Volume 9, Issue 1 (1-2019)

(1)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 1

(2)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 2

Modern Journal of Language Teaching Methods (MJLTM)

ISSN: 2251 - 6204

www.mjltm.com

[email protected]

Editorial Board:

Hamed Ghaemi,Assistant Professor in TEFL,Islamic Azad University (IAU),Iran

Domingo Docampo Amoedo,Full Professor,Department: Signal Theory and

Communications, Vigo University,spain

Barbara Sicherl Kafol,Full Professor of Music Education University of Ljubljana,slovenia

Agüero-Calvo Evelyn,Professor of Mathematics,Technological Institute of Costa Rica

Tito Anamuro John Albert,Assistant professor Universidad del Norte,Colombia

Dlayedwa Ntombizodwa,Lecturer,University of the Western Cape,South Africa

Doro Katalin,PhD in Applied Linguistics,Department of English Language Teacher

Education and Applied Linguistics,University of Szeged,Hungary

Dutta Hemanga,Assistant Professor of Linguistics,The English and Foreign Languages

University (EFLU),India

Fernández Miguel,PhD,Chicago State University,USA

Grim Frédérique M. A.,Associate Professor of French,Colorado State University,USA

Izadi Dariush,PhD in Applied Linguistics,Macquarie University,Sydney,Australia

Kaviani Amir,Assistant Professor at Zayed University,UAE

Kirkpatrick Robert,Assistant Professor of Applied Linguistics,Shinawatra International

University,Thailand

Mouton Nelda,PhD in Education Management,North-West University (NWU),South

Africa

Naicker Suren,Department of Linguistics and Translation,University of South Africa

(3)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 3

Ndhlovu Finex,PhD,Linguistics Programme,University of New England,Australia

Raddaoui Ali Hechemi,PhD,Associate Professor of Applied Linguistics,University of

Wyoming in Laramie,USA

Rolstad Kellie,PhD,Associate Professor of Education,University of Maryland,USA

Shahbazirad Mohammad,PhD candidate in English language and Literature,Yerevan State

University,Armenia

Stobart Simon,PhD,Dean of Computing,Teesside University,UK

Suszczynska Malgorzata,Senior Assistant Professor,University of Szeged,Hungary

Weir George R. S.,PhD in Philosophy of Psychology,University of

Strathclyde,Glasgow,UK

Zegarac Vladimir,PhD,University of Bedfordshire,UK

(4)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 4

Abstracting/Indexing

Index

Copernicus 2011

Linguistics Abstract

(5)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 5

EBSCO Publication

Lulu Publication

Directory of Open Access Journals

ProQuest

(6)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 6

Modern Language Association

Cabell's Directories

COPE

Directory of Research Journal Indexing (DRJI)

(7)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 7

Indian Citation Index

International Society of Universal Research in Sciences

Ulrich's

(8)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 8

The study used the descriptive-correlational method to identify the difference between the performance of the private and public fourth year students in the language integrative tests and the relationship between the student’s English language proficiency and their profiles. The respondents included 80 fourth year students in private university namely Hanoi University of Business and Technology (HUBT) and a public university namely Thai Nguyen University of Agriculture and Forestry (TUAF). Of which 44 senior students were at HUBT and 36 from TUAF. The study accessed the obtaining conditions of the respondents through inquiring on variables such as their profiles through a survey questionnaire, the English language exposure, and the English language proficiency assessed by a standardized test. The data were analyzed through the mean, standard deviation, frequency counts, percentage, t-test, percentile norms and the Pearson Product Moment Correlation. Findings revealed that in terms of language exposure, respondents generally did the habit of reading English books and references but least on the habit of communicating with others through text messaging using English. As regards to the English language proficiency, there was a low performance in terms of language skills-the listening and reading since more than one-fourth of the respondents got a score 51 and above. Comparing the performance of the respondents between two universities, their mean scores were not significantly different. Moreover, correlation analysis revealed that only residence had negative but significantly correlation with language proficiency test. All other variables had no considerable effect on the language proficiency of the students.

Keyword: English Language Proficiency; Proficiency Test; Maze Test; Cloze Test; Lecturette Test

Introduction

Recently, all governments have encouraged and mobilized all business sectors to invest into the education. Nelson Mandela once said that education is the most powerful weapon which can be used to change the world (2003). Together with the integration into the world, a common language is sought as a primary tool to help people exchange everything together. Many languages have been used such as Russian, Chinese, French, etc., English is currently considered as the most popular language to materialize the visions of the language through reviewing and strengthening the potentials of the language vis-a-vis the implementation of policies on language. Actually, countries which belong to the expanding circles (Kachru, 2005), that is, English is employed as a foreign language have recently schematized the use of English to advance their national aspirations for education, science and technology, tourism and security. These countries have implemented their English language policies by aligning instrumental and significant programs, side by side with the huge budgetary allocation from the respective governments for the teaching of the language in the elementary, high school and tertiary levels of education.

In Vietnam, the trend to gradually change the nation from the expanding circles into outer circles – Engllish as a Second Langauge (ESL) has been marked by some campaigns, especially Vietnamese National Foreign Languages Project 2020. This project requires reforming comprehensive foreign language teaching and learning in the national education system, applying the program of new teaching and learning foreign languages at all educational levels, qualifications and training. Thus, by 2020, most of school leavers will be able to use language independent, confident in communicating, learning, working in environment integration, multi-lingual, multiculturalism. English Language proficiency plays an important role in the process of industrialization and modernization of the country (NFL, 2020).

The results released by the EF English Proficience Index 2017, the research conducted by the organization over 80 countries in the world for the proficiency of English revealed that Vietnamese users of English ranked 34 (moderate proficiency) out of 80 countries in the 5 scales, namely very high proficiency, high proficiency, moderate proficiency, low proficiency, and very low proficiency. Based on the pronouncement, more efforts

(13)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 13

should be done to improve the efficiency of English language teaching and learning in Vietnam, especially the graduate students.

The ability to use language depends on the language proficiency of learners. By means of language, man develops himself and helps others develop themselves. Through language he receives and transmits the great ideals of his civilization and those of other people. Therefore, the fulfillment of man’s aims and aspirations as an individual and of his role in his immediate and wider community depends greatly upon his ability to communicate. Indeed, man’s development in and mastery of language, as exemplified in his proficiency in listening, speaking, reading, and writing effectively, are his most important accomplishments and equipment for self-actualization.

The Ministry of Education and Training (MOET) in Vietnam has set the minimum of 24 credits for the territory level, and non-major students have to pass the B1 equivalent to CEFR levels, and C1 for major students. Since both universities have the same policies for teaching and learning English, the results would reflect the outcomes objectively.

The study tried to find out whether there was a significant difference on the English language proficiency of respondents when grouped according to type of schools, and when compared with their profiles.

The findings of the study benefited four year students, teachers of English, other universities, school administrators, curriculum planners and parents in setting their hands to provide their best efforts for the fourth year students with all means of improving their English competence before entering the world of work. The study helped the fourth year students recognize what macro skills they need to improve. Besides, they would become aware of developing their behavior and education in relation to their English subject. This research also supplied teachers of English with weaknesses and necessities that fourth year students would be expected to master before leaving the schools. It would provoke the assistance of the parents by realizing the essential role of having a good command of English for the students. School administrators and curriculum planners might take these findings as a useful source for reference in order to adjust their views on what they should prepare for their learners.

Literature Review Language Assessment

Language assessment or language testing is a field of study under the umbrella of applied linguistics. Its main focus is the assessment of first, second or other languages in the school, college, or university context; assessment of language use in the workplace; and assessment of language in the immigration, citizenship, and asylum contexts.

Actually, assessment is a popular and sometimes misunderstood term in contemporary educational practice. Most people might think that testing and accessing are similar terms, but in more detailed research, these terms are not exactly the same. Tests are parts of administrative procedures that are designed to take place at identifiable times in a curriculum when learners have to participate in the exams and know that their responses are being measured, evaluated, and decided which scales they belong to. Language tests can be carried out as a fully peer-reviewed, double-blind reviews, or comments made by anonymous readers.

Choosing which kind of test to use depends on the students’ age and language ability as well as on the kind of skill being taught, such as speaking, reading, writing and listening. The integrative test is one of the language tests which in one way or another can point out which of the skill or skills need special attention in the classroom. Of course, tests of language skills, such as listening, reading writing and speaking, do not show exactly how well a person uses English, but they can help teachers diagnose student’s strengths and weaknesses in oral or written communication.

Assessment, on the other hand, is an ongoing process which includes a wider term. The performance of a student in the classroom such as responding to a question, giving a presentation, writing an essay,… will be assessed by the teacher for their progress or improvement. All activities of students involving the performance while studying are supervised and assessed by a good teacher in any incidental or intended situations. Erwin (1991) also proposes that assessment is a systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development. According to him, there are three types of assessment:

(14)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 14

“Formative Assessment - occurs in the short term, as learners are in the process of making meaning new content and integrating it into what they already know. Feedback to the learner is immediately (or nearly so), to enable the learner to change his/her behavior and understandings right away. Formative assessment also enables the teacher to “turn on a dime” and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative assessment can be as informal as observing the learner’s work or as a formal as a written test. Formative assessment is the most powerful of assessment for improving student understanding and performance.

Examples: a very interactive class discussion; a warm-up closure, or exit slip; an on the post performance; a quiz

Interim Assessment - takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate. Interim assessment tends to be more formal, using tools such as project, written assessment, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon. Interim assessment can help teachers address these before moving on or by weaving remedies into upcoming instructions and activities.

Examples: chapter test; extended essay; a project scored with a rubric.

Summative Assessment- take place at the end of a larger chunk of learning, with the result being primarily for the teacher’s and school’s use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, the summative assessment tends to have the least impact on improving an individual student’s understanding or performance. Students/parents can use the results of summative assessment to see where the student’s performance lies compared to ether a standard (MEAP/MME) or to a group of students (usually a grade- level group) such as all 6th_{graders nationally, such as Iowa Tests or ACT). Teachers/schools can use these}

assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year’s/term’s students.

Examples: Standard Testing (MEAP, MME, Act, WorkKeys, Terra Nova, etc.); Final exams; Major cumulative projects, research projects, and performances.” p. 15

It is concluded that tests are a subset of assessment, so they are not the only way of assessment a teacher can use during the course of teaching. Tests are also one of useful devices which teachers can employ to assess students.

Language Testing Methods

There are eight language teaching methods in practice today: the Grammatical Translation Method, the Direct Method, the Audio-Lingual Method, the Silent-Way, Suggestopedia, Community Language Learning, the Total Physical Response Method, and the Communicative Approach. Of course, what is described here is only abstraction. How a method is manifests in the classroom will depend heavily on the individual teacher’s interpretation of its principles. Some teachers prefer to practice one of the methods to the exclusion of others. Other teachers prefer to pick and choose in a principled way among the methodological options that exist, creating their own unique blend.

The Grammar-Translation Method focuses on developing student’s appreciation of the target language’s literature as well as teaching the language. Students are presented with-target reading passages and answer questions that follow. Other activities include translating literary passages from one language into the other, memorizing grammar rules, and memorizing native-language equivalents of target language vocabulary. Class work is highly structured, with the teacher controlling activities.

The Direct Method allows students to perceive meaning directly through the language because no translation is allowed. Visual aids and pantomime are used to clarify the meaning of vocabulary items and concepts. Students speak a great deal in the target language and communicate as if in real situations. Reading and writing are taught from the beginning, through speaking and listening skills are emphasized. Grammar is learned inductively.

The Audio-Lingual Method is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns unit until able to produce them spontaneously. Once a given pattern-for example, subject-verb-prepositional phrase- learned, the speaker can substitute words to make novel sentences. The teacher directs and controls student’s behavior, provides a model, reinforces correct responses.

(15)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 15

The theoretical basis of Cattegno’s Silent Way is the idea that teaching must be subordinated to learning and thus students must develop their own inner criteria for correctness. All four-skills—reading, writing, speaking, and listening---are taught from the beginning. Students’ errors are expected as a normal part of learning: the teacher’s silence helps fosters self-reliance and student’s initiative. The teacher is active in setting up situations, while the students do most of the talking and interacting.

Lozanov’s method seeks to help learners eliminate psychological barriers to learning. The learning environment is relaxed and subdued, with low lightning and soft music in the background. Students choose a name and character in the target language and culture, and imagine that person. Dialogs are presented to the accompaniment of music. Students just relax and listen to them read and later playfully practice the language during an “activation” place.

In Curren’s method, teachers consider students as “whole persons,” with intellectual, feeling, instincts, physical responses, and desire to learn. Teachers also recognize that learning can be threatening. By understanding and accepting students’ fears, teachers help students feel secure and overcome their fears, and thus help them harness positive energy for learning. The syllabus used is learner-generated, in that students choose what they want to learn in the target language.

Asher’s approach begins by placing primary importance on listening comprehension, emulating the early stages of mother tongue acquisition, and then moving to speaking, reading, and writing. Students demonstrate their comprehension by acting out commands issued by the teacher; teachers provide novel and often humorous variation of the commands. Activities are designed to be fun and to allow students to assume active learning roles. Activities eventually include games and skits.

The Communicative Approach stresses the need to teach communicative competence as opposed to linguistic competence; thus, functions are emphasized over forms. For assessing communicative competence, many authors have proposed their studies such as Chomsky (1965), Hymes (1972), Widdowson (1983), Canale and Swain (1980) and Canale (1983), Bachman (1990), … They all have different viewpoints on the language assessment.

English Language Proficiency

Richards & Schmidt (2010) defines that language proficiency is the degree of skill with which a person can use a language, such as how well a person can read, write, speak, or understand language. This can be contrasted with language achievement, which describes language ability as a result of learning. Proficiency may be measured through the use of a proficiency test. (p. 321). Thus, Linguistic Proficiency is the ability of an individual to speak or perform in an acquired language.

Cummins (1979, 1981a) introduces the distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) so as to attract educators’ attention to the timelines and challenges that second language learners may have as they try to catch up to their peers in academic aspects of the school language. BICS refers to conversational fluency in a language while CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. The terms conversational fluency and academic language proficiency are used interchangeably with BICS and CALP in the remainder of this chapter.

Some studies on the mastery of the four skills, namely Listening, Speaking, Reading, and Writing, and reading habits revealed that although students perceived English to be essential for their academic needs, the language of the skills students ranked writing as their least competent skill, and regarded speaking and writing as the most important skills needed to master the language, (Othman, 2005). The lack of proficiency in the writing skills as required in the workplace is reflected in a study conducted by Stapa & Mohd (2005) where students state that the English program that they went through before their practical training was inadequate in preparing for workplace writing tasks.

To highlight the findings, Tong (2003) in a study identifying essential learning skills in students’ engineering education states that the majority of employers expressed dissatisfaction with students’ communication abilities. This ranged from both written and oral communication skills to presentational and other work-specific communication skills such as informal discussions, public speeches and interviews.

Language Proficiency Assessment

Two important social trends affecting language testing at the end of 1970s in the early 1980s were waves of immigration and national boundaries. First, waves of imagination, particularly to the western world, meant

(16)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 16

that millions of people were using second and third languages in their work places. It became obvious that some universal and objective standards for language ability were necessary if language skills were going to have effects as wide-ranging as safety in the school, job place to upward mobility and society. Second, national boundaries were breaking down, particularly in Europe, as people increasingly possessed the economic means to study, pursue careers or even start business in foreign countries. Language testing was force to become accountable to industry, government and private individuals as it began to affect the vital interest of such players.

Assessment scales were able to meet the need of the new global world in two ways. First, they provide a standard for defining and measuring language proficiency independent of specific languages and cultural contexts, opening up the possibility that the scores for tests of different languages to be anchored a new proficiency movement that was gaining strength at the beginning of 1980s.

In modern world, the proficiency proponent argued that it was no longer satisfactory to measure what learners knew about language, but also measure what they could do with language. It excited language educators that through the new scales, language outcomes could measure against a common metric, and that it was possible to accurately and objectively predict the degree of success with which an individual could handle language in a variety of situations.

Technological advancement of the last two decades has led to the advent of computer-and-web based language testing application, a huge variety of testing formats and procedures, and increasingly sophisticated means of scoring and analysis.

Since the purpose of this paper is to familiarize the general reader with the language proficiency of students and with the language testing tools in wide use, we only discuss a small fraction of tests in existence, and do not touch on the technical complexities of say, reliability and validity, nor tackle the complicated development of testing in the last 25 years.

Language Proficiency and Language Learning Strategies Use

Many studies have investigated into the relationship between language learning strategies (LLSs) and language proficiency. MacIntyre (1994) states that strategy use results from and leads to increased proficiency. The causes and the outcomes of improved language proficiency are the fruits of using right strategies. However, Bremner (1999) does not agree and think that more investigation needs to be done on MacIntyre’s findings.

The study carried by Osanai’s (2000) involves in 147 foreign students in universities in the US, the findings reveals that self-rating proficiency is greatly correlated with the employment of LLSs. Wharton’s (2000) studies university students’ LLSs, he claims that students who rate their proficiency as “good” and “fair” employ SILL strategies significantly more often than those who rate their proficiency as “poor”. He further concludes “… a linear relationship between proficiency level and the reported frequency of use of many strategies” (2000, p. 231), and “[t]he relationship is two ways, however, with proficiency affecting strategy use and vice versa” (p. 232).

Therefore, learners with higher proficiency use LLSs more often than those with lower proficiency. Wharton (2000, p. 208) argues that it does not “indicate that learners become more effective strategy users as their L2 proficiency increases”. He states it is possible “that only successful language learner’s progress to advanced-level courses, with weaker ones simply dropping out” (p. 208).

Method

Research Design

The study used the descriptive-correlational method to achieve the aims of the study. The first part of the survey, the method determines the conditions that prevail in a group under study, hence, a quantitative description of the general characteristics of the group. Correlation analysis was employed as the study aimed to determine the extent the profile variables of the students relate to their language proficiency. The respondents of the study are the fourth year college students who are enrolled at Thai Nguyen University of Business and Technology (TUAF) and Hanoi University of Business and Technology (HUBT) for the school year 2018-2019. There are 44 students in the first section of TUAF while 36 students HUBT. A total of 80 students were involved in the study. On the other hand, the stratified sampling technique was used in the study.

(17)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 17

Results And Discussion

An analysis of profile of the respondents, the findings revealed that for sex category female accounted for 22, equivalent to 27.5 per cent while male had 58, that is 72 per cent. These figures indicate that male students dominated in the survey. For the residence of the respondents, the outcomes pointed out that most of them came from rural areas with 49, it means 61.3 per cent, then 28 from urban areas with 35.0 per cent. Small proportion of respondents came from mountainous areas; 2 students accounting for 2.5 per cent. Only one respondent taking up for 1.3 percent came from other countries. When asked about the language spoken, respondents all use the Kinh language, Vietnamese. The findings also showed that their parents’ educational attainment are mostly high school graduates; 60 per cent (48 respondents) for mother and 53.8 per cent (43 respondents) for father. No fathers’ or mothers’ educational attainment got a master’s degree. One father of the respondents attained a doctoral graduate which is for 1.3 per cent.

Table 1 investigated the language exposure of the students. The result revealed that respondents preferred reading English books and references most with a mean of 4.03, then watching English TV programs. The least language exposure of communicating with others thru text messages in English was with a mean of 3.03. In general, the second language is not the used-to-speak of the students since they are learning English as a foreign language.

Table 1. Language Exposure of Students

Items Weighted Mean Description

1. I watch English TV programs. 3.95 Often

2. I read English books and references. 4.03 Often

3. I read newspapers. 3.36 Sometimes

4. I use the Internet for research. 3.76 Often

5. I communicate with others through text messaging in English.

3.03 Sometimes

Overall Weighted Mean 3.63 Often

Legend: 1.00 – 1.79 Never 1.80 – 2.59 Seldom 2.60 – 3.39 Sometimes 3.40 – 4.19 Often 4.20 – 5.00 Always

Table 2 shows the percentage distribution of students in reading comprehension test. Based on the table out of 10-item reading comprehension test, there are 15 or 18.8 per cent who obtained a score of 1-2. 38 or 47.5 per cent got a score of 3-4 which is almost 50 percent of the respondents while 24 or 30 percent got a score of 5-6. 3 or 3.8 per cent belong to the score ranging from 7 to 8, and finally, 0 or nobody got a score ranging from 9 to10. Furthermore, in the 10-item reading comprehension test, the students answered literal and analytical questions. The mean score is 3.84 with a standard deviation of 1.55.

Table 2. Performance of the Students in Reading Comprehension Test.

Category Frequency Percent

1 – 2 15 18.8

3 – 4 38 47.5

5 – 6 24 30.0

7 – 8 3 3.8

9 – 10 0 0.0

Mean = 3.84 SD = 1.55

Note: Percentages do not total to 100 due to rounding off.

The table 3 presents the performance of the students in the maze test by answering grammar items. The mean score is 3.84 with standard deviation of 1.55. There is only 1 or 1.2 percent who got a score of 1-3 while 10 or 12.5 percent got a score of 4-6. Mostly 35 or 43.8 percent obtained a score from 7 to 9 and 34 or 42.5 percent obtained 10-12. None got a score from 13 to 15.

(18)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 18

This may be further explained by Noam Chomsky (1987), a linguist, who opined that the exposure to language may lead to familiarity to it and eventually to gaining understanding on its structure and grammar. It also means the students’ full grasp of redundancy of language.

Table 3. Performance of the Students in the Maze Test.

1 – 3 1 1.2

4 – 6 10 12.5

7 – 9 35 43.8

10 – 12 34 42.5

13 – 15 0 0.0

Mean = 3.84 SD = 1.55

The table 4 shows the Performance of the students in the cloze test by answering items on grammar and usage. The table 4 presents the mean score of 3.81 with a standard deviation of 1.67. There is 1 or 1.2 percent who got zero while 16 or 20 percent got a score of 1-2. It means that almost one-fourth of the student belongs to this category. Almost 37 or 46.2 percent got a score of 3-4 while 24 or 30 percent got a score from 5-6. There is an equal number of students or 1.2 percent of the respondents who got a score of 7-8 and 9-10. From this finding, it can be deduced that the respondents have not yet been exposed to the structures of language and they don’t have enough readings on grammar. It also indicates that learners have a poor internalized grammar as they cannot predict grammatical elements in a reading text.

Table 4. Performance of the Students in the Cloze Test.

0 1 1.2

1 – 2 16 20.0

3 – 4 37 46.2

5 – 6 24 30.0

7 – 8 1 1.2

9 – 10 1 1.2

Mean = 3.76 SD = 1.67

Table 5 reveals the performance of the students in the listening comprehension test. The test is composed of 10 questions in the literal and analytical level. As gleaned in the table, the mean score is 3.91 with a standard deviation of 1.74. 2 or 2.5 per cent of the students got 0 in the test. There are 13 or 16.2 percent got a score of 1-2 while 37 or 46.1-2 per cent got a score of 3-4. It means that almost half of the students obtained this score. 1-21 or 26.2 per cent obtained a score of 5-6 while 7 or 8.8 percent obtained a score of 7-8. Unluckily, nobody got a score from 9-10.

Table 5. Performance of the Students in the Listening Comprehension Test.

0 2 2.5

1 – 2 13 16.2

3 – 4 37 46.2

5 – 6 21 26.2

7 – 8 7 8.8

9 – 10 0 0.0

Mean = 3.91 SD = 1.74

(19)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 19

Table 6 shows the performance of students in the lecturette test. As revealed in the table, there is a mean score of 16.14 with a standard deviation of 3.40. Out of 25-item test, 7 or 8.8 percent got a score of 6-10 while 22 or 27.5 got 11-15. 45 or 56.2 percent obtained a score of 16-20 which means that more than half of the students fared well to this aspect. However, there are 6 or 7.5 percent obtained a score of 21-25. The result of the test proves that students have competency in understanding what is read and heard even if there are gaps in the communication message.

Table 6. Performance of the Students in the Lecturette Test.

6 – 10 7 8.8

11 – 15 22 27.5

16 – 20 45 56.2

21 – 25 6 7.5

Mean = 16.14 SD = 3.40

Table 7 presents the performance of the students in the integrative proficiency test. As gleaned in the table 7, the mean score is 46.46 with a standard deviation of 6.02. The table also reveals that there are 2 or 2.5 percent who got a score of 30-35. 10 or 12.5 percent got a score of 36-40 while 26 or 32.5 percent who obtained a score of 41-45. There are 19 or 23. 8 who got a score of 46.50. On the other hand, 17 or 21.2 percent belong to a score of 51-55 which means that almost one-fourth of the respondents obtained above 50 percent of the total items. Moreover, 6 or 7.5 percent belong to a score of 56 and above.

Based on the table, the result of the integrative test of the students speaks the notion that nowadays students perform low in terms of language proficiency. The fact that they are fourth year students, still they need to go back to basic English rules to have gain comprehension to such language activities. On the other hand, they too should exercise the habit of reading, writing and of course, the steady practice of the listening skills.

Table 7. Performance of the Students in the Integrative Proficiency Test

30 – 35 2 2.5

36 – 40 10 12.5

41 – 45 26 32.5

46 – 50 19 23.8

51 – 55 17 21.2

56 & higher 6 7.5

Mean = 46.46 SD = 6.02

The table 8 shows the results of the strengths and weaknesses of the students in taking the lecturette test. The findings reveal that the students have average ability in the lecturette test, an integrative test that measures both listening and reading skills. The index of mastery is 64.56. In all other skills, reading and listening, they are weak because the index of mastery is below the 50 percent index of mastery, an index of indicating beginning proficiency. The low score is attributed to the fact that students have low reading comprehension and listening skills. They have limited skill in anticipating information in the cloze and maze tests. They could not understand the passage read or heard. It implies that they have poor retention of details that are printed or spoken.

Table 8. Strengths and Weaknesses of the Students

Test Number of Items Mean Score Index of Mastery

Reading Comprehension 10 3.84 38.4

Cloze 15 3.76 25.1

(20)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 20

Maze 10 3.81 38.1

Listening 10 3.91 39.1

Lecturette 25 16.14 64.56

Table 9 presents the comparison between the performance of the private and public college students. It was hypothesized that there is no difference in the language proficiency scores of the students grouped by type of school. Results showed that the public college students have a mean of 45.88 with a standard deviation of 5.887, while the private college students have a mean of 46.89 with a standard deviation of 6.144. Based on the results of the t-test for independent groups, the computed t-value of 0.744 and a probability of 0.459 shows that the language skills of both secondary students are not too far from each other, thus the null hypothesis is accepted. There is no significant difference between the performance of the public and private fourth year students in the different integrative tests.

Table 9. Comparison between the Performance of the Private and Public College Students.

Group Mean SD Std. Error of Difference t-value Probability

Public 45.88 5.887

1.356 0.744 0.459

Private 46.89 6.144

The table 10 present the Correlation between the Performance of Students in the Integrative Proficiency Test and Their Profile Variables. The study hypothesized that there is no relationship between the integrative proficiency test of the students and their profile variables. Results of the correlation analysis reveals that only one variable (residence) has a correlation coefficient whose associated probability is 0.041, thus, the null hypothesis is rejected. The finding means that age has a significant relationship with the performance of students in the integrative proficiency test at 0.05 level. As the coefficient is negative, it means that younger students have higher language proficiency scores than the older ones. Ligtbrown & Spada (1993) claim that one of the factors of second language learning is the age of acquisition. They conclude that there is a time for human development when the brain is predisposed for success in language learning and as viewed in the Critical Period Hypothesis. All other variables have no significant relationship with language proficiency scores. The computed coefficients have associate probabilities greater than 0.05.

Table 10. Correlation between the Performance of Students in the Integrative Proficiency Test and Their Profile Variables.

Variables Computed r-value Probability Statistical Decision Integrative Proficiency Test Score

and

Residence -0.299 0.041 Significant at 0.05 level

Sex -0.032 0.778 Not significant

Mother’s Educational Attainment 0.180 0.109 Not significant Father’s Educational Attainment -0.012 0.915 Not significant

Language Exposure 0.066 0.560 Not significant

Conclusion

Based on the findings of the research, it is hereby concluded that the English language proficiency of fourth year college students of HUBT and TUAF is generally low. They have not mastered the skills of listening, reading and writing. This fact holds true to both private and public college students. Moreover, students who are younger tend to have better language proficiency than the other students.

Recommendations

The following recommendations are proposed as follows;

(21)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 21

School administrators should strictly implement an Enhanced English proficiency program to reinforce the linguistic development not only of the fourth year students but also those at the lower levels.

The emphasis on teaching and testing English proficiency should be clearly communicated to the English teachers and students to be able to achieve coordination and direction of efforts. ESL teachers should fairly organize the teaching process, in which learning success thrives. Integrative tests will be implemented in their routines or in their pedagogical practices to attain consistency and sustainability of practice which in the long run will spell greater learning on the part of the ESL students. Integrative tests are regarded as part of the evaluation tool in evaluating and grading the students in their English subject. Besides, ESL students should know the objectives of the program so they can also adjust their learning habits, style and behavior towards full development in the area of language. They also exercise language exposures especially on the habit of communicating with others using English so that they may be able to speak and comprehend with the English language.

References

Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review. 55, 490-515.

https://doi.org/10.3138/cmlr.55.4.490

Chomsky, N., "Language: Chomsky's Theory" (1987) in R. Gregory and 0. L. Zangwill (eds.), The Oxford Companion to the Mind. New York, Oxford University Press, 1987.

Decision on Approving the scheme on "Teaching and learning foreign languages in system national education period 2008 - 2020". Retrieved from http://dean2020.moet.edu.vn

EF English Proficience Index 2017. Retrieved from

https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v7/ef-epi-2017-english.pdf Erwin T. D. (1991). Assessing student learning and development: a guide to the principles, goals, and methods of determining college outcomes. Jossey-Bass Publishers, San Francisco, p. 15.

Jim Cummins (1979, 1981a). BICS and CALP: Empirical and Theoretical Status of the Distinction. Retrieved from January, 2008

https://www.researchgate.net/profile/Jim_Cummins5/publication/226699482_BICS_and_CALP_Empirica l_and_theoretical_status_of_the_distinction/links/0deec534e935d7a289000000/BICS-and-CALP-Empirical-and-theoretical-status-of-the-istinction.pdf?origin=publication_detail

Kachru, B.B. (2005) Asian Englishes: Beyond the Canon, Hong Kong: Hong Kong University Press.

MacIntyre, P. (1994). Toward a social psychological model of strategy use. Foreign Language Annals 27, 185-195.

https://doi.org/10.1111/j.1944-9720.1994.tb01201.x

Nelson M. (2003). Lighting your way to a better future. Retrieved in July 2003 from http://www.mandela.gov.za/mandela_speeches/2003/030716_mindset.htm

Othman, J. (2005). English language use among EFL learners in Sunway University College. Sunway Academic Journal. English for Specific Purposes World, v.8, issue 23.

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House/Harper and Row.

Osanai, D. (2000). Differences in language learning strategies between male and female, and also between Asian and Latino ESL students. Unpublished doctoral dissertation. The University of Tennessee, Knoxville, TN.

Patsy M. L. & Nina S. (2013). How language are learned. 4th_{edition. Oxford University Press.}

Stapa, S.H., & Mohd J, I.R. (2005). A survey of writing needs and expectations of Hotel Management and Tourism students. English for Specific Purposes World Web-based Journal. Issue 1(9), Vol. 4. [Online] Available: http://www.esp-world.info/Articles_9/Stapa-ESPworld.htm (03/03/2008).

Tong, L.F. (2003). Identifying essential learning skills in students’ engineering education. Retrieved from http://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-learning-unknown-30

Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning. 50, 203-243.

https://doi.org/10.1111/0023-8333.00117

(22)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 22

Examining the Correlation Coefficient between Writing and Speaking

Skills about Language Learning among Saudi EFL Undergraduates at the

University of Tabuk

Mohammad Naser 1_{Mohd Nazri Latiff Azmi}2

1 PhD Student, English language Department, Faculty of Languages and communications University Sultan Zainal Abidin, Gong Badak, 21300 Kuala Terengganu, Terengganu, Malaysia. 2 Associate Professor, English language Department, Faculty of Languages and communications University Sultan Zainal Abidin, Gong Badak, 21300 Kuala Terengganu, Terengganu, Malaysia.

Abstract

This paper aimed at examining the correlation coefficient between writing and speaking skills about language learning among Saudi EFL undergraduates at the University of Tabuk. This quantitative-qualitative research included one group comprising 150 (75 females and 75 males) third year students studying B.A in English as a Foreign Language. The researcher used written task and voice recordings (speaking samples) as the two research instruments in this study. The findings of the study showed that the strength of correlation between speaking and writing ability among second language writers is very low which is supported by data from the sample of the present study. Also, the results of the study revealed that there are different levels of proficiency in both writing and speaking skills in which there was not any generalizable trend in this course of study. This research recommends that further future research be conducted in this field of research.

Keywords: Correlation, Coefficient, Writing Speaking

Introduction

English has gone through many stages of developments worldwide. It has become the language of every aspect of life in form of English as a native language, English as a second language and English as a foreign language (Rao, 2002). In Saudi Arabia, English is used as a foreign language throughout all the academic institutions right from fourth grade till the first year of college. EFL students in Saudi Arabia need to master all the basic language skills that include writing, reading, speaking and listening. As such, most Saudi EFL students study English language for nine years at school level. This helps EFL students in Saudi Arabia possess a sufficient mastery over the grammatical competence of the language, hence they do well at the grammatical level of the language but lack the skills and ability to demonstrate fluency and accuracy knowledge, particularly in writing and speaking (Al-Seghayer, 2012).

This pinpoints that Saudi EFL students who learn English language for many years at school and higher education level may acquire the skill and ability to pass the grammar exam and achieve high scores in the final results of their exams but still lack the knowledge of other language skills such as writing and speaking. They cannot use English very well in their day to day activities. Such linguistic phenomenon has attracted the attention of language teachers and decision makers in Saudi Arabia (Al-Ahaydib, 1986). So, many investigations should be taken into consideration in order to help EFL students develop their linguistic and communication competence. These investigations should be conducted in order to bring about the necessary modification and adaption of new teaching methods that emphasize the use of the productive skills including writing and speaking rather than focusing on the receptive skills such as listening and reading (Alharbi, 2015). Scholars such as Aitchison (1997) state that language acquisition stages may differ from one language learner to another, and that is a slight difference in language acquisition sequence. Even in varied linguistic situations, language acquisition at early childhood adopts a particular developmental pattern. Also, a child develops the ability to learn the receptive language skills faster compared to language expressive skills. This means that the development of the cognitive ability is developed by most children through different stages. When fulfilling these stages of language development, children will have acquired many lexicons. This reveals the fact that the acquisition of new linguistic components yields an active contribution in children language acquisition experience since they can acquire varied number of languages if exposed to. This leads children to develop and acquire a language sound frequently handling their complexities subconsciously with ease. Also, children acquire a second or third language naturally, fluently and accurately as long as they are exposed to that language use (Montessori, 1948).

(23)

Modern Journal of Language Teaching Methods ISSN: 2251-6204

Vol. 9, Issue 1, January

2019

Page 23

Teaching English as a foreign language in the universities of the Kingdom of Saudi Arabia is limited within the traditional boundary of Standard American or British English. Since EFL curriculum in higher education is strictly governed the scope for other varieties of English is neither recognized nor encouraged. In Saudi Arabia, English is taught as a foreign language whereby language learners at colleges and universities are expected to learn all the language skills basically reading, listening, speaking, and writing (Al-Ahaydib, 1986). Most learners encounter problems when they attempt to produce any piece of writing or communicate in English language. One of the major problems resides in their inability to write cohesively and speak the language appropriately. They generate ill-formed sentences that may result in producing meaningless written and spoken texts (Al-Qurashi, 2011). The EFL students at the University of Tabuk claim that there is no integration between writing and speaking skills. These students who completed many years of studying writing and speaking at university level are still incompetent and unable to use English properly and thus produce coherent written texts.

In relation to this, Alharbi (2015) notes that the major writing and speaking problems that teachers of English language in Saudi Arabia complain about are those related to the students’ inability to create cohesive written texts or use the language well. That is, students at Saudi universities face problems when they attempt to produce a well-written text or construct an English sentence orally. Al-Faisal (2006) believes that Saudi English students are incompetent in the writing skill because they face problems at the spoken level of the language. Similarly, the goal of the present research is to contribute to this development. In addition, this research is needed in the Saudi learning situation where students face problems in producing coherent and cohesive written texts as well as speaking fluently. It aims at investigating the correlation between writing and speaking in the Saudi undergraduates generated by 150third year Saudi male and female students majoring in English at the Department of Languages and Translation, University of Tabuk. Cohesion in EFL students' written work, regarded as the most difficult issue that EFL students in Saudi Arabia face when attempting to produce a piece of writing, is often overlooked in EFL writing classes.

The same holds true for spoken English. Traditional teaching techniques in EFL writing and speaking classes have far too many disadvantages. In fact, cohesion in an EFL context provides a critical instructional opportunity for student writers /speakers when acquiring a language and offers an appropriate avenue to produce a coherent and unified written text that is rarely possible in the day-to-day operations of class through using conventional methods of teaching writing (Hartley, 2007).

Literature Review

Many scholars, linguists, and researchers consider writing as a process rather than a product. The ultimate purpose of the process is to produce a product that will function as a means of communication between the writer and the reader depending on the shared knowledge they possess (Al-Abed Al Haq and Ahmed, 1994; Johnson, 1995). The writing process itself can be demanding since effective writing requires a high degree of organisation in building ideas and information and a high degree of accuracy so that sentential and discourse structures contain no ambiguity of words meaning within sentences across a written text. Inevitably, the correct use of grammatical patterns, lexical choices and sentence structures will establish a coherent and meaningful written text for the readers (Phillips and Jorgensen, 2002). Basically, a written text can be considered to be coherent to its readers when both form and content are unified and meaningful and when it fulfils certain communicative functions (Briton, 1975; Leki, 1995a).

Once English learners develop competence in writing and speaking, learners are recommended to adapt approaches in teaching relevant language skills such as grammar that uses instruction to the learners’ own practice (McNamara et al, 2003: p.20). Other research stressed the significance of speaking, demonstrating that academic writing needs organization and explicit guidelines to the writing skills. Scholars such as Wolsey et al (2012: p, 722) proposes teaching learners in writing techniques that efficiently scaffold the writing process thereby directing them in developing professionalism in their writing. Likewise, past research recommends that teachers of writing need to provide learners with multiple “oral, visual, and written models of academic discourse” and clear teaching in academic skills in order to give the type of explicit teaching that will develop rather than concentrating on limited “local” operations, such as spelling and formatting, to the mature academic writing they expect (Wolsey, 2012: p. 722).

This shows that the speaking and writing connection for adults using second language is very sophisticated. This differs from that of the use of the first language by children. Thus, this should be studied from a different