(Luận Văn) Workbook On English Language Micro Skills For First Year College Students In Selected Universities In Thai Nguyen Province, Vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

WORKBOOK ON ENGLISH LANGUAGE MICRO-SKILLS FOR FIRST
YEAR COLLEGE STUDENTS IN SELECTED UNIVERSITIES
IN THAI NGUYEN PROVINCE, VIETNAM

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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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June 2015

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DANG THI THU HUONG

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

APPROVAL SHEET
This dissertation entitled “WORKBOOK ON ENGLISH LANGUAGE
MICRO-SKILLS FOR FIRST YEAR COLLEGE STUDENTS IN SELECTED
UNIVERSITIES IN THAI NGUYEN PROVINCE, VIETNAM” prepared and
submitted by DANG THI THU HUONG in partial fulfillment of the requirements
for the degree of Doctor of Philosophy major in English has been examined
and is recommended for Oral Examination.

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MATILDA H. DIMAANO, Ph.D.
Adviser

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PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade

of _________.

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DR. AMADA G. BANAAG
Chairman

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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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MATILDA H. DIMAANO, Ph.D.
Dean, Graduate Studies
College of Arts and Sciences

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_____________
Date

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Comprehensive Examination: PASSED

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

ABSTRACT
Title

: Workbook on English Language Micro-skill for First Year
College Students in Selected Universities in Thai Nguyen
Province, Vietnam

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: Dang Thi Thu Huong

Course

: Doctor of Philosophy

Major

: English

Year

: 2015

Adviser

: Dr. Matilda H. Dimaano

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Author

Summary

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The study was conducted to assess the English language micro- skill

needs of first year college students in selected universities in Thai Nguyen

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Province, Vietnam. It covered the level of English language proficiency among

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students in the four modes of language performance in reading, writing,

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speaking and listening. The faculty also assessed the students English micro

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skills relative to motor-perceptual skills for spoken and written media,

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intonation skills concerned with understanding and conveying meaning

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especially attitudinal meaning, deductive skills: deducing meaning or use of

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unfamiliar lexical items such as reducing recourse to use of dictionary,

perceptual or communicative skills, conceptual skills: understanding and

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expressing conceptual meaning, intrasentencial structure and semantic

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

relations skills, discourse coherence skills and information transfer skills.
This study also determined which among the four modes of language
performance the students find most difficult and which among the English
micro skills students find difficult as assessed by faculty respondents. The

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output of the study is a proposed supplementary workbook to enhance the

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students micro skill needs.

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The study covered the four (4) Thai Nguyen Universities in Thai Nguyen

Province with three hundred eighty (380) freshman students and 53 English

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language teachers as respondents of the study. It made use of descriptive

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research and utilized the survey questionnaire and the teacher- made- test as

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the data gathering instruments.

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Results of the study as to the level of students’ proficiency in the four

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modes of English language performance, students generally have an average

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proficiency in all the test areas in the performance in reading with an average

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correct rating of 65.26 percent and a verbal equivalent of average with the

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highest proficiency was observed in the areas on context clues and fact and

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inference with 82.05 percent, and topic sentence and main idea with a percent
correct scores of 69.26 percent and 68.86 percent respectively; and summary

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statements with a percent correct score of 42.32 percent and interpreted as

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Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

low average.
In writing students generally showed an average performance with an
average correct score of 54.57 percent. This value may appear high and above
50 percent, but among the component areas, only three of the five items had

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high values which mean that the students have developed proficiency along

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these three component areas with most adeptness gained in words in

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sentences where they get the high average rating. The two low scoring items

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are punctuation and modifier placement with the former acquiring the lowest

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performance rating of 18.42 percent.

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For speaking, students generally showed an average performance with

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a percent correct rating of 49.11 percent which means the students were

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performing at an average level in the modality of speaking. Numerically, the

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performance in speaking was lower and below 50 percent. The students

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showed the lowest numerical proficiency value in this language mode

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indicating this area to be the weakest. In listening on the other hand, the

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students generally showed an average proficiency with an average correct

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rating of 59.28 percent. Though this value appears to be high and above 50
percent, only the items on sentence constituents and grammatical word class

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contributed to the high values which mean that the students were proficient in

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

grammatical areas of listening and less proficient in vocabulary and main idea
finding.
In terms of faculty assessment of the students’ English language microskills, all of the 20 items obtained an agree score of >84.91 percent with six

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items that recorded a score of 84.91 percent which means that the list

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presented are valid language micro-skills that can be used to assess students’

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linguistic proficiency. The micro-skill with the highest agree score is perceptual-

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communicative skills while the lowest is the conceptual skills. According to the

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frequency of use, findings revealed that all of the items got ratings >3.6 which

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is verbally equivalent to often which means that the teachers generally

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perceived all the micro-skills to be practiced often by the students. The item

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with the highest score is a tie between perceptual- communicative skills and

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intrasentencial structure and semantic relations skills both with a mean

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frequency score of 4.0.

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The teacher respondents also rate the micro-skill items according to

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their degree of importance. Results indicate that all of the items had ratings

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>4.4 which means that the items could range from moderate to very important.
The item with the highest rating in terms of degree of importance is a tie

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between perceptual- communicative skills and intonation skills. The lowest

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

scoring item is intrasentential structure and semantic relations skills.
In the aspect of difficulties encountered by students in the four modes of
language, seven out of the 17 test areas on the four modes of language,
students got the proficiency rating below 50 percent. These areas are

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punctuation and modifier placement in riting, word order and use of stress in

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speaking, meaning of words and topic sentence in listening, and summary

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statements in reading. There were two difficult component items each for

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writing, speaking, and istening and only one item for reading. This means that

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reading in spite of being the most advance skill, difficulties are still encountered

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by students in this modality, particularly in making summary statements.

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Relative to the teachers’ assessment of the students’ micro-skills in the

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four modes of language according to the frequency of use, results showed that

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all the items got ratings of >3.7 which is verbally equivalent to often which

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indicates that all the micro-skills are used often by the students. The item with

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the highest mean frequency score is the item that pertains to the use of correct

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words, a writing micro-skill followed by the item on fact and inference, a

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reading micro-skill, and the item on form of words, a speaking micro-skill.
According to their degree of importance, all of the items had ratings >4.4

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which means that the items could range from moderate to very important. This

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

indicates that the teacher respondents generally perceived all the micro-skills
to be of a high degree of importance and thus, must always be included in the
teaching scheme and competency assessment of freshman students. The item
with the highest rating in terms of degree of importance is a tie between

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perceptual-communicative skills and intonation skills. The lowest scoring item

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is intrasentential structure and semantic relations skills.
assessment and students’

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As to the relationship of teacher’s

performance in the three language modalities, results indicate that 14 out of 17

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micro-skill items compared showed significant differences. The significantly

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different label indicates that the students’ proficiency scores are not related to

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the teachers’ frequency assessment and are independent of each other which

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mean that in majority of the micro-skills evaluated, no relationship could be

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established between the students’ performance and the teachers’ assessment.

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For the proposed supplementary workbook to address the micro-skill

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deficiencies of the students in four modes of language, criteria were made as

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bases. The study recommended that the proposed supplementary workbook

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be reviewed, tried out and evaluated; that teachers need to be given series of
trainings along language teaching; and that this study may be replicated along

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this area in other universities.

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

ACKNOWLEDGMENT

The researcher would like to convey her sincere gratitude to the
following persons whose valuable contributions lead to the completion of this
academic work.

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Dr. Dang Kim Vui, President of Thai Nguyen University, Vietnam for the

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opportunity given to be included in the Ph.D English Program in partnership

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Dr.Matilda H. Dimaano, Dissertation Adviser, for the valuable inputs,

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with Batangas State University, Philippines.

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critical comments, suggestions and recommendations that greatly improved
this study. Her expertise in research, guidance and encouragement contributed

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much in the completion of this study.

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The Panel of Examiners, Dr. Corazon B. Cabrera, , Dr. Felix M.

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Panopio, Dr. Amada G. Banaag, Dr. Maria Luisa A. Valdez, Dr. Myrna G. Sulit,
for their insights, and commendable suggestions;

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Dr. Remedios P. Magnaye, Recording Secretary, for sharing her time in

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encoding the minutes of the oral defense and for her assistance;

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Dr. Nguyen Tuan Anh; Dr. Nguyen The Hung, Former Directors, and Dr.

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Hoang Thi Bich Thao, Director of the International Training Center, Thai

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Nguyen University, for their support and encouragement;

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

The Rectors of the four selected universities of Thai Nguyen University
for their permission to conduct the study;
The Teachers and the Student respondents of the study, for their active
participation and cooperation;

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All her friends, her parents and relatives for their encouragement and

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support.

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Dang Thi Thu Huong

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

DEDICATION
This dissertation is lovingly dedicated to my husband and children.

Dang Thi Thu Huong

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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

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

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ACKNOWLEDGMENT........................................................................ ix

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DEDICATION....................................................................................... xi

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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............................................................ 1

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Statement of the Problem ..................................... 9

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Scope, Delimitation and Limitation of the Study..... 10

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II. REVIEW OF LITERATURE

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Significance of the Study ....................................... 11

Conceptual Literature............................................. 14

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Research Literature................................................ 49

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BATANGAS STATE UNIVERSITY
Republic of the Philippines

Synthesis ............................................................... 57
Theoretical Framework ......................................... 60
Conceptual Framework ......................................... 63
Hypothesis............................................................. 65

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Definition of Terms................................................. 65

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III. RESEARCH METHOD AND PROCEDURE

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Research Environment .......................................... 68

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Research Design .................................................. 69

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Subjects of the Study ............................................ 70

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Data Gathering Instrument..................................... 72

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Data Gathering Procedure..................................... 76

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Statistical Treatment of Data ................................ 77

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IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

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DATA .................................................................... 78

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V. SUMMARY, CONCLUSION AND RECOMMENDATION

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Summary of Findings............................................. 151

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Conclusions ........................................................... 163
Recommendation .................................................. 165

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BIBLIOGRAPHY............................................................................. 166

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

APPENDICES…………………………………………………………. 174
A. Questionnaires on English Language Micro Skills.......175
B. Questionnaire on Teacher’s Assessment of the
English Language Micro Skills..................................... 184

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C. Validation Letters......................................................... 199

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D. Letters of Request to the Head of the Institutions....... 202

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E. Photographs of the Study Sites................................... 206
F. Photographs of the Test Questionnaire Dry Run.........207

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G. Photographs of the Heads of Four Universities
where Letters of Requests were Forwarded for
Signature to Conduct the Study................................208

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H. Photographs of Students Respondents...................... 209
I. Photographs of Teacher Respondents....................... 210

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211

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J. Psychrometric Conversion Table.............................

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CURRICULUM VITAE………………………………………………… 213

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

LIST OF TABLES
Table

Title

Page

Distribution of the Respondents ………………..................... 71

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Levels of Proficiency of Students in the
Modality of Reading.............................................................. 79

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Levels of Proficiency of Students in the
Modality of Writing................................................................. 81

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Levels of Proficiency of Students in the

Modality of Speaking............................................................. 83

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Levels of Proficiency of Students in the
Modality of Listening.............................................................. 86
English Language Micro-Skills of Students Utilized
in the Basic English Course.................................................. 89

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English Language Micro-Skills of Students as to
Frequency of Use................................................................... 91

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English Language Micro-Skills of Students as to
Degree of Importance............................................................. 94

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Comparison of the Student's Language Performance
and Teachers’ Assessment of Students’ Language
Micro-Skills Performance....................................................... 97

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Difficulty of the Student Respondents in the
Four Modes of Language....................................................... 100

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Performance of Students’ in the Four Modes of

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English Language and their Frequency of Use..................... 103

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

12

Performance of Students’ in the Four Modes of
English Language and their Degree of Importance............ 107

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Bases in the Design of Workbook on Micro-Skills
of the Four Modes of Language........................................... 110

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

LIST OF FIGURES

Figure
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Title

Page

Research Paradigm of the Study ................................

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

CHAPTER I
THE PROBLEM
Introduction
Language is a very important tool of communication that an individual

an

lu

must possess. In every aspect and interaction in life, language cannot be

n

va

absent. Language is used to inform the people around as to what one thinks,

gh
tn

to

feels and desires as well as questions and understands the world around.
Language is expressed by words, gestures, tone, and voice in varied situations

p
ie

w
do

in communication. Through the use of language, thoughts and experiences

d
oa
nl

can make sense and people can also be connected. Thus, there should be a

v
an
lu

warm and comfortable environment where one could learn the complexities of
language as person who possesses strong language skills may have an asset

fu
an

that will promote a lifetime or effective communication.

m
ll

oi

There are four macro-skills in language namely reading, writing speaking

nh

at

and listening. These macro-skills may be learned separately although they

z

contribute

to

the

development

z

interdependently

and

maturation

of

@
gm

communication skills. Within these language macro-skills are the so-called

l.c

ai
micro-skills. Micro-skills refer to specific competencies that aid in effective

om

an

Lu

communication. Thus, micro-skills for reading, writing, listening and speaking
exist and have been the focus of several language practitioners as areas for

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a
th
c
si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

xix

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

exist and have been the focus of several language practitioners as areas for
attention and refinements in English language learning.
A number of micro-skills have been listed for the different modes of
language. For Reading, these are being able to discriminate among the

an

lu
distinctive graphemes and orthographic patterns of English, being able to

va
n

retain chunks of language of different lengths in short-term memory, being able

gh
tn

to
to recognize a core of words, and interpret word order patterns and their

p
ie

significance, being able to recognize grammatical word classes such as nouns

w
do

and verbs, systems like tense, agreement, and pluralization, patterns, rules,

d
oa
nl

and elliptical forms.

v
an
lu

In writing, micro-skills include being able to produce an acceptable core

fu
an

of words and use appropriate word order patterns, being able to use

m
ll

acceptable grammatical systems, being able to use cohesive devices in written

oi
nh

discourse, and being able to use the rhetorical forms and conventions of

at

z

written discourse. For listening, the following are considered microskills like

z
@

gm

being able to retain chunks of language in short-term memory, being able to

om

l.c

ai

discriminate between the distinctive sounds of English, being able to recognize
reduced forms of words, as well as being able to process speech at different

an

Lu

rates of delivery.

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va
a
th
c
si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

Similarly in speaking, the micro-skills include the ability to produce
chunks of language of different lengths, being able to produce English stress
patterns, being able to use an adequate number of words to accomplish
purpose, be able to monitor oral production and use strategic devices such as

an

lu
pauses, fillers, self- corrections, and backtracking to enhance the clarity of the

va
n

message.

p
ie

gh
tn

to
These micro-skills however may be clustered into more specific skills of

which eight are listed. These are

motor-perceptual skills for spoken and

w
do

written media; intonation skills concerned with understanding and conveying

d
oa
nl

meaning especially attitudinal meaning; deductive skills which is deducing

v
an
lu

meaning/use of unfamiliar lexical items such as reducing recourse to use of

fu
an

dictionary; perceptual or communicative skills; conceptual skills which include

m
ll

understanding and expressing conceptual meaning; intrasentencial structure

oi
discourse coherence skills, and information

nh

and semantic relations skills;

at

z

transfer skills. These micro-skills can cut across the four modes of language as

z

@

om

l.c

ai

the medium and form of delivery.

gm

the latter are in most instances linked and related in content and differs only in

In teaching the concept of reading, sub-skills is very important as it

Lu

an

serves as basis for planning of the syllabi, course materials and description of

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a
th
c
si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

xxi

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

student’s competencies of the language. For teachers to be effective in
performing their tasks of helping the students develop their skills, they are
required to conduct a needs analysis of their students to identify their micro
skills and construct language tests afterwards.

an

lu
It is stated that word comprehension in reading has a strong relation to

va
n

students’ knowledge aside from the importance of structural knowledge.

gh
tn

to
Students’ should have long exposure to print words for them to develop

p
ie

automaticity in using the information from grammatical structures to facilitate

w
do

reading. The teachers on the other hand, must provide students with more

d
oa
nl

opportunities to encounter English passages to enhance their automaticity in

fu
an

v
an
lu

reading.

In reading, it is stated that enjoyment is the key to success and so in

m
ll

teaching, teachers must provide students with content area reading materials

oi
nh

which students would find interesting and increase their motivation for

at

z

improving their reading skill. Reading ability can be developed in association

z
@

Therefore, language teachers should provide students with

om

l.c

ai

proficiency.

gm

with other skills, since it is one of the components of the overall English

reading activities related to listening, speaking and writing if reading ability is to

an

Lu

be improved through activities related to other skills.

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a
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si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

Writing is an essential skill that can also benefit students. Activities like
introducing and practicing writing with engaging formats can foster confidence
and lifelong love for writing. This is important for students’ continued learning,
communication and self-expression. In the academic setting, writing exercises

an

lu
can develop the student’s critical and problem-solving skills.

Students’

va
n

learnings in the process of writing can translate into other parts of learning and

gh
tn

to
could impact on vocabulary and reading development as well.

p
ie

As a great tool in helping students know about what others are thinking,

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do

writing can solidify ideas and thoughts and allow for a reflection of ideas

d
oa
nl

revolving around their minds. Writing skills can support learners with other

v
an
lu

language tools like learning how to communicate effectively, spell, put together

fu
an

a plot, make logical statements and gain persuasiveness in writing. Varied

m
ll

writing problems are encountered by students learning the second language.

oi
nh

These problems include grammar-related writing problems, stylistic writing

at

z

problems, word use writing problem, punctuation problems and social

z
@
gm

networking writing problems.

om

l.c

ai

To understand the learner’s strengths and weaknesses to ensure
success of the a learning program, teachers and parents must work hand in

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an

hand One way of monitoring the learner’s program is through collecting a

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th
c
si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

xxii

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

portfolio of learner’s work over time.

Identifying early problems may help

teachers develop effective teaching strategies to help address writing
problems.
Speaking problems are those learning difficulties experienced by

an

lu
students in the course of speaking. These include inhibition of students to

va
n

speak because of wordiness, fear about committing mistakes, and being shy to

gh
tn

to
face the audience. Ideally, speaking requires some degree of exposure to an

p
ie

audience so that students develop self-confidence. Another speaking problem

w
do

is when students have nothing to say in a situation because they cannot think

d
oa
nl

of anything to say and lack the drive to express themselves.

v
an
lu

In the case of a large group, problems arise when there is little time

fu
an

allocated for students to speak and where only one student has the opportunity

m
ll

to be heard. Further, there are classes who are dominated by some learners

oi
nh

who speak well the language in class while others do not speak at all. Another

at

z

problem is on the use of the mother tongue where students tend to speak on

z
@

gm

their native language rather than using the second language. There is also

language.

om

l.c

ai

this problem where students seem not disciplined in the use of the target

Lu

an

Language teachers in this situation must try to motivate students to use

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(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

xxi

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

the target language often, and create a small group where each student can
engage in conversation and check other’s errors. This can also give them
opportunity to have learning of new vocabulary and make use of videos, music
or authentic conversation in English as an exposure for student in speaking

an

lu
English.

va
n

Listening on the other hand plays a vital role in communication and

gh
tn

to
students listen for varied purposes like entertainment, academic purposes and

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obtaining information.

Listening is important because it provides language

w
do

inputs. Without listening, no communication can be achieved. Students who

d
oa
nl

are non-native speaker or are learning their second language find it difficult to

v
an
lu

acquire good listening skills. Students’ failure to accurately listen leads to poor

fu
an

communication result such as poor comprehension.

m
ll

Students’ problems in listening are accompanied by the following

oi
nh

factors: the message, the speaker, the listener and the physical setting. Other

at

z

identified problems in listening include speech rate, vocabulary and

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@

To help students improve their listening skill, language

gm

pronunciation.

difficulties.

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l.c

ai

teachers must identify first their listening problems and the cause of such

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an

Thai Nguyen University is the main education system in Vietnam

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si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam


(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam

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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY
Republic of the Philippines

consisting of more than ten member universities and faculties. TNU has an
active English teaching program aimed at providing the basic academic
competency in the English language among its students and faculty. TNU
faces a serious challenge to upgrade the level of its teaching competency as

an

lu
the Vietnamese government demands for more competent English teachers.

va
n

As part of an ambitious initiative by the Ministry of Education to ensure that all

gh
tn

to
young people leaving school by 2020 have a good grasp of the language,

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ie

more than 80,000 English language teachers in Vietnam's state schools are

w
do

expected to be confident, intermediate-level users of English, and to pass a

d
oa
nl

test to prove such.

v
an
lu

Teachers are required to be B2 level competent in English while the

fu
an

students they graduated have to reach B1 level, one step lower following the

m
ll

Common European Framework of Reference (CEFR) for English language

oi
nh

competency measurement. Thus, a research aimed to upgrade the English

at

z

micro-skills will be particularly relevant in supporting the prevailing needs of the

z
@
gm

TNU system.

om

l.c

ai

With this scenario, as College English language teacher handling Basic
English courses, the researcher is interested to know and identify the First year

Lu

an

college students’ micro skill needs with the end view of proposing a workbook

n

va
a
th
c
si

(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam(Luận.văn).workbook.on.english.language.micro.skills.for.first.year.college.students.in.selected.universities.in.thai.nguyen.province..vietnam