elena proposal

8/3/2019 Elena Proposal

1/39

WEST VISAYAS STATE UNIVERSITYCOLLEGE OF EDUCATION

GRADUATE SCHOOLIloilo City

INFLUENCE OF EXPOSURE TO ENGLISH AUDIO VISUAL MEDIA AND

BILINGUAL AUDIO VISUAL MEDIA ON THE ORAL ENGLISH LANGUAGEPROFICIENCY AMONG COLLEGE STUDENTS

A Thesis Proposal

Presented to

Dr. Ma. Christine Asuncion V. Dequilla

College of Education

West Visayas State University

In Partial Fulfillment of

the Requirements for the Degree

Master of Arts in Education

(Language Teaching English)

by

Elena G. Daduya

October 2011 1


2/39



CHAPTER 1INTRODUCTION

Background of the Study

There are many different languages in the world, and there are simply

none more impact than the English language. The English language is an

amazing language, and it is beautiful. With about 400 million people who

speak it as their primary language, and the total of English speakers at nearly

2 billion people around the world, it is no wonder why this language is the

global language of communication (Britannica Online).

For proficient speakers, choosing words, pronouncing them, and

stringing them together with the appropriate grammatical markers is

essentially automatic. When proficient listeners hear a familiar word, even for

a split second, they cannot help but understand it. Such automatic responses

do not use up the kind of resources needed for processing new information.

(Favreuw and Segalowitz in Lightbrown and Spada, 2003). Certainly this

ability can build in impact on the total enhancement of the skill in oral

communication.

While in the Philippines, the language most feared is English. We see

this fear of English in classes where students feel stupid because they

mispronounced a word; in contact centers where applicants take accent

neutralization sessions; and in English review centers that continue to

mushroom throughout Metro Manila (Martin, 2008).
http://opinion.inquirer.net/inquireropinion/columns/view/20080412-129893/Fearing-English-in-the-Philippineshttp://opinion.inquirer.net/inquireropinion/columns/view/20080412-129893/Fearing-English-in-the-Philippines


3/39



One major factor that may have influenced this downward spiral trend

is the exposure to various audio visual media (Close,2004). Apparently,

students who engage in deep learning try to understand the significance

and meaning of new material and they strive to integrate new information

with what they already know. In contrast, students engaged in surface

learning do just enough to complete the task (Davis,2009). If used

intensively the English language can provide authentic understanding of the

meaning as well as sounds as used by the native, near native or educated

speakers.

A contributing factor to the loss of the proficiency of Filipinos to

communicate in English is the (bad) habit of showbiz people and alleged

celebrities hosting television programs to speak in Taglish (Tagalog mixed

with English). Whether Filipino intellectuals and members of the academe

admit it or not there is a considerable percent of movie fans and TV watchers

imitate the way celebrities and showbiz personalitys talk in public(Ranido,

2009). Information is spoon-fed to them, so relatively they simply imitative to

what characters speak in the television, movies or internet sites. These

observations create a dilemma on the proficiency of students since they may

get a wrong feedback on the communication being feed to them and they

may integrate this in their speaking ability.


4/39



It is therefore on this data, that the study will be undertaken to

enlighten the students, parents, school administrators and the community on

the influence of exposure to different language on the audio visual media

may or ought to be the reason on the oral English language proficiency of

students.

Theoretical Framework of the Study

The i+1 Input Hypothesis of Stephen Krashen explains how the learner

acquires the second language. The Input hypothesis is only concerned with

'acquisition', not 'learning'. According to this hypothesis, the learner improves

and progresses along the 'natural order' when he/she receives second

language 'input' that is one step beyond his/her current stage of linguistic

competence(Krashen,1981). Furthermore it requires meaningful interactions

in the target language - natural communication - in which speakers are

concerned not with the form of their utterances but with the messages they

are conveying and understanding.

Communication should be examined as a social and cultural practice

and recognition should be given to the ways that the participants themselves

describe and use communication. If these principles are realized certain

situations contribute to the English proficiency of the students that are

exposed to various audio visual media.


5/39



Conceptual Framework of the Study

The present study is anchored on the theory that exposure to

English audio visual media and Bilingual audio visual media has an

influence on the oral English language proficiency among fourth year

high school students.

Research Paradigm

Independent Variable Dependent Variable

Fig. 1. shows the relationship between the independent variables which are

the English Audio Visual Media and Bilingual Audio Visual Media and Oral

English language Proficiency as dependent variable.

EnglishAudioVisualMedia

BilingualAudioVisualMedia

Oral EnglishLanguageProficiency


6/39



Statement of the Problem and Hypothesis

This study aims to determine if Audio Visual Media programs using

English or Bilingual (English and Filipino) language as its medium have an

effect of the oral English language proficiency among high school students.

This study will seek to answer the questions:

1. What types of audio visual media in English are mostly preferred by

the students?

2. What types of audio visual media in Bilingual are mostly preferred by

the students?

3. What is the level of the oral English language proficiency of students

when taken as an entire group?

4. What is the level of oral English language proficiency of students

when grouped according to:

a. English TV programs

b. English Movies

c. English Internet Websites

d. Bilingual TV programs

e. Bilingual Movies

f. Bilingual Internet Websites


7/39



5. Is there a significant difference on the oral English language

proficiency of students when grouped according to language of audio

visual media viewed and when grouped according to types of audio

visual media viewed?

Based on the preceding questions, these hypotheses are formulated:

1. There is no significant difference on the oral English language proficiency

of students when grouped according to medium of audio visual media

viewed.

2. There is no significant difference on the oral English language proficiency

of students when grouped according to types of audio visual media viewed.

Significance of the Study

This study may benefit the English language teachers out of the result

of the study. They may be able to devise strategies and techniques vital to

the enhancement of the students oral language proficiency in English. The

findings could as well motivate the teachers to take into account modification

on their present technique, particularly, the regular incorporation of suitable

audio visual media in their classroom.

From the findings of this study, the students may recognize ways to

improve their learning of the English language through their careful

consideration of choosing television programs, movies and internet websites

as a tool for learning. As such they can overcome their weaknesses and


8/39



achieve proficiency and communicative competence in the use of English

language, specifically in the oral component of language.

The findings can offer relevant information to school administrators.

School administrators can include in their policies and programs the need to

advance English language instruction. Working on the English teachers skills

in teaching the subject is one of the foremost areas to consider.

Opportunities for further training and updating for teacher competence must

be explored and maximized.

Similarly, the results of this study will almost certainly influence

parents in their involvement with their childrens oral language development

as they can influence their children in their choice of activities in what TV

programs, movies or internet websites to be viewed.

Along this ideas presented it is hoped that the result of this study will

in one way or another shed light on the students problem regarding their oral

language proficiency in the use of English. In the process, specific linguistic

obstacles will be indentified and proper solutions could be established.

Further investigations along this aspect of language teaching may enable

other researcher to account for a variety of language behaviors among

second language learners.

Definition of Terms


9/39



Some terms in the study are defined conceptually and operationally for

clarity and precision to have a common frame of reference between the

researcher and the reader:

Bilingual -- Using two languages in some proportion in order to facilitate

learning by students who have a native proficiency in one language and are

acquiring proficiency in the other

In this study, it refers to the use of English and Filipino language in oral

communication.

Internet websites - - a collection of related web pages containing images,

videos and other digital assets.

In this study, it refers to variety of internet sites watched by students.

Foreign accent -- It describes some of the most salient acoustic properties

which includes the durational features vowel reduction, consonant cluster

reduction and overall speech rate as well as the intonational variables pitch

range and pitch movement.

In this study, it refers to the pronunciation of English that reflect non-

native English as spoken by counties not listed: U.S., Britain, Canada,

Australia, Ireland, New Zealand, and various Caribbean and Pacific island

nations.

Language -- considered to be a system of communicating with other people

using sounds, symbols and words in expressing a meaning, idea or thought.

This language can be used in many forms, primarily through oral and written

communications as well as using expressions through body language.


10/39



In this study, it refers to English words, phrases and sentences

sounded to communicate desired messages.

Movies - - a moving picture

In this study, it refers to variety of movies watched by students.

Proficiency -- skillfulness in the command of fundamentals deriving from

practice and familiarity.

In this study, it refers to the students oral language proficiency and

will be determined through an adoption of American Foreign Service Institute

scales for oral testing.

TV programs -- a program broadcast by television

In this study, it refers to variety of programs watched by the students.

Scope and Delimitation of the Study

This descriptive study will be limited in determining the influence of

exposure to English Audio Visual Media and Bilingual Audio Visual Media on

the oral English language proficiency among fourth year high school

students.

The study will cover only the students oral English language

proficiency. It will be conducted among 133 purposive non random sampling

of fourth year high school students who are exposed to various audio visual

media of San Juan Academy, District of Sara, during school year 2011-2012.

Each student will be given a questionnaire for them to answer and will be


11/39



given a 20 min. oral test to be recorded by the researcher and be scored by

three jurors who are expert English professors.

The instrument to be used in gathering the data is a teacher made test

for oral English language proficiency based on Arthur Hughes Testing for

Language Teachers. The oral test will cover three general formats such as:

Interview; Picture Cues; and Role Play.

The study will employ the following statistical treatments: For

descriptive statistics, the frequency count, percentages and means will be

utilized. For inferential statistics, the t-test for independent samples and the

One-Way ANOVA will be utilized set at 0.05 alpha. All statistical

computations will be processed using the Statistical Package for the Social

Sciences (SPSS) software.

CHAPTER 2

Review of Related Literature

Television and Video Game Exposure and the Development ofAttention Problems

Television viewing has been associated with greater subsequent

attention problems in children. Few studies have examined thepossibility of a

similar association between video games andattention problems, and none of

these has used a longitudinaldesign.

A sample of 1323 middle childhood participants were assessedduring a

13-month period by parent- and child-reported televisionand video game


12/39



exposure as well as teacher-reported attentionproblems. Another sample of

210 late adolescent/early adultparticipants provided self-reports of television

exposure, videogame exposure, and attention problems.

Exposure to television and video games was associated with greater

attention problems. The association of television and videogames to

attention problems in the middle childhood sample remainedsignificant when

earlier attention problems and gender werestatistically controlled. The

associations of screen media andattention problems were similar across

media type (televisionor video games) and age (middle childhood or late

adolescent/earlyadult).

Viewing television and playing video games each are associatedwith

increased subsequent attention problems in childhood. Itseems that a similar

association among television, video games,and attention problems exists in

late adolescence and earlyadulthood. Research on potential risk factors for

attentionproblems should be expanded to include video games in additionto

television (Swing et. al., April 2010).

Television is the Most Powerful Medium

Following interest generated by the TV Matters Conference in 2002,

Beattie's study shows that the brain finds audio-visual images easier to

process than either text or audio alone. This means audio-visual messages

are processed quicker and retained longer.


13/39



The first stages of the study examined how the brain used audio-visual

information and established how fundamental human gestures are in

delivering information.

To do this, Professor Beattie developed a series of unique experiments

that also enabled him to quantify the communication benefits of the audio-

visual medium compared to audio and text.

The experiments exposed participants to messages about three

products - a holiday, a car and a mobile phone - via an audio visual message

(delivered via a video); an audio message and text message. These were not

commercials or advertising. They tested the different media at their most

basic levels. Throughout the trials, recall and retention of information from

the audio-visual message were significantly stronger than that from audio or

text.

Stage One, comparing the three different media after one exposure revealed

that:

Viewers who had a single exposure to an audio visual message had up to

166% better product recall than when exposed to an audio or text

message.

The audio-visual version of each product after a single showing delivered:


14/39



43% better knowledge than audio message

38% better product knowledge than the text message

Stage Two, which compared the different media after multiple exposures

revealed:

The recall levels of the subjects exposed to the audio-visual message

increased with the number of exposures and leveled at the fourth

exposure. Whilst this experiment is relatively crude, the data echoes

work done by previous studies that an OTS of 3 or 4 is optimal for

television. This was also where the gap between the audio-visual media

and audio and text was at its widest.

The results also suggested that the other media would never catch up to

the communication advantage delivered by the audio-visual message, no

matter how many exposures the subjects received.

Stage Three, now in its pilot stage, examined what the subjects could

remember after three months had gone by. The initial data suggests that

there was no significant decline in the recalls generated by the audio-visual

message, but that the other media declined significantly.

The results of the study are even more impressive when one considers

that the images shown to respondents did not include products, sets,

graphics, music or any other element that normal television commercials

contain.


15/39



From this data Professor Beattie can offer advice on what the perfect

ad might need for optimum effect.

He stated: "It is imperative to understand the relationship between

speech and image, and the power of those being delivered simultaneously,

which only television can offer."

Professor Beattie further concluded from these experiments:

Television delivers images which last.

It is the combination of speech and image, the unique property of

television, that makes the brain respond most effectively.

While speech has overtaken gesture as the primary form of

communication, for the receiver to get the full meaning both the

sentence and the gesture must be taken into account.

That this is due to the way in which the brain processes information. The left side of the brain is better at segmentation and analysis (including

speech) while the right side is better at extracting global, holistic

information (including visual images). Both sides of the human brain

therefore work together when processing a television message, making it

easier to understand.

The combination of speech and gesture is the most natural and primal of

communications which may explain why TV is the world's favorite

medium.

Notes:


16/39



150 participants took part in the study. They were exposed to a basic

audio- visual image, a basic audio version and a text version of scripts

regarding three product areas - holiday, mobile phone and car. The

products and their benefits were explained using normal human speech

and gesture.

Impact was measured via recall of product detail after one exposure,

multiple exposures and a single exposure three months later.

While the audio and text versions in the study were much closer to real

radio and print advertisements, the audio-visual version contained no

music, product or set. It is therefore expected that the difference in recall

would be even more significant with exposure to a real television

commercial.

While this study was carried out in the UK, the findings have universal

application.

The Use of the Internet in ESL Learning: Problems, Advantages and

Disadvantages

Today the internet, consisting of millions of computers, has an

important role and great potential in educational life. It is also used

specifically and widely in second language learning all over the world. Though

the internet use in second and foreign language learning has brought certain

advantages, it carries some disadvantages. However, before discussing its


17/39



advantages and disadvantages, it is a must to mention some potential

problems.

First problem is that the internet is not always accessible by all

learners and teachers though English as a second language all over the world

is taught widely. Statistics (The World Bank, 2004) indicate that internet use

depends on the financial situations of countries. For example, some values on

the internet accessibility of overall population are 75.6% in Sweden, 61.4% in

Holland, 68.7% in Japan, 50% in Germany, 17.7% in Greece, 14.2% in Turkey,

11.1% in Russia, 10.9% in Thailand, 6.6% in Saudi Arabia and 4.5% in Kenya.

To sum up, when the accessibility of overall population is considered, it is

possible to say that the inequity issues in internet accessibility are

discouraging for both language teachers and students in educational settings

(Mike, 1996). Internet unfamiliarity is another problem that causes lack of

training in second language classroom. In other words, little experience on

the internet is an anxiety source for both second language learners and

teachers. Third, since the internet offers all types of topics, some of them are

not unsuitable for school children who learn English as second language.

Though serious precautions are taken today, this is still an important problem

for parents and children (Singhal, 1997). Last and fourth, the increasing

amount of information generally makes learners confused while they try to

reach specific information. (Chafe, 1999). Consequently, problems on internet

use focus on computer unavailability, lack of internet accessibility and


18/39



training, computer anxiety, computer unfamiliarity of both teachers and

students and some financial obligations.

Research results indicate that internet use increases language use and

acquisition of second language (Kasanga, 1996). For example, it was found

that interaction in language helps learners to gain input in language learning

process (Kitao, 1998). Specifically, it increases synchronous and a

synchronous communication of ESL learners and (Kern, 1995; Warschauer

and Healey 1998) and them to use language in real communication situations

(Wiburg and Butker Pasceo, 2002). In other words, the internet motivates

learners to use English in their daily lives and provides functional

communicative experiences ((LeLoup and Ponterio, 1997). Communication

with native speakers allows learners to practice specific skills such as

negotiating, persuading, clarifying meaning, requesting information, and

engaging in true-life, authentic discussion. Additionally, the internet gives the

opportunity to construct knowledge together by expressing themselves in

print and then assessing, evaluating, comparing, and reflecting on their own

views and those of others (Warschauer, 1997).In sum, it is useful medium for

communication with native speakers in real situations, improving writing

skills, teaching of culture (Cononelos and Olivia, 1993) and learning about the

target culture (Singhal, 1997). It is also useful to retrieve, access and use

information in the context of second language learning. The internet is a

platform for experiencing and presenting creative works such as essays,

poetry and stories and for providing supplemental language activities in


19/39



specific areas of language learning (Singhal, 1997). Additionally, the Internet

promotes higher thinking skills (Mike, 1996). It helps students to improve

their computer skills, such as keyboarding skills, opening and storing files,

Internet searching (Means and Olson, 1997), and technical and conceptual

experiences. It increases the participation when it is used in classroom

environment (Sullivan and Pratt, 1996; Warschauer, 1996). For instance, it

was found that the ESL learners produce more sentences when it compared

to the situation in classroom environment (Kern, 1995). It also useful not only

for the quantity but also the quality of language: Learners have a great

variety of speech discourse (Sullivan and Pratt, 1996) and use more complex

language (Warschauer, 1996). According to the research activities, the

internet changes the interaction between learners and teachers (Kern, 1995):

There is less teacher and more learner talk in computer classes. Furthermore,

it changes teacher and students' roles (Peterson, 1997) and makes learning

more student-centered (Warschauer, Turbee, and Roberts, 1996). The

internet is a source of supplemental resources and authentic materials

(Graus, 1999). Finally, the studies indicate that the internet has positive

effects on motivation (Muehleisen, 1997), provides means for creative works

(Singhal, 1997) and gives opportunities for collaboration and socialization in

learning process (Means and Olson, 1997).

Research activities show that there are some disadvantages of the

internet use in second language learning. First, communication with native

speakers affects reading skills defectively (Kern, 1995). This is also valid for


20/39



listening, speaking and writing skills. Though it is a fact that the internet

improves communicational and language skills, the significant point is that

teachers and learners are not sometimes aware of why, how, whom and

where they teach and learn. Second, though a mass of materials in the

internet can be found, integration of the materials into second language

curriculum is a potential difficulty. Unfortunately, internet use in language

learning and teaching may be the waste of time if it does not depend on a

language curriculum.

With its advantages and disadvantages, the internet has significant

effects on communicating, teaching and learning. Thus, both teachers and

learners should have the chance of internet accessibility, experience and

familiarity with its functions in educational life. For this purpose, before using

the internet in second language learning and teaching activities, teachers

and learners should be instructed. This is a must to use it in language

classrooms efficiently. On the other hand, it should be known that the

internet is not sufficient itself to teach and learn a second language. In other

words, it cannot include all teaching and learning activities and be replaced

the real teaching and learning environment, such as language classroom and

real-life communication. As a result, it is only a tool for educational activities.

However, it can be implicated that the research has not concluded on the

issue yet. Thus, research issue should focus on a great variety of the internet

use in language learning and teaching such as attitudes of learners and

teachers towards it, individual differences on using the internet, effective


21/39



ways to use it, the suitability of educational and instructive purposes and the

effects on teaching and learning. As a final point, it is possible to say that

technology is not a purpose but only a tool for all humanistic necessities.

The first language bridge to Filipino and English

The mandated languages of instruction in the Philippines -- English and

Filipino -- are foreign to the majority of Filipino students. This predetermines

a lack of understanding of the lessons (Dekker,2008).

On the other hand, using the language the child understands not only

affirms the value of the child and his cultural heritage but also enables the

child to immediately master the lessons while facilitating the acquisition of

Filipino and English. Additionally, when the mother tongue is used in the

classroom, the critical thinking skills that are developed transfer to other

languages when those languages become functional.

The Lubuagan Kalinga First Language Component (FLC) multilingual

education (MLE) program has been featured as a case study in a newly

released UNESCO DVD, which highlights multilingual education programs that

prepare students from minority language communities to successfully retain

their home language and culture while achieving well in national education

programs.


22/39



Initial results show that children taught in their first language are

learning more from their educational experience than those who are primarily

being taught in English and Filipino.

The early results in a long-term study, however, matter less than the

later results due to several factors, including the fact that long-term results

show better how a student will benefit over time from the educational

experience.

Educators and researchers are continuing to compile evidence that this

popular wisdom is not valid in the case of language development in basic

education. Large-scale research carried out both in the United States and in

Canada during the last 30 years has provided compelling evidence that the

critical variable in second language development in children is not the

amount of exposure, but the timing and the manner of exposure [to the

language of instruction].

For example, in 1997, researchers Thomas and Collier tracked 42,000

children in the United States who entered school not speaking English. These

children had been placed into one of several programs which varied

extensively in how much children were exposed to English language

instruction and when they were exposed.

In one of these programs, non-English speaking children were put

directly in English-medium classrooms thereby receiving all of their education


23/39



in English. In other programs, children received three years of initial

instruction via their first language (with preparatory English language

instruction) before moving on to an English-medium classroom.

In the most extreme (and innovative) type of program, children

received up to six years of instruction in their first language while receiving,

at the same time, six years of preparatory instruction in English before being

inserted into English-only classrooms for middle schooling.

To the surprise and consternation of many educators (and parents),

the children who received all of their education in English learned the least

amount of English and scored the most poorly in nationally normed and

standardized tests of academic achievement -- finishing, as a group, at the

bottom 10 percent.

The Bridge: From Research to Practice Developing Oral English Proficiency in

the Classroom

Teachers are generally hired as content teachers who can teach in a

second language. School programs are based on the theoretical assumption

that language is acquired through comprehensible input in the classroom

(Swain, 1985). This is in accordance with Krashen's Comprehensible Input

Hypothesis (1985) which states that to be exposed to an environment rich in

comprehensible input is sufficient for acquisition to take place. According to

Krashen, language input that is comprehensible exceeds somewhat the


24/39



learner's current knowledge of the language (i+1) and is offered in a low

affective filter environment. Most second language acquisition theorists

endorse the input hypothesis in some form. However, many also argue that

comprehensible input is not sufficient for language acquisition to take place

(e.g., Swain, 1985; White, 1987). Research on the second language

development of students shows that learners demonstrate native-like

competence in listening comprehension and reading skills, they generally fall

behind native speakers in their productive language skills such as writing and

speaking (Genesee, 1987; Harley & Swain, 1984; Swain, 1985). Such findings

have led researchers to challenge what they see as an overemphasis on the

role of comprehensible input in the second language acquisition process.

Comprehensible input, although constantly available to the student, does not

appear to be the only necessary factor for acquisition. In addition to

comprehensible input, it is important to consider the role the learner's own

output plays (Swain, 1985). Learner output can be considered in terms of oral

and written proficiency. This article will center on the question of how to

foster the development of the student's oral proficiency through a discussion

of what programs are doing successfully in this area.

Fearing English in the Philippines

From a linguistic standpoint, all languages are equally perfect and

complete. This means that there really is no reason to fear English. Nothing in


25/39



the sound system or writing system of English makes it superior to other

languages. Conversely, nothing in the sound system or writing system of the

national and local languages makes these languages inferior to English. It is

the Filipinos attitude toward English that elevates the language to a prestige

form. It is this same attitude that makes it difficult for most Filipinos to learn

it (Martin, 2008).

Another reason English should not be feared is that the language is not

owned by one country or one race, as many Filipinos believe. The profile of

English today reveals that ownership of the language is already shared across

continents and cultures. In international English Language Teaching circles,

academics do not talk about English in singular terms anymore. There is

widespread recognition that several Englishs existAmerican English, British

English, Australian English, but also, Malaysian English, Singapore English,

and yes, Philippine English. In addition, non-native speakers of English are

beginning to outnumber native speakers in the world today.

To be sure, English occupies an important place in Philippine society.

But, it is only one language among the 150 that exist today. It is believed

that most Filipinos speak at least three different languages. For these

Filipinos, English might not even be one of the languages they speak. So

when English is first introduced to them, it should be introduced slowly and

gently, with much respect for their first languages.


26/39



Teaching and learning English in the Philippines may be a difficult task,

but it need not be a frightening experience. So much has already been spent

on testing the proficiency of teachers and then training these teachers to

become more proficient in the language. But simply focusing on testing and

training, without recognizing the multilingual context of teaching and learning

English in the Philippines, only reinforces fear of the language.

For these Filipinos, English might not even be one of the languages

they speak. So when English is first introduced to them, it should be

introduced slowly and gently, with much respect for their first languages.

Teaching and learning English in the Philippines may be a difficult task,

but it need not be a frightening experience. So much has already been spent

on testing the proficiency of teachers and then training these teachers to

become more proficient in the language. But simply focusing on testing and

training, without recognizing the multilingual context of teaching and learning

English in the Philippines, only reinforces fear of the language.

Summary


27/39



In the light of viewing television and playing video games each are

associatedwith increased subsequent attention problems in childhood. The

effect of such exposure on television has a risk on the behavior of the child.

On the study done by Beattie it reflects that exposure to visual images

plus audio catered by television effects on the development of

comprehension among respondents used in the study as such combination of

speech and image, the unique property of television that makes the brain

respond most effectively.

Internet is not always accessible by all learners and teachers though

English as a second language all over the world is taught widely. Most topics

are not suitable for children learning a second language. Still parents

supervision must highlighted in order to guide the learning environment of

the children.

According to the article of Dekker in the most extreme type of

program, children received up to six years of instruction in their first

language while receiving, at the same time, six years of preparatory

instruction in English before being inserted into English-only classrooms for

middle schooling. To the surprise of parents the result showed children who

received all of their education in English learned the least amount of English

and scored the most poorly in nationally normed and standardized tests of

academic achievement. It shows that exposure to purely English media is not


28/39



a guarantee for the production of English language among 2nd language

learners.

Learner output can be considered in terms of oral and written

proficiency. The article of Swain questions of how to foster the development

of the student's oral proficiency through a discussion of what programs are

doing successfully in the area. In the same manner Martin viewed that

Filipinos as a second language learner English might not even be one of the

languages that we speak. Teaching and learning English in the Philippines

may be a difficult task especially our country has many languages.


29/39



CHAPTER 3

Research Design and Methodology

Research Design

This study will employ the descriptive method of research. The

independent variables are English audio visual media and Bilingual audio

visual media. The dependent variable is oral English language proficiency.

Target Population and Sampling Procedures

The respondents of this study will be the 133 college students from

Northern Iloilo Polytechnic State College Concepcion Campus taking English

subjects. They will be purposively non- randomly selected and will be given

questionnaires to answer whether what audio visual media in English and

Bilingual they watch. The researcher will schedule the interview during the

free time of the students. Each student will be given a total of 20 minutes for

the observation and recording to be done by the researcher. The study will be

conducted on the first week of December S.Y. 2011-2012.

The data collection process will include a filling out of questionnaires

which will determine the types of audio visual media viewed by the students.

Then an interview will be scheduled and be recorded for the three jurors to

rate after the researcher finished collecting the data needed in the study. To


30/39



avoid response bias to their interviews, the students will have a number code

instead of names to be listed.

The materials used will be based on Arthur Hughes Testing for

Language Teachers in testing oral ability. Three general formats will be

utilized here: Interview; Picture Cues; and Role Play. The researcher will make

a simple question and answer technique on the first format soliciting general

information from the respondents with regards to their teenage life. For

picture cues, the students are made to choose 3 out of 5 sets of picture

series and will make a narration out of the picture chosen. While for role play,

the students are asked by the researcher to assume a role in particular

situation to allow them to elicit the use of English language.

The ratings obtained by the respondents were based on this rubric

adopted from American Foreign Service Institute scale for oral testing ability.


31/39



Proficiency DescriptionsACCENT

1. Pronunciation frequently unintelligible.2. Frequent gross errors and a very heavy accent makeunderstanding difficult, require frequent repetition.

3. Foreign accent requires concentrated listening, andmispronunciations lead to occasional misunderstanding andapparent errors in grammar or vocabulary.

4. Marked foreign accent and occasional mispronunciations whichdo not interfere with understanding.

5. No conspicuous mispronunciations, but would not be taken for a

native speaker.6. Native pronunciation, with no trace of foreign accent.GRAMMAR

1. Grammar almost entirely inaccurate except in stock phrases.2. Constant errors showing control of very few major patterns andfrequently preventing communication.

3. Frequent errors showing control of very few major patterns andfrequently preventing communication.

4. Occasional errors showing imperfect control of some patterns butno weakness thats causes misunderstanding.

5. Few errors, with no patterns of failure.6. No more than two errors during the interview.

VOCABULARY1. Vocabulary inadequate for even the simplest conversation.2. Vocabulary limited to basic personal and survival areas (time, food,transportation, family etc.)

3. Choice of words sometimes inaccurate, limitations of vocabularyprevent discussion of some common professional crucial topics.

4. Professional vocabulary adequate to discuss special interests;general vocabulary permits discussion of any non-technical subjectwith some circumlocutions.

5. Professional vocabulary broad and precise; general vocabularyadequate to cope with complex practical problems and varied social

situations.6. Vocabulary apparently as accurate and extensive as that of aneducated native speaker.

FLUENCY1. Speech is so halting and fragmentary that conversation is virtuallyimpossible.

2. Speech is very slow and uneven except for short or routinesentences.

3. Speech is frequently hesitant and jerky; sentences may be leftuncompleted.

4. Speech is occasionally hesitant, with some unevenness, caused byrephrasing and grouping of words.

5. Speech is effortless and smooth, but perceptively non-native inspeed and evenness.6. Speech on all professional and general topics as effortless andsmooth as a native speakers.

COMPREHENSION1. Understands too little for the simplest type of conversation.2. Understands only slow, very simple speech on common social andtouristic topics; requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged ina dialogue, but may require considerable repetition and rephrasing.

4. Understands quite well normal educated speech when engaged ina dialogue, but requires occasional repetition or rephrasing.

5. Understands everything in normal educated conversation exceptfor very colloquial or low frequency items, or exceptionally rapid orslurred s eech.


32/39



Statistical Data Analysis

The data that will be obtained for this study will be subjected to

statistical computations and analyses using Statistical Package for Social

Sciences (SPSS). For purposes of the study, both descriptive and inferential

statistics will be used.

For descriptive statistics, the frequency count, percentages and means

will be utilized. The frequency count and percentage will be used to present

the profile of respondents. The mean will be used to describe the level of

English oral proficiency of the respondents as to accent, grammar,

vocabulary, fluency and comprehension as a whole.

For inferential statistics, the t-test for independent samples and the

One-Way ANOVA will be utilized set at 0.05 alpha. The t-test is appropriate for

comparing means of two groups, while the one way analysis of variance is

the appropriate statistical tool for comparing three or more groups. In this

study, the t-test was used to determine if a significant difference exists

between the oral language proficiency of respondents when they were

grouped according to medium of audio visual media viewed. The one-way

analysis of variance will be used to determine if a significant difference

existed on the oral English language proficiency of students when they are

grouped according to types of audio visual media viewed.


33/39



References

Aiex, N.K. (1999). Mass Media Use in the Classroom. Eric Digest D147.

Retrieved from http://www.cal/org/ericdl/digest

Chafe, A. (1999). Effective use of the Internet in Second Language Education:

Benefits, Challenges and Guidelines for Teachers. Retrieved from

http://www.cdli.ca/~achafe/Internetinclassroom.html

Close, R. (2003). Television and Language Development in the Early Years.

Retrieved from http://www.literacytrust.org.uk/researchtv.pdf

Cononelos, T. & Oliva, M. (1993). Using computer networks to enhance

foreign language culture education. Foreign Language Annals, 25(3), 527-

534.

Davis, Barbara (2009). Tools for Teaching 2nd Edition.

Dekker, Dianne and Greg (2008). The first language bridge to Filipino and

English. A commentary on Philippine Daily Inquirer. Retrieved from

http://www.inquirer.com.ph
http://www.cal/org/ericdl/digesthttp://www.cdli.ca/~achafe/Internetinclassroom.htmlhttp://www.literacytrust.org.uk/researchtv.pdfhttp://www.cal/org/ericdl/digesthttp://www.cdli.ca/~achafe/Internetinclassroom.htmlhttp://www.literacytrust.org.uk/researchtv.pdf


34/39



Hughes, A. (2003). Testing for Language Teachers, Second Edition.

Cambridge University Press

Graus, J. (1999). An Evaluation of the Internet in the EFL Classroom.

Retrieved from http://home.plex.nl/~jgraus

Kasanga, L. A. (1996). Peer interaction and second language learning.

Canadian Modern Language Review, 52 (4), 611-639.

Kern, R. (1995). Restructuring classroom interaction with networked

computers: Effects on quantity and quality of language production. Modern

Language Journal, 79(4), 457-476.

Kitao, S. K. (1998). Interaction and on-line synchronous communication in

English language learning, CALL-EJ, Retrieved from

http://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.html

LeLoup, J. & Ponterio, R. (1997). Internet technologies for authentic language

learning experiences. Washington, DC. ERIC Clearinghouse on Languages and

Linguistics.

Lightbrown and Spada (2006). How Languages are Learned. 3rd Edition.

Oxford University Press

Means, B., & Olson, K. (Ed.). (1997). Technology and Education Reform.

Document prepared by the Office of Educational Research and Improvement.

U.S. Department of Education.

Martin, Isabel (2008). Fearing English in the Philippines. A commentary on

Philippine Daily Inquirer. Retrieved from http://www.inquirer.com.ph
http://home.plex.nl/~jgraushttp://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.htmlhttp://www.inquirer.com.ph/http://home.plex.nl/~jgraushttp://www.lerc.ritsumei.ac.jp/callej/3-1/kkitao.htmlhttp://www.inquirer.com.ph/


35/39



Mike, D. (1996). Internet in the schools: A literacy perspective. Journal of

Adolescent and Adult Literacy, 40(1), 1-13.

Miriam Stein, Ph.D.,(1999)The Bridge: From Research to Practice Developing

English Oral Proficiency in Classrooms .Arlington, Virginia ACIE Newsletter

Volume 2 Number 3

APPENDICES

Research Instrument/Materials

Questionnaire

Respondent No.________

Directions: The following are list of audio visual media in English and

Bilingual. Choose on what types of programs you mostly watch in a

week. Please encircle the letter of your chosen answer.

English TV programs Yes No

Concerts/ Music Channel Y N

Sports Y N

Reality Shows Y N

Documentary Films Y N

Cartoons Y N


36/39



TV Newscasts Y N

Talk Shows Y N

Drama/ Comedy Series Y N

Others: Please specify _______________ Y N

Bilingual TV Programs Yes NoConcerts/ Music Channel Y N

Sports Y N

Reality Shows Y N

Documentary Films Y NCartoons Y N

TV Newscasts Y N

Talk Shows Y N

Drama/ Comedy Series Y N

Others: Please specify _______________ Y N

English Movies Yes NoAction Y N

Adventure Y NComedy Y NDrama Y NRomance Y NScience Fiction Y NHorror Y NOthers: Please specify __________________ Y N

Bilingual Movies Yes No


37/39



Action Y N

Adventure Y NComedy Y NDrama Y NRomance Y NScience Fiction Y NHorror Y NOthers: Please specify __________________ Y N

English Internet Websites Yes NoEntertainment Y NNews Y N

Social Networking Sites Y NOthers: Please specify ____________ Y N

Bilingual Internet Websites Yes NoEntertainment Y NNews Y NSocial Networking Sites Y NOthers: Please specify ____________ Y N

Interview Format

1.A INTERVIEW


38/39



Questions:

1. Tell me more about your family.

2. What is your greatest dream in life?

3. Describe your best friend.

4. When you are not studying, what types of activities do you enjoy?

5. What is your most embarrassing moment in school and how did you copewith that?

6. Where do you want to have your next summer vacation? Why?

1. B PICTURE CUES

Students will pick three out of five pictures and describe it to the researcher

1.3 Role Play

The researcher will act as A then the respondent will act the as role B.

No. 1 Situation:

A: Invite B to go somewhere this weekend.B: Politely refuse A's invitation.

No. 2 Situation:

A: Try to get B to go on a date with your niece/nephew.B: You can't stand A's niece/nephew.

No. 3 Situation:

A: Present B with an unsolicited gift.B: You do not feel comfortable accepting the gift.


39/39



elena proposal

Documents