English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)English language functions in teaching the basic English course at Thai Nguyen University (TNU) system (LV thạc sĩ)
i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ENGLISH LANGUAGE FUNCTIONS IN TEACHING THE BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY (TNU) SYSTEM A Dissertation 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: LUU THI HUONG June 2015 ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines APPROVAL SHEET This dissertation entitled “ENGLISH LANGUAGE FUNCTIONS IN TEACHING THE BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY (TNU) SYSTEM” prepared and submitted by LUU THI HUONG 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 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 MATILDA H DIMAANO, Ph.D Dean, Graduate Studies College of Arts and Sciences iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : English Language Functions in Teaching the Basic English Course at Thai Nguyen University (TNU) System Author : Luu Thi Huong Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr Matilda H Dimaano Summary This study aimed to determine the English language functions in teaching Basic English Course at Thai Nguyen University (TNU) System with functional enrichment activities as output of the study The study covered the student’s writing and reading performance in the seven language functions namely; instrumental, regulatory, interactional, personal, heuristic, imaginative and representational language functions in terms of awareness, degree of importance; teaching reading and teaching writing as well as the teachers’ assessments on the said language functions The study was conducted in the four (4) Thai Nguyen Universities in Thai Nguyen City and used 40 teachers teaching Basic English course and 300 First Year College students The study tested the following null hypotheses that there is no significant difference on the teacher’s assessment iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines in the writing and reading performance of students, and that there is no significant difference between the teacher’s assessment and the writing and reading performance of students The study made use of descriptive method of research It utilized the following research instrument: teacher – made – test and survey questionnaire The data gathered were statistically treated with the use of frequency distribution and percentage, weighted mean, standard deviation, independent t-test Findings of the study revealed that in terms of how Basic English course in the seven language functions are being carried out in the beginning College English course relative to awareness, all of the seven items obtained an affirmative response, which is 100 percent which means that the teacher respondents are unanimously aware of the seven functions of language For the degree of importance, results revealed that five items got ratings of >3.5 which is verbally equivalent to important which means that the teachers generally perceived the language functions as important to the students and must be considered at the teaching of beginning English course The item with the highest score and deemed to be very important is instrumental function and followed by heuristic language It is the perception of the teacher that these two language functions are the most important ones for the students to v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines survive their tertiary education In carrying out the teaching of the functions of language in reading, results showed that five out of the seven activities listed had ratings of >50 percent in the seven language functions which means that the teacher respondents generally agree on the relevance of the five activities in seven functions of language with reading a novel or short story as the activity with highest frequency score of 84.91 percent which means that this activity is the best example of the personal function of language For carrying out the teaching of the functions of language in writing, results showed that two out of the six activities listed had ratings of >50 percent in the seven language functions which means that the teacher respondents only see two of these activities as suitable examples of the seven functions of language with writing an instruction or procedure as the activity with the highest frequency score of 52.83 percent which means that this activity is the best example of the informative function of language In addition, the reading performance of the students in the seven functions of language was all above 50 percent with equivalent ratings of average with the highest percentage of correct items or 65.25 percent in heuristic language followed by informative language and ersonal language vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines which indicates that the students gave their best performance on this application of heuristic language because among the different functions of language, this is the one that the students would be expected most to develop and apply as they pursued more knowledge in their tertiary education As regards level of students’ writing performance in the seven functions of language, results showed that they were all above 50 percent with equivalent ratings of average The highest percentage of correct items is obtained in personal language with a score of 72.35 percent followed by instrumental language and informative language which indicates that the students gave the best performance on the use of personal language or the language of self-expression In the differences between reading and writing performance of students, results show that the students’ performance in five out of seven functions of language for reading and writing are significantly different as indicated by their p-values of less than 0.05 This indicates that the reading and writing performance of the students for these five functions of language are apart from each other and are not related which means that the language function in the receptive skill of reading is not contiguous with the same language function in the productive skill of writing It was only in two language functions namely: vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines regulatory and informative where the p-values were greater than 0.05, indicating that the reading and writing performance in these functions are not significantly different and are related to each other In relation to teachers assessment of the reading and writing performance of students based on the seven functions of language, findings showed that ten out of 14 items obtained an agree score of >50 percent Five of these items pertain to both reading and writing respectively which means that the teacher respondents consider these items as valid areas for evaluating the students’ performance in the seven functions of language Four items got a disagree score of 4.0 where four items with an always rating were in reading and three items were in writing The total rating for both reading and writing were 4.5 with verbal equivalent of always which means that the seven functions of language are extensively employed by the students viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines As for teacher respondents’ assessments according to their degree of importance, findings showed that all the items had mean scores of >3.8 or equivalent to moderately important where four items with a rating of Very Important belonged to Reading and three items in writing The total ratings for both reading and writing were 4.5 with verbal equivalent of Very Important which means that that all the seven functions of language in both reading and writing are very important competencies that the students must demonstrate and lessons along these lines must be taught to the students As to comparison of the assessment of teachers and the reading and writing performance of students, results of the study showed that all the reading and writing performance of the students are significantly different from the frequency of use ratings of the teachers which implies that the student’s reading and writing performance is not related to the teacher’s assessment and that the reading and the speaking performance of the students in the seven functions of language are generally independent of the teacher’s assessment In relation to the output of the study in the form of proposed functional enrichment activities in reading and writing, these are based on the seven functions of language to supplement this particular group of Vietnamese ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines teachers and students There are also some considerations which are utilized as bases such as low performance score of the students in the tests based on the seven functions of language; low frequency of use scores based on the teacher respondents’ perception; and meaningful relationship of the performance scores with the teachers’ assessment The study recommended that the proposed functional enrichment activities be reviewed prior to its utilization; that the students must be given varied language learning activities to enhance reading and writing performance; and a similar study on the functions of language maybe conducted in other provinces in Vietnam x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGMENT The researcher wants to express her sincere gratitude and appreciation to the following persons who contributed much to make this work possible Dr Dang Kim Vui, President Thai Nguyen University, for giving me the chance to be included in the Ph.D English program in partnership with Batangas State University; Dr Matilda H Dimaano, Dissertation Adviser, for the wholehearted assistance, and encouragement and for generously sharing her precious time reading and reviewing the manuscript as well as for providing useful materials and references Her expertise in the field of research contributed much in the improvement of this research paper; The Panel of Examiners Dr Myrna G Sulit, Dr Amada G Banaag, Dr Maria Luisa A Valdez, Dr Felix M Panopio, for their valuable insights and ideas; Dr Remedios P Magnaye, Recording Secretary, for her dedication and commitment in preparing and encoding the minutes of defense proceedings; Dr Nguyen The Hung, Director of the International Training Center, Thai Nguyen University, for his encouragement; The teachers and student respondents of the study, for their active 140 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Republic of the Philippines BATANGAS STATE UNIVERSITY GRADUATE SCHOOL Gov Pablo Borbon-Main Campus I Batangas City 23 June 2014 DR FELIX PANOPIO Panel Member Sir: Greetings! This is to submit a copy of the proposed questionnaire that will be utilized in gathering data for my dissertation entitled, ” PURSUING THE ENGLISH LANGUAGE FUNCTIONS IN TEACHING THE BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY (TNU) SYTEM.” In this regard, may I request your validation of this research instrument Attached is the statement of the problem and the questionnaire Thank you very much! Very truly yours, (SGD) LUU THI HUONG (JULIA) Researcher Noted by: MATILDA H DIMAANO, PhD Dissertation Adviser Validated by: FELIX PANOPIO, PhD 141 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Republic of the Philippines BATANGAS STATE UNIVERSITY GRADUATE SCHOOL Gov Pablo Borbon-Main Campus I Batangas City 23 June 2014 DR AMADA BANAAG Panel Member Madam: Greetings! This is to submit a copy of the proposed questionnaire that will be utilized in gathering data for my dissertation entitled, ” PURSUING THE ENGLISH LANGUAGE FUNCTIONS IN TEACHING THE BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY (TNU) SYTEM.” In this regard, may I request your validation of this research instrument Attached is the statement of the problem and the questionnaire Thank you very much! Very truly yours, (SGD) LUU THI HUONG (JULIA) Researcher Noted by: MATILDA H DIMAANO, PhD Dissertation Adviser Validated by: AMADA BANAAG, PhD 142 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Letters Requesting for Permission to Conduct the Study 143 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 144 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 145 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 146 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix C: Photographs Research Environment Thai Nguyen University of Economics and Business Administration Thai Nguyen University of Agriculture and Forestry Thai Nguyen University of Science Thai Nguyen University of Education 147 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Documentations of Dry-Run A Dry-Run for Test Questionnaire for Student Respondents Thai Nguyen University of Economics and Business Administration B Dry-Run for Survey Questionnaire for Teacher Respondents Thai Nguyen University of Economics and Business Administraion 148 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Documentations of Permit Signing by Administrators Thai Nguyen University of Agriculture and Forestry Thai Nguyen University of Economics and Business Administration Thai Nguyen University of Education Thai Nguyen University of Science 149 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Documentations for Respondents A Teachers Answering the Survey Questionnaires Thai Nguyen University of Economics and Business Administration Thai Nguyen University of Science Thai Nguyen University of Education Thai Nguyen University of Agriculture and Forestry 150 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines B Students Answering the Test Questionnaires Thai Nguyen University of Economics and Business Administration Thai Nguyen University of Agriculture and Forestry Thai Nguyen University of Education Thai Nguyen University of Science 151 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix D Psychrometric Conversion Table 152 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Source:http://faculty.pepperdine.edu/shimels/Courses/Files/ConvTable.pdf Accessed 05/08/2014 153 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CURRICULUM VITAE PERSONAL DATA Name Nickname Address Date of birth Place of birth Nationality Civil Status : Luu Thi Huong : No : Number 5, Hoang Van Thu Ward, Thai Nguyen City, Vietnam : November 26, 1980 : Cam Pha Town, Quang Ninh Province : Vietnamese : Married EDUCATIONAL BACKGROUND 2007 – 2009 : Master of Arts in Teaching English Laguna State Polytechnic University, Laguna, Philippines 1999 – 2003 : Bachelor of Art in English Teaching Thai Nguyen University of Education 1995 – 1998 : Le Hong Phong High School Cam Phu Ward, Cam Pha Town, Quang Ninh Province, Vietnam 1991 – 1994 : Ly Tu Trong Secondary School Cam Phu Ward, Cam Pha Town, Quang Ninh Province 1986 – 1991 : Cam Phu Elementary School Cam Phu Ward, Cam Pha Town, Quang Ninh Province, Vietnam 154 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines WORK EXPERIENCE 2014 to present : Vice Chief Thai Nguyen College of Economics & Finance Scientific Management and International Relations Department 2012 – 2014 : English Teacher Thai Nguyen College of Economics & Finance Scientific Management and International Relations Department 2004 to 2012 : Faculty Foreign Language Thai Nguyen College of Economics & Finance ... determine the English language functions in teaching Basic English Course at Thai Nguyen University (TNU) System with functional enrichment activities as output of the study The study covered the. .. BATANGAS STATE UNIVERSITY Republic of the Philippines survive their tertiary education In carrying out the teaching of the functions of language in reading, results showed that five out of the. .. xvii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam 9b BATANGAS STATE UNIVERSITY Republic of the Philippines Teaching Writing in the Basic English Course Based on the Seven Functions of Language