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Final Research Report November

the 27th,
2012

University of El Salvador
School of Arts and Sciences
Foreign Language Department






Seminar II
Final Research Report
Why students of Modern Languages Major at the University
of El salvador do not use the English Language out of classes

Professor:

Students:






Main Campus, December the 3rd, 2012

INDEX
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Introduction 2

I. Statement Of The Problem 3
A. Research Topic
B. Objectives
C. Research Questions
D. Rationale

Ii. Theoretical Framework 5
A. Social Distance
B. The Nature Of Social Stereotypes
C. Personality Factors
D. Infrastructure To Use English Out Of Classes
Iii. Type Of Research 10
Iv. Statement Of Hypotheses 11
Reseach Hypothesis

V. Research Design 12
Non-Experimental Design

Vi. Sample 13

Vii. Data Gathering 14
A. Elaboration Of The Instrument
B. Pilot Test
C. Data Codification

Viii. Data Analysis 18
A. Univariate Analysis
B. Bivariate Analysis
C. Research Questions Answers And Validation Of The Hypothesis
A. Research Question
B. Hypothesis
C. Chi-Squared Test

Ix. Conclusions 61

X. Recommendations 62

Xi. Limitations 63

Xii. References 65

Xiii. Annexes 66


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Introduction


The statement of the problem is about the problem students have observed at
the foreign language department in relation to the english usage out of classes. The
research students group have realized that once english class finishes students swich
the English language to Spanish again despite the fact that they continue at de FLD
and their same class partners.

The report contains some objectives which are aim at determining why student
do not use English out of classes. Besides there are four specific objectives in relation
to social distance, stereotypes, personality factors and infrastructure.

The problem has been stated as research questions to find a solution that
allows students to realize the significance of using English not only in the classroom.
The Rationale is about some linguistics opinions in relation to English usage and how
using English just in classes is not enough. Moreover, students have to know that five
year studying English has to be profited for learning and acquiring the language by
using the language.

The Theoretical Framework contains those theories that support the research
and the stated hypothesis that the research team have formulated. The Research
Design is non-experimental, the research team will collect some data to analyze,
confirm or not the hypothesis. The Sample that is the universe out of which the
sample will be calculated. Finally there is a Timetable that explains the activities that
have been done in every part of this report, the time that has been taken during the
elaboration of it and the next activities to collect data and the instrument
administration.

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I. Statement of the problem
A. Research Topic
Why students from Modern Language Department do not use The English
Language out of classes at the Foreign Language Department of the University
of El Salvador
B. Objectives

a) General objective
To determine why students from the Foreign Language Department at the
University of El Salvador do not use English Language out of classes.

b) Specific objectives
To determine if social distance between the mother tongue and the target
language that students are learning is a main reason why they do not use it out
of classes.

To analyze if students do not use English due to stereotypes regarding to using
this language out of classes.

To analyze if students do not use English out of classes due to personality
factors.

To know if the FLD has the infrastructure and equipment for students to
practice the target language out of classes at the university.


c) Research questions
Is the social distance among the mother tongue and language that students are
learning a main reason why they do not use it out of classes?

Are stereotypes regarding to using the target language out of classes another
reason why students do not use it?

Are personality factors an explanation why students do not use English
language out of classes?
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Does the FLD have the infrastructure and equipment for using English language
out of classes at the university?


d) Rationale
The use of English language constitutes the most important activity for students
who belong to the Foreign Language Department at University of El Salvador. They
have just five years to learn what English native speakers have acquired through the
years, at least to obtain an acceptable level that allows them to unwind in a working
environment totally different from their mother tongue after finishing the carrier.

During lots of investigations of the most influential scholars in the linguistics
field (Nunan, Spada, Wudogs, et al) all of them have agreed that formal classroom
instruction is insufficient. Indeed, a recent study by Green and Oxford (1995)
determined a very important relationship between strategies use and language
learning success. These strategies may include some activities such as conversation
with English speakers in groups, finding opportunities to practice outside the class,
learning with a teacher and some other ones. Above all, they found out that an active
use of the target language, with a strong stress on practicing English in natural
situations provides a higher proficiency in a second language.

The Foreign Language Department (FLD) of the University of El Salvador is
engaged in mastering its students in English Language, it is necessary to carry out a
study that provides FLDs students and teachers strategies to foster and make it easier
the Second Language Teaching-Learning Process by determining the stereotypes and
barriers that deactivate students willingness to practicing English outside the
classroom, as well as hoe to surmount them.

II. Theoretical Framework

A. Social Distance

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Social distance is, according Escandell Vidal (2005: 57), the relationship
between the emitter and receiver as defined by the individual properties, both
physical and intrinsic (age, sex, etc.) and the social (relative power, authority).
Most characteristics of these areas are the absence of ones presence and how you
pronominalize (forms of nominal treatment are common terms such as stupid, idiot,
chabn, compadre, charro, etc); the pragmatic competence AND TEACHING SPANISH
AS A FOREIGN LANGUAGE; therefore, the social distance is strongly influenced by the
culture shared by the interlocutors. However, that is what happens when one party
does not belong to the culture.

The concept of social distance is a complex factor formed through two
dimensions. Such dimensions are usually represented in two coordinate axes known as
the familiarity axis and the axis of hierarchy (Escandell Vidal, 2005).

Hierarchy: This is the vertical axis and reflecting the position relative
partners within the social scale, that is, the idea of power. If the transmitter
and receiver share the same position on the scale social relations are
symmetric. If, on the contrary, they are in different positions their
relationships will be asymmetric.

There are two parameters that allow establishing this hierarchy. The first
parameter is objective attributes that are visible, such as age or sex. The second is
known as tasks assigned by society to individuals in relations to each role within the
group.

Familiarity: the familiarity is the horizontal axis. Familiarity is measured on
two parameters. The first is the degree of prior knowledge. Clearly not
share the same two partners familiarity who has just met two friends. The
second parameter that allows "measuring" the degree of familiarity
establishing empathy between two people is mutual sympathy, sharing or
not high degree of mutual understanding. The greater the understanding
and empathy between two people, the lower the social distance that
manifest in their exchanges.

B. The Nature of Social Stereotypes

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Stereotype is one of the oldest and most frequently employed constructs in the
domain of social psychology, The world outside and pictures in our heads. A
stereotype is an exaggerated belief associated with a category, whose function is to
justify our conduct in relation to that category.

The categorical judgment and erroneous generalization as natural and common
capacities of the human mind were recognized (by Allport, G.) in 1954 and three
essential aspects of stereotyping can be identified.
1. Other individuals are categorized, usually on the bias of easily identifiable
characteristics such as sex, ethnicity, speech and style.
2. A set of traits, roles, emotions, abilities, interests, etc., is attributed to all (or
most) members of that category. Individuals belonging to the stereotyped
group are assumed to be similar to each other, and different from other
groups, on this set of attributes.
3. The set of attributes is attributed to any individual member of that category.
In negatives stereotypes most researchers have recognized the existence of in-
group and out-group stereotypes. The first one is referred to as homogeneous and
monolithic; considered to have more variability, while the second one as variegated
and complex. After that the terms auto and heterostereotypes, were used by Triandis
and Vassiliou in 1967 for both groups images. Besides, stereotypes could be shared or
defined by consensus.

Foundations and Consequences of Stereotypes
Hamilton D. L. (1979) distinguishes three important issues in the study of stereotypes:
1. Cognitive biases that result in stereotypical perceptions of social groups;
2. Cognitive biases that result from stereotypical perceptions off social groups;
3. Behavioral consequences of stereotyping.

An example of a cognitive bias that results in stereotypical perception is Illusory
correlation it has to do with how people develop correlational concepts, relating
group membership to a psychological attribute. (French speakers are intolerants).
Hamilton describes cognitive biases that result from stereotypical perceptions as
structural framework: stereotypes influence information processing about persons
diversely. They may lead and go beyond the information given whereby people see
what is not there at all.

Individuals also appear to remember and interpret past events in ways that
support current stereotypical beliefs; stereotypes are more easily noticed, more easily
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stored in memory and more easily activated than if the stereotypes were caused for
disconfirming evidence.

In short, stereotypes generate expectancies, and perceivers appear to be that
they want to see expectancies confirmed.

C. Personality factors

In recent years, there has been an increasing awareness of the necessity in second
language research and teaching to examine human personality in order to find
solutions to perplexing problems.

1. Self-esteem: self-esteem is probably the most pervasive aspect of any human
behavior. It could easily be claimed that no successful cognitive or affective
activity can be carried out without some degree of self-esteem, self-confidence,
knowledge of you. People derive their sense of self-esteem from the
accumulation of experiences with themselves and with others and from
assessments of the external world around them. General, or global, self-esteem
is thought to be relatively stable in a mature adult, and it is resistant to change,
except by using active and extended therapy.

2. Adelaide Heyde in 1979 studied the effects of the three levels of self-esteem on
performance of an oral production task by American college students learning
French as a foreign language. She found that all three levels of self-esteem
correlated positively with performance on the oral production measure, with
the highest correlation occurring between task self-esteem and performance
on oral production measures.

3. Inhibition: all human beings, in their understanding of themselves, build sets of
defenses to protect the ego. The newborn baby, in childhood and the process
of building defenses continues on into adulthood. Some persons, those with
higher self-esteem and ego strength, are more able to withstand threats to
their existence and thus their defenses are lower. Those with weaker self-
esteem maintain walls of inhibition to protect what is self-perceived to be a
weak or fragile ego, or a lack of self-confidence in a situation or task.

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4. The language ego refer to the very personal, egoistic mature of second
language acquisition. It involves some degree of identity conflict as language
learners take on a new identity with their newly acquired competence.

Anyone who has learned a foreign language is acutely aware that second language
learning actually necessitates the making of mistakes. We test out hypotheses about
language by trial and many errors; children learning their first language and adults
learning a second can really only make progress by learning from making mistakes. If
we never ventured to speak a sentence until we were absolutely certain of its total
correctness, we would likely never communicate productively at all. But mistakes can
be viewed as threats to ones ego. They pose both internal and external threats.
Internally, ones critical self and ones performing self can be in conflict; the learner
performs something wrong and becomes critical of his or her own mistake.

Language learning involves a number of forms of alienation, alienation between
the critical me and the performing me, between my native culture and my target
culture, between me and my teacher, and between me and my fellow students. This
alienation arises from the defenses that we built around ourselves. These defenses do
not facilitate learning; they rather inhibit learning and their removal; therefore,
promoting language learning, which involves self-exposure to a degree manifested in
few other endeavors.

5. Empathy: Oral communication is a case in which, cognitively at least, it is easier
to achieve empathic communication since there is immediate feedback from
the hearer. A misunderstanding word, phrase, or idea can be questioned by the
hearer, and then rephrased by the speaker until a clear message is interpreted.

So in a second language learning situation the problem of empathy becomes
acute. Not only must learner-speakers correctly identify cognitive and affective sets
in the hearer, but they also must do so in a language in which they are insecure.
Then, learner-hearers, attempting to comprehend a second language, often
discover that their own states of thought are misinterpreted by a native speaker,
and the result is that linguistic, cognitive, and affective formation easily passes in
one ear and out the other

D. Infrastructure to Use English Out of Classes

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Modern language labs offer an extensive and growing range of services to
users. Most of the services relate to offering a variety of modes of learning foreign
languages and developing a corresponding assortment of materials for such languages.
As a result, such language labs often have a developed administrative and state-of-the-
art technical infrastructure. The Language Resource Center at Princeton University states
that it provides resources and facilities to support the study of foreign languages, literatures,
and cultures.

Language labs offer a broad range of learning materials and modes of language
learning. This range includes the use of: CD-ROMs (Chinese University of Hong Kong),
English newspapers (Sussex), general language links for students (used at Sussex),
video conferencing (Michigan State), MP3s (Colorado-Boulder), language learning
center blog (current awareness for students, used at Sussex), multimedia library
(Colorado-Boulder), materials catalogue (Colorado-Boulder), self-access and
independent learning (City University of Hong Kong), language podcasts (Washington),
self-access services (Middlesex), film, video and digital media (Princeton), language
buddies (Victoria University of Wellington.

Language Buddies are native speakers of different languages who help each
other improve language skills, audio materials listing (Indiana), international television
broadcasts (Indiana).

Language labs also usually offer a variety of online language links; the following
labs offer a wide range of Internet language links: University of Colorado-Boulder,
Indiana University, Indiana University, University of Nebraska-Lincoln, University of
Houston, Washington University, John Hopkins University, Cambridge University,
Oxford University, Michigan State University, Princeton University, Ohio ESL, Rice
University, Yamada Centre, Washington University.






III. Type of Research

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Descriptive Research does not fit neatly into the definition of either
quantitative or qualitative research methodologies, but instead it can utilize elements
of both, often within the same study. The term descriptive research refers to the type
of research question, design, and data analysis that will be applied to a given topic.
Descriptive statistics tell what is, while inferential statistics try to determine cause and
effect.

Descriptive research can be either quantitative or qualitative. It can involve
collections of quantitative information that can be tabulated along a continuum in
numerical form, such as scores on a test or the number of times a person chooses to
use a-certain feature of a multimedia program, or it can describe categories of
information such as gender or patterns of interaction when using technology in a
group situation. Descriptive research involves gathering data that describe events and
then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins,
1984). It often uses visual aids such as graphs and charts to aid the reader in
understanding the data distribution. Because the human mind cannot extract the full
import of a large mass of raw data, descriptive statistics are very important in reducing
the data to manageable form. When in-depth, narrative descriptions of small numbers
of cases are involved, the research uses description as a tool to organize data into
patterns that emerge during analysis. Those patterns aid the mind in comprehending a
qualitative study and its implications.

Most quantitative research falls into two areas: studies that describe events
and studies aimed at discovering inferences or causal relationships. Descriptive studies
are aimed at finding out "what is," so observational and survey methods are frequently
used to collect descriptive data (Borg & Gall, 1989). Studies of this type might describe
the current state of multimedia usage in schools or patterns of activity resulting from
group work at the computer. An example of this is Cochenour, Hakes, and Neal's
(1994) study of trends in compressed video applications with education and the
private sector.

Descriptive studies report summary data such as measures of central tendency
including the mean, median, and mode, deviance from the mean, variation,
percentage, and correlation between variables. Survey research commonly includes
that type of measurement, but often goes beyond the descriptive statistics in order to
draw inferences. See, for example, Signer's (1991) survey of computer-assisted
instruction
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And at-risk students, or Nolan, McKinnon, and Soler's (1992) research on
achieving equitable access to school computers. Thick, rich descriptions of phenomena
can also emerge from qualitative studies, case studies, observational studies,
interviews, and portfolio assessments. Robinson's (1994) case study of a televised
news program in classrooms and Lee's (1994) case study about identifying values
concerning school restructuring are excellent examples of case studies.


IV. Statement of Hypothesis

Research Hypothesis
Students from the Foreign Language Department do not use English out of
classes because of the social distance between students mother tongue and
the target language.

Students from the Foreign Language Department do not use English out of
classes due to stereotypes (such as people will laugh of me, I still need to
practice to sound better, people in my group do not use the language, they are
pretenders, they think I am a pretender, they do not have a good
pronunciation, etc.)

Students do not use English out of classes because of personality factors such
as self-esteem, inhibition, empathy, motivation

Students do not use English out of classes at the university because the FLD
does not count with an infrastructure and equipment to do so.





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V. Research Design

Non-experimental design

Non-experimental research involves variables that are not manipulated by the
researcher and instead are studied as they exist. One reason for using non-
experimental research is that many variables of interest in social science cannot be
manipulated because they are attribute variables, such as gender, socioeconomic
status, learning style, or any other personal characteristic or trait. For example, a
researcher cannot randomly place individuals into different groups based on gender or
learning style because these are naturally existing attributes.

To do so would be important because the researcher cannot take for granted
that the groups are comparable in aspects other than smoking behavior. This is in
contrast to experimental groups, which, due to the process of random assignment,
start out equal in all respects except for the treatment condition in which they are
placed. In non-experimental research, groups based on different traits or on self-
selection, such as being or not being a smoker, may differ for any number of reasons
other than the variable under investigation. Therefore, in non-experimental studies,
one cannot be as certain as in experimental studies that outcome differences are due
to the independent variable under investigation. The researcher needs to consider
possible alternative explanations, to jointly analyze several variables, and to present
conclusions without making definitive causal statements.








VI. Sample
A. Universe
The universe is the active students of Modern languages at the University of El
Salvador
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B. Sample
The sample was 250 students from 701 that are actives studying Modern
Languages. The sample was stratified dividing it into five groups according to the year
of study in the major. This stratification makes easier to collect data and a more
accurate investigation. Each member was assigned to administer the instrument to a
group and to ask for permission to the teachers before it was administered to avoid
any inconvenient. The students did not have problems answering the survey, the
questionnaire was understandable and it took no more than 10 minutes to be
answered. The teachers were always willing to allow the team collects data.
The sample has been stratified according to the number of students by year in
studying Modern Languages. This stratification is explain in the next chart

Sample
Academic
year
Nu
mber of
students
Percentage Sample
Responsible to
administer
the
instrument
First year 117 20% 50 Lidia Interiano
Second year 134 20% 50 Cecilia Lara
Third year 203 30% 75
Antonio
Serrano
Fourth year 137 20% 50 Justin Ayala
Fifth year 110 10% 25
Florentina
Alvarado
Total 701 100% 250

VII. Data Gathering
A. Elaboration of the instrument
Variables Indicators Items or Questions
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1. Social Distance





Language usage
frequency

difference between
Salvadorian and
target language
culture

English usage
according to the
social position
Like for English
culture

Adaptation to English
culture

Difficulty to use
English language out
of classes


1. How often do you use English out of
classes?

2. Do you think that students need more
sympathy to the target
1
language to use it?

3. Do you consider that cultures between
mother tongue and the target language are
so different?

4. Do you consider that is more common to
use English for people that are in a better
social position?

5. Do you like English Culture?

6. Do you think that is difficult to adapt to
English culture?

7. Do you think that is difficult to use English
Language out of classes because there are
just a few people to use it with?


2. Stereotypes




English pronunciation

Use of language
frequency at the
classroom

English avoidance for
partners opinion

Pretention for using
English language

Avoiding using

8. Do other students laugh for anybodys
English pronunciation?

9. Do students use English at the classroom
mostly?

10. Do students avoid using English because of
their partner opinions?

11. Is a partner a pretender for using the
language out of classes?

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English for making
mistakes

Faultfinders partners
12. Do students avoid using English because
they think they make many mistakes?

13. Are your partner faultfinders?


3. Personality
Factors
confidence using the
language

usage language
inhibition

English usage
avoidance for critics

Self-esteem and use
of language

Peoples barriers

Motivation for
language usage

14. Do you consider that students from the FLD
need more confidence to use English out of
classes?

15. Does inhibition cause that students from
the FLD do not using English?

16. Do you think that students do not use
English for not being criticized?

17. Do you consider that students self-esteem
stop them using English?

18. Do peoples walls affect English usage?


4. Infrastructure
Language lab for
using the language

Mp3 material for
language usage

Computer lab need

Internet access

Language buddies
implementation
19. Are students motivated to use English out
of classes?

20. Is a lab necessary to use English out of
classes?

21. Is mp3 material important to use it out of
classes?

22. Is a computer lab necessary for students
from the FLD to use English out of classes?
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Links as reference

23. Is the access to internet useful for English
usage out of classes?

24. Do you think that language buddies
3
are
necessary?

25. Are language links necessary as an out of
class support?


B. Pilot test
This part explains the different parts of a Data Gathering Instrument report. These
parts are:
A. Purpose
Testing the pilot test give the opportunity to students to evaluate different
aspects such as the time it takes to surveyed to answer the questionnaire, those
words that may represent a difficulty for understanding the questions.


B. Methodology
Methodology contains three parts: the first one is the sample. The sample is those
people that were surveyed to test the instrument at the Foreign Language
Department. Moreover, Methodology contains a description about the data
instrument administration. For example, the time it was administered, the place, how
long the surveyed lasted. The third component from Methodology is Collect feedback.
It means that the research group collects the students opinions in relation to the
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questionnaire, how did they feel answering the survey, if there were a question they
did not understand, etc.
This is a very significant phase:
The theory must support the hypotheses that have been stated, however, generalizing
depends on the amount of collected data. It is for that reason the sample must be
adequate, representative in size and reflect the structure of the universe
simultaneously.
With a non-good sample is not possible to generalize and the researcher may make
conclusions that not reflect the reality that he desires to reflect. Then it is important to
establish what kind of instrument is going to be used, how this is going to be used,
when and to whom, what instructions need to be given.
This part is about:
What universe is
What a sample is and what kind of samples there are
To Stratify The sample in order to obtain an accurate generalization
How to obtain the sample through statistics formula
Using the sample the research team save time and resources
How to elaborate an instrument





C. Data codification
In this section the research team code the information by translating the information
that had gathered by the data gathering instrument. It consists in assign a number to
each variable, and to the answers, this way the information could be entered into the
SPSS to make the analysis.



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VIII. Data Analysis
A. Univariate Analysis
Univariate analysis is a form of quantitative analysis that carried out describing a
single variable besides its attributes. This analysis differs from bivariate analysis
which analysis two variables simultaneously.
One of the purposes of univariate analysis is to describe, and to be used in the first
stages of research. The univariate data is able to present frequency distribution of
individual cases, containing the numbers of attributes of the variable studied for
each case observed in the sample. A table format or a similar form of graphical
representation In addition to frequency distribution, univariate analysis commonly
involves reporting measures of central tendency location. This involves describing
the way in which quantitative data tend to cluster around some value. In the
univariate analysis, the measure of central tendency is an average of a set of
measurements, the word average being variously construed as (arithmetic) mean,
median, mode or other measure of location, depending on the context.


Graphic 1
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The age of active students from Modern Languages has been classified in four
groups from the first year to the fifth and last one in the Mayor. The first group is
the range of students that are 17 to 19 years old; the number of students is the
21.46%. The second group is the range of students that are 20 to 22 years old; the
number of students is 51.82%. The third group is the range of students that are 23
to 25 years old; the number of students is 17.81%. The fourth group is the range of
students that are more than 25 years old; the number of students is 8.91%. This
chart demonstrates that students that are 20 to 22 years old are the highest
population studying Modern Languages. Students that are 17 to 19 years old are
the next one. The third group having more students is those that are 23 to 25
years old, and the group with fewer students is the students that are more than 25
years old.
Graphic 2
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When analyzing the marital status of the instrument takers, it is evident that the
majority of them are single representing the 91.16%. The 6.83% is married and just
the 2.01% is in free union. So, it can be inferred that most of the Modern
Languages Mayors population does not have to deal with the great responsibility
of supporting their own family, in theory; thus their outlook to become proficient
in the language is higher than those who are married. This may let them have
more time to dedicate their superior studies. While it is true to say that the
minority does not have the needed time to practice in the target language.

Graphic 3
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The number of active students from Modern Languages has been classified in five different
groups in relation to the academic year in which students are in the Mayor. The first group is
the range of students that are studying their first year in the Mayor; the number of students is
the 20%. The second group is the range of students that are studying their second year in the
Major; the number of students is the 20%. The third group is the range of students that are
studying their third year in the Major; the number of students is the 30%. The fourth group is
the range of students that are studying their four year in the Major; the number of students is
the 20%. The fifth group is the range of students that are studying their fifth year in the Major;
the number of students is the 10%. Modern Languages is a five years Major. This chart
illustrates the distribution of students each year having the first year the 20% of the mayor
population like the second year, the third year contains the highest percentage with the 30%,
the fourth year is compound with a 20% , and the fifth year which contains the smallest group
is the 10%.
Graphic 4
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To know how often students of Modern languages Major use English language out of class the
data gathering instrument contained the following question: how often do you use English
language out of classes?, giving the options always, usually, sometimes, and never to answer it.
The number of people who chose the first option was the 10.80% of people surveyed. The
percentage of people who answered or chose the option number two doubled the amount in
relation to the first option always with the 24. 47%. The option that people have answered the
most was the option number three sometimes which has the 56.20%. The last one and less
option chosen was never the 9.60%. It is important to emphasis that while all people
should use the language out of classes just a 10% do it and that most students do
not use the language in order to improve their macro skills; they just use the
English language out of classes sometimes.
Graphic 5

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This chapter shows the answers given by the students of Modern Language Department in
relation to the English language sympathy. The students were able to answer yes for those
who sympathize with English language and no for those who do not. Most of the people
answer the option number one which has the 91.60% and the rest who answer no was the 8%.
The reason for this question was for identifying if students are learning English for sympathy or
just because English is necessary to work or to study


Graphic 6
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This chart contains the percentage of students who answered yes or no to the question: do
you consider that cultures between mother tongue and the target language are so different?
84% of people answered that English and their mother tongue culture are so different, 15%
answered that those cultures were not so different and 0.40% did not answered the question.
Differences between the language being learnt and the mother tongue may affect the English
learning in students assimilation such as the way Americans talk and how Latinos talk;
Americans do not move their lips and use their tongue very actively, Latinos do the opposite
moving their lips more that the tongue. As a result, the pronunciation may be difficult to be
articulated for students learning English language.

Graphic 7
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This chart is the result of students from the modern language department who
answered the following question: do you consider that is more common to use
English for people that are in a better social position? The options to answer were
yes or not. 45:20% consider that is more common use English language for those
people who have a better position. On the other hand, 54.80% consider that is not
necessary to have a good position to use English. People with a better social
position have access to a better education; they could afford a bilingual private
school, or attend places where English is used. On the contrary, people who just
attend a public school is not going to be likely to learn and use English language.

Graphic 8
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In this chart the question that has been represented is: do you like English
Culture? The 71.20% of students surveyed answered yes, they like English culture.
The 28.80% answered that they do not like English culture. This question was
formulated in order to measure how many active students that are studying
modern language like English culture. If students do not like English culture they
are not going to use the language because it is not appealing, perhaps they learn
the language just because it is necessary for the job.


Graphic 9
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In this chart is observed that the 35.60% answered yes when they were asked if it
is difficult to adapt to English culture. The 64.40% do not consider that it is not
difficult to adapt to that culture. The question was made to the active students
from modern languages at the foreign department to know if the difficulties they
have to adapt to English culture may create social distance for using the language
out of classes. As it has been stated most of the students do not consider they
have any problem to adapt to the target culture. However a significant group from
the Modern Languages Major considers that they have difficulty to adapt to
English culture. As a result students are not going to use the language.

Graphic 10
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This chart represent the results obtained to the question: do you think that is
difficult to use English language out of classes because there are just a few people
to use it with? The number of students surveyed was 250 from the Modern
Language Department at El Salvador University. The option students had to answer
this question was yes or not, according to their consideration. The 64.80% of
students consider that is difficult to use the English language out of classes since
there are just a few people to use it with. The 35.20% of students answered that is
not difficult to use English out of classes and there are people to use it. The
percentage of people who believes that is difficult to use English out of classes
double to the percentage to those who sustain the opposite. These results explain
why students do not use the language out of classes.

Graphic 11
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The graphic number 11 represents the results obtained from the data gathering
instrument and the question: Do other students laugh for anybodys English
pronunciation? 68% of student surveyed believe that partners at the university
laugh for the way others pronunciation; the 32% have a different opinion and they
answered that their partners do not do it. This is a result the authorities have to
take into account in order to look for strategies that help student use English out
of classes despite the fact that others may laugh because of their pronunciation,
or do a campaign to respect each other not mocking for their partners English
pronunciation.
Graphic 12
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The graphic 12 illustrates the percentage obtained from the option yes or not to
the question: Do students use English language at the classroom mostly? The 68%
agree that this actually happen, students use English in class most of the time
instead of using it out of classes. The 32% have a different opinion staying that
student do not use the language mostly in class. The difference between the two
amount is very substantial as we have to use the language not only when it is
academically required at the classroom but also after finishing the class, having a
free time or because there is no teacher evaluating the way students talk to does
not mean that students have to leave the language aside until attending the next
class.
Graphic 13
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Do students avoid using English language because of their partners opinions? That was
the question made to active students of the Modern Language Department. The 59.27%
consider that effectively the students avoid using the English language out of classes as a
consequence of their partners opinions. The other 40.73% chose the option number two
no to express that opinions do not avoid students to use the language out of classes;
the difference between the two percentages is not significant.

Graphic 14

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This chart illustrates the students opinions regarding to showing off for using the language out
of classes. The 58.63% from 701 students answered that students are pretenders and they use
the English language out of classes just to show others they are able to talk right choosing the
first option yes. The 41.37% choose the option number two no. This is a matter of
stereotyping for the fact that partners use the language to practice what they have learnt, to
improve and to speak more fluent. Thus, others think that those students who do that are just
to be observed or to demonstrate they are better.


Graphic 15
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Do other students avoid using English language out of classes because they make too many
mistakes? The answers to this question are represented in this chart and the answers are
giving in percentage for both those students who answered yes and those who answered no to
this question. The 81.93% of students have chosen the option yes and the 18.07%. Authorities,
professors and students have to pay attention to the results shown in this chart. Most of the
students agree that they do not use English language out of classes because they do many
mistake when speaking or listening student have to realize that mistakes are inevitable and
at some point necessaries. They do not have to be severe to themselves, they have to explore
and challenge themselves to use the language and improve it through the use of in class and
out of it
Graphic 16
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The graphic 15 is in relation to the question: are your partners faultfinders? There
are two possible answers yes or no. the 38.87% consider that their partners are
faultfinders. It means that they pay close attention when their partners use the
language to look for those grammatical; phonetics or any other mistake to bring it
out. On the other hand, the 60.73% do not think their partners are faultfinders.
Students do not have to focus on mistakes their partners do when they use English
language to make them feel down or just to remark every mistake they notice.

Graphic 17

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The graphic 16 demonstrates one of the reasons why students do not use English
language out of classes. The question from the data gathering instrument was: Do
you consider that students from the Foreign Language Department who study
Modern Languages need more confidence to use English out of classes? The
83.20% consider students do not have the confidence to use the language out of
classes. The 16.80% students have the confidence to use English when they are not
in classes. It does not make sense that student at the foreign language department
do not use the language out of classes, after leaving any English class the switch
the language to Spanish again. This chart shows that one reason to this
phenomenon is that students need more confidence to use the language.
Graphic 18
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The difference between the percentages shown in this chart is very substantial in relation to
personality factor for not using English language out of classes. The information was gathered
at the foreign language department where students from modern language department with
the following question: Does inhibition causes students who study Modern Languages do not
use English out of classes? The 77.51% agree that inhibition causes that student do not use the
language out of classes. The 22.49% do not agree. Inhibition is defined as an inner impediment
to free activity, expression, or functioning This is a personality factor that influence the
students behavior restraining them for they use the language out of classes.

Graphic 19
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The question which this chart represents is: do you think that students at the foreign language
department do not use the English Language to avoid being criticized? The 77.51% answered
yes to the question. The 22.09% answered no and the0.40% did not answer anything. As
shown in the chart a significant amount of students avoid using the language because they are
criticized by their partners. The difference is huge in comparison to those who answered no.
there were 11 students from 250 that did not answered this question.


Graphic 20
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The question: do you consider that students self-esteem stop them using English? Has been
represented in this chart, the possible answers were yes or no. There are three bars in the
chart. The first one represents the answers from those who have chosen yes, the second bar in
green color represents the answers from those who have chosen the option no, the last one
represents the amount of people who do not answer to this question. The 71.26% of students
answered that they consider that self-esteem stop students from modern language
department to use English. The 28.34% stand for the contrary, and the 0.40% did not
answered the question as said before. This question reflects that self-esteem have a close
relation with the use of English out of classes; the higher self-esteem, the more students use
the language. it could happen that when a student realize he do not speak as he wish his self-
esteem is hurt and tend to avoid to use English.
Graphic 21
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The question represented in this chart was in relation to the barriers such as abstain from
participating in a conversation for not been hurt that avoid students from Modern Languages
Major to use the English language. The chart contains to bars, the first one is a red one with
the 70.97% from people who think that personality traits influence on English language in a
negative way. The next bar is in green color. It reflects the 29.03% that have chosen the option
no. There is a high percentage of students that are influenced for personality traits which may
be caused for critics made by peers, someone laugh for a partner pronunciation, and that ends
up in students not practicing the language.


Graphic 22
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The information obtained and represented in this chart is so substantial in order to understand
why students do no use the English language out of class. The question and the answers
represented here is: are students motivated to use the English language out of classes? The
green and smaller bar has 34.14% for those who answered yes to this question. The red and
higher bar represents the 65.86% for those who answered no. The conclusion for this chart is
that the majority of students do not have motivation to use the English language despite of the
fact that is one of the two languages in the Major.


Graphic23
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This chart represents the question and answers to the question: is a language lab necessary to
use the English language out of classes? The 82.33% consider that actually a language lab is
needed at the foreign language department for using the English language out of classes. The
17.67% consider that a lab is not necessary for this purpose. It is important to mention as well
that there is a lab at the third floor at the main library that needs to be repaired. It is important
that student have a language lab for using multimedia material to improve the four macro
skills.



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Graphic 24


The 87.55% that answered the question: is mp3 material important to use it out of classes?
Consider that is beneficial for students to have mp3 material to use language out of classes
while the 12.05% of students think that kind of material is not necessary to use it. Students are
able to profit their time listening to some academic mp3 material on the way to home or
everywhere in order to improve spoken English understanding skill.



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Graphic 25

The 89.60% of students who answered the data gathering instrument consider that a
computer lab is needed to use English language out of classes. On the contrary, the 10.40%
consider that a computer lab is not necessary to use English language out of classes. In fact,
there is a small lab at the third floor at the foreign language department that is very useful for
students to have access to a computer. However, the amount of available computers is not
enough for students, taking into account that only the Modern Language Department Major
has 701 students. Besides, it is important to mention that there is a lab at the third floor at the
main library that needs to be repaired in order to be used it in an appropriate way by students.



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Graphic 26

Nowadays the access to internet is an important tool for students. A student learning a second
language is able to profit this stool by looking for information written in the target language, is
useful for doing homeworks. It is an effort that authorities from the Foreign Language
Department have to work on to provide this tool to the students, taking into account that not
all students have the opportunity of accessing to internet in their houses. So, the 91.60% of
students surveyed consider that internet is a useful tool to use English language out of classes
while the 8.40% consider is not at all. As a result, it is important authorities from the Foreign
Language Department work for students have access to this academic tool.


Graphic 27
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The 86.40% of students from students surveyed consider that is necessary to have video
conferences or communication with English native speakers or buddies that are around them
in order to use the language. On the other hand, the 13.60% consider that buddies are not
needed to use the language out of classes. It can be inferred that English buddies are
volunteers on internet helping students to improve the language they are learning.




Graphic 28
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The 96% of students consider that is necessary to have language links in a computer lab at the
foreign language department while the 4% consider that language links are not necessary. An
example of language links is to have the link of ESL, or the link of CNN on a side bar in internet
explorer or Mozilla fire fox.






B. Bivariate Analysis

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Bivariate analysis consists in the analysis of two variables to determine the empirical
relationship between them. This kind of analysis is useful to test hypotheses of
association and causality. The descriptive analysis of two variables can be sometimes
seen as a very simple form of bivariate analysis (or as univariate analysis extended to
two variables). The major differentiating point between univariate and bivariate
analysis, in addition to looking at more than one variable, is that the purpose of a
bivariate analysis goes beyond simply descriptive: it is the analysis of the relationship
between the two variables.
Common forms of bivariate analysis involve creating a percentage table, a scatterplot
graph, or the computation of a simple correlation coefficient. For example, a bivariate
analysis intended to investigate whether there is any significant difference in earnings
of men and women might involve creating a table of percentages of the population
within various categories, using categories based on gender and earnings.








Graphic 29
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This chart explains the percentage obtained from the data gathering instrument which
question about cultural differences between mother tongue and target language. The
percentage is divided into four groups in relation to the age of students. The first group
is the age from 17 to 19 years old, the 18.22% answered yes, and 3% answered no. the
second group represents the age from 20 to 22 years old, the 43.32% answered yes
and 8.10% answered no to the question. The third group is from 23 to 25 years old; the
15.38% answered yes and 2% chose the option no. the last group represent those who
are more than 25, the6.88% answered yes and a 2% no. in all groups is observed that
students consider that the difference between the two languages is significant.

Graphic 30
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This chart represents the question made to students from the Modern Languages
Major according to the need of confidence to use English out of classes. The answers
have been divided by the year in Major the students are. The answered have been
represented with bars in the chart with five groups. The first group with the 15.20%
considers that students need more confidence to use the language out of classes, the
4.80% disagree. The second group represents the students that are in the second year
of their mayor; the 16% have chosen the option yes, the students need more
confidence and 4% consider that students do not need more confidence. The third
group has 27.20% that answered yes to the question, and 2.80% answered no. The
fourth group has the 16.80% agree that students from Modern Languages need more
confidence, those who chose no was the3.20%. The last group has 8% with yes and
the2% no.
Graphic 31
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This chart represents how many students of different years of the Modern Languages
Major avoid using English because they make too many mistakes and how many
consider using it without paying attention to mistakes. The graphic has been divided
into 5 levels representing the five years that takes finishing the major. The first group
having the 17.27% is in agreement with the fact of avoiding using English since
students feel they make too many mistakes; however, the 2.41% does not agree. In the
second group 15.66% of them consider avoiding using the target language because of
too many mistakes; on the contrary, the 4.42% of them consider using it. In the third
group, the 24.90% believe that they do not use English since they make too many
mistakes, and the rest, the 5.22%, express they do not take care about mistakes. The
fourth group compiling people from the fourth year of the major agrees with the
16.06% that they avoid using English because of getting wrong, and the 4.02% disagree
that making mistakes is a barrier to use the target language. The last group shows
students from the fifth year of the Modern Languages Major. The 8.03% of them take
into account avoiding the use of English due to the fact that mistakes are present in
their speech; on the other hand, the 2.0% does not consider avoiding the use of this
language.
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Graphic 32

This chart reflects the importance of a computer lab in order to use English out of
classes. The results have been organized into four groups according to the ages
students are. The first group of students among the ages of 17-19 considers with the
18.22% that a computer lab is needed while the 3.24% considers it is not needed. The
second group of students from the ages of 20 to 22 agrees with the 48.99% that a
computer lab is necessary to use English out of classes whereas the 2.83% does not
agree. The third group representing the ages of 23-25 approves with the 14.98% that
the fact of having a computer lab to use English out of classes is required and the
2.83% refuses this idea. The last group composed of people being more than 25 years
old accepts the fact of a computer lab for using English out of classes with the 7.29%
and the rest does not accept with the 1.66%.
C. Research questions answers and validation of the Hypothesis
a. Research questions
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Is the social distance among the mother tongue and language that students are
learning a main reason why they do not use it out of classes?

After the data collection and the data instrument analysis, it has been
demonstrated that actually the social distance is a main reason why students
do not use the language out of classes. In graphic 6 84% of people answered that
English and their mother tongue culture are so different, 15% answered that those
cultures were not so different and 0.40% did not answered the question. In graphic 10
the 64.80% of students consider that is difficult to use the English language
out of classes since there are just a few people to use it with. The 35.20% of
students answered that is not difficult to use English out of classes.

Are stereotypes regarding to using the target language out of classes another
reason why students do not use it?

Analyzing the answers obtained through the data gathering instruments has
been confirmed that stereotypes is a higher reason at the foreign language
department for students not to use English out of classes. In graphic 16 the
81.93% of students have chosen the option yes and the 18.07%. Authorities,
professors and students have to pay attention to the results shown in this
chart. Most of the students agree that they do not use English language out of
classes because they do many mistake when speaking or listening student
have to realize that mistakes are inevitable and at some point necessaries. As
shown in the chart 19 a significant amount of students avoid using the language
because they are criticized by their partners. 77.51% answered yes to the
question. The 22.09% answered no and the0.40% did not answer anything.

Are personality factors an explanation why students do not use English
language out of classes?

Personality factors in students from Modern Languages and the use of English
language out of classes has been established analyzing the answers given for
people surveyed. The graphic 17 reflects that the 83.20% consider students
do not have the confidence to use the language out of classes. The 16.80%
students have the confidence to use English when they are not in classes. It
does not make sense that student at the foreign language department do
not use the language out of classes, after leaving any English class the
switch the language to Spanish again. The conclusion for
chart 22 is that the majority of students do not have motivation to use the
English language despite of the fact that is one of the two languages in the
Major; the 34.14% answered yes, the 65.86% for those who answered that
students are not motivated. In chart 18 the 77.51% agree that inhibition causes
that student do not use the language out of classes. The 22.49% do not agree.
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Does the FLD have the infrastructure and equipment for using English language
out of classes at the university?

Absolutely the foreign language department needs equipment to provide the
tools students need to use the language, to improve in every area and have a
better quality in teaching and learning foreign languages. In chart 25 the
89.60% of students who answered the data gathering instrument consider that
a computer lab is needed to use English language out of classes. On the
contrary, the 10.40% consider that a computer lab is not necessary to use
English language out of classes. In fact, there is a small lab at the third floor at
the foreign language department that is very useful for students to have access
to a computer. For chart 26 the 91.60% of students surveyed consider that
internet is a useful tool to use English language out of classes while the 8.40%
consider is not at all.
b. Hypothesis
Students from the Foreign Language Department do not use English out of
classes because of the social distance between students mother tongue and
the target language.

The hypothesis has been confirmed by the answers obtained at the Foreign Language
Department. In chart 6 is mentioned that 84% of people answered that English and their
mother tongue culture are so different, 15% answered that those cultures were not so
different and 0.40% did not answered the question. . The percentage is divided into four
groups in relation to the age of students. In chart 29 A bivariate analyses explains the
results obtained by year in the major. The first group is the age from 17 to 19 years
old, the 18.22% answered yes, and 3% answered no. the second group represents the
age from 20 to 22 years old, the 43.32% answered yes and 8.10% answered no to the
question. The third group is from 23 to 25 years old; the 15.38% answered yes and 2%
chose the option no. the last group represent those who are more than 25, the6.88%
answered yes and a 2% no. in all groups is observed that students consider that the
difference between the two languages is significant.


Students from the Foreign Language Department do not use English out of
classes due to stereotypes (such as people will laugh of me, I still need to
practice to sound better, people in my group do not use the language, they are
pretenders, they think I am a pretender, they do not have a good
pronunciation, etc.)
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The results obtained from the data gathering instrument and the data analysis has
been that students avoid using the English language due to stereotypes such as they
do not use English language for not been criticized, because they think they make so
many mistakes. The first group from chart 32 having the 17.27% is in agreement with
the fact of avoiding using English since students feel they make too many mistakes; the
2.41% does not agree. In the second group the 15.66% of them consider avoiding using
the target language because of too many mistakes; on the contrary, the 4.42% of them
consider using it. In the third group, the 24.90% believe that they do not use English
since they make too many mistakes, and the rest, the 5.22%, express they do not take
care about mistakes. The fourth group compiling people from the fourth year of the
major agrees with the 16.06% that they avoid using English because of getting wrong,
and the 4.02% disagree that making mistakes is a barrier to use the target language.
The last group shows students from the fifth year of the Modern Languages Major. The
8.03% of them take into account avoiding the use of English due to the fact that
mistakes are present in their speech; on the other hand, the 2.0% does not consider
avoiding the use of this language.

Students do not use English out of classes because of personality factors such
as self-esteem, inhibition, empathy, motivation

In graphic 30 has been represented a bivariate analysis in relation to the reason why
students do not use of English language English language out of classes. It has been
confirm that personality factors for using English language out of classes is one reason
why student do not do it. In the chart 30 the percentage of students that agree with
this is: The first group with the 15.20% considers that students need more confidence
to use the language out of classes, the 4.80% disagree. The second group represents
the students that are in the second year of their mayor; the 16% have chosen the
option yes, the students need more confidence and 4% consider that students do not
need more confidence. The third group has 27.20% that answered yes to the question,
and 2.80% answered no. The fourth group has the 16.80% agree that students from
Modern Languages need more confidence, those who chose no was the3.20%. The last
group has 8% with yes and the2% no.

Students do not use English out of classes at the university because it does not
count with an infrastructure and equipment to do so.

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The chart 33 reflects the importance of a computer lab in order to use English out
of classes. The 18.22% from the first group that represents the answers that are 17
to 19 consider that a computer lab is needed while the 3.24% considers it is not
needed. The second group of students from the ages of 20 to 22 agrees with the
48.99% that a computer lab is necessary to use English out of classes whereas the
2.83% does not agree. The third group representing the ages of 23-25 approves
with the 14.98% that the fact this is actually needed, the 2.83% refuses this idea.
The last group composed of people being more than 25 years old accepts the fact
of a computer lab for using English out of classes with the 7.29% and the rest does
not accept with the 1.66%.












D. Hypothesis test
Chi-squared Test
a. Hypothesis 1
Descriptive statistics
Tabla de contingencia
gerder of students
difficulty to use English
language out of class Total
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yes no
male year in
mayor
first year
13 6 19
second year
15 6 21
third year
19 12 31
fourth year
6 9 15
fifth year
5 5 10
Total
58 38 96
female year in
mayor
first year
23 7 30
second year
26 3 29
third year
30 14 44
fourth year
18 17 35
fifth year
7 8 15
Total
104 49 153




Inferential statistics
(to generalize the observed with the expected from the sample of the entire population)
Pruebas de chi-cuadrado
gerder of students Valor gl
Sig. asinttica
(bilateral)
male Chi-cuadrado de Pearson
4,652(a) 4 ,325
Razn de verosimilitudes 4,627 4 ,328
Asociacin lineal por lineal
3,125 1 ,077
N de casos vlidos
96
female Chi-cuadrado de Pearson
14,834(b) 4 ,005
Razn de verosimilitudes
15,733 4 ,003
Asociacin lineal por lineal 10,658 1 ,001
N de casos vlidos
153


a 1 casillas (10,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 3,96.
b 1 casillas (10,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 4,80.


The research team sampled two hundred fifty students, and evaluated to determine
the number of students who had difficulty to use English language out of class (f=
gender: male, firs year=13, second year=15, third year=19, fourth year=6, fifth year=5.
Female, firs year=23, second year=26, third year=30, fourth year=18, fifth year=7)
students who do not have difficulty to use the language out of classes (f= gender:
male, firs year=6, second year=6, third year=12, fourth year=9, fifth year=5. Female,
firs year=7, second year=3, third year=14, fourth year=17, fifth year=8). The data was
analyzed using chi squared test. To accept the research hypothesis the expected
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frequency has to be less than the minimum expected cell frequency. Then the
minimum expected cell frequency for a) is: 3.96 less than the expected frequency 5.
Students have difficulty to use the English language out of classes. Then the minimum
expected cell frequency for b) is 4.80. That is less than the expected frequency 5.
Students have difficulty to use the English language out of classes.


b. Hiptesis 2
Tabla de contingencia

gerder of students
students avoid using
english language
because they make too
many mistakes
Total yes no
male year in
mayor
first year
17 2 19
second year
17 4 21
third year
25 6 31
fourth year
13 2 15
fifth year
6 4 10
Total
78 18 96
female year in
mayor
first year
25 4 29
second year
22 7 29
third year
37 7 44
fourth year
27 8 35
fifth year
14 1 15
Total
125 27 152



Pruebas de chi-cuadrado
gerder of students Valor gl
Sig. asinttica
(bilateral)
male Chi-cuadrado de Pearson
4,105(a) 4 ,392
Razn de verosimilitudes 3,715 4 ,446
Asociacin lineal por lineal
1,880 1 ,170
N de casos vlidos
96
female Chi-cuadrado de Pearson
3,109(b) 4 ,540
Razn de verosimilitudes
3,348 4 ,501
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Asociacin lineal por lineal ,034 1 ,853
N de casos vlidos
152




a 4 casillas (40,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 1,88.
b 1 casillas (10,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 2,66.

The research team sampled two hundred fifty students, and evaluated to determine
the number of students who avoid using English language because they make too
many mistakes (f= gender: male, firs year=17, second year=17, third year=25, fourth
year=13, fifth year=6. Female, firs year=25, second year=22, third year=37, fourth
year=27, fifth year=14) students who do not avoid using English language because they
make too many mistakes (f= gender: male, firs year=2, second year=4, third year=6,
fourth year=2, fifth year=4. Female, firs year=4, second year=7, third year=7, fourth
year=8, fifth year=1). The data was analyzed using chi squared test. To accept the
research hypothesis the expected frequency has to be less than the minimum
expected cell frequency. Then the minimum expected cell frequency for a) is: 1.88, less
than the expected frequency 5. Students have difficulty to use the English language out
of classes. Then the minimum expected cell frequency for b) is 2.66. That is less than
the expected frequency 5.









c. Hypothesis 3
Tabla de contingencia
gerder of students
students need more
confidence to use
english languageout of
class
Total yes no
male year in
mayor
first year
15 4 19
second year
16 5 21
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third year
26 5 31
fourth year
13 2 15
fifth year
8 2 10
Total
78 18 96
female year in
mayor
first year
22 8 30
second year
24 5 29
third year
42 2 44
fourth year
29 6 35
fifth year
12 3 15
Total
129 24 153

Pruebas de chi-cuadrado
gerder of students Valor gl
Sig. asinttica
(bilateral)
male Chi-cuadrado de Pearson
,858(a) 4 ,931
Razn de verosimilitudes ,865 4 ,929
Asociacin lineal por lineal
,278 1 ,598
N de casos vlidos
96
female Chi-cuadrado de Pearson
7,184(b) 4 ,126
Razn de verosimilitudes
8,125 4 ,087
Asociacin lineal por lineal ,857 1 ,355
N de casos vlidos
153


a 4 casillas (40,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 1,88.
b 3 casillas (30,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 2,35.

The research team sampled two hundred fifty students, and evaluated to determine
the number of students who need more confidence to use English language out of
class (f= gender: male, firs year=15, second year=16, third year=26, fourth year=13,
fifth year=8. Female, firs year=22, second year=24, third year=42, fourth year=29, fifth
year=12) students who do not need more confidence to use English language out of
class (f= gender: male, firs year=4, second year=5, third year=5, fourth year=2, fifth
year=2. Female, firs year=8, second year=5, third year=2, fourth year=6, fifth year=3).
The data was analyzed using chi squared test. To accept the research hypothesis the
expected frequency has to be less than the minimum expected cell frequency. Then
the minimum expected cell frequency for a) is: 1.88. That is less than the expected
frequency 5. Students have difficulty to use the English language out of classes. Then
the minimum expected cell frequency for b) is 2.35. That is less than the expected
frequency 5.

d. Hypothesis 4
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Tabla de contingencia

gerder of students
a computer lab is
needed to use english
language out of classes
Total yes no
male year in
mayor
first year
17 2 19
second year
17 4 21
third year
28 3 31
fourth year
11 4 15
fifth year
10 0 10
Total
83 13 96
female year in
mayor
first year
28 2 30
second year
29 0 29
third year
41 3 44
fourth year
30 5 35
fifth year
13 2 15
Total
141 12 153

Pruebas de chi-cuadrado
gerder of students Valor gl
Sig. asinttica
(bilateral)
male Chi-cuadrado de Pearson 4,860(a) 4 ,302
Razn de verosimilitudes 5,792 4 ,215
Asociacin lineal por lineal ,033 1 ,857
N de casos vlidos
96
female Chi-cuadrado de Pearson 5,225(b) 4 ,265
Razn de verosimilitudes 7,038 4 ,134
Asociacin lineal por lineal 2,710 1 ,100
N de casos vlidos 153

a 5 casillas (50,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 1,35.
b 5 casillas (50,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mnima esperada es 1,18.
The research team sampled two hundred fifty students, and evaluated to determine a
computer lab is needed to use English language out of classes (f= gender: male, firs
year=17, second year=17, third year=28, fourth year=11, fifth year=10. Female, firs
year=28, second year=29, third year=41, fourth year=30, fifth year=13) students who
do not need a computer lab to use English language out of classes (f= gender: male, firs
year=2, second year=4, third year=3, fourth year=4, fifth year=0. Female, firs year=2,
second year=0, third year=3, fourth year=5, fifth year=2). The data was analyzed using
chi squared test. To accept the research hypothesis the expected frequency has to be
less than the minimum expected cell frequency. Then the minimum expected cell
frequency for a) is: 1.35. That is less than the expected frequency 5. Students have
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difficulty to use the English language out of classes. Then the minimum expected cell
frequency for b) is 1.18. That is less than the expected frequency 5.

IX. CONCLUSIONS
After the research team obtained the information needed through the data gathering
instrument administered to the active students from Modern languages Major, to
answer the research questions and validate the hypothesis has arrive to the following
conclusions:
A. The existent social distance in relation to the use of English language out of
classes is pretty significant. Students do not have the contact with the target
language as needed; there is not contact with English native speakers out of
classes, not a way to be in contact with the English and use the language with
partners. Everything is limited to the classroom English usage.

B. Students have stereotypes about using the language out of classes. As the
research team has analyzed the information obtained from the data gathering
instrument. Students do not use the English language because their partners
may laugh for their accent of difficulties to articulate some English sounds.
Besides, they consider that they make so many mistakes that they choose not
to use it. When a student want to use the language most of the time their
partners make jokes, laugh of him or her.


C. One of the most important conclusions the research team has obtained from
this research is that students are not motivated to use the English language out
of classes. This is as a result of personality factors such inhibition, self-esteem
and so on. The students do not feel motivated to use the English language out
of classes because

D. The research team has realized that the infrastructure at the Foreign Language
Department is not enough to satisfy the students needs to use the language
out of classes. besides, the FLD needs a specialized lab to improve the quality
teaching
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X. Recommendations
A. Recommendations for Students
Students need to get together in order to use the English language out of classes by
attending conversation clubs or any time they find any other English language student
ask him to have the conversation in English.
Students need to look for opportunities to use the language out of classes, look
for those who like to use the language to talk about any topic and make it a custom.
Students have to help each other to use the language. There are different level
in which those students that are ahead could help to those that are having difficulties
using the language or because are back. Do no mistreat to your partners by criticizing
their accent, speed or their articulation. Critics do not help nor jokes about somebody
English usage.
Do not be negative. Learning a second language is a process in which students make
mistake, so do not be severe with yourself, just use the language and it will help to improve
the language
B. Recommendations for Teachers
Teachers have to insist on English usage not only in the classroom but also out of classes.
One or two hour English class per day is not enough so that students need to use it as much as
they can. Teachers may create out of class activities in order to promote the English usage out
of classes.
Teachers may promote an English usage culture in and out of classes doing
campaigns such as having banners at the department asking for using the languages
students are learning
The teacher have to look for new method of teaching using technology such as the
e-mail, social networks such Facebook, tweeter and so on.
C. Recommendations for Authorities
Authorities have to plan the construction of new ways of promoting the usage of
English Language.
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The Foreign Language Departments have to advise teachers to create an environment in which
students are comfortable to use the language in classes, out of classes and whatever place the
students are
The authorities are able to do periodical activities such as:
English Festival week
Thursdays to talk only in English at the department
Five cents ticket for those who do not use English out of classes
XI. LIMITATIONS
Not everything worked out as planned in the timetable:
The first three week of August were planned to work on six research points. The first
point was the timetable to know the duration of each activity to be done; then a week was
enough to work on the statement of the problem and its components such as objectives,
research questions, and the rationale. Working on the theoretical framework lasted the
first two weeks of August due to the bibliographical revision and the decision the team
work had to make about what material was going to be used for the research. The time of
research took less than a week.
The sample did not worked out as planned:
The sample was planned to be worked on the third week of August, being the universe the
students of Modern languages from the Foreign Languages Department. The research team
waited an answer from Acadmica Central to obtain the amount of students studying modern
languages and how much they are by year. It took longer than expected; there were three
weeks to obtain this information and to start with the sample stratification. As a result, the
data collection was delayed. The data collection had been scheduled for the third week of
August yet the instruments were administered the third week of September as shown in the
Project Research Timetable Chart.




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XIII. REFERENCES
1. Escandell Vidal (2005)
2. Allport, G. (1954)
3. Triandis and Vassiliou (1967)
4. Hamilton D. L. (1979)
5. Adelaide Heyde (1979)
6. Borg & Gall (1989)



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XIV. Annexes








Comparison timetable charts

PROJECT RESEARCH TIMETABLE

AUGUST SEPTEMBER
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4
Timetable
Statement of the problem
Theoretical Framework
Type of research
Statement of hypothesis
Research design
Sample
Data gathering
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Data analysis


PROJECT RESEARCH TIMETABLE

AUGUST SEPTEMBER
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4
Timetable
Statement of the problem
Theoretical Framework
Type of research
Statement of hypothesis
Research design
Sample
Sample
delay
Delay Delay Sample


Data gathering
Data
gathering
delay
Data
gathering
delay
Data
gathering
Data
gathering
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PROJECT RESEARCH TIMETABLE
TIMETABLE

AUGUST SEPTEMBER OCTOBER
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4
Timetable
Statement of the problem
Theoretical Framework
Type of research
Statement of hypothesis
Research design
Sample
Data gathering
Data analysis
Conclusions
Recommendations
Preparing illustrations for final
report
Drafting final report
Revising final report
Presenting final report

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Data Gathering Plan
Instrument: Questionnaire
Activity Date Time Place Responsible
Administration of the
questionnaire to the first year
students
September 19th, 2012 9:30 am - 9:40 pm
Foreign Language
Department
Lidia Interiano
Administration of the
questionnaire to the second year
students
September 19th, 2002 2:00 pm - 3:00 pm
Foreign Language
Department
Antonio Serrano
Administration of the
questionnaire to the third year
students
September 19th, 2012 11:00 am - 12:00 m
Foreign Language
Department
Cecilia Lara
Administration of the
questionnaire to the fourth year
students
September 19th, 2012 2:00 pm - 3:00 pm
Foreign Language
Department
Justin Ayala
Administration of the
questionnaire to the fifth year
students
September 19rd, 2012 3:00 pm - 4:00 pm
Foreign Language
Department
Florentina Alvarado
Final Research Report November
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2012

Final version of the Data Collection Instrument
University of El Salvador
School of Arts and Sciences
Foreign Languages Department

Topic: What are the main reasons why students at the Foreign Language department
do not use English out of classes?
Objective: The objective of this questionnaire is to ask students to fill this
questionnaire up in order to gather information about why students at the Foreign
Language Department do not use English out of classes.

Directions: Put a check in the answer that you consider convenient. In case you
cannot answer a question, or in case the question does not make sense to you,
please ask the person who administered you this questionnaire.

Survey addressed to students at the Foreign Languages Department.

I. GENERAL INFORMATION
1. Sex: 2. Age: __________
1. Male
2. Female
3. Marital status: 4. Academic year:
1. Single 1. 1st year
2. Married 2. 2nd year
3. Divorced 3. 3rd year
4. Widow 4. 4th year
5. Free Union 5. 5th year


1. How often do you use English out of classes?
C. Always
D. Usually
E. sometimes
F. Never



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2. Do you think that students need more sympathy to the target language to use
it?
Yes No
3. Do you consider that cultures between mother tongue and the target language
are so different?
Yes No
4. Do you consider that is more common to use English for people that are in a
better social position?
Yes No
5. Do you like English Culture?
Yes No
6. Do you think that is difficult to adapt to English culture?
Yes No
7. Do you think that is difficult to use English Language out of classes because there are
just a few people to use it with?
Yes No
8. Do other students laugh for anybodys English pronunciation?
Yes No
9. Do students use English at the classroom mostly?
Yes No
10. Do students avoid using English because of their partner opinions?
Yes No
11. Is a partner a pretender for using the language out of classes?
Yes No
12. Do students avoid using English because they think they make many mistakes?
Yes No
13. Are your partner faultfinders?
Yes No
14. Do you consider that students from the FLD
2
need more confidence to use
English out of classes?
Yes No
15. Does inhibition cause that students from the FLD do not using English?
Yes No
16. Do you think that students do not use English for not being criticized?
Yes No
17. Do you consider that students self-esteem stop them using English?
Yes No

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18. Do peoples walls affect English usage?
Yes No
19. Are students motivated to use English out of classes?
Yes No
20. Is a lab necessary to use English out of classes?
Yes No
21. Is mp3 material important to use it out of classes?
Yes No
22. Is a computer lab necessary for students from the FLD to use English out of
classes?
Yes No
23. Is the access to internet useful for English usage out of classes?
Yes No
24. Do you think that language buddies
3
are necessary?
Yes No
25. Are language links necessary as an out of class support?
Yes No


Thank you

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