Resource materials for the three modalities of english language among sophomore college students of thai nguyen university

1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines RESOURCE MATERIALS FOR THE THREE MODALITIES OF ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY A Dissertation Proposal Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Of Doctor of Philosophy Major in English By: NGUYEN THI THU HOAI June 2015 Số hóa Trung tâm Học liệu - ĐHTN Tai ngay!!! Ban co the xoa dong chu nay!!! http://www.lrc-tnu.edu.vn/ APPROVAL SHEET This dissertation entitled “RESOURCE MATERIALS FOR THE THREE MODALITIES OF ENGLISH LANGUAGE AMONG SOPHOMORE COLLEGE STUDENTS OF THAI NGUYEN UNIVERSITY” prepared and submitted by NGUYEN THI THU HOAI in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English has been examined and is recommended for Oral Examination Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ MATILDA H DIMAANO, Ph.D Adviser PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _ DR AMADA G BANAAG Chairman DR MARIA LUISA A VALDEZ Member DR FELIX M PANOPIO Member DR MYRNA G SULIT External Representative Accepted and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English Comprehensive Examination: PASSED _ Date Số hóa Trung tâm Học liệu - ĐHTN MATILDA H DIMAANO, Ph.D Dean, Graduate Studies College of Arts and Sciences http://www.lrc-tnu.edu.vn/ ABSTRACT Title : Resource Materials for the Three Modalities of English Language among Sophomore College Students of Thai Nguyen University Author : Nguyen Thi Thu Hoai Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr Matilda H Dimaano Summary A study was conducted to determine the performance of Sophomore College students of Thai Nguyen University, Vietnam in the three English language modalities namely; speaking, listening, and oral or speaking to serve as basis for proposed resource materials The descriptive method of research was used in the study applying survey technique for teacher assessment of responses and teacher-made test to determine students‘ performance Respondents of the study include 279 Sophomore College students of Thai Nguyen University, Vietnam and their respective English teachers The survey questionnaire and teacher-made test served as the sources of data for statistical analyses Findings of the study revealed that in the demographic profile of the Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ student respondents according to gender, there was a close distribution of both genders with the males slightly exceeding the females by seven percent Their parents‘ have tertiary education and student respondents‘ originated from 14 different places in Vietnam four of which are urban and ten are rural As for the types of high school attended, majority of them or 95.70 percent had their education in public schools which means that majority had to avail of the standardized education program of public schools and further reflected their less affluent status, consistent with their profile on place of origin where most of them come from rural areas In relation to student's performance in the three language modalities, students have generally low performance in reading with a mean correct rating of 24.91 percent and a verbal equivalent of poor while in listening, the mean percent correct score of 31.59 and speaking with a mean correct score of 47.74 which both indicate students‘ average performance In relation to student's performance in the three language modality test groups stratified according to profile variables, for gender, the p-value for Listening and Speaking is below 0.05 indicating that the performance of the male and the female students are significantly different For reading, a p-value greater than 0.05 was obtained which indicates that gender is a significant factor that influences the reading skills of these students Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ On the aspect of Parent‘s Education, a significant difference is noted for speaking while in place of origin, the p-values were below 0.05 and are significantly different for urban and rural origin In the case of the type of High School all the p-values were below 0.05 indicating that performance of the students in the three modalities are significantly different for both the private and public schools In teachers‘ assessment of the students‘ reading, listening and speaking skills, one out of 13 items obtained an agree score of >50 percent This item pertains to phonetic analysis which indicates that the teacher respondents either not fully grasp the concept of the survey or they not understand the questions in the context of their teaching English at the sophomore level and were answering the survey questions randomly According to the perception of the teacher respondents regarding frequency of use by the students, majority of the items got ratings below 2.5 Only one had a rating of 2.5 which pertains to reading comprehension which means that this is the only modality item teachers perceived as frequently practiced and demonstrated by the sophomore students As for the perceptions of teacher respondents according to their degree of importance, two items had mean scores close to 4.0 or equivalent to moderately important, four items had a score of 3.0 or slightly important and three had a score of 2.0 or less important which indicate that the teacher Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ respondents consider only Reading Comprehension and Context clues as the more important student‘s skills given emphasis in the sophomore stage As for the relationship of teacher‘s assessment and students‘ performance in the three language modalities, reading performance of the students are significantly different from the frequency and degree of importance ratings of the teachers while the listening performance of the students is not significantly different from the frequency and degree of importance ratings of the teachers The speaking performance of the students on the other hand is significantly different from the frequency rating of the teachers but not significantly different from the degree of importance rating In general, among the three language modalities, it was the listening performance of the students that is significantly related to the assessment of the teachers The reading and the speaking performance are generally independent of the teacher‘s assessment For the proposed remedial exercises in the three modalities of language, considerations are utilized as bases such as low performance score of the students in the modality areas; meaningful relationship of the performance scores with the profile variables; and the meaningful relationship of the performance scores with the teachers‘ assessments Based on these findings, the study recommended that the proposed output in the form of remedial exercise be reviewed by school heads prior to its Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ used in the classroom; that the students‘ weaknesses in reading, listening and speaking must be given attention by administrators; and that a similar study may be conducted along modalities of language ACKNOWLEDGMENT The researcher would like to convey her sincerest gratitude to the following persons whose valuable contributions enabled her to finish this academic work: Dr Dang Kim Vui, President of Thai Nguyen University for the opportunity given to be included in the Ph D English program in partnership with Batangas State University; Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ Dr Matilda H Dimaano, Dissertation Adviser, for providing valuable inputs for the improvement of this study Her guidance and expertise in research proved to be of great help in the completion of this academic endeavor; Dr Corazon Cabrera, Dr Amada Banaag, Dr Maria Luisa A Valdez, Dr Felix M Panopio, Dr Myrna G Sulit, Panel of Examiners for their insightful comments that enrich this research; Dr Remedios P Magnaye, Recording Secretary for her patience and dedication in preparing the minutes of the defense proceedings; Teacher and student respondents of the study, for the cooperation and willingness in answering the research instruments; Colleagues and friends for their encouragement to finish this study; Finally, my parents and family for their love, support and words of encouragement Nguyen Thi Thu Hoai Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 10 DEDICATION This work is wholeheartedly dedicated to my parents, husband, and children Dam Minh Tri, and Dam Thi Kim Ngan Nguyen Thi Thu Hoai Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 163 Appendix C Documentation (1) Study Sites University of Agriculture and Forestry Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 164 University of Telecommunication and Information Technology University of Economics and Business Administration Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 165 University of Sciences University of Medicine and Pharmacy Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 166 (2) Photographs for Administration of Questionnaires to Students University of Telecommunication and Information Technology University of Sciences University of Economics and Business Administration Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 167 University of Agriculture and Forestry University of Medicine and Pharmacy Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 168 (3) Permission to Conduct the Study University of Economics and Business Administration University of Sciences Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 169 University of Agriculture and Forestry University of Medicine and Pharmacy Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 170 University of Telecommunication and Information Technology University of Economics and Business Administration Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 171 University of Medicine and Pharmacy University of Sciences Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 172 University of Agriculture and Forestry University of Telecommunication and Information Technology Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 173 Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 174 Appendix D Psychrometric Conversion Table Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 175 Source:http://faculty.pepperdine.edu/shimels/Courses/Files/ConvTable.pdf Accessed 05/08/2014 CURRICULUM VITAE Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 176 PERSONAL DATA NGUYEN THI THU HOAI # 39G Phan Dinh Phung St Thai Nguyen City August 15, 1978 Đong Hy district, Thai Nguyen Vietnam Married Nguyen Quyet Tam Trinh Thi Cuc Dam Minh Tri DamThi Kim Ngan Name: Address: Date of birth: Place of birth: Nationality: Civil Status: Father's name: Mother's name: Children: EDUCATION Graduate Studies: Master of Arts in English La Trobe University, Melbourne Australia Tertiary Bachelor of Arts in Teaching English Thai Nguyen University of Education, Thai Nguyen City : High School: Thai Nguyen High School for Gifted Students , Thai Nguyen City Secondary: Nha Trang Secondary School, Thai Nguyen City Elementary: Song Cau Primary School, Thai Nguyen Province WORK EXPERIENCE Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/ 177 2000 -2008 Faculty Member, Lecturer Thai Nguyen Teacher Training College 2008 to present Faculty Member, Lecturer School of Foreign Languages, Thai Nguyen University Số hóa Trung tâm Học liệu - ĐHTN http://www.lrc-tnu.edu.vn/