Sample Research Paper

The level of English Proficiency of the CELA Graduating Students: An assessment to English Proficiency Course

by Jayson Patalinghug

Introduction

English is spoken by one out of every six people in the world. It is the primary language of the United States, Australia, the U.K., and the Anglophone territories of Canada, making it second only to Mandarin Chinese in number of speakers.

English belongs to the Germanic branch of the Indo-European family of languages. The great number of words found in the English vocabulary is in large part due to extensive borrowings from other languages, including Latin, French, Low German, and the Scandinavian languages.

A dialect can be defined as a "variation of a language used by a group of speakers set apart from others geographically or socially." Using this definition, it is easy to identify English as a language with many dialects. Not only are there variations due to geographic differences, but there are more subtle shadings that identify someone as being from a specific region. Not to mention the differences between urban and suburban speech, educated diction and slang.… The rainbow of variations is part of what makes English an endlessly interesting pursuit.

Due to the demand of globalization, schools have made sure, that their students would become competent in using English language effectively. We have adopted English as medium of our instruction and offered many English Courses in the tertiary level to enhance the English Proficiency of the students.

In Saint Joseph Institute of Technology, we offered an English Proficiency Course (EPC) to our graduating students. This is to make sure that they are already proficient in using the language outside the portal of the school. The course is expected to develop the student’s English Proficiency in the following areas: Basic Grammar, English Vocabulary and Reading Comprehension.   

It is expected that the program will review and enhance the students learning in English and become a proficient user of the language. This study is conducted to assess the affectivity of the program using the students from the College of Education and Liberal Arts as respondents. The results will be the basis for further studies in other colleges. 

Theoretical Framework

An understanding of second language acquisition can improve the ability of mainstream teachers to serve the culturally and linguistically diverse students in their classrooms (Fillmore & Snow, 2002; Hamayan, 1990). While significant professional development is necessary to gain a full understanding of second language acquisition theory, some key concepts can be quickly understood and applied in the classroom.

Current theories of second language acquisition are based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).

One concept endorsed by most current theorists is that of a continuum of learning—that is, predictable and sequential stages of language development, in which the learner progresses from no knowledge of the new language to a level of competency closely resembling that of a native speaker. These theories have resulted in the identification of several distinct stages of second language development. These stages are most often identified as:

Stage I: The Silent/Receptive or Preproduction Stage:

This stage can last from 10 hours to six months. Students often have up to 500 "receptive" words (words they can understand, but may not be comfortable using) and can understand new words that are made comprehensible to them. This stage often involves a "silent period" during which students may not speak, but can respond using a variety of strategies including pointing to an object, picture, or person; performing an act, such as standing up or closing a door; gesturing or nodding; or responding with a simple "yes" or "no." Teachers should not force students to speak until they are ready to do so.

Stage II: The Early Production Stage:

The early production stage can last an additional six months after the initial stage. Students have usually developed close to 1,000 receptive/active words (that is, words they are able to understand and use). During this stage students can usually speak in one- or two-word phrases, and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions.

Stage III: The Speech Emergence Stage:

This stage can last up to another year. Students have usually developed approximately 3,000 words and can use short phrases and simple sentences to communicate. Students begin to use dialogue and can ask simple questions, such as "Can I go to the restroom?" and are also able to answer simple questions. Students may produce longer sentences, but often with grammatical errors that can interfere with their communication.

Stage IV: The Intermediate Language Proficiency Stage:

Intermediate proficiency may take up to another year after speech emergence. Students have typically developed close to 6,000 words and are beginning to make complex statements, state opinions, ask for clarification, share their thoughts, and speak at greater length.

Stage V: The Advanced Language Proficiency Stage:

Gaining advanced proficiency in a second language can typically take from five to seven years. By this stage students have developed some specialized content-area vocabulary and can participate fully in grade-level classroom activities if given occasional extra support. Students can speak English using grammar and vocabulary comparable to that of same-age native speakers.

Understanding that students are going through a predictable and sequential series of developmental stages helps teachers predict and accept a student’s current stage, while modifying their instruction to encourage progression to the next stage.

A concept endorsed by most language acquisition theorists is Stephen Krashen’s "comprehensible input" hypothesis, which suggests that learners acquire language by "intaking" and understanding language that is a "little beyond" their current level of competence (Krashen, 1981, p. 103). For instance, a preschool child already understands the phrase "Get your crayon." By slightly altering the phrase to "Get my crayons," the teacher can provide an appropriate linguistic and cognitive challenge— offering new information that builds off prior knowledge and is therefore comprehensible (Sowers, 2000). Providing consistent, comprehensible input requires a constant familiarity with the ability level of students in order to provide a level of "input" that is just beyond their current level.

Research by Merrill Swain and others has extended this concept to include "comprehensible output." According to several studies, providing learners with opportunities to use the language and skills they have acquired, at a level in which they are competent, is almost as important as giving students the appropriate level of input (Pica et al., 1989, 1996; Swain & Lapkin, 1995).

Krashen’s Affective Filter Hypothesis is another concept that has found wide acceptance with both researchers and ELL instructors (Krashen, 1981; Krashen & Terrell, 1983). This theory suggests that an individual’s emotions can directly interfere or assist in the learning of a new language. According to Krashen, learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment, or anger. These negative emotions can create a kind of filter that blocks the learner’s ability to process new or difficult words. Classrooms that are fully engaging, nonthreatening, and affirming of a child’s native language and cultural heritage can have a direct effect on the student’s ability to learn by increasing motivation and encouraging risk taking.

Another theory that has directly influenced classroom instruction is Jim Cummins’s distinction between two types of language: basic interpersonal communications skills (BICS) and cognitive academic language proficiency (CALP). Research has shown that the average student can develop conversational fluency within two to five years, but that developing fluency in more technical, academic language can take from four to seven years depending on many variables such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, & Witt, 2000; Thomas & Collier, 1997).

Later, Cummins expanded this concept to include two distinct types of communication, depending on the context in which it occurs:

       Context-embedded communication provides several communicative supports to the listener or reader, such as objects, gestures, or vocal inflections, which help make the information comprehensible. Examples are a one-to-one social conversation with physical gestures, or storytelling activities that include visual props.

       Context-reduced communication provides fewer communicative clues to support understanding. Examples are a phone conversation, which provides no visual clues, or a note left on a refrigerator.

Similarly, Cummins distinguished between the different cognitive demands that communication can place on the learner:

       Cognitively undemanding communication requires a minimal amount of abstract or critical thinking. Examples are a conversation on the playground, or simple yes/no questions in the classroom.

       Cognitively demanding communication, which requires a learner to analyze and synthesize information quickly and contains abstract or specialized concepts. Examples are academic content lessons, such as a social studies lecture, a math lesson, or a multiple-choice test.

Understanding these theories can help teachers develop appropriate instructional strategies and assessments that guide students along a continuum of language development, from cognitively undemanding, context-embedded curricula, to cognitively demanding, context-reduced curricula (Robson, 1995).

A basic knowledge of language acquisition theories is extremely useful for mainstream classroom teachers and directly influences their ability to provide appropriate content-area instruction to ELL students. It is especially important in those schools or districts where limited resources result in little or no instructional support in a student’s native language. In these "sink-or-swim" situations, a committed mainstream teacher with a clear understanding of language acquisition can make all the difference.

Conceptual Framework

Fig 1. Concept of Language Acquisition

Fig 2. Objectives of English Proficiency Course

Statement of the Problem

This study aims to evaluate the level of English proficiency of the CELA graduating students. To achieve this purpose the following questions are formulated:

1. What is the profile of the respondents in terms of the following:
1. Course
2. Sex
3. Age

2. What is their level of English Proficiency in terms of their performance score along the following areas before and after their exposure to the English Proficiency Course:
1. Mastery in Basic Grammar
2. Background in English Vocabulary
3. Skills in Reading Comprehension
3. Is there a significant difference in the student’s level of English Proficiency before and after their exposure to the program?

Hypothesis

There is no significant difference in the student’s level of English Proficiency before and after their exposure to the program.

Significance of the Study

     The researcher considered this study vital to the instructors of English Proficiency Course, as well as to the administration of Saint Joseph Institute of Technology and to the future researchers. As a pioneering effort, this can inspire other English instructors to conduct parallel studies and help the administration to give more focus on the students English Language Proficiency.

For English Instructors

1.     The knowledge of the student’s English Language Proficiency will inspire them to find more effective strategies in teaching English Proficiency Course.

2.     Upon knowing the weak points among the different areas of English Language, the instructors can design learning manuals that will fit to the student’s needs and give more focus on student’s weak points.

3.     Results of this study will help them assess the effectiveness of the subject they are teaching.

For the Administrators

The results of this study can serve as one of the bases for circular evaluation of the course and planning for its improvement. It will also guide the administrators in their conscious effort to undergo planned changes in design of the program.

Methodology

     This study was conducted among the CELA graduating students of Saint Joseph Institute of Technology. There were twenty three (23) students of the said college who were chosen as respondents.

     In the selection of the respondents, purposive and complete enumeration sampling was utilized. Data were gathered in terms of the performance scores in English Proficiency Test.

     The researcher used an online questionnaire which includes the proficiency in basic grammar, English vocabulary and reading comprehension. Data collated was subjected to statistical analysis using the frequency – distribution, mean and analysis of variance.

Discussion of Results

Table 1

Distribution of Respondents According to Course

Course	Frequency	Percentage
BEE	7	30
BSE	2	9
AB Psych	8	35
AB MC	6	26
Total	23	100

     Table 1 shows the distribution of respondents according to their course. Results shows that most of the respondents are AB Psychology with the percentage of 35, BEE is 30 percent followed by AB Mass Communication which has a percentage of 26 and the least number of respondents are BSE.

Table 2

Distribution of Respondents According to Sex

Sex	Frequency	Percentage
Males	4	17
Females	19	83
Total	23	100

Table 2 shows the distribution of respondents according to their sex. The results reveal that 83 percent of the respondents are female and only 17 percent are males. This simply indicates that majority of the CELA graduating students are females.

Table 3

Distribution of Respondents According to Age

Age	Frequency	Percentage
18 – 19	9	39
20 – 21	11	48
22 - 23	3	13
Total Number of Respondents	23	100

     Table 3 shows the distribution of respondents according to their age. The results indicate that 48 percent of the respondents fall in the age bracket 20 -21, 39 percent fall in the age bracket 18-19 and only 13 percent fall in the age bracket 22 – 23.

Table 4

Distribution of Respondents According to their Proficiency in Basic Grammar Before and After Taking EPC

Performance Indicator	Frequency		Percentage
	Before	After	Before	After
Excellent	5	2	22	9
Very Satisfactory	2	3	9	13
Satisfactory	13	13	56	56
Fair	1	1	4	4
Poor	2	4	9	17

     Table 4 shows the distribution of respondents according to their proficiency in basic grammar before and after taking the EPC program. Results indicate that students who got Excellent decreases from 22 percent to 9 percent. Students who got very satisfactory increases from 9 percent to 13 percent. Students who got satisfactory are constant which is 56 percent. Students who got Fair level are also constant which 4 is percent. Students who got a poor level of proficiency increases from 9 percent to 17 percent. Further, the data show that most of the respondents have a satisfactory level of proficiency in Basic Grammar.   

Table 5

Distribution of Respondents According to their Proficiency in English Vocabulary Before and After Taking EPC

Performance Indicator	Frequency		Percentage
	Before	After	Before	After
Excellent	1	1	4	4
Very Satisfactory	8	8	35	35
Satisfactory	11	10	48	43
Fair	0	1	0	4
Poor	3	3	13	13

     Table 5 shows the distribution of respondents according to their proficiency in English vocabulary before and after taking EPC program. The data reveals that students who got excellent have a constant score which is 4 percent. Students who got very satisfactory are also constant which is 35 percent. Students who got satisfactory decreases from 48 percent to 43 percent. Students who got fair level increases from 0 percent to 4 percent. Students who got poor level are constant which is 13 percent. Further, the data show that most respondents got a satisfactory level of proficiency in English vocabulary.

 

Table 6

Distribution of Respondents According to their Proficiency in Reading Comprehension Before and After Taking EPC

Performance Indicator	Frequency		Percentage
	Before	After	Before	After
Excellent	0	0	0	0
Very Satisfactory	3	7	13	30
Satisfactory	8	6	35	26
Fair	4	2	17	9
Poor	8	8	35	35

     Table 6 shows the distribution of respondents according to their proficiency in reading comprehension before and after taking EPC program. Data reveal that there are no students who got excellent. However, students who got very satisfactory increases from 13 percent to 30 percent. Students who got satisfactory decreases from 35 percent to 26 percent. Students who got a fair level of proficiency decreases from 17 percent to 9 percent. Students who got poor reading comprehension are constant which is 35 percent. Further, results show that most students are poor in reading comprehension.

  

Table 7

Distribution of Respondents According to their Level of English Proficiency Before and After Taking EPC

Performance Indicator	Frequency		Percentage
	Before	After	Before	After
Excellent	0	1	0	4
Very Satisfactory	2	4	9	17
Satisfactory	12	10	52	43
Fair	4	3	17	13
Poor	5	5	22	22

     Table 7 shows the general level of English Proficiency of the respondents before and after taking EPC program. Data reveal that 43 percent of the respondents got satisfactory; 22 percent got poor; 17 percent got very satisfactory; 13 percent got fair and only 4 percent got excellent. Further, data reveal that most of the respondents have a satisfactory level of English proficiency.

Table 8

Summary of Respondent’s Level of English Proficiency

Before and After Taking EPC

Basic Grammar				Vocabulary				Reading Comprehension				Total
Before		After		Before		After		Before		After		Before		After
X	VD	X	VD	X	VD	X	VD	X	VD	X	VD	X	VD	X	VD
90	E	91	E	100	E	100	E	73	S	83	VS	88	VS	91	E
73	S	83	VS	86	VS	86	VS	70	S	80	VS	76	S	83	VS
53	F	78	S	60	S	70	S	70	S	70	S	61	S	73	S
70	S	70	S	76	S	76	S	66	S	76	S	71	S	74	S
91	E	91	E	86	VS	86	VS	76	S	86	VS	84	VS	88	VS
44	P	44	P	26	P	30	P	36	P	40	P	35	P	38	P
77	S	77	S	66	S	66	S	46	P	56	F	63	S	66	S
87	Vs	87	VS	83	VS	83	VS	63	S	73	S	78	S	81	VS
70	S	75	S	86	VS	86	VS	80	VS	80	VS	79	S	80	VS
62	S	67	S	60	S	60	S	53	F	50	P	58	F	59	F
66	S	67	S	63	S	63	S	36	P	46	P	55	F	59	F
69	S	79	S	70	S	70	S	80	VS	80	VS	73	S	76	S
89	Vs	89	VS	86	VS	86	VS	63	S	60	S	79	S	78	S
63	S	63	S	80	VS	80	VS	83	VS	80	VS	75	S	74	S
63	S	63	S	86	VS	86	VS	66	S	76	S	72	S	75	S
60	S	60	S	70	S	70	S	56	F	66	S	62	S	65	S
60	S	55	F	70	S	86	VS	56	F	50	P	62	S	64	S
50	P	64	S	86	VS	60	S	40	P	40	P	59	F	55	F
64	S	43	P	60	S	50	P	36	P	50	P	53	F	48	P
42	P	63	S	46	P	26	P	50	P	56	F	46	P	48	P
64	S	36	P	26	P	66	S	56	F	30	P	49	P	44	P
31	P	43	P	66	S	66	S	20	P	33	P	39	P	47	P
43	P	71	S	66	S	58	F	23	P	83	VS	44	P	71	S
OVERALL TOTAL												64	S	67	S

     Table 8 clearly shows the English proficiency level of the CELA graduating students. Data reveal that the over all performance of the respondents are satisfactory before taking EPC program and does not change after taking the EPC program.

  

Conclusions

     Based on the data gathered and presented above, the following findings are formulated:

1.  Most of the respondents are AB Psychology.

2.  Most of the respondents are females.

3.  Most of the respondents fall in the age bracket 20 – 21.

4.  Most of the respondents have a satisfactory level in Basic grammar.

5.  Most of the respondents have a satisfactory level in English vocabulary.

6.  Most of the respondents are poor in reading comprehension.

Recommendations

     Based on the results of the study the following recommendations are formulated:

1.   The faculty teaching EPC program should find suitable strategies that will enhance the English Proficiency of the students;

2.   The faculty should conduct enhancement program to help the students improve their proficiency in Basic grammar and English vocabulary;

3.   The faculty should give focus on improving student’s reading comprehension;

4.   Trainings on English language should be strengthened in the English Foundation courses;

5.   Further research on the causes of low English proficiency should be conducted;

6.   Further research on the effects of modern instructional materials towards the student’s performance should be conducted;

7.   Conduct parallel research across the different colleges to assess the English Proficiency of the students in SJIT.

8.   Conduct parallel research that will determine the effectiveness of English Proficiency Course in other programs.

References

Fillmore & Snow, 2002. Concepts in Learning a Language. HLI Asia

Battistich V., Solomon, D., Watson, M., & Schaps, e. (1997, Vol. 32, No. 3) Caring School Communities. Educational Psychologist. 137 - 151

Hamayan, 1990. Teaching for Effective Study. Great Britain: Biddler Ltd.., Guildford and King’s Lynn

Krashen, 1981. Affective Filter Hypothesis. London: Orion Books Ltd.

Learning and Language Acquisition. (nw) Tips from the University of Alabama. June 1981

English Proficiency Test: www. Transparent.com/proftest