FACTORS AFFECTING THE INTEGRATION OF LANGUAGE SKILLS TO.pptx

FACTORS AFFECTING THE INTEGRATION OF LANGUAGE SKILLS

1. FACTORS THAT IMPEDE THE INTEGRATION OF LANGUAGE SKILLS TO ESL CLASSROOM INSTRUCTION Junilyn c. samoya

2. Background of the Study The advent of globalization strengthens the pillar of communicative competence which opens an access to educational, professional, vocational, and social arena of disseminating information and knowledge through the use of English as a major lingua franca. Hence , skills are effective springboards in language learning process for speakers of other languages due to the fact that real success in language learning lies when a learner can actually communicate inside and outside the classroom.

3. Background of the Study Relative to this are the four language skills (listening, speaking, reading, and writing) which are the mode or manner in which language is used for communication (Richards & Schmidt, 2002). Every time a person communicates using a language, he employs the combination of these skills. While communicating through the oral language he receives the messages by listening and responds by speaking. In written language, he receives the messages by reading and responds by writing. In short, depending on the channel of communication, a person listens, speaks, reads and writes. Hence, language skills are a means of communication.

4. Background of the Study Thus, communication will be meaningful if it happens in integrated language skills, not isolated one. That is, communication does not run well if people use only one language skill at a time. Therefore, in order to provide more focused and significant learning situation, teachers must integrate the language skills: speaking, writing, listening and reading while teaching and practicing the language. ( Hinkel , 2006, p.113)

5. Statement of the Problem This research study aims to determine the key factors that affect the integration of language skills in ESL classroom instruction. Further, it will also examine the theoretical orientation of the teachers and the extent to which language skills are integrated to different classroom activities.

6. Research Questions Do teachers have adequate knowledge and theoretical orientation on language skills integration to ESL classroom instruction? How often does language skills integration is practiced? What are the factors that impede the integration of language skills in ESL classroom instruction? Is there a significant relationship between teacher’s theoretical orientation and their language skills integration practices? What can teachers do to strengthen the integration of English language skills in classroom instruction?

7. Theoretical Framework This study is guided with the Behavioral learning theory of Watson and B.F. Skinner which emphasizes that learning can only be said to have taken place when there is a change in the outward behavior of the learner (Cherry, 2014). Furthermore, Thorndike (1932) proposed some principles of learning such as the laws of readiness, exercise and effect.

8. Theoretical Framework This implies that the job of the teacher is to determine which cues can elicit the desired responses, arrange practice situations in which prompts are paired with the target stimuli, and finally arrange environmental conditions so that students can make the correct responses in the presence of those target stimuli and receive reinforcement for those responses.

9. Theoretical Framework Further, this means that learner’s readiness must be considered first in integrating two or more language skills in classroom instruction, then learners must also be exposed to authentic task/activities where skill integration can be applied. This study will also shed light on Second L anguage Acquisition Theory by Krashen and its relevance to content-based instruction, task-based language teaching, and theme-based instruction as principles and methods in integrating language skills to classroom instruction.

10. Conceptual Framework Independent Variable Dependent Variable Figure 1. Factors that impede the integration of language skills ESL classroom instruction

11. Significance of the Study The result of this study will aid ESL teachers to be aware of the key factors that impede the integration of the four language skills in classroom instruction. Moreover, this will also shed light why teaching English to other speakers of language sometimes fail while others succeed. Thus , this will give them a venue to reassess and improve their teaching practices by effectively implementing the language skills integration and address areas in the teaching and learning process that needs enhancement to achieve communicative competence.

12. Scope and Limitations of the Study This study is devised to determine the factors that impede the language skills integration in ESL classroom instruction. Thus, this study only covers the theoretical orientation of the teachers and the extent t o which the integration of the four skills (listening, reading, speaking, and writing) will be explored. The respondents of the study will be the students and teachers who are currently taking and teaching English subjects at Capisan National High School, Capisan Zamboanga City Philippines in the Academic Year 2019-2020.

13. Definition of Terms Language – is this study this term refers to a system of meaningful symbols that enables learners to communicate their thoughts and is considered as a powerful tool in communication. Language skills – this term refers to the four macro skills which pertains to listening, reading, speaking, and writing. These are the skills that needs to be integrated and given emphasis in classroom instruction. Integration – this term refers to the utilization of the four macro skills to classroom-based tasks/activities simultaneously. Classroom instruction – in this study, this term refers to the authentic academic setting where interaction between learners and teachers happen. This usually involves role play, lectures, games, simulations, pen and paper task and activities.

14. Research Design This research study will employ qualitative and quantitative research method specifically the descriptive survey research design. These techniques were chosen to provide numerical and descriptive data concerning the status of the current practices and implementation of language skills and its integration in the teaching and language learning process.

15. Participant and Sampling Technique In this study, the researcher will use the purposive random sampling to get the number of teacher respondents since there are only 4 teachers who are currently teaching English subjects. On the other hand, the researcher will use the quota random sampling to get the number of student respondents since this study will cover both Junior and Senior High School students. Thus, in this study, the researcher will randomly select 50 respondents from JHS and SHS which gives us a total of 54.

16. Research Instrument The research instrument that will be used in this study are questionnaires and written interviews modified from the study of Desta Kabede , (2013 ). There are two questionnaires to be used, first is the teacher questionnaire which is divided into three parts. Part 1 is consist of 6 statements about teachers' theoretical orientations of language skills, while Part 2 is compose of 6 statements on questions concerning teachers' integrated language skills teaching experiences, and Part 3 are statements to which questions about factors that impede the implementation of language skills integration were listed.

17. Research Instrument The second questionnaire are for the students which consist of 2 parts. Part 1 is consist of 7 statements that discuss the extent of language skills integration practices in classroom instruction. On the other hand, Part 2 is composed of 7 statements about students perception on observable problems in the integration of the four skills.

18. Data Gathering Procedure The researcher will prepare the materials needed such as the descriptive survey questionnaire and letter of permission. The researcher will seek permission from the Academic Administrators, concerned Principal and other authorized personnel to conduct the study at Capisan National High School.

19. Data Gathering Procedure An informed consent will be presented to the respondents to seek their permission to actively participate as respondents of the study. Then, the researcher will personally distribute and administer the test at Capisan Senior High School Building, Room 2. After collecting, the data will be checked and examined by the researcher and will be handed to the statistician for further data analysis.

20. Data Analysis The statistical tools to be used in this study are frequency counts specifically the mean, median, mode, and standard deviation to statistically described the data that will be gathered from the questionnaire and written interview. Moreover, the Pearson Product Moment will also be utilized to know the significant relationship between the theoretical orientation of teachers on language skills integration and their classroom instruction practices.