Oral and written discourse analysis basis for integrative activities for basic english course at thai nguyen university

i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ORAL AND WRITTEN DISCOURSE ANALYSIS: BASIS FOR INTEGRATIVE ACTIVITIES FOR BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY 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: VU KIEU HANH April 2015 Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Oral and Written Discourse Analysis: Basis for Integrative Activities for Basic English Course at Thai Nguyen University Author : Vũ Kiều Hạnh Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr Matilda H Dimaano Summary: This study aimed to analyze the oral and written discourse of First Year College students enrolled in Basic English Course at Thai Nguyen University with integrative activities as the output of the study It made use of the descriptive method of research The respondents of the study comprised of 367 students and 65 teachers The statistical tools used were mean, percentage, percentile rank, ranking, standard deviation, and t-test The findings of the study show that the biggest group of respondent or 46.9 percent have parents with educational attainment in the tertiary level of education which means that student‟s parents have higher educational attainment and are motivated to send their children to higher education as they Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In addition, the students came from at least 13 different places in Vietnam This indicates that the University campus under study cater to students coming from different places in Vietnam and therefore handles a heterogeneous student population As regards the place of origin in terms of whether these are urban or rural, it can be noted that majority comes from urban areas Thus, it can be said that the respondents can afford and have access to University education Further, findings revealed that 357 out of 367 students or 97.3 percent had exposure to the English media However, mere exposure did not give much impact on the learning of the English language Findings also indicates that certain factors constrained the students to be exposed to foreign media, like the lack of English shows in TV station, or the mandated program of the government to control English language instruction The identification and resolution of these factors could be critical in the successful English language learning of the students In relation to pronunciation and fluency, the average score of correct items is 2.80 which indicates that the level of pronunciation and fluency competence of the students is average for this set of student population while in comprehension and vocabulary, the average score of correct items is 2.84 This indicates that the level of comprehension and vocabulary competence of the students is also average In terms of grammatical accuracy, the average Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines score of correct items is 2.71 which indicates that the level of grammatical accuracy competence of the students is average The total performance of the students for oral discourse on the other hand is indicated in their average score of 2.78 This means that students have developed oral discourse competency perhaps due to varied language activities provided by their teachers and their daily interactions using the English language In the evaluation of written discourse competency, for cohesion and coherence, the average score of correct items is 4.53 This result, reflects the poor performance of the students, but also the relative difficulty of these test items In the case of logical order, the results show that the average correct score is 2.0 This indicates the poor performance of the students and the relative difficulty of these question items For the student written paragraph, in terms of completeness, the average correct score is 3.06 which means that in terms of completeness of written paragraph, the students‟ performance is average for this given population In the aspect of logical order, the result shows a mean score of 2.92 This indicates that the performance of the students in insuring logical order of a written paragraph is average for this population while for unity and coherence, the mean score obtained is 2.95 This indicates that the ability of the students to achieve unity and coherence in their written paragraph is average In terms of the total performance of the students in written discourse, the mean score obtained was 3.09 This indicates that in general, the written Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines discourse performance of the student respondents is average This implies further that students were provided by their teachers with varied classroom writing activities for them to practice and their exposure to such activity enrich their understanding written discourses Among the 28 mean combinations being compared, 19 mean combinations showed significant differences or 67.9 percent This indicates that majority of the means compared are significantly different and are generally not related to each other The competency items that did not show significant differences were the mean combinations involving the oral discourse and last two items of the student written paragraphs namely order and unity and coherence These mean combinations with p-values above 0.05 are indicative of existing statistical relationship and are predictive of each other ACKNOWLEDGMENT Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality The author is most grateful to: Prof Dr Dang Kim Vui, President of Thai Nguyen University, Vietnam for offering the Doctor of Philosophy major in English in cooperation with Batangas State University, Philippines; Dr Matilda H Dimaano, Dissertation Adviser, for her indisputable expertise, invaluable comments, guidance, and encouragement that led to the completion of this research; The Panel of Examiners Dr Maria Luisa A Valdez, Dr Amada G Banaag, Dr Myrna G Sulit, and Dr Felix Panopio, for their profound insights, suggestions and recommendations to improve this study; The visiting professors from the Batangas State University including Dr Remedios P Magnaye, Dr Rosa Adelaida Ecalnir and other professors for their lectures; Dr Tran Van Dien, the Rector of Thai Nguyen University of Agriculture and Forestry, Dr Nguyen Tuan Anh Dean of International School and Dr Pham Viet Binh, Rector of Thai Nguyen University of Information and Transportation Technology for their approval of the researcher‟s request to conduct the study; Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines The respondents of the study, for their active involvement; Her loving classmates and colleagues, for their support and friendship that inspire the researcher to pursue this research work; Her parents and sibling, for their encouragement, financial, moral and spiritual supports and for continuously believing that she can finish this academic work Vu Kieu Hanh DEDICATION Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines This research is dedicated to my beloved parents, Vu Van Hieu and Nguyen Thi Thanh Thuy, children, Trinh Vu Gia Minh (Heo) and Trinh Vu Duc Duy (Bo), for giving me the best of everything most especially their love Vu Kieu Hanh TABLE OF CONTENTS Page Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TITLE PAGE i APPROVAL SHEET ii ABSTRACT iii ACKNOWLEDGEMENT vii DEDICATION ix TABLE OF CONTENTS x LIST OF TABLES xiii LIST OF FIGURES xiv CHAPTER I THE PROBLEM Introduction Statement of the Problem .6 Scope, Delimitation and Limitation of the Study .7 Significance of the Study .8 II REVIEW OF LITERATURE Conceptual Literature 10 Research Literature 36 Synthesis 43 Theoretical Framework 45 Conceptual Framework 47 Hypothesis 49 Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 148 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 149 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 150 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 151 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 152 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 153 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 154 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 155 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 156 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam Số hóa Trung tâm Học liệu – ĐHTN BATANGAS STATE UNIVERSITY Republic of the Philippines http://www.lrc.tnu.edu.vn 157 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam CANDIDATE: BATANGAS STATE UNIVERSITY Republic of the Philippines VU KIEU HANH (LUCKY) Title of Dissertation: ORAL AND WRITTEN DISCOURSE ANALYSIS: BASIS FOR INTEGRATIVE ACTIVITIES FOR BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY Chairman: Members: Dr Amada Banaag Dr Ma Luisa Valdez Dr Felix Panopio External Panel Secretary Dr Myrna Sulit Dr Remedios Magnaye Adviser Dr Matilda H Dimaano COMMENTS/SUGGESTIONS/RECOMMENDATIONS: Abstract is long Delete quotation mark in the second paragraph under writing in the Introduction Next sentence should be in another universities Revise the first paragraph Modify the last paragraph Improve first paragraph on page Review the lengths of paragraph on page and Corrections on page last paragraph: As a college teacher teaching Basic English, the researcher observed difficulties that include writing effective sentences in a paragraph… This prompted the researcher to probe deeper into the learning aspects of the college students Corrections on page 7, SOP number 1.4 ; this may be deleted Variables on page should be started with small letters Corrections on page SOP number Are there significant relationships between the students‟ oral and written discourse competencies? Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 158 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Corrections for SOP number Are there significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments in the same areas? For the Scope, show focus/coverage of the study Correction for nd sentence on page The teachers made to validate grammatical and discourse analysis questionnaire while the students were asked to answer … Simplify the delimitation and limitation of the study On page 9, Teachers should be English teachers and add Researchers and Future Researchers in the Significance of the Study On page 10, the first construct should be Instruction in Basic College English Course 10 Add two to three pages for the concept, Integrative English Activities 11 Page 22 paragraph discussion on Approaches to Discourse Analysis has a very long 12 Paraphrase Thomas (1987) on page 35 13 On page 50, simplify the discussion on Conceptual Framework by discussing the Input-Process-output boxes 14 Improve Figure on page 51 Delete type of school attended under variable for A Arrow should touch the boxes Output box should contain Integrative Activities for Basic English 15 Hypotheses: There are no significant relationships between the students‟ oral and written discourse competencies There are no significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments of the students‟ stated competencies Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 159 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 16 Provide introductory paragraph for the Definition of Terms on page 52 17 Research environment on page 54 is very long 18 On page 57, Subjects of the Study The subjects of this study were the 367 first year students taking up Basic English and… 19 On page 57, second paragraph of the Research Design; use of two types… This study made 20 Correction for Table page 58, the fourth column should be Teacher Respondents 21 Add scoring and verbal interpretation after Teacher Made Test on page 61 22 Correction on page 63 for T-test This was used to find out the significant difference of the means of the variables being compared 23 Delete Table along with discussion pertaining to profile of high schools attended on page 68 24 Exposure to English Media should be 1.4 Table will be Table Profile in the first column should be Exposed then Not Exposed 25 Correction on page 69 number 2: Levels of Oral and Written Discourse Competencies of Students 26 New Title of Table 7: Performance of Student Respondents in the Oral discourse competence test Discuss clearly how to give point for column (Average Score of Correct Items) Bottom part of column should be Mean=2.78 and bottom part of column should be Mean = 55.66 27 Correction on page 72, Table 8: Put the word Mean at the bottom of the rd column, Average Score of Correct Items and at the bottom of the th column 28 Corrections on page 75 number Significant Relationships between the Students‟ Oral and Written Discourse Competencies Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 160 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines To test whether there are significant relationships between the Students‟ Oral and Written discourse competencies… As shown in the table, it can be observed that among the 28 mean combinations being compared, 19 mean combinations or 67.9% showed significant relationships This indicates that majority of the means compared are significantly related and are generally almost equal to each other These mean contributions with significant relationships involved the competency items… The result further showed that there are more mean conbinations that are significantly related among oral… 29 Corrections on page 76: … that as the component skill departs from its skill classification, the more significantly related they are from each other The competency items that did not show significant relationships were the mean combinations… These mean combinations with p-values above 0.05 are indicative of none existence of statistical relationship and are not predictive of each other 30 Correction for Table Column for Pronunciation and Fluency was missed under the column Oral Discourse Include Unity and Coherence under Written Discourse Oral Discourse and Written Discourse should be in bold letters For the Note: Mean scores with p-values below 0.05 are significantly related and shown in shaded areas 31 Correction on page 78, Table 10 First column title should be Items 32 New title of Table 10: Discourse Competencies Validated Student Skills as to Oral and Written 33 Correction on page 79, New title of Table 11: Competencies of Freshman Students and Frequency of Use Rank in Column should be as follows: 12.5, 18, 5.5, 5.5, 7, 19, 17, 14.5, 14.5, 16, 8.5, 3, 11, 1.5, 4, 1.5, 10, 8.5 and 12.5 34 New title of Table 11: Student Oral and Written Discourse Skills According to the Frequency of Use Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 161 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 35 Corrections on page 80, new title of Table 12: Student Oral and Written Discours Skills According to the Degree of Importance Rank in Column should be as follows: 1.5, 4, 11, 16.5, 19, 15, 3, 9, 13, 14, 18, 16.5, 10, 6, 8, 6, 6, 12 and 1.5 36 Page 82 number Difference between the students‟ oral and written discourse competencies and the Teachers‟ Assessment on the Same Areas 37 Corrections on page 82 first paragraph: It should be… The comparison between the combined students‟ oral and written… Second paragraph… As shown in the table, it can be observed that the pvalues of the majority of the different mean combinations were less than 0.05 that is 150 combinations out of 152…… This implies that these mean combinations such as oral and written discourse performance of students vis-à-vis frequency of student skill as perceived by the teachers are not the same Third paragraph… Two mean combinations have p-values above 0.05, indicating these means are not significantly different indicating that the performance of the students and the evaluation of teachers are statistically the same 38 New title of Table 13: Students‟ Performance in the Different Oral and Written Discourse Competencies as Assessed by Teachers 39 Corrections on page 84 number Integrative Activities for Basic English to improve the Students‟ Oral and Written Discourse 40 New title of Table 14: Bases for the Design of Integrative Activities for Basic English 41 Correction for Table 14, third column: Combined factor (S1xS2) (in %) are as follows: 10.644, 10.799, 10.281, 7.817, 7.600, 10.404, 11.090 and 11.193 42 Corrections on page 85: Based on Table 14, the list will include three competency items under the written discourse namely: Logical Order, Cohesion and Coherence, and …… The main justification for the choice of these three items were the low student mean % scores for the first two items and the least number of p-values with less than 0.05 for the third item, since this indicates a significant difference between students‟ competencies and teachers‟ Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 162 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines perceptions The rest of the items were not considered as the results suggested that the students are performing better in those areas 43.Provide cover page for the output of the study Provide introduction 44 All the corrections in chapter IV should be reflected in chapter V 45 The paper needs thorough editing Số hóa Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ... Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Oral and Written Discourse Analysis: Basis for Integrative Activities for Basic English Course at Thai Nguyen University. .. Students‟ Performance and Teachers‟ Assessment in the Different Oral and Written Discourse Competencies 78 13 Bases for the Design of Integrative Activities for Basic English 79... and 1.4 English media exposure? What are the levels of oral and written discourse competencies of the students? Are there significant relationships between the students‟ oral and written discourse