting global, holistic
information (including visual images). Both sides of the human brain
therefore work together when processing a television message, making it
easier to understand.
The combination of speech and gesture is the most natural and primal of
communications which may explain why TV is the world's favorite
medium.
Notes:
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150 participants took part in the study. They were exposed to a basic
audio- visual image, a basic audio version and a text version of scripts
regarding three product areas - holiday, mobile phone and car. The
products and their benefits were explained using normal human speech
and gesture.
Impact was measured via recall of product detail after one exposure,
multiple exposures and a single exposure three months later.
While the audio and text versions in the study were much closer to real
radio and print advertisements, the audio-visual version contained no
music, product or set. It is therefore expected that the difference in recall
would be even more significant with exposure to a real television
commercial.
While this study was carried out in the UK, the findings have universal
application.
The Use of the Internet in ESL Learning: Problems, Advantages and
Disadvantages
Today the internet, consisting of millions of computers, has an
important role and great potential in educational life. It is also used
specifically and widely in second language learning all over the world. Though
the internet use in second and foreign language learning has brought certain
advantages, it carries some disadvantages. However, before discussing its
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advantages and disadvantages, it is a must to mention some potential
problems.
First problem is that the internet is not always accessible by all
learners and teachers though English as a second language all over the world
is taught widely. Statistics (The World Bank, 2004) indicate that internet use
depends on the financial situations of countries. For example, some values on
the internet accessibility of overall population are 75.6% in Sweden, 61.4% in
Holland, 68.7% in Japan, 50% in Germany, 17.7% in Greece, 14.2% in Turkey,
11.1% in Russia, 10.9% in Thailand, 6.6% in Saudi Arabia and 4.5% in Kenya.
To sum up, when the accessibility of overall population is considered, it is
possible to say that the inequity issues in internet accessibility are
discouraging for both language teachers and students in educational settings
(Mike, 1996). Internet unfamiliarity is another problem that causes lack of
training in second language classroom. In other words, little experience on
the internet is an anxiety source for both second language learners and
teachers. Third, since the internet offers all types of topics, some of them are
not unsuitable for school children who learn English as second language.
Though serious precautions are taken today, this is still an important problem
for parents and children (Singhal, 1997). Last and fourth, the increasing
amount of information generally makes learners confused while they try to
reach specific information. (Chafe, 1999). Consequently, problems on internet
use focus on computer unavailability, lack of internet accessibility and
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training, computer anxiety, computer unfamiliarity of both teachers and
students and some financial obligations.
Research results indicate that internet use increases language use and
acquisition of second language (Kasanga, 1996). For example, it was found
that interaction in language helps learners to gain input in language learning
process (Kitao, 1998). Specifically, it increases synchronous and a
synchronous communication of ESL learners and (Kern, 1995; Warschauer
and Healey 1998) and them to use language in real communication situations
(Wiburg and Butker Pasceo, 2002). In other words, the internet motivates
learners to use English in their daily lives and provides functional
communicative experiences ((LeLoup and Ponterio, 1997). Communication
with native speakers allows learners to practice specific skills such as
negotiating, persuading, clarifying meaning, requesting information, and
engaging in true-life, authentic discussion. Additionally, the internet gives the
opportunity to construct knowledge together by expressing themselves in
print and then assessing, evaluating, comparing, and reflecting on their own
views and those of others (Warschauer, 1997).In sum, it is useful medium for
communication with native speakers in real situations, improving writing
skills, teaching of culture (Cononelos and Olivia, 1993) and learning about the
target culture (Singhal, 1997). It is also useful to retrieve, access and use
information in the context of second language learning. The internet is a
platform for experiencing and presenting creative works such as essays,
poetry and stories and for providing supplemental language activities in
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specific areas of language learning (Singhal, 1997). Additionally, the Internet
promotes higher thinking skills (Mike, 1996). It helps students to improve
their computer skills, such as keyboarding skills, opening and storing files,
Internet searching (Means and Olson, 1997), and technical and conceptual
experiences. It increases the participation when it is used in classroom
environment (Sullivan and Pratt, 1996; Warschauer, 1996). For instance, it
was found that the ESL learners produce more sentences when it compared
to the situation in classroom environment (Kern, 1995). It also useful not only
for the quantity but also the quality of language: Learners have a great
variety of speech discourse (Sullivan and Pratt, 1996) and use more complex
language (Warschauer, 1996). According to the research activities, the
internet changes the interaction between learners and teachers (Kern, 1995):
There is less teacher and more learner talk in computer classes. Furthermore,
it changes teacher and students' roles (Peterson, 1997) and makes learning
more student-centered (Warschauer, Turbee, and Roberts, 1996). The
internet is a source of supplemental resources and authentic materials
(Graus, 1999). Finally, the studies indicate that the internet has positive
effects on motivation (Muehleisen, 1997), provides means for creative works
(Singhal, 1997) and gives opportunities for collaboration and socialization in
learning process (Means and Olson, 1997).
Research activities show that there are some disadvantages of the
internet use in second language learning. First, communication with native
speakers affects reading skills defectively (Kern, 1995). This is also valid for
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listening, speaking and writing skills. Though it is a fact that the internet
improves communicational and language skills, the significant point is that
teachers and learners are not sometimes aware of why, how, whom and
where they teach and learn. Second, though a mass of materials in the
internet can be found, integration of the materials into second language
curriculum is a potential difficulty. Unfortunately, internet use in language
learning and teaching may be the waste of time if it does not depend on a
language curriculum.
With its advantages and disadvantages, the internet has significant
effects on communicating, teaching and learning. Thus, both teachers and
learners should have the chance of internet accessibility, experience and
familiarity with its functions in educational life. For this purpose, before using
the internet in second language learning and teaching activities, teachers
and learners should be instructed. This is a must to use it in language
classrooms efficiently. On the other hand, it should be known that the
internet is not sufficient itself to teach and learn a second language. In other
words, it cannot include all teaching and learning activities and be replaced
the real teaching and learning environment, such as language classroom and
real-life communication. As a result, it is only a tool for educational activities.
However, it can be implicated that the research has not concluded on the
issue yet. Thus, research issue should focus on a great variety of the internet
use in language learning and teaching such as attitudes of learners and
teachers towards it, individual differences on using the internet, effective
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ways to use it, the suitability of educational and instructive purposes and the
effects on teaching and learning. As a final point, it is possible to say that
technology is not a purpose but only a tool for all humanistic necessities.
The first language bridge to Filipino and English
The mandated languages of instruction in the Philippines -- English and
Filipino -- are foreign to the majority of Filipino students. This predetermines
a lack of understanding of the lessons (Dekker,2008).
On the other hand, using the language the child understands not only
affirms the value of the child and his cultural heritage but also enables the
child to immediately master the lessons while facilitating the acquisition of
Filipino and English. Additionally, when the mother tongue is used in the
classroom, the critical thinking skills that are developed transfer to other
languages when those languages become functional.
The Lubuagan Kalinga First Language Component (FLC) multilingual
education (MLE) program has been featured as a case study in a newly
released UNESCO DVD, which highlights multilingual education programs that
prepare students from minority language communities to successfully retain
their home language and culture while achieving well in national education
programs.
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Initial results show that children taught in their first language are
learning more from their educational experience than those who are primarily
being taught in English and Filipino.
The early results in a long-term study, however, matter less than the
later results due to several factors, including the fact that long-term results
show better how a student will benefit over time from the educational
experience.
Educators and researchers are continuing to compile evidence that this
popular wisdom is not valid in the case of language development in basic
education. Large-scale research carried out both in the United States and in
Canada during the last 30 years has provided compelling evidence that the
critical variable in second language development in children is not the
amount of exposure, but the timing and the manner of exposure [to the
language of instruction].
For example, in 1997, researchers Thomas and Collier tracked 42,000
children in the United States who entered school not speaking English. These
children had been placed into one of several programs which varied
extensively in how much children were exposed to English language
instruction and when they were exposed.
In one of these programs, non-English speaking children were put
directly in English-medium classrooms thereby receiving all of their education
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in English. In other programs, children received three years of initial
instruction via their first language (with preparatory English language
instruction) before moving on to an English-medium classroom.
In the most extreme (and innovative) type of program, children
received up to six years of instruction in their first language while receiving,
at the same time, six years of preparatory instruction in English before being
inserted into English-only classrooms for middle schooling.
To the surprise and consternation of many educators (and parents),
the children who received all of their education in English learned the least
amount of English and scored the most poorly in nationally normed and
standardized tests of academic achievement -- finishing, as a group, at the
bottom 10 percent.
The Bridge: From Research to Practice Developing Oral English Proficiency in
the Classroom
Teachers are generally hired as content teachers who can teach in a
second language. School programs are based on the theoretical assumption
that language is acquired through comprehensible input in the classroom
(Swain, 1985). This is in accordance with Krashen's Comprehensible Input
Hypothesis (1985) which states that to be exposed to an environment rich in
comprehensible input is sufficient for acquisition to take place. According to
Krashen, language input that is comprehensible exceeds somewhat the
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learner's current knowledge of the language (i+1) and is offered in a low
affective filter environment. Most second language acquisition theorists
endorse the input hypothesis in some form. However, many also argue that
comprehensible input is not sufficient for language acquisition to take place
(e.g., Swain, 1985; White, 1987). Research on the second language
development of students shows that learners demonstrate native-like
competence in listening comprehension and reading skills, they generally fall
behind native speakers in their productive language skills such as writing and
speaking (Genesee, 1987; Harley & Swain, 1984; Swain, 1985). Such findings
have led researchers to challenge what they see as an overemphasis on the
role of comprehensible input in the second language acquisition process.
Comprehensible input, although constantly available to the student, does not
appear to be the only necessary factor for acquisition. In addition to
comprehensible input, it is important to consider the role the learner's own
output plays (Swain, 1985). Learner output can be considered in terms of oral
and written proficiency. This article will center on the question of how to
foster the development of the student's oral proficiency through a discussion
of what programs are doing successfully in this area.
Fearing English in the Philippines
From a linguistic standpoint, all languages are equally perfect and
complete. This means that there really is no reason to fear English. Nothing in
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the sound system or writing system of English makes it superior to other
languages. Conversely, nothing in the sound system or writing system of the
national and local languages makes these languages inferior to English. It is
the Filipinos attitude toward English that elevates the language to a prestige
form. It is this same attitude that makes it difficult for most Filipinos to learn
it (Martin, 2008).
Another reason English should not be feared is that the language is not
owned by one country or one race, as many Filipinos believe. The profile of
English today reveals that ownership of the language is already shared across
continents and cultures. In international English Language Teaching circles,
academics do not talk about English in singular terms anymore. There is
widespread recognition that several Englishs existAmerican English, British
English, Australian English, but also, Malaysian English, Singapore English,
and yes, Philippine English. In addition, non-native speakers of English are
beginning to outnumber native speakers in the world today.
To be sure, English occupies an important place in Philippine society.
But, it is only one language among the 150 that exist today. It is believed
that most Filipinos speak at least three different languages. For these
Filipinos, English might not even be one of the languages they speak. So
when English is first introduced to them, it should be introduced slowly and
gently, with much respect for their first languages.
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Teaching and learning English in the Philippines may be a difficult task,
but it need not be a frightening experience. So much has already been spent
on testing the proficiency of teachers and then training these teachers to
become more proficient in the language. But simply focusing on testing and
training, without recognizing the multilingual context of teaching and learning
English in the Philippines, only reinforces fear of the language.
For these Filipinos, English might not even be one of the languages
they speak. So when English is first introduced to them, it should be
introduced slowly and gently, with much respect for their first languages.
Teaching and learning English in the Philippines may be a difficult task,
but it need not be a frightening experience. So much has already been spent
on testing the proficiency of teachers and then training these teachers to
become more proficient in the language. But simply focusing on testing and
training, without recognizing the multilingual context of teaching and learning
English in the Philippines, only reinforces fear of the language.
Summary
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In the light of viewing television and playing video games each are
associatedwith increased subsequent attention problems in childhood. The
effect of such exposure on television has a risk on the behavior of the child.
On the study done by Beattie it reflects that exposure to visual images
plus audio catered by television effects on the development of
comprehension among respondents used in the study as such combination of
speech and image, the unique property of television that makes the brain
respond most effectively.
Internet is not always accessible by all learners and teachers though
English as a second language all over the world is taught widely. Most topics
are not suitable for children learning a second language. Still parents
supervision must highlighted in order to guide the learning environment of
the children.
According to the article of Dekker in the most extreme type of
program, children received up to six years of instruction in their first
language while receiving, at the same time, six years of preparatory
instruction in English before being inserted into English-only classrooms for
middle schooling. To the surprise of parents the result showed children who
received all of their education in English learned the least amount of English
and scored the most poorly in nationally normed and standardized tests of
academic achievement. It shows that exposure to purely English media is not
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a guarantee for the production of English language among 2nd language
learners.
Learner output can be considered in terms of oral and written
proficiency. The article of Swain questions of how to foster the development
of the student's oral proficiency through a discussion of what programs are
doing successfully in the area. In the same manner Martin viewed that
Filipinos as a second language learner English might not even be one of the
languages that we speak. Teaching and learning English in the Philippines
may be a difficult task especially our country has many languages.
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CHAPTER 3
Research Design and Methodology
Research Design
This study will employ the descriptive method of research. The
independent variables are English audio visual media and Bilingual audio
visual media. The dependent variable is oral English language proficiency.
Target Population and Sampling Procedures
The respondents of this study will be the 133 college students from
Northern Iloilo Polytechnic State College Concepcion Campus taking English
subjects. They will be purposively non- randomly selected and will be given
questionnaires to answer whether what audio visual media in English and
Bilingual they watch. The researcher will schedule the interview during the
free time of the students. Each student will be given a total of 20 minutes for
the observation and recording to be done by the researcher. The study will be
conducted on the first week of December S.Y. 2011-2012.
The data collection process will include a filling out of questionnaires
which will determine the types of audio visual media viewed by the students.
Then an interview will be scheduled and be recorded for the three jurors to
rate after the researcher finished collecting the data needed in the study. To
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avoid response bias to their interviews, the students will have a number code
instead of names to be listed.
The materials used will be based on Arthur Hughes Testing for
Language Teachers in testing oral ability. Three general formats will be
utilized here: Interview; Picture Cues; and Role Play. The researcher will make
a simple question and answer technique on the first format soliciting general
information from the respondents with regards to their teenage life. For
picture cues, the students are made to choose 3 out of 5 sets of picture
series and will make a narration out of the picture chosen. While for role play,
the students are asked by the researcher to assume a role in particular
situation to allow them to elicit the use of English language.
The ratings obtained by the respondents were based on this rubric
adopted from American Foreign Service Institute scale for oral testing ability.
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Proficiency DescriptionsACCENT
1. Pronunciation frequently unintelligible.2. Frequent gross errors and a very heavy accent makeunderstanding difficult, require frequent repetition.
3. Foreign accent requires concentrated listening, andmispronunciations lead to occasional misunderstanding andapparent errors in grammar or vocabulary.
4. Marked foreign accent and occasional mispronunciations whichdo not interfere with understanding.
5. No conspicuous mispronunciations, but would not be taken for a
native speaker.6. Native pronunciation, with no trace of foreign accent.GRAMMAR
1. Grammar almost entirely inaccurate except in stock phrases.2. Constant errors showing control of very few major patterns andfrequently preventing communication.
3. Frequent errors showing control of very few major patterns andfrequently preventing communication.
4. Occasional errors showing imperfect control of some patterns butno weakness thats causes misunderstanding.
5. Few errors, with no patterns of failure.6. No more than two errors during the interview.
VOCABULARY1. Vocabulary inadequate for even the simplest conversation.2. Vocabulary limited to basic personal and survival areas (time, food,transportation, family etc.)
3. Choice of words sometimes inaccurate, limitations of vocabularyprevent discussion of some common professional crucial topics.
4. Professional vocabulary adequate to discuss special interests;general vocabulary permits discussion of any non-technical subjectwith some circumlocutions.
5. Professional vocabulary broad and precise; general vocabularyadequate to cope with complex practical problems and varied social
situations.6. Vocabulary apparently as accurate and extensive as that of aneducated native speaker.
FLUENCY1. Speech is so halting and fragmentary that conversation is virtuallyimpossible.
2. Speech is very slow and uneven except for short or routinesentences.
3. Speech is frequently hesitant and jerky; sentences may be leftuncompleted.
4. Speech is occasionally hesitant, with some unevenness, caused byrephrasing and grouping of words.
5. Speech is effortless and smooth, but perceptively non-native inspeed and evenness.6. Speech on all professional and general topics as effortless andsmooth as a native speakers.
COMPREHENSION1. Understands too little for the simplest type of conversation.2. Understands only slow, very simple speech on common social andtouristic topics; requires constant repetition and rephrasing.
3. Understands careful, somewhat simplified speech when engaged ina dialogue, but may require considerable repetition and rephrasing.
4. Understands quite well normal educated speech when engaged ina dialogue, but requires occasional repetition or rephrasing.
5. Understands everything in normal educated conversation exceptfor very colloquial or low frequency items, or exceptionally rapid orslurred s eech.
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Statistical Data Analysis
The data that will be obtained for this study will be subjected to
statistical computations and analyses using Statistical Package for Social
Sciences (SPSS). For purposes of the study, both descriptive and inferential
statistics will be used.
For descriptive statistics, the frequency count, percentages and means
will be utilized. The frequency count and percentage will be used to present
the profile of respondents. The mean will be used to describe the level of
English oral proficiency of the respondents as to accent, grammar,
vocabulary, fluency and comprehension as a whole.
For inferential statistics, the t-test for independent samples and the
One-Way ANOVA will be utilized set at 0.05 alpha. The t-test is appropriate for
comparing means of two groups, while the one way analysis of variance is
the appropriate statistical tool for comparing three or more groups. In this
study, the t-test was used to determine if a significant difference exists
between the oral language proficiency of respondents when they were
grouped according to medium of audio visual media viewed. The one-way
analysis of variance will be used to determine if a significant difference
existed on the oral English language proficiency of students when they are
grouped according to types of audio visual media viewed.
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References
Aiex, N.K. (1999). Mass Media Use in the Classroom. Eric Digest D147.
Retrieved from http://www.cal/org/ericdl/digest
Chafe, A. (1999). Effective use of the Internet in Second Language Education:
Benefits, Challenges and Guidelines for Teachers. Retrieved from
http://www.cdli.ca/~achafe/Internetinclassroom.html
Close, R. (2003). Television and Language Development in the Early Years.
Retrieved from http://www.literacytrust.org.uk/researchtv.pdf
Cononelos, T. & Oliva, M. (1993). Using computer networks to enhance
foreign language culture education. Foreign Language Annals, 25(3), 527-
534.
Davis, Barbara (2009). Tools for Teaching 2nd Edition.
Dekker, Dianne and Greg (2008). The first language bridge to Filipino and
English. A commentary on Philippine Daily Inquirer. Retrieved from
http://www.inquirer.com.ph
http://www.cal/org/ericdl/digesthttp://www.cdli.ca/~achafe/Internetinclassroom.htmlhttp://www.literacytrust.org.uk/researchtv.pdfhttp://www.cal/org/ericdl/digesthttp://www.cdli.ca/~achafe/Internetinclassroom.htmlhttp://www.literacytrust.org.uk/researchtv.pdf8/3/2019 Elena Proposal
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Hughes, A. (2003). Testing for Language Teachers, Second Edition.
Cambridge University Press
Graus, J. (1999). An Evaluation of the Internet in the EFL Classroom.
Retrieved from http://home.plex.nl/~jgraus
Kasanga, L. A. (1996). Peer interaction and second language learning.
Canadian Modern Language Review, 52 (4), 611-639.
Kern, R. (1995). Restructuring classroom interaction with networked
computers: Effects on quantity and quality of language production. Modern
Language Journal, 79(4), 457-476.
Kitao, S. K. (1998). Interaction and on-line synchronous communication in
English language learning, CALL-EJ, Retrieved from
http://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.html
LeLoup, J. & Ponterio, R. (1997). Internet technologies for authentic language
learning experiences. Washington, DC. ERIC Clearinghouse on Languages and
Linguistics.
Lightbrown and Spada (2006). How Languages are Learned. 3rd Edition.
Oxford University Press
Means, B., & Olson, K. (Ed.). (1997). Technology and Education Reform.
Document prepared by the Office of Educational Research and Improvement.
U.S. Department of Education.
Martin, Isabel (2008). Fearing English in the Philippines. A commentary on
Philippine Daily Inquirer. Retrieved from http://www.inquirer.com.ph
http://home.plex.nl/~jgraushttp://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.htmlhttp://www.inquirer.com.ph/http://home.plex.nl/~jgraushttp://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.htmlhttp://www.inquirer.com.ph/8/3/2019 Elena Proposal
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Mike, D. (1996). Internet in the schools: A literacy perspective. Journal of
Adolescent and Adult Literacy, 40(1), 1-13.
Miriam Stein, Ph.D.,(1999)The Bridge: From Research to Practice Developing
English Oral Proficiency in Classrooms .Arlington, Virginia ACIE Newsletter
Volume 2 Number 3
APPENDICES
Research Instrument/Materials
Questionnaire
Respondent No.________
Directions: The following are list of audio visual media in English and
Bilingual. Choose on what types of programs you mostly watch in a
week. Please encircle the letter of your chosen answer.
English TV programs Yes No
Concerts/ Music Channel Y N
Sports Y N
Reality Shows Y N
Documentary Films Y N
Cartoons Y N
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TV Newscasts Y N
Talk Shows Y N
Drama/ Comedy Series Y N
Others: Please specify _______________ Y N
Bilingual TV Programs Yes NoConcerts/ Music Channel Y N
Sports Y N
Reality Shows Y N
Documentary Films Y NCartoons Y N
TV Newscasts Y N
Talk Shows Y N
Drama/ Comedy Series Y N
Others: Please specify _______________ Y N
English Movies Yes NoAction Y N
Adventure Y NComedy Y NDrama Y NRomance Y NScience Fiction Y NHorror Y NOthers: Please specify __________________ Y N
Bilingual Movies Yes No
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Action Y N
Adventure Y NComedy Y NDrama Y NRomance Y NScience Fiction Y NHorror Y NOthers: Please specify __________________ Y N
English Internet Websites Yes NoEntertainment Y NNews Y N
Social Networking Sites Y NOthers: Please specify ____________ Y N
Bilingual Internet Websites Yes NoEntertainment Y NNews Y NSocial Networking Sites Y NOthers: Please specify ____________ Y N
Interview Format
1.A INTERVIEW
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Questions:
1. Tell me more about your family.
2. What is your greatest dream in life?
3. Describe your best friend.
4. When you are not studying, what types of activities do you enjoy?
5. What is your most embarrassing moment in school and how did you copewith that?
6. Where do you want to have your next summer vacation? Why?
1. B PICTURE CUES
Students will pick three out of five pictures and describe it to the researcher
1.3 Role Play
The researcher will act as A then the respondent will act the as role B.
No. 1 Situation:
A: Invite B to go somewhere this weekend.B: Politely refuse A's invitation.
No. 2 Situation:
A: Try to get B to go on a date with your niece/nephew.B: You can't stand A's niece/nephew.
No. 3 Situation:
A: Present B with an unsolicited gift.B: You do not feel comfortable accepting the gift.
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