Documente Academic
Documente Profesional
Documente Cultură
______________________
A Research Paper
Presented to the
Faculty of Aliaga National High School
Aliaga, Nueva Ecija
______________________
In Partial Fulfillment
of the Requirements for the Course
Practical Research 1
(Qualitative Research)
______________________
By
2017
1
TABLE OF CONTENTS
PAGE
CHAPTER
I. Introduction
Theoretical/Conceptual Framework
Definition of Terms
Foreign Literature
Local Literature
Foreign Studies
Local Studies
Synthesis
III. Methodology
Research Design
Sampling Procedure
2
Data Gathering Procedures
Ethical Considerations
Data Analysis
BIBLIOGRAPHY
APPENDICES
3
CHAPTER I
INTRODUCTION
conceptual framework with its paradigm, the statement of the problem, the scope of the
study and its limitation, how the present study is significant to its intended readers and
the operational definition of terms for better understanding of the words and
World, has been the language of instruction in majority of the subjects being taught to
in the learning process of students. The use of the English language entails a stronger
demand in the contemporary society, not just to communicate with others, but to relate
and compete globally. Bearing its importance, learning the English language has been
an imperative starting from the basic education. The intention of which is to teach the
students to communicate in English and prepare them in the society whos common and
Therefore, how the students learn the language becomes equally significant for
educators. The premise here asserts that for students to communicate their thoughts,
the medium, i.e., the language, must be first learned. Language learning styles and
strategies are among the main factors that help determine how-and-how well our
students learn the English language. English language has been the main vehicle of
4
global communication. Both Oxford and Lessard-Clouston (as cited in Altunay, 2014)
stated, language learning strategies "... are especially important for language learning
because they are tools for active, self-directed movement, which is essential for
changed and accompanied by a change in the originally used terms, namely, language
Altunay, 2014).
In the academic and social context, communication issues have been prevalent
clearly, effectively and correctly their thoughts using the English language. The need to
address this concern, the communication competence of students, has been out there
in the open.
5
than performance because it focuses on linguistic competence, i.e., to communicate
expected out of language learners, more so with English education majors. They will not
just use the language but they will teach the language. Hence, the necessity of
preservice teachers especially those whose major is English. This study will then
pioneer the attempt and address this gap to assess the language learning strategies of
Growing trends indicate that academe and society expect graduating majors to
communication competence.
Order No. 46 s. 2012 stipulated the policy standard that aims to enhance quality
typology-based QA. The rationale to change the education pedagogy was expounded
6
The higher education system strongly encourages communication competency
expertise, especially in support of the social, economic, and development needs of the
participation and assign a percentage of the course grade solely to class discussions,
an approach which demands that students possess the necessary communication skills.
Students also lack skills in critical thinking, language, and oral communication. As a
result, many students tend to avoid classroom situations in which they would be called
upon to share their thoughts or argue a given point. It may be contested whether
students are able to benefit fully from these higher education courses. Additionally, poor
7
Communication courses can facilitate the students personal success and his/her
(Morreale et al., 1993 as cited in Alshahwan, 2010). This will help students improve and
communicate their thoughts clearly and effectively. This has been an observable
strategy use and language proficiency (Abu Shmais,2004), therefore there is a need to
seek the communication competence and language learning strategies used by the
students in order to address the gap in competency, especially for those who will
become teachers of the English language and who will use the English language as a
Institutions. This study will therefore attempt to ascertain these factors among the
Theoretical Framework
The proposed theoretical framework from which this study is anchored was
adopted from Savignon (1972, 1983). People need language when they interact to each
Understanding what other people say will make the interaction effective because each
8
person can understand and give responses to others. It means people often use
communication with other people orally or in writing. Language is seen as a social tool
someone for some purpose, either orally or in writing (Savignon, 1983, 6).
languages they use are viewed in the social context or setting (Savignon, 1983). While
linguistic theory sees people as the ideal speakers and listeners. In these conditions the
From the theory its can be concluded that communication competence means
the ability to understand, identify and use language or language features as a whole
meaning to communicate one another in different situational contexts. Part of this theory
is also the language use and acquisition. The current study is anchored in Savignons
9
Conceptual Framework
The conceptual framework that is adopted in this current study is from Oxford
into two groups as Direct Strategies and Indirect Strategies. Direct strategies include
strategies are related to creation of mental linkages, use of images and sounds,
revision, and actions. Cognitive Strategies are related to making practice, receiving and
strategies are related to making guesses, and dealing with problems in oral and written
Finally, Social strategies include questioning, cooperative work, and emphasizing with
other people.
This current study is anchored on the six language learning strategies developed
by Oxford, and will use these areas to assess the English language learning strategies
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Research Paradigm
3. The communication
competence of the
student-respondents.
Figure 2. The figure shows the research paradigm of the study on the learning
language strategies used and communication competence of the Selected
Bachelor of Secondary Education Major in English of Cavite State
University in order to propose a training program.
On the input box of the study, it includes the academic profile of the English
major Education students which will serve as respondents of the study. It also consists
11
of the assessment on their English language learning strategies based on the six
and documentary survey of the grades which serve as the initial data gathering
procedure. The inputs gathered will then be subjected to descriptive and comparative
assessments. After which a correlational test will also be employed to determine the
The result of the foregoing process and information gathered intends to yield a
proposed English Language Learning Strategy Training Program. This proposal aims to
12
2. What are the language learning strategies used by the selected education
terms of:
4.2 listening?
The work intends to ascertain the language learning strategies used by the
students and their communication competence in the English language only. The
English language learning strategies covers only the six (6) component strategies, viz.,
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memory, cognitive, compensation, metacognitive, affective and social. The 50-item
Strategy Inventory Language Learning (SILL) by Oxford (1990) will be used. While for
and behavior of students with reference to the English language only. The 19-item
(1982) will be used. The language learning strategy and communication competence
will not be observed nor cover actual oral and written skills of the students but instead a
standardized self-report and assessment will be used to gather the information needed.
The academic performance of the students is based on the grades from the three
(3) English subjects of the students initially taken by the students based from the
curriculum, i.e., Study and Thinking Skills (English 1), Writing in the Discipline (English
On the limitation of the study: since part of the questionnaire is a self-report for
the source of information, it is not clear whether participants actively used the
strategies, they indicated. Their response may not be just their beliefs and thoughts that
they have about their use of strategies. However, the researcher earnestly requests the
The study is for the selected Third Year Bachelor of Secondary Education Major
in English bonafide students of the College of Education, and Eight (8) Satellite
Campuses which also offer BSE-English of Cavite State University, excluding Trece
14
Martires City Campus and Carmona Campus. The study will only cover the Academic
The findings of this study will be of interest and likewise be beneficial to the
following stakeholders:
language learning strategy training program will give additional inputs to the countrys
their curriculum, particularly in their program offering and learning outcomes for courses
The Institution. For the University and the College of Education, analysis of data
and information gathered will prove to be extensively useful as basis for curriculum
development, academic policy making, and learning and development seminars and
trainings for students. The assessment will help monitor student educational progress
Pre-service teacher students. The findings of the study would contribute to the
knowledge of the students and awareness of their own personal competencies and
areas for improvement. The findings will reflect the language learning they are
and planning potential and effective strategies as future teachers in their teaching
profession.
15
Faculty members. This study will be beneficial for evaluating the practice of the
English language learning and communication skills of students. The evaluation will
provide the faculty and instructors a description of which areas need to be improved and
what lessons to underscore. The findings will inform the instructors on the areas to be
teaching practice and strategy. This will raise a better understanding of the students
fluently in English.
Future researchers. The results of this research could inspire future researchers
to do another study of the same nature in their own institutions, in different courses, or
Definition of Terms
The researcher has given the conceptual and operational definition of the words
to help the reader to have a clearer and better understanding of the present work.
learners use to assist their progress in developing second or foreign language skills
language task used by students to enhance their own learning. (Scarcella & Oxford,
1992, p.63)
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Academic Enhancement Program. This refers to the program intended to
address the learning language strategies of the students in order to improve their
communication competencies.
Competence. In this study, this is commonly defined from the action perspective
of grammatical knowledge and communicate their ideas with other people. This refers to
the degree to which a communicators goals are achieved through effective and
educational setting.
Memory strategies. These are strategies used for entering new information into
memory storage and for retrieving it when need for communication. (e.g., grouping,
Cognitive strategies. These are strategies used for linking new information with
existing schemata and for analyzing and classifying it. Cognitive strategies are
responsible for deep processing, forming and revising internal mental models and
receiving and producing messages in the target language (e.g., repeating, getting the
guessing and using gestures. Such strategies are needed to fill any gaps in the
17
knowledge of the language. (e.g., switching to the mother tongue, using other clues,
focusing and evaluating one's own learning. (e.g., linking new information with already
Affective strategies. These are strategies used for handling feelings, attitudes
and motivations. (e.g., lowering anxiety by use of music, encouraging oneself and
Social strategies. These are strategies used for facilitating interaction by asking
questions, and cooperating with others in the learning process, (e.g. asking for
Secondary Education majoring in English in the College of Education of the Cavite State
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CHAPTER II
This chapter presents different literature and studies both written by local and
foreign authors. This survey of different researches and readings serve as fundamental
and secondary references of the present study. These will serve as the state-of-the-art
Related Literature
Foreign Literature
Language learning strategies is a term referring to the processes and actions that
are consciously deployed by language learners to help them to learn or use a language
more effectively (Rose, 2015). They have also been defined as thoughts and actions,
out a multiplicity of tasks from the very outset of learning to the most advanced levels of
target language performance. The term language learner strategies, which incorporates
strategies used for language learning and language use, is sometimes used, although
the line between the two is ill-defined as moments of second language use can also
In recent years, scholars have argued that language learning strategies are too
language learning strategies are inaccurate and unreliable. Instead Dornyei proposes a
new theory to replace language learning strategies based on the psychological concept
of self-regulation encased within his own model of motivation control. The article of
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Rose (2012) argued that reconceptualization of strategic learning might be a matter of
throwing the baby out with the bathwater, in that it throws out a problematic taxonomy
and replaces it with another one, which is also problematic--including the same
second language learning and second language use strategies. Taken together, they
constitute the steps or actions selected by learners either to improve the learning of a
second language, the use of it, or both. Language use strategies actually include
strategies. What makes the definition for language learning and language use strategies
broad is that it encompasses those actions that are clearly aimed at language learning,
as well as those that may well lead to learning but which do not ostensibly have learning
as their primary goal.2 Whereas language learning strategies have an explicit goal of
strategies focus primarily on employing the language that learners have in their current
interlanguage.
of the world. The use of metaphor in language, thought and communication has been
examined in second language (L2) learning. The body of literature that investigates the
relationship between metaphor and L2 learning has increased significantly, with most
studies revolving around the Conceptual Metaphor Theory and receptive learning or
20
metaphorical competence. This review aims to provide a comprehensive picture of
current scholarship in the area and draw scholarly attention to other unexplored areas of
Competence is most commonly defined from the action perspective which focuses on
The article of Granville Pillar (2015) addressed this issue and proposes a
knowledge, and comprises four areas of knowledge and skill: linguistic competence,
21
sociolinguistic competence, strategic competence, and discourse competence. As such,
competence.
In the teaching of foreign language reading, there have been at least three
and extensive reading approach. Shin (2013) gathered a selection of recent studies that
address important concerns in foreign language reading pedagogy, and discusses the
current issues towards fluent reading for learners' communicative competence. Shin
(2013) shown that how the efficient reading methodologies in EFL context were
Xiao (2015) asserted that the ability to use language effectively in communication
competence models. Pragmatic competence, namely the ability to understand and use
series of studies have been conducted in the study abroad (SA) context, because,
22
opportunities to communicate with native speakers, and these opportunities are
assumed to lead to pragmatic gains. Despite the greater contact with conventional
pragmatic language use available in the SA context, recent longitudinal studies have
knowing not only the language code, but also what to say to whom, and how to say it
appropriately in any given situation. It deals with the social and cultural knowledge
speakers are presumed to have to enable them to use and interpret linguistic forms.
may not speak in certain settings, when to speak and when to remain silent, whom one
may speak to, how one may talk to persons of different statuses and roles, how to ask
for and give information, how to request, how to give commands, etc. in short,
particular social settings. It needs to be pointed out that cross-cultural differences can
Indian groups are accustomed to waiting several minutes in silence before responding
to a question or taking a turn in conversation, while the native English speakers they
may be talking to have very short time frames for responses or conversational turn-
taking, and find silences embarrassing. In this way, the concept of communicative
competence must be embedded in the notion of cultural competence or the total set of
knowledge and sills which speakers bring into a situation. In fact, all aspects of culture
are relevant to communication, but those that have the most direct bearing on
communicative forms and processes are the social structure, the values and attitudes
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held about language and ways of speaking, the net work of conceptual categories which
results from shared experiences, and the ways knowledge and skills are transmitted
from one generation to the next, and to new members of the group. All in all,
knowledge and skills shared by the group, although these reside variably in its individual
members. The shared yet individual nature of competence reflects the nature of
language itself.
Local Literature
Angelo de Dios (2014) in his Philippine Basic Education blog stated that most
Filipinos do not speak English in their homes. Thus, it is safe to assume that a great
majority of students in Philippine public schools are English language learners. There
has become a requirement since most human disciplines have embraced English as the
global language. Much of academic success now hinges on how well a student
are now almost exclusively written and published in English. Hence, there is no longer
any doubt regarding the importance of learning English. Unfortunately, what program
works best for English language learners is still very much debatable. Any claim
otherwise only means dismissing or choosing selectively research studies that have
attempted to answer this question. It should also be pointed out that this area is marked
with poorly done research. The experiments are very difficult to perform and the studies
24
are usually inadequately designed and sample sizes are often very small to be
to developing countries, but also to the United States because of its growing immigrant
population. Although there is no final word yet as to what works best, there have been a
Subsequently, de Dios (2015) published in his blog the article entitled English
Language Learner versus Language Learner. The article showed that it is important to
consider where children are in their language learning. In order for children to grow in
their mother tongue, one must take into account not just use of the language, but how
the language is used. How cognitive abilities are emerging in the child with the use of
Isagani Cruz (2009, 2012a) critiqued and stated that at the end of four years in
high school, the student is expected to meet this standard: The learner demonstrates
genres of literature and other text types for a deeper appreciation of Philippine culture
and those of other countries. The first term is the subject of the sentence learner. The
The new curriculum focuses on the human being that is the learner, not on a technology
competence comes from a classic book in literary theory entitled Structuralist Poetics
(1975), by Jonathan Culler. Culler defines the term this way: Literary competence is a
set of conventions for reading literary texts. For those not familiar with modern theories
25
of language learning, the third term also needs a lot of explanation communicative
competence is the main goal, but in high school, communicative competence has not
really been highlighted, although it is already in the current DepEd specifications for
textbooks and teacher training. The term communicative competence was coined in
1966 by Dell Hymes, but it is the definition (since revised) given in 1980 by Michael
Canale and Merrill Swain that is usually used. The National Capital Language Resource
Center in Washington, D.C., describes current American practice this way: Language
teaching in the United States is based on the idea that the goal of language acquisition
learning process is the ability to communicate competently, not the ability to use the
Department of Education Order (DO) 31, series of 2012, the learning areas for all
students in all public and private elementary and high schools were: (1) Integrated
Language Arts (Mother Tongue, Filipino, English); (2) Science; (3) Mathematics; (4)
Technology and Livelihood Education (TLE); (6) Music, Art, Physical Education and
Health (MAPEH); and (7) Edukasyon sa Pagpapakatao (EsP). He then analyzed the
first learning area. The medium of instruction has now been rationalized. DO 31 puts it
this way: The ultimate goal is communicative competence both oral and written in three
26
development of literacy or reading skills in the Mother Tongue in Grade 1 till Grade 3,
transferring these skills to two second languages (Filipino and English). DO 31 puts into
practice these theoretical ideas, but of UNESCO, all linguists everywhere in the world,
and all the education surveys conducted on our country. In all Grade 1 classes starting
next month, therefore, the medium of instruction for Mathematics, AP, MAPEH, and EsP
will be the mother tongue. (Of course, the medium of instruction for English is English
and for Filipino is Filipino.) Operationally, there are 12 mother tongues that DepEd has
Waray (Samar-Leyte). No one, however, is stopped from using another mother tongue;
Why use the mother tongue? Let me just quote from the website of the Summer
Institute of Linguistics: The languages of instruction and literacy (English and Filipino)
Philippine students. Using the language the child understands the childs first
language, or mother tongue for teaching lesson content in the first 6 years of school,
not only enables the child to immediately master curriculum content, but in the process,
it affirms the value of the child and her/his cultural and language heritage. Additionally,
because Filipino and English are taught as subjects, learning skills that are built using
the childs mother tongue are easily applied to the acquisition of Filipino and English.
First language education teaches children how to learn by using a familiar medium, and
27
in the process builds critical thinking skills cognition so necessary in the learning
process. As subject matter gets increasingly complex in later grades, studies show that
children are able to transfer these cognitive skills to other media of instruction, and to
the learning of more difficult subject matter, often taught in Filipino and English.
Longitudinal studies being conducted by Diane and Greg Dekker, and Dr. Stephen L.
Walter, under the auspices of SIL International and the Philippine Department of
Education, in Lubuagan, Kalinga, Philippines, are showing that children being educated
using their mother tongue first are out-performing students being educated in Filipino-
studies, both in the Philippines and in numerous countries around the world, all pointing
to the same conclusion: children learn faster and better if taught first in their mother
DO 31 mandates that, in all schools, Mother Tongue (MT) shall be used as the
from Grade 4 to 10. Both languages are taught from Grade 1 to 10. Actually, the
mother tongue has been used as a medium of instruction in many public schools since
President Estradas time. What is new is the addition of a subject on the mother tongue
Recently, Isagani Cruz (2015) affirmed that from Grade 1 to Grade 12, the
literacy. This means that, by the end of Grade 10, the student is expected to have the
love of literature, and ability to cope in a fast changing world.These characteristics are
28
based on four broad conceptual frameworks: philosophical, legal, and educational
theories; social and global needs; the environment and the personal needs of the
student; and theories on the nature of language, literary criticism, language learning
The main objectives of the Filipino curriculum are divided into four stages.
and analyze oral and written texts, as well as to be able to express effectively what s/he
emotional enjoyment when approaching oral and written texts, as well as [since the
curriculum is spiraled] to be able to express effectively what s/he wants to say and what
s/he feels.
competence, reflective and critical thinking, and critical appreciation of literary texts,
critical appreciation of literary texts, [but this time] within the context of various
academic competence.
These objectives are broken down further per grade level. In order not to be
tedious, allow me just to single out a few competencies in selected levels to show the
29
kind of mastery of the Filipino language that every Grade 12 graduate is expected to
In the article of Rainier Allan Ronda (2012), he stated that the Department of
Education (DepEd) has expanded the foreign languages covered by their 2012 Special
Program in Foreign Language (SPFL) summer training courses for teachers. The SPFL
summer training of teachers, being conducted to boost their skills in teaching some of
the most widely-used foreign languages in the world, also included Mandarin. The SPFL
was initiated in school year 2009-2010 in selected public secondary schools first with
Spanish, French and Japanese languages. The year after, German was added to the
list and this year, the inclusion of Chinese language completed the course. The SPFL
annual training program, scheduled from April 12-May 22 this year, is expected to
further improve the capability of public school teachers on the diverse aspects of
learning and teaching a second or foreign language. This is also in line with the thrust
future workforce for the global arena, said Education Secretary Armin Luistro. The
SPFL aims to develop students skills in listening, reading, writing, speaking and viewing
DepEd has coordinated with the Japan Foundation, Goethe Institut, Alliance Francais
Manila and Cebu and The Cunfucius Institute of the Angeles University Foundation for
the summer training on the languages. SPFL is implemented in public high schools
whose students have demonstrated competence in English and are capable of learning
30
Raymark Llagas (2014) argued that in order to help language learners develop
Communicative language teaching, with its focus on using the target language
although some teachers have tried to experiment with that. What it does mean is that
the focus of the classroom becomes using the target language to communicate
information to the teacher and, more importantly, to other students in the class. In order
which all the students focus then attention on a teacher at the front of the class who
does most of the talking, there needs to be a shift to a student- centered classroom in
which the students interact with each other in pairs or small groups, with the teacher
rather than as a leader. Classroom activities are planned with the aim of getting
that teachers can use them as models to develop their own activities designed with their
particular classroom situations in mind was Llagas (2014) key aim in his article.
Chua, Fabella, Quijano and Santos (2015) emphasized that developing language
skills among young children is crucial in literacy education. Children are expected to use
language in various classroom activities to communicate with each other and show
31
competence, children are expected to improve metacognitive and comprehension skills.
A One enduring language skill that is crucial in the development of comprehension that
students learn at an early age is telling a story. Although several previous studies have
childrens narrative comprehension. Chua, Fabella, Quijano and Santos (2015) included
communicative competence and conveys that it will aid educators in designing improved
narrative activities that will elicit more effective responses from children.
entitled: The Language Learning Framework For Teachers of Filipino, they have stated
that the process of developing the Filipino Language Learning Framework has had
three phases. First of all, the language learning framework concept was presented to
the less commonly taught language community by Brecht and Walton in the early
later it was written up by Riddle, Compton, Carpenter and Wheatley and published as
during the late-nineties, Ramos and Mabanglo worked on the Filipino Language
Learning Framework, a version of which was initially put out in 1999. It is a revision of
their earlier work which is presented in this issue of JSEALT this 2012.
32
Related Studies
Foreign Studies
Language learning strategies (LLS) that help learners enhance their language
competence have played an important role in language learning; their spectrum has
become one fertile area of research in second language acquisition. The objective of
the study of Andrew Yau-hau Tse (2011) was to investigate the LLS used by secondary
and university students and the background variables influencing their use of LLS. An
(LLSI) were used as the research instruments. The LLSI was modified by the
researcher from Oxfords (1990) Strategy Inventory for Language Learning (SILL). The
findings revealed that grades 12-13 students use memory strategies (medium use) and
first year university students adopt compensation strategies (medium use) in learning
English. Tse concluded that grades 12-13 students in Hong Kong used LLS in a low to
medium use, with no high use; whereas university students used LLS in medium use,
The study of Zhou and Intaraprasert (2015) was intended to investigate the use
Midwest China in relation to their gender and personality types. The modified Strategy
Inventory for Language Learning (SILL) and adopted personality type inventory were
used to collect the data. ANOVA and Chi-square tests were performed for data analysis.
The results revealed that gender and personality types have some effects on pre-
service teachers strategy use at the overall, category and individual levels. The
33
variation patterns of the strategy use were found in terms of the two variables. The
implications of these findings for ESL teaching and learning were also discussed.
important for language learning. Some researchers state that language learning
strategies are important because their use affects the development of communicative
competence (Oxford, 1990). Effective use of language learning strategies has particular
importance for distance language learners who do not have direct face-to-face contact
with their tutors. The study of Altunay (2014 investigated the use of language learning
Inventory for Language Learning was used and interviews were conducted to collect
data. The questionnaire results show that affective strategies are used less than the
other strategy categories. The reasons for the ignorance of the affective strategies were
digital society, it is essential for the next generation to be well equipped with the basic
study of Shinde and Chavan (2013) aimed at developing the communicative skills in the
students and find out the difficulties they come across. The conclusion of this research
the students.
34
School Students in Indonesia. The research was intended to provide a theoretical
foundation for developing the test model as an instrument to measure the spoken
significant difference between the upper and lower groups; while in the speaking part,
individuals need for personal fulfilment and development, active citizenship, social
and prospects for further development to be considered. Aim of the paper of Jeena
and to elaborate hypothesis for further studies. The findings of the research allow
putting forth the following hypothesis on the prospects of the competence concepts
includes the ability to innovate knowledge the creation, dissemination and application
of knowledge that allows using the term innovation competence while the
focuses on analyzing the contents of five 45 minute tests and five end-of-term tests
which were given to grade 6 students in the first semester of 2011 2012 school year.
Its purpose was to find out whether these contents helped measure students real
communicative competence. Five tests of each type were collected from five schools in
different districts of four provinces in Mekong Delta, Vietnam. The results showed that
35
they could test students language focus but failed to measure their real communicative
competence. The paper also considered the implications for the development of
been used extensively by researchers in many countries, its reliability has been
checked in multiple ways, and has been reported as high validity, reliability, and
utility(Oxford, 1996a). In the study of Seyed Hossein Fazeli (2012a), the investigator
aimed to explore nature of methodology and the use of SILL in the studies of Language
Learning Strategies.
Another study of Fazeli (2012b) aimed to find out the role of personality traits in
the prediction use of the Social English Language Learning Strategies (SELLSs) for
learners of English as a foreign language. Four instruments were used, which were
Adapted Inventory for Social English Language Learning Strategies based on Social
as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university
participate in this research work. The intact classes were chosen. The results show that
however, there is a significant relationship between four traits of personality and use of
the SELLSs, but personality traits cannot be as a strong predictor to predict use of the
SELLSs.
36
The study of Mohammadi and Alizadeh (2014) examined the reliability and
validity of Rebecca L. Oxford's (1990) Strategy Inventory for Language Learning (SILL)
among Iranian university students. Sample pools of 320 (male and female) non-major
English students were recruited for participation in the reliability phase. The main
instrument of the study was a questionnaire. Findings from the study revealed that the
correlation>0.8), with total scores not being significantly different across administrations.
Exploratory and confirmatory factor analyses were conducted on the SILL to investigate
construct validity. Confirmatory factor analyses was run on the data where a six factor
structure was found to be the best fitting model for the tool, thereby confirming that SILL
measures a multidimensional construct. The authors concluded that the SILL was
reliable as well as valid to assess the language learning strategies in Iranian university
context.
Language learning strategies are specific actions or techniques that learners use
to assist their progress in developing second or foreign language skills (Oxford, 1990).
teachers concerning the strategy training needs of their students. The paper of Wong
(2011) presented the findings of a study to explore the language learning strategies of
(TESOL) program. Strategy use was assessed through administering the Strategy
moderate, with pre-service teachers reporting most frequent use of social strategies,
37
followed by metacognitive, compensation, cognitive, memory and affective strategies.
The use of language learning strategies (LLS) by language learners is one of the
contributing factors to the success of second language learning. The study of Alias,
Manan, Yusof, and Pandian (2012) aimed at investigating the effects of training in the
use of indirect LLS by using Facebook Notes on the learners overall indirect strategies
use as well as their performance at the pre-writing stage. The paper detailed the
process involved in the training of indirect LLS and how the students awareness of
indirect LLS was applied in the planning stage of writing which was outlining.
Local Studies
The study of Boyet Batang (2014) aimed at exploring the possible relationship on
teachers of English. Results of the study show that their style orientation belonged to
communicative competence, results of the study on the over-all competence test show
that prospective teachers of English are fair users of English with a total mean of 23.97
with standard deviation of 5.44. Correlation analysis however showed the insignificant
prospective teachers of English. This indicates that the language learning style has no
38
Adhering to the notion that language learning is necessarily a culture-learning
process, the study of Tarrayo (2014) explored the issue of sexism in six Philippine
lifestyles. Data reveal that the textbooks seem to feature both genders; still, the males
appeared more frequently than females in the illustrations of the textbooks. In terms of
"firstness", males appear before females more often; this could imply that the textbooks
seem to favor males, thus, appearing to be sexist. Also, females are far less visible than
men in occupational roles. The occupational roles for females are less diverse and are
wider range, thus, providing them with more options than females. Moreover, about the
same number of character attributes that is allocated to both genders. Females are
usually attributed with their "good" looks and passivity; by contrast, males show
aggression, dominance, and activity. In the textbooks analyzed, the number of interests,
and lifestyles of females is higher than those of males. However, the females are more
particularly represented in indoor activities, i.e., household chores. The paper likewise
videoconferencing class for English as a foreign language (EFL), and to investigate how
learners can develop their linguistic competence via videoconferencing. It examines the
39
put in contact with Asian students from seven countries (Korea, Japan, Singapore, The
Philippines, Hong Kong, Taiwan, and Malaysia) via a videoconferencing class. Many
or foreign language (L2) skills. More importantly, integrating videoconferencing into the
investigating how students and teachers from a non-english speaking country like the
Philippines perceive the need for learning the english language. Six hundred first year
students of Negros Oriental State University, Bais Campuses 1 and 2 were assessed
the four macro skills such as speaking, reading, listening, and writing as applied to their
academic studies, future profession and social/private life. Eight teachers were
considered in the study. Percentages and weighted means were utilized in data
analysis. Findings revealed that most students identified reading as most needed in
their academic studies while speaking was most needed in their future profession. All
the other skills were considered only as needed. On the other hand, teachers
considered all the four macro skills as most needed in all the three areas. It was only
in reading that both teachers and students gave similar rating of most needed in
academic studies. Thus, there exists disparity in the way learners and teachers view the
importance of learning the language. To address this issue, there is a need to redesign
existing syllabus by integrating learning tasks that address the students needs.
40
With regard to the study of Lasala (2014), it included both qualitative and
quantitative research approaches and utilized two general instruments. It made use of
focus group discussions and a structured oral interview with an American native
speaker. Findings show that the level of communicative competence in oral and writing
skills of the students is both acceptable; however, they differ in their numerical values.
In terms of grammatical competence in oral skill, the average rate is 3.10 while the
respondents obtained an average rate of 2.91 in their writing skill. In terms of discourse
competence in oral skill, the average rate is 3.10, while the respondents obtained an
average rate of 2.68 in their writing skill. In sociolinguistic competence in their oral skill,
the respondents obtained an average rate of 3.29 and 3.01 in their speaking skill. For
the strategic competence, the respondents got an average rate of 3.12 in their oral skill
and an average rate of 2.73 in their writing skill. Based on the findings of the study, it
can be disclosed that the communicative competence of the students both in speaking
and writing skills is acceptable, having an average rate of 3.15 and 2.84 respectively.
the foregoing conclusion, it is recommended that the module created by the researcher
be used in their English classes since the topics included in the module were relevant to
the actual findings. It is important for the different school administrators to ensure that
the teachers are able to carry out the suggested topics included in the module.
have emerged amidst the current and dominant conventional teacher-centered (CTC)
approaches used by majority of private and public schools in the Philippines. The
argument of which approach is more effective seems to have surfaced in the recent
41
years. In several literatures, both approaches have been found effective in teaching in
literature, it seems that limited studies have been conducted in the Philippine private
school context. The comparative study of Wong Gonzales (2014) focused on the Grade
8 ESL literature classes of Hope Christian High School, Manila, Philippines and aims to
teacher preferred the CTC approach while students preferred the NLC approach based
on qualitative data. The quantitative results showed that there were no significant
differences in the Afro-Asian literature test scores immediately after the CTC or NLC
that is more effective and suggested that an eclectic or mixed approach would be more
of the graduate students of Capitol University. It also identified the factors that influence
research and measures of correlations. The study of Roble was based on an evaluation
made with 86 graduate students in terms of their written and spoken communicative
competencies.
Similar to the current study, the study of Martinez (2011) looked into the English
42
textual competence. In the study, only organizational competence is considered and
thereby extending the theory that the students English language competence is
influenced by their levels of motivational patterns and critical thinking skills and other
variables such as gender, residence, mother tongue, and tri-media exposure to the
English language. The sample consisted of 192 respondents selected from among the
368 freshman students of the BS courses of ZSCMST. The study revealed that the
competent user or above average in textual competence, and limited user or below
average in paragraph writing sub-skills. The students levels of motivational pattern and
critical thinking skills had significant influence on the language competence of the
students. Other variables such as gender, residence, mother tongue, and tri-media
exposure to the English language also showed significant difference in the students
freshman students at Western Mindanao State University enrolled during the second
semester of SY 2010-2011. The study was made to provide empirical data to support or
reject Bialystoks theory on communication strategies and the extension of such theory
using the influence of gender, course and first language. To pursue with its objectives,
the study used the descriptive research method with the Communication Strategy
Questionnaire as the main instrument, and t-test for independent sample and Analysis
of Variance as the main statistical tools for analysis. The study yielded the following
findings: a) The respondents actually utilized all the three communication strategies,
43
such as: avoidance (49%),compensatory (64.9%) and time-gaining (56%)
implied that the students in the two courses were indeed utilizing communication
strategies during classroom oral activities. Of the three independent variables such as
gender, course and first language, only gender had a significant influence on the
students communication strategy along the time-gaining strategy in favor of the female
respondents who employed this strategy more prevalently than the males. Course and
first language did not have much influence on the students communication strategies
since they practically employed similar communication strategies during classroom oral
discussions.
Diane Manzano (2013) studied a form of learning which uses language as a tool
for expressing, not a body of knowledge to be memorized, thus, using tasks to improve
students language skills. This study aimed to identify and evaluate the communication
strategies used by younger siblings of ASD children in selected domestic tasks and
pairs of siblings were tasked to finish a set of household chores and were video-
recorded. The videos were transcribed and analyzed. Younger siblings, researcher and
an observer assessed the strategies based on six criteria. Strategies observed in the
study are affirmation, correction and modeling strategies. It showed that the criteria with
the highest and lowest scores are speed of the ASD childs response and ability to
44
negotiate is the criterion, respectively. Strategies used are effective in eliciting fast
responses from the ASD child but not in facilitating communication. Results showed that
compliance, non-compliance and neutral. Results show that younger sibling use
affirmative strategies to continue guiding the ASD child to compliance and finish the
domestic task. When the ASD child, however, manifests non-compliance and/or
neutrality younger siblings the use of corrective and modeling strategies are needed to
Although the study of Sagum (2001) entitled Language Learning Strategies and
Language was quite old as a reference, it appeared to have similar objectives as with
the current study, hence the reason of including it. It examined the most common
English is a second language. It also investigates the gender differences in the choice
and use of language learning strategies. Data relevant for the study were collected
through the Strategy Inventory for Language Learning (SILL). Results of the subjects'
use of language learning strategies in the SILL indicated medium strategy use both in
the individual items and categories. Results of the chi-square tests to determine gender-
related differences in the frequency and use of language learning strategies revealed
45
Synthesis
Research has shown a wide range of studies and articles both local and foreign
about the language learning styles and strategies and how it is associated with
that influence their use have received much attention in recent years since it became
widely accepted that learning is a process during which the learner is actively involved
and its role in the communication competency of students. Strategy use is important as
(Zaerinska, 2010), and reviews (Oxford, 2011; Nguyen & Le, 2013).
Various studies have been carried out on the relationship between strategy use
and various variables such as age, gender, learner styles, proficiency, motivation and
culture. Some researchers found that older learners used some strategy categories
more often than did younger learners. Out of Oxfords six categories memory, affective,
metacognitive, and social strategies are used more often by older learners and older
learners use cognitively complex strategies whereas young learners prefer social
strategies. Some researchers (Tse, 2011; Shin, 2013; Wong & Nunan, 2011 among
others) focused on the relationship between language learning strategies and learner
styles. While autonomous language learning was discussed by Kawai (2001). Several
language learning strategies employed by different students from different parts of the
world were also studied (Zhou & Intaraprasert, 2015; Altunay, 2014; Fazeli, 2012a,
46
2012b; Mohammadi & Alizadeh, 2014; Alias, Manan, Yusof, & Pandian, 2012; Wong,
Locally, Batang (2012) also studied the relationship of language learning styles
(2012a, 2012b, 2015) wrote several articles regarding the integration of language
Based from the array of literature and studies, there have been no studies
major is English. This becomes the gap of the literature. This study will then assess
these variables as well as seek its potential correlation among the students who are
47
CHAPTER III
METHODOLOGY
The chapter presents the research method and procedures that will be employed
and undertaken by the researcher. It includes the research design, respondents of the
study, data gathering procedures, the research instrument and the statistical treatment
to be used.
Research Design
Under this method, descriptive research seeks to describe the current status of
questions of who, what, when, where, and how associated with a particular research
2007). Descriptive research is used to obtain information concerning the current status
of the phenomena and to describe "what exists" with respect to variables or conditions
in a situation.
48
Specifically, a correlational study determines whether or not two variables are
correlated (Kendra, 2015). This means to study whether an increase or decrease in one
studies are a type of research often used as a preliminary way to gather information
important thing to note is that while correlational research can reveal if a relationship
exists between variables, this kind of research cannot prove that changes to one
This research design is appropriate for the current study in the sense that the
researcher will determine the English language learning strategies used as well as the
communication competence of the students and seek to compare and correlate the
results to each other. Hence, aside from the descriptive part, the comparative and
The respondents of the study are two hundred thirty six (236) Bachelor of
Secondary Education, Major in English students from the College of Education and
eight (8) satellite campuses of Cavite State University for the Academic Year 2015-
2016. The respondents are currently Third Year College Students of the program. The
students were selected because certain English competencies are expected from
English Majors and Preservice Teachers as part of their education. The first and second
year students were not included due to the lack of English subjects needed in the study,
while the fourth year students were also excluded due to their practicum.
49
The distribution of the two hundred thirty six (236) BSE-English student-
respondents according to the Campus from which they belong are as follows:
Table 1
Campus f %
College of Education 30 12.71
Bacoor 42 17.80
Cavite City 32 13.56
Gen. Trias 9 3.81
Imus 54 22.88
Naic 10 4.24
Rosario 19 8.05
Silang 28 11.86
Tanza 12 5.08
Total 236 100
As shown from the table above, the highest distribution were fifty four (54)
students or 22.88% coming from the Imus satellite campus while the least distribution
come from Gen. Trias satellite campus which consisted of nine (9) or 3.81% students.
Sampling
respondents that will be most appropriate for the study. Under this consideration, the
criteria of selection were their year level. Only Third Year BSE-English students were
selected for the purpose that they have already taken their English subjects which is a
prerequisite and a variable in this study. The Grades in the subject is needed, hence,
50
First year students were excluded. On the case of the Fourth Year students, they were
From the selected students, there are no other sampling procedures used for the
reason that the entire population of the Third Year BSE-English students were
considered as respondents of the study. Total enumeration of the students will be used.
The students will be invited and informed about the nature, purpose and details of the
The researcher will first seek the approval of the University President, coursed
through the office of the Vice President for Academic Affairs, Office of Students Affairs
as well as the Dean of the College of Education and the Campus Dean of the nine
satellite campuses for the administration of questionnaire and the general conduct of
the study. After the approval, the researcher will coordinate with the departments for the
selection of the BSE Major in English students. Based on the availability of the students
schedules, the respondents will, then, be invited, oriented, informed and asked to
participate in the study. The nature, purpose, relevance, implications and other pertinent
details will be disseminated to them. After securing their informed consent, the
researcher will conduct the administration of the survey questionnaire. After the
administration of the survey instrument, the researcher will validate the information
Subsequently, a documentary analysis will be used to gather the grades of the students
51
in the subjects pertinent to the study from the Office of the University Registrar or the
The data gathered from the instrument will be tallied, tabulated and analyzed
through the use of appropriate statistical tools. The data obtained through the
instruments is entered into database (Statistical Package for Social Sciences (SPSS)
software) to enable data analysis to be carried out, particularly on the test of difference
Research Instrument
The proposed research will be using an instrument to gather its pertinent data.
The research instrument is composed of three (3) parts: Pat 1 for the profile; Part 2 for
the Language Learning Strategies Used; and Part 3 for the Communication
Competence. The researcher will make use of two standardized instruments for Part 2
The first part (Part I) focused on the academic profile of the student respondents
based from the grade they achieved from their English subject and the seminars and
The second part (Part II) was adopted from Oxford's (1990) Strategy Inventory
Language Learning (SILL). It consisted of 50 items figured out in six groups: Nine
Affective strategy; and seven questions belonged to Social strategy. The SILL is a
widely used self-scoring survey and the structure is based on Oxfords classification
52
system, whereby strategies are grouped into two types: direct (i.e., strategies that
directly involve the target language) and indirect. Direct strategies are classified into
Memory strategies (Items 1-9) are used for entering new information into
memory storage and for retrieving it when need for communication. (e.g., grouping,
Cognitive strategies (Items 10-23) are used for linking new information with
existing schemata and for analyzing and classifying it. Cognitive strategies are
responsible for deep processing, forming and revising internal mental models and
receiving and producing messages in the target language (e.g., repeating, getting the
using gestures. Such strategies are needed to fill any gaps in the knowledge of the
language. (e.g., switching to the mother tongue, using other clues, getting help and
using a synonym).
On the other hand, indirect strategies are divided into metacognitive, affective
planning, focusing and evaluating one's own learning. (e.g., linking new information with
Affective strategies (Items 39-44) are used for handling feelings, attitudes and
53
Social strategies (Items 45-50) are used for facilitating interaction by asking
questions, and cooperating with others in the learning process, (e.g. asking for
This questionnaire will make use of a five-point Likert scale rating system: "1"
stood for "Never true of me"; "2" usually not true of me"; "3" stood for "Somewhat true of
me"; "4" stood for "Usually true of me" and "5" stood for "Always true of me". Students
were asked to choose only one of them according to what they really did rather than
what they think they should have done. According to Oxford (1996), the reliability () of
the questionnaire was .91. This is much higher than the acceptable reliability coefficient
of .70, which is the rule of thumb for research purpose (Fraenkel & Wallen, 2000).
Green and Oxford (1995) quote reliability of various forms of SILL using Cronbachs
alpha for internal consistency, as .93 to .98. Reliability of SILL for the pre-service
teachers in this study (N = 60) was .90. The content validity for SILL based on
Lastly, for the third part (Part 3) of the questionnaire, the Communication
standardized test will make use of a five-point Likert scale rating system: "1" stood for
"Never"; "2" Rarely"; "3" stood for "Sometimes "; "4" stood for "Often" and "5" stood for
"Always". Students were asked to choose only one of them according to how they
perceived their communication competence. The CCSR items were then subjected to
coefficient alpha analysis for its reliability. The Cronbach alpha for the 19 items was .90.
The areas of the test include: Pronunciation, Facial Expression /Tone of Voice, Clear
54
Articulation, Persuasiveness, Clarity of Ideas, Defend & Express a Point of View,
Ethical Considerations
Data Analysis
The following statistical techniques will be used to analyze the gathered data
For the SOP #1 (Profile), Frequency count and Percentage distribution will be
% = X 100
f = Frequency
N = Sample Size
100 = Constant
For SOP #2 and #4, Weighted Mean and Ranking will be used to interpret the
data from the Oxfords (1990) Strategy Inventory Language Learning (SILL) and Rubins
55
The formula for weighted mean is as follows:
__
WHERE : X = Computed Mean
= Symbol of Summation
F = Frequency
x = Item Value
For the Part II and Part III of the questionnaire with the Likert scale used and the
weighted mean gathered, the following parameters and interpretation of results were
applied:
56
Applying the above mentioned rating scale, the weighted mean of the
determine the ranking agreement among the respondents and the differences between
the variables Language Learning Strategies Used when grouped according to profile.
Where:
Where:
For SOP #5, one-way Analysis of Variance (ANOVA) will be used to determine
Competence of the student respondents when grouped according to their profile. The
57
result of the ANOVA was used to determine if there was a significant difference
between the means of the population from which the samples were taken.
Source Df SS MS F
number of groups-1
Between SSb/dfb MSb/MSw
= k-1
Number of
participants -
Within SSw/dfw
number of groups
= N-k
Total N-1
For SOP #6, the chi-square test will be used to determine the test significant
x2 = m(n 1) W.
58
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65
Letter of Permission to the School Principal
The study aims to (PURPOSE OF YOUR STUDY HERE). In order for the
researcher to finish the said paper, an instrument has to be administered to the
aforementioned informants as well as a other qualitative approaches. In this regard,
may the researcher humbly seek your approval for the conduct of the study among the
(RESPONDENTS OF YOUR STUDY HERE) of the (INSTITUTION OF THE
RESPONDENTS).
The researcher conveys his utmost gratitude for every support you provide
him/her with regard to his/her study.
Respectfully yours,
66
Letter to the Respondents
Dear Informant:
The study aims to (PURPOSE OF YOUR STUDY HERE). In order for the
researcher to finish the said paper, an instrument has to be administered to the
aforementioned informants as well as a other qualitative approaches. In this regard,
may the researcher humbly invite you to participate in the study and seek your informed
consent.
Rest assured that your answers and grades will be treated with utmost
confidentiality as well as your names treated with anonymity.
The researcher conveys his utmost gratitude for every support you provide him
with regard to his study.
Respectfully yours,
Informed Consent:
I am aware and was informed of the nature, purpose and other pertinent details
of the study as well as my options and implications thereof upon my participation. In this
regard and in my clear and rational state of mind, I am willing to participate and provide
my consent to take part in the aforementioned study.
___________________________________ _______________
Signature over Printed Name Date
67