(Luận Văn) Prototype Lessons On Developing Textual Skill Of First Year College Students Of The Thai Nguyen System

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

PROTOTYPE LESSONS ON DEVELOPING TEXTUAL SKILLS
OF FIRST YEAR COLLEGE STUDENTS OF
THAI NGUYEN UNIVERSITY SYSTEM

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A Dissertation
Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines

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In Partial Fulfillment
Of the Requirements for the Degree
Of Doctor of Philosophy
Major in English

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By:

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HOANG HUONG LY
June 2015

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

APPROVAL SHEET

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This dissertation entitled “PROTOTYPE LESSONS ON DEVELOPING
TEXTUAL SKILLS OF FIRST YEAR COLLEGE STUDENTS OF THAI
NGUYEN UNIVERSITY SYSTEM” prepared and submitted by HOANG
HUONG LY 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.

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MATILDA H. DIMAANO, Ph.D.
Adviser

PANEL OF EXAMINERS

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Approved by the committee on Oral Examination with a grade
of _________.

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DR. AMADA G. BANAAG
Chairman
DR. FELIX M. PANOPIO
Member

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DR. MARIA LUISA A. VALDEZ
Member

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DR. MYRNA G. SULIT

External Representative

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Accepted and approved in partial fulfillment of the requirements for the
degree of Doctor of Philosophy major in English.

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Comprehensive Examination: PASSED

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MATILDA H. DIMAANO, Ph.D.
Dean, Graduate Studies

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_____________
Date

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

ABSTRACT
Title

: Prototype Lessons on Developing Textual Skill of First Year

College Students of Thai Nguyen University System

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: Hoang Huong Ly

Course

: Doctor of Philosophy

Major

: English

Year

: 2015

Adviser

: Dr. Matilda H. Dimaano

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Author

Summary

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This study aimed to assess the textual skill of first year college students

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of Thai Nguyen System with prototype lessons as output of the study to

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develop students’ textual performance.

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This study made use of the descriptive method of research using survey

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questionnaire and teacher-made test. Respondents of the study were the 326

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first year Basic English language students from selected Universities in Thai

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Nguyen and 66 English teachers. The students answered the teacher –made

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test on textual performance relative to combining sentences, constructing

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sentences, connecting ideas, using words effectively, and developing

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paragraph which served as the source of the quantitative data that were

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Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

analyzed statistically. The students’ demographic profiles in terms of gender;
parents’ educational attainment; students’ exposure to English media; place of
origin; and school graduated from were included in the study. Further, the
hypothesis that there are no significant differences between the students'

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textual performance in English and the teachers' assessment scores is tested.

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The data gathered were analyzed using the following statistics: frequency

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distribution, percentage, weighted mean, standard deviation, and independent
t-test.

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Findings of the study revealed that in the student respondents’

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demographic profiles in relation to gender, there were 55.83 percent males and

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44.17 percent females in the group with the males exceeding the females by
11.66 percent. This means that the population under study has an almost equal

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gender distribution and can be considered as gender-balanced. As to parents’

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educational attainment, out of 326 respondents there are 303 or 92.94 percent

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whose parents have tertiary education, which means that majority of the

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student respondents have well-educated parents.

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With regards to exposure to English media more than half or 51.23

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percent of the students had the least exposure to the English media, which

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means that majority of the students are not well exposed to the English media

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

and are therefore foreign to it. For place of origin, results showed that 188 out
of 326 student respondents or 57.67 percent originated from urban areas in
Vietnam which means that most of the respondents came from urban areas
where they grew up and obtained their early education in areas close to cities

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where advanced learning technologies are available. Relative to school

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graduated majority of the student respondents or 98.77 percent had their high

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school education in public schools which means that most of the students
pursued their secondary education in public schools availing of the

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standardized education program.

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In students’ textual skills performance relative to combining sentences

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findings showed that the percent correct items of the students for combining
sentences is 69.8 percent with a verbal equivalent of average which means

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that the student respondents have achieved a certain degree of skill in

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sentence combining. For constructing sentences, the percent correct items of

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the students are 53.3 percent with a verbal equivalent of average which means

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that the student respondents find sentence construction as the most difficult

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component of textual performance and further implies that it doesn’t mean that

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if the skill is more basic, it would be easier for the students. In connecting

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ideas, the percent correct items obtained by the students for connecting

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BATANGAS STATE UNIVERSITY
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

sentences are 62.0 percent with a verbal equivalent of average which means
that the student respondents find combining sentences as one of the less
difficult components of the textual skills.
Moreover, in using words effectively the percent correct items of the

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students for using words effectively is 54.3 percent with a verbal equivalent of

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average which means that it is one of the more difficult components of the

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textual skills for the student respondents. In relation to developing paragraph,
the percent correct items of the students for using developing paragraphs is

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59.5 percent with a verbal equivalent of average which means that in general

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the students do not find this skill to be very difficult nor too easy and further

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means that the students have developed a certain degree of paragraph
construction skills although not fully mature but enough to support their

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continuing growth in their tertiary years.

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In relationships between the students’ textual skills performance and

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their profile variables results indicated that for gender, the p-value for three out

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of five component skills is below 0.05 indicating that the performance of the

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male and the female students are significantly different which means that male

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students’ performance in combining sentences, connecting ideas and

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developing paragraphs is different from the female students’ performance.

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

Meanwhile, for the other two component skills pertaining to constructing
sentences and using words effectively, the p-values are above 0.05 which
means they are not significantly different. For Parents’ Education, it can be
noted that in three out of five component skills were the p-value is below 0.05

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or significantly different, specifically in secondary vs. tertiary educated parents.

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For the degree of exposure to the English media, a p-value less than 0.05 was

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obtained only in connecting ideas for means involving least and moderate

exposure and least vs. high exposure. This indicates that it was only in

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connecting ideas did the media exposure significantly affect the students’

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performance.

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For place of origin, all the five component skills, the p-values were below
0.05 and are significantly different for urban and rural origin which means that

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demographic factor is important in the learning performance of the students. In

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the case of the type of High School, only in using words effectively that the p-

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value was below 0.05 indicating that performance of the students in this area is

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significantly different which means that education in the public schools is

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generally not different from private schools.

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As for the teachers’ assessment of the students’ textual skills

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performance in English, findings revealed that all of the 11 items obtained an

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

“agree” score of >50 percent which means that the teacher respondents
unanimously consider all the listed items as pertinent items to assess the
performance skills of the freshman students. According to frequency of use by
the students, results showed that seven out of the 11 items got ratings of 3.5 to

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3.9 or equivalent to Often and five items out of 11 had a rating of 2.8 to 3.3 or

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equivalent to Sometimes which means that in general, the teachers perceived

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that the students are performing their textual skills often.
As regards degree of importance results showed 10 out of the 11 items

had mean scores close to 4.0 or equivalent to moderately important, and one

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item had a score close to 5.0 or very important which indicates that the teacher

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respondents had a very high assessment of the degree of importance of the

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different items under the textual skills.

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In the relationship of teacher’s assessment and the students’ textual

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performance in English findings revealed that the textual performance of the

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students in three out of five areas is significantly different from the frequency

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ratings of the teachers which implies that the students’ performance in the

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areas of combining sentence, constructing sentences and connecting ideas are
not related to the teachers’ assessment. In contrast, the students’ performance

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score in using words effectively and developing paragraphs are not significantly

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different from the teachers’ assessment and are thus, related to each other.

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BATANGAS STATE UNIVERSITY
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

The t-test results on the component skills pertaining to using words
effectively and developing paragraphs demonstrate a linkage between the
student’s performance and the teacher assessment and thus could be
predictable of each other. Hence, interventions pertinent to these areas that

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would be done by the teachers can be expected to influence the students’

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performance along these areas.

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For the preparation of the proposed prototype lessons to develop

students’ textual skills performance, there are some elements considered for

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this particular group of Vietnamese teachers and students which include the

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following low performance score of the students in the component areas of the

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textual skills, meaningful relationship of the performance scores with the profile
variables, and meaningful relationship of the performance scores with the

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teachers’ assessment.

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From the findings and conclusions, the study recommended that the

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prototype lessons may be presented to school administrators for their review

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and suggestions; that improvement of the designed prototype lessons should

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universities.

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be made; and further studies may be conducted along this line in private

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BATANGAS STATE UNIVERSITY
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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

ACKNOWLEDGMENT

The researcher expresses her profound gratitude to the valuable
contributions of the following persons:
Dr. Matilda H. Dimaano, Dissertation Adviser, for her guidance, critical

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comments, suggestions and recommendations to improve this dissertation. Her

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research expertise and sound advice make this academic work a reality;

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Dr. Corazon C. Cabrera, Dr. Myrna G. Sulit, Dr. Amada G. Banaag, Dr.

Maria Luisa A. Valdez, and Dr. Felix M. Panopio, Panel Members, for their

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insights and valuable inputs;

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Dr. Remedios P. Magnaye, Recording Secretary, for her dedication in

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encoding the minutes during the oral defense;
All the personnel of the International Training Center (ITC), Thai Nguyen

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University of Agriculture and Forestry, for their assistance;

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The English teachers and students from the four selected universities of

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Thai Nguyen University System, who were the respondents of the study for

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their cooperation; and

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Pham Hong Thai, her husband and Pham Hoang Minh, her son, her

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parents and her parents in-law for all the support, love and encouragement.

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Hoang Huong Ly

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

DEDICATION
This work is lovingly dedicated to my husband Pham Hong Thai, my son
Pham Hoang Minh, and my mother for being my inspiration.

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Hoang Huong Ly

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(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

TABLE OF CONTENTS
Page
TITLE PAGE........................................................................................ i
APPROVAL SHEET............................................................................ ii

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ABSTRACT......................................................................................... iii

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ACKNOWLEDGMENT........................................................................ x

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DEDICATION....................................................................................... xi
TABLE OF CONTENTS...................................................................... xii

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LIST OF TABLES................................................................................ xv

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LIST OF FIGURES............................................................................. xvii

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CHAPTER

I. THE PROBLEM

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Introduction............................................................

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Statement of the Problem .....................................

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Scope, Delimitation and Limitation of the Study.....

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Significance of the Study .......................................

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II. REVIEW OF LITERATURE

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Conceptual Literature.............................................

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Research Literature................................................

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Socialist Republic of Vietnam

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Synthesis ...............................................................

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Theoretical Framework .........................................

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Conceptual Framework .........................................

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Hypothesis.............................................................

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Definition of Terms.................................................

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III. RESEARCH METHOD AND PROCEDURE

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Research Design ..................................................

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Subjects of the Study ............................................

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Data Gathering Instrument.....................................

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Research Environment ..........................................

Data Gathering Procedure.....................................

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Statistical Treatment of Data ................................

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IV. PRESENTATION, ANALYSIS AND INTERPRETATION

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OF DATA .................................................................... 74

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V. SUMMARY, CONCLUSION AND RECOMMENDATION

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Summary of Findings.............................................

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Conclusions ...........................................................
Recommendation ..................................................

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BIBLIOGRAPHY.............................................................................140

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APPENDICES………………………………………………………….. 146

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Socialist Republic of Vietnam

A. Questionnaires........................................................ 147
B. Letters of Request.................................................. 163
C. Documentations...................................................... 169
D. Psychrometric Conversion Table............................ 175

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CURRICULUM VITAE ……………………………………………….. 178

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LIST OF TABLES
Table

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Distribution of the Population and Sample............................. 68

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Gender Profile of the Student Respondents……..…………... 76

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Parents’ Education Profile of the Student Respondents........ 77

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Profile of Students’ Exposure to English Media..................... 79

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Types of English Media Exposure.......................................... 80

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Place of Origin of the Student Respondents........................... 81

Type of High School of the Student Respondents.................. 82

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Students’ Performance in the Different Textual Skills............. 85

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T-test Comparison of the Students’ Performance in the
Textual Skills Tests Stratified According to the
Students’ Profile Variables..................................................... 94

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10 Textual Skills Performance of the Students as
Assessed by the Teachers...................................................... 98

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Students’ English Language Textual Skills and
their Frequency of Use........................................................... 99

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Students’ English Language Textual Skills and
their Degree of Importance..................................................... 101

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Students’ Performance and Teachers’ Assessment
on the Students’ Textual Skills.............................................. 102

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Bases in the Design of Prototype Lessons to Develop

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Students’ Textual Skills Performance................................... 104

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Socialist Republic of Vietnam

LIST OF FIGURES

Figure
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Title

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Conceptual Paradigm of the Study........…………….............61

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(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

1

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

CHAPTER I
THE PROBLEM
Introduction
The English language is one of the foreign languages taught in various

lu
an

stages of the educational system, especially in countries that have adopted it

va

as their second language. A number of reasons justify this grand educational

n
p
ie
gh
tn
to

decision as the English language has risen to a global status and has fast
become the lingua franca of the entire world.

w
do

Although English is only the third in rank among the world languages,

d
oa
nl

the first of which is Chinese Mandarin and the second is Spanish, the wide

nv

a
lu

adoption and acceptance of modern English in business communication drive
its continuous success. In fact, countries in Africa and Asia for example who

an

ll

fu

are multi-lingual and multi-dialect have made English as their common

m

oi

language bridging the communication gap among their regional constituents.

nh

at

Therefore, English has risen from its former status as the language of the

z

z

colonialists to a language of democracy and progress.

@

ai

gm

Globalization has created a demand for proficiency in the English

l.c

language. Important business transactions in the world’s biggest economies

om

an

Lu

are crafted in the English language. The movement of people either for

n

va
ac

th

(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

si


(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

2

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

tourism, business, education or migration to a foreign country requires a
minimum level of English language proficiency. These are some of the several
reasons why English language schools have proliferated, that is to cater to the
increasing need of the wider speaking public. While the teaching of the English

lu
an

language has taken a full and formalistic engagement like the programs for

va

English as the Second Language (ESL) or English as a Foreign Language

n
p
ie
gh
tn
to

(EFL) assumed by designated language teaching institutions, deficiencies
have been and continuously being identified. The ESL and EFL pedagogical

English.

d
oa
nl

w
do

styles were seen to follow the scholastic or traditional approaches of teaching

nv

a
lu

With traditional approaches, it is meant that the English language is
taught in the way that it is taught in schools, like building vocabularies and

an

ll

fu

putting heavy emphasis on grammar. This approach has been challenged as

m

oi

evaluations of the non-native speakers in various foreign educational

nh

at

institutions that showed preponderance of ineffective English communication

z

z

skills. In fact, the ESL program was primarily geared towards developing

@

ai

gm

written English proficiency, not spoken English proficiency. Thus, the trend of

l.c

focusing on spoken English proficiency is gaining ground among the different

om
an

Lu

language learning institutions in the recent time.

n

va
ac

th

(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

si


(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

3

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

However, people cannot use only spoken language to communicate
because written language plays very important role in every field. As can be
seen in four skills, writing or textual skill is the most creative and difficult skill
that learners at different levels of English especially elementary encounter

lu
an

because they need to gain basic knowledge of English in general as well as

va

writing in particular. If they are taught textual skill thoroughly and often practice

n
p
ie

gh
tn
to

writing, they are able to use words and compound or complex sentences
exactly and effectively to express their ideas logically.

w
do

Language learning proceeds in a longitudinal and sequential fashion and

d
oa
nl

several researches have provided evidence to this effect. In fact, there were 5

nv

a
lu

stages identified in communicative development that L1 learners need to
undergo. ESL/EFL learners were also found to undergo communicative

an

ll

fu

development in a similar process, suggesting the universality of the language

m

oi

learning process. And following L1 learners’ pattern in acquiring linguistic skills

nh

at

of their native language that occur in stages, macro and micro skills are

z
z

acquired as well.

gm

@
ai

The four macro language skills that occur in sequential process include

l.c

om

listening first, then speaking, followed by reading, and finally writing. These

an

Lu

macro skills as indicated are related to each other in two ways, and these are

n

va
ac

th

(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

si


(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

4

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

the direction of communication - the in or out, and the method of communication
the spoken or written. The micro-skills acquired would include grammar,
vocabulary, pronunciation, and spelling.
The linguistic skills development and maturity of the second language

lu
an

learners can be evaluated cross-sectionally through a sampling assessment of

va

their macro skills as well as their micro skills. Such is particularly important

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p
ie
gh
tn
to

especially among freshman students of the University, where a linguistic
performance assessment would be critical in making a decision for English

w
do

language remedial programs. Aware of the academic tasks of a tertiary

d
oa
nl

education, a minimum skill and proficiency in the English language is

nv

a
lu

required for them to successfully tackle the requirements of their courses.
In the spectrum of the macro-linguistic skills of the first year college

an

ll

fu

students, writing or textual skill will be evaluated. One reason for this choice is

m

oi

the apparent expectation that these students are in fact mature EFL learners

nh

at

and their years of exposure and use of the English language have gained their

z

z

competence to tackle the advanced task of writing. According to Omaggio

@

ai

gm

(1993) writing is a continuous activity that range from the more mechanical or

l.c

formal aspects of writing down on the one end, to the more complex act of

om
an

Lu
n

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5

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

composing on the other end. Through experience writing skills can be learned
and practice.

Composing as one among attributes of writing centers on telling or

lu
an

retelling pieces of information. It can be in the form of narrative or description

va

or transforming information into new texts. Writing is learned through formal

n
p
ie
gh
tn
to

instructional environment and not in a naturally acquired skill. It needs
conscious effort and practice. Students are taught the importance of stating

w
do

assumptions through writing as well as creating texts and building relationships

d
oa
nl

among words, sentences and paragraphs based from their experiences.

nv

a
lu

In the aspect of macro- skills, there is no other fitting choice but to

examine the students’ writing skills as these also mirror the kind of

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ll

fu

performance they have along this language component. There are identified
which

the

students

encountered.

oi

problems

m

writing

These

include

nh

at

inconsistencies in spelling, punctuations and capitalizations, unnecessary

z

z

shifting in the use of simple tenses, and wordiness. Students also have

@

l.c

sentence structure.

ai

gm

problems in sentence and paragraph coherence as well as word order and

om
an

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n

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6

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

These difficulties can be attributed to students’ weaknesses in their prior
learning experiences as well as lack of exposures and practice in writing. The
researcher being an English teacher handling Basic English Course, observed
these scenario among her Vietnamese students taking up this course. That

lu
an

prompted her to conduct this study to probe the textual skills of the

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Vietnamese first year Basic English students in comparison to the

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p
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gh
tn
to

assessments of the responses of their respective English teachers.
Statement of the Problem

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This study assessed textual skill of first year college students of Thai

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oa
nl

Nguyen University System, Vietnam.

nv

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Specifically, it sought answers to the following questions:

1. What is the demographic profile of students in terms of:

an
ll

fu

1.1 gender;

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1.2 parents’ educational attainment;

nh

at

1.3 students’ exposure to English media;

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1.5 school graduated from?

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1.4 place of origin; and

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2. What is the respondents' textual skills performance in terms of:

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an

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2.1 combining sentences;

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(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

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7

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
2.2 constructing sentences ;
2.3 connecting ideas;

2.4 using words effectively; and
2.5 developing paragraph?

lu
an
va

3. Are there significant relationships between the students' textual skills

n
p
ie
gh
tn
to

performance and their profile variables?
4. How do teachers assess the textual skills performance of students in

w
do

English?

Are there

significant differences

d
oa
nl

5.

on students’

textual skills

nv

a
lu

performance and teachers’ assessment on the same areas?
6. What prototype lessons may be proposed to develop students’ skills

an
ll

fu

textual skills performance?

m

oi

Scope, Delimitation and Limitation of the Study

nh

at

This study determined the textual skills of first year college students of

z
z

Thai Nguyen System, Vietnam. This study was limited to the responses of

gm

@
379 first year Basic English language students from selected Universities in

ai
l.c

om

Thai Nguyen and their respective English teachers. The students answered

an

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n

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8

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

the teacher–made test on textual performance relative to combining
sentences;

constructing

sentences;

connecting

ideas;

using

words

effectively; and developing paragraph which served as the source of the
quantitative data that were analyzed statistically. The students’ demographic

lu
an
n

va

profiles such as gender; parents’ educational attainment; students’ exposure

p
ie
gh
tn
to

to English media; place of origin; and school graduated from were included in
this study.

The student respondents were enrolled in the Basic English

d
oa
nl

w
do

course in the University. The teacher respondents were the respective
teachers of the evaluated students and the teacher’s assessment of the

a
lu

student and the students’ scores in questionnaire were compared.

nv

an

Comparison of means and t-test were done as well as correlation analysis

ll

fu
oi

m

but not limited to these statistical parameters. Demographic data were

nh

presented as graphical figures.

The study was limited only to first year

at
z

z

college students enrolled in the four Thai Nguyen University Systems.

gm

@
Those students who were not enrolled in the Basic English Course as well

ai
l.c

om

as those who were in the upper year levels were excluded in the study.

an

Lu
n

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ac

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si


(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

9

BATANGAS STATE UNIVERSITY
Republic of the Philippines

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
Significance of the Study

This study is believed to have profound significance to the
administrators, teachers of English and first year college students in Thai
Nguyen University, and future researchers.

lu
an

Administrators. Results of the study will provide them information

n

va
p
ie
gh
tn
to

regarding the textual performance of their students for them to make the
decision to establish an English language remedial program for the affected
student population or make an evaluation as to whether the teacher’s

w
do

d
oa
nl

strategic intervention and the prototype lessons which are the output of this
study would suffice to supplement the deficiency needs of the students.

nv

a
lu

Policy-Makers. Results of the study will provide them with the latest

an
fu

ll

textual performance of the first year college English students which will serve

m

oi

as basis for national policy formulation. This will also substantiate the status of

nh

at

the primary and secondary education whether they have successfully prepared

z
z
gm

@

the students to this tertiary level.

Students. Results of the study will help them understand their textual

ai
l.c

om

performance. This will also serve as basis for improvement on the areas

an

Lu

they find most difficult. The output developed in the study in the form of

n

va
ac

th

(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system(Luận.văn).prototype.lessons.on.developing.textual.skill.of.first.year.college.students.of.the.thai.nguyen.system

si