EXPOSURE TO ENGLISH LINGUISTIC ENVIRONMENT … · EXPOSURE TO ENGLISH LINGUISTIC ENVIRONMENT AND ORAL PROFICIENCY . ... UM Tagum College, ... exposure to English linguistic environment

EXPOSURE TO ENGLISH LINGUISTIC ENVIRONMENT AND ORAL PROFICIENCY

OF FIRST YEAR COLLEGE STUDENTS IN DAVAO DEL NORTE

LARCYNEIL P. PASCUAL

Department of Arts and Sciences

UM Tagum College, Tagum City

[email protected]

Abstract

The study evaluated the oral proficiency of students according to their

level of exposure to English linguistic environment. The study further

aimed to determine the significant relationship between exposure to

English linguistic environment and oral proficiency of first year

college students in selected Higher Educational Institutions (HEIs) in

the province of Davao del Norte. The study employed the descriptive

– correlation method in investigating the research problems. Using a

two-part questionnaire, this study found out that the level of exposure

to English linguistic environment of the first year college students is

moderate and their level of oral proficiency in terms of

comprehension, fluency, grammar, pronunciation and vocabulary is

low. Furthermore, there is no significant relationship between English

environment and oral proficiency among first year students, and the

students’ exposures in the context of this study do not significantly

influence their oral proficiency.

Keywords : Exposure, linguistic environment, oral proficiency,

Davao del Norte, Philippines.

I INTRODUCTION

The gap between the English oral proficiency of

students and the requirements of the industries has received

increasing attention recently in business arena.

In 2009, the Ministry of Education (MOE) urged

technological universities to propose an English curriculum

reform that emphasizes the centrality of productive skills such

as writing and speaking to equip students with the qualifications

industries require, to have international perspectives plus good

English communicative competence so as to interact with

people in one’s own field and with those from other countries.

After years of learning, majority of the students in

Taiwan are neither fluent nor confident English speakers. Some

may attribute this deficiency to the limited time for oral practice

in classrooms and the lack of conversational opportunities

outside of them, especially in English as a Foreign Language

setting. However, it may, in fact, stem from the myths that

students hold regarding communication in a foreign language,

such as the necessary possession of excellent pronunciation, a

good accent, a large vocabulary size, and an in-depth

knowledge of grammar. Moreover, some learners who perform

well in English classes still find themselves at a loss when

interacting with native speakers in everyday life (Yang & Gai,

2010). This dichotomy arises from the somewhat unreal and

comparatively safe context of the classroom, since teacher-

student and peer interactions are often restricted to basic

patterns and prefabricated situations or topics (Scarcella &

Oxfored, 2002).

In the Philippines, some parents use the English

language with their children even before they go to school.

Middle- to upper-class members of society use English when

on the phone, when they e-mail, and when they chat. This only

proves people’s need to become competent players not only in

their own countries, but also within the region. With

competence closely tied to a workers’ communication skills,

non-native speakers of English are faced with questions

propelling them to reflect on whether they are as good as or

better than their counterparts in neighboring countries.

(Amurao, 2012).

In the same vein, English language instructors of UM

Tagum Campus complained about their students’ proficiency in

terms of using the English language as the primary language in

communication. Very often students commit mistakes for not

being able to follow written directions, understand

announcements and guidelines, and the like.

In an attempt to find reinforcement for the said

dilemma and to help students develop English language

proficiency, college instructors employed different

methodologies in teaching English; however, the researcher

observed that despite conscious effort made to substantially

minimize the problem on oral and written communication,

engaging students in different English language activities that

would maximize their oral proficiency, the issue remained

unsolved.

The researcher, therefore, is driven to find out if

English linguistic environment could affect the student’s oral

production skills. The researcher believed that it is necessary

therefore to determine students’ acquisition of the English

language based on their exposure; this study would not help the

English language teachers in their search for effective methods,

strategies, procedures and programs of instruction to maximize

students’ performance but would help English language

mentors understand their students.

II OBJECTIVE OF THE STUDY

The purpose of this study was to find out the

relationship between the exposure of English linguistic

environment and oral proficiency of first year college students

in the selected Higher Educational Institutions (HEIs) in the

province of Davao del Norte.

III METHODOLOGY

This study utilized the descriptive – correlation

method in investigating the research problem. The purpose of

correlational research is to determine the relations among two

or more variables (Bursal & Paznokas, 2006).

It is descriptive because the study focused at the

International Journal of Advancements in Research & Technology, Volume 6, Issue 1, January-2017 ISSN 2278-7763

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present condition whose purpose is to find new truth that may

have different form in a new generation. Likewise, data would

be presented in qualitative and quantitative descriptions of the

English linguistic environment and the oral proficiency.

As to the research locale, Tagum City is the capital

province of Davao del Norte and was officially created into a

component city on March 7, 1998. Situated 55 kilometers north

of Davao City, it is one of the fastest growing cities in Region

XI. It has a total land area of 19,580 hectares.

This study was conducted within the two (2) cities of

Davao del Norte Province, namely, Tagum and Panabo. The

three (3) schools were chosen due to the student’s population

and the stable programs offered.

St. Mary's College is situated along the national

highway of Tagum. UM Tagum College is located at Mabini

Street of Tagum City while the other school is the other branch

of UM located in the city of Panabo. The presence of these three

(3) schools gradually contributes in making Davao del Norte

another educational hub for college education.

In choosing the research participants of the study, the

researcher employed the stratified random sampling technique.

A stratified sample is a probability sampling technique in which

the researcher divided the entire target population into different

subgroups, or strata, and then randomly selects the final

subjects proportionally from the different strata. Furthermore,

this method of sampling is designed to ensure that the sample

has certain characteristics; usually the sample is representative

of the population on key variables. This is due to the method of

selecting respondents (Harding, 2006). See Table I below for

the distribution of research participants. TABLE I: DISTRIBUTION OF RESEARCH PARTICIPANTS

School

Number of First

year college

students

Percentage

Sample

UM Tagum

College

2, 202

68%

243

St. Mary’s

College

657

20%

72

UM Panabo

College

369

11%

41

Total 3, 228 100% 356

The instrument utilized in data gathering of the study

consists of two parts. The first part of the questionnaire was

adopted from the questionnaire cited by Tagadiad from

Atiagan’s master thesis (2006) which sought to determine the

respondents’ exposure to English linguistic environment

measuring the formal setting which includes the school and the

multimedia; the informal setting includes the home and the

multimedia. The second part of the instrument was a two (2)

minute telephone conversation activity; this was also adopted

from the published copy of Lozarita’s master thesis which

sought to determine the participants’ oral proficiency in terms

of fluency, comprehension, pronunciation, grammar, and

vocabulary. The validity and reliability of the instruments were

considered. In getting and weighing the student’s oral

proficiency in the test, the rating instrument on oral proficiency

in speaking and understanding English developed by Dr. David

P. Harris (as cited by Lozarita 2000) was adopted.

IV RESULTS AND DISCUSSION

Shown in Table II is the summary of the level of

exposure to English linguistic environment of first year college

students.

As reflected in the table, the students’ formal exposure

has obtained an overall mean score of 3.54 with a verbal

description of high. This indicates that the respondents are

exposed to some English speaking environment with a little

code switching. On one hand, the first year college students’

informal exposure obtained an overall mean score of 3.43

having a verbal description of moderate. This means that the

respondents are exposed to the English speaking environment

but there is often code switching.

It is also interesting to note the disparity between the

exposures of the students in the formal and informal settings.

While the formal setting shows a mean of high, this is tempered

by the mean of the informal setting which is moderate. This in

totality results into a moderate exposure which means that the

students are exposed to a linguistic environment that allows

code switching.

TABLE II: SUMMARY SHOWING THE LEVEL OF EXPOSURE TO ENGLISH

LINGUISTIC ENVIRONMENT OF SELECTED FIRST YEAR COLLEGE STUDENTS

Indicators

Mean

Verbal

Description

Interpretation

Formal

School

3.67

High

The respondents are exposed to some English

speaking environment

with a little code switching.

Multimedia

3.41

Moderate

The respondents are

exposed to the English speaking environment but

there is often code

switching.

Mean

3.54

High

The respondents are exposed to some English


with a little code switching.

Informal

Home 3.21 Moderate The respondents are exposed to the English

speaking environment but there is often code

switching.

Multimedia 3.44 Moderate The respondents are

exposed to the English speaking environment but

there is often code

switching.

Mean 3.33 Moderate The respondents are

exposed to the English

speaking environment but there is often code

switching.

Overall Mean

3.43

Moderate

The respondents are

exposed to the English


but there is often code

switching.

Displayed in Table III is the level of oral proficiency

among first year college students.

It can be noted that among the five (5) identified

indicators for oral proficiency all got a low verbal

interpretation. Comprehension obtained 2.48; Fluency obtained


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2.20; grammar obtained 2.48; pronunciation obtained 2.41; and

vocabulary obtained a mean score of 2.43. As reflected, the

overall result is 2.40 with a verbal description of low. This

shows that the students demonstrate fairly – well in the oral

performance. Insufficient exposure to language cannot

strengthen the acquisition of the second language as to the

constant practice. The result shows that students find it difficult

to produce the language as they try to interact with their peers

given a certain condition. This low performance is a result of

discontinuity in the practice of the L2 (Getmanee, 2005).

TABLE III: THE LEVEL OF ORAL PROFICIENCY AMONG SELECTED FIRST YEAR COLLEGE STUDENTS

Mean Verbal

Description

Interpretation

Comprehension

2.48

Low

The students

demonstrate fairly

well in the oral

performance.

Fluency

2.20

Low

The students

demonstrate fairly

well in the oral

performance.

Grammar

2.48

Low

The students

demonstrate fairly

well in the oral

performance.

Pronunciation

2.41

Low

The students

demonstrate fairly

well in the oral

performance.

Vocabulary

2.43

Low

The students

demonstrate fairly

well in the oral

performance.

Overall Mean

2.40

Low

The students

demonstrate fairly

well in the oral

performance.

Shown in Table IV is the test for the significant

relationship between exposure to English linguistic

environment and oral proficiency of first year college students.

It can be noted that student’s pronunciation differ in

the school where they are exposed since the p – value (0.043) is

lesser than the alpha level of 0.05 resulted into the rejection of

the null hypothesis. Thus, there is a significant relationship

between English linguistic environment and oral proficiency

among first year college students specifically in the student’s

pronunciation. However, data revealed that the overall p-value

(0.235) is greater than alpha level of 0.05 which means that the

null hypothesis of no significant relationship between the

exposure to linguistic environment and oral proficiency is not

rejected. Thus, there is no significant relationship between

exposure to English linguistic environment and oral proficiency

of the research participants.

This result leads the researcher into thinking that there

might be other significant factors affecting first year college

students’ oral proficiency. The possible factor could be personal

motivation or high interest of the students.

This result further exemplified that second language

(L2) acquisition in oral skill is also a result from lifelong

learning which requires time and constant effort for individual

success. It must be noted that the exposure of the student

respondent to the linguistic environment is only moderate;

hence, it can be inferred as one reason for the non-significance

of the relationship.

In addition, Andersen (2004) affirmed this result upon

saying that in order to acquire the second language (L2) one

must not cease to find opportunity to use it, and this cannot be

easily acquired for there are several factors to be considered one

of it is the so - called construct of learning style preference. He

said that learners have individual attributes relating to the intake

of new information regardless of their environment; he added

that they are likely to have preference on some methods of

learning to the others. Learning styles are multidimensional and

can be categorized into several aspects, some of which include

independent, dependent, verbal, analytical, impulsive,

reflective, participatory, avoidant, competitive, collaborative,

and so on.

This is supported by Arias as cited by Batiao, 2010 that

the other factor contributing learner’s acquisition of the second

language is the learner’s intense motivation and high interest.

Interest and motivation coupled with high aspiration and other

positive behaviors provide positive reinforcements for learners

to achieve high in any scholastic performance.

In the same vein, proficiency of the language is an

added bonus since grammar is not only a system in which words

are put together to have a meaningful whole but the meaning of

these words should be understood beyond the printed symbols

that learners have to be proficient in the skills of

communication especially in taking examinations whether in

oral or in written form (Johnson, 2010).

TABLE IV: THE TEST OF SIGNIFICANT RELATIONSHIP BETWEEN EXPOSURE

TO ENGLISH LINGUISTIC ENVIRONMENT AND ORAL PROFICIENCY

Independent and Dependent

Variables

r-values

p-

values

@0.05

Decision on

Ho

Linguistic

Environment

(x)

Oral Proficiency

(y)

School

(Formal)

Comprehension 0.060 0.257 Not Rejected

Fluency 0.040 0.454 Not Rejected

Grammar 0.004 0.945 Not Rejected

Pronunciation 0.107 0.043* Rejected

Vocabulary 0.004 0.938 Not Rejected

Multimedia

(Formal)




Pronunciation 0.015 0.777 Not Rejected


Home

(Informal)






Multimedia

(Informal)







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Overall Mean






Overall Mean 0.063 0.235 Not rejected

Table V shows the test for the significant influence

between exposures to English linguistic environment to oral

proficiency of selected first year college students. Data revealed

that the formal exposure to linguistic environment obtained the

p – value of 0.541 where the null hypothesis is not rejected. On

the other hand, informal exposure obtained a p – value of 0.166

where the null hypothesis is also not rejected and the overall p

– value is 0.331, null hypothesis not rejected. Thus, the

students’ exposures to English linguistic environment do not

significantly influence their oral proficiency.

The result can be attributed to the assertion of

Getmanee (2005) who said that acquisition of the second

language (L2) specifically in the oral proficiency does not

happen if there is an insufficient exposure to the English

linguistic environment. One can just go back to the summary in

Table II which shows the over-all mean of moderate exposure.

This proves that the students did not have sufficient exposure to

the linguistic environment.

This therefore suggests that anyone who desires to

improve his or her oral performance, there is a need to intensify

the linguistic environment. Both the formal setting and the

informal setting must provide a comprehensive use of the target

language.

TABLE V: TEST FOR THE SIGNIFICANT INFLUENCE BETWEEN EXPOSURES TO

ENGLISH LINGUISTIC ENVIRONMENT TO ORAL PROFICIENCY

Variables r2 F – value P-value

@0.05

Decision on Ho

Formal 0.001 0.374 0.541 Not rejected

Informal 0.005 0.193 0.166 Not rejected

Overall 0.006 0.994 0.331 Not rejected

CONCLUSION

The researcher underscored the importance of

students’ exposures both in formal and informal setting. This

study is of great help to devise a particular learning strategy,

programs of instruction and learning intervention to maximize

students’ performance. Furthermore, this study suggests that

those identified higher educational institutions should provide

the English learners diverse communicative practices for the

development of the English language proficiency as evident in

the findings that the oral proficiency is low. They may employ

an experiment where they have to expose the students in an

intensive exposure of the English language. Secondly, they can

also consider employing other variables to serve as moderator

to determine other correlates to the oral proficiency of the

students.

V ACKNOWLEDGMENT

The author would like to extend his heartfelt gratitude

to the people who in one way or another have contributed much

for the success of this research endeavor.

VI REFERENCES

[1] Amurao, A. (2012). The Phil. model for learning English. Retrieved

on September 12, 2012 from http://www.rappler.com/move-

ph/contributions/14852-the-ph-model-for-learning-english

[2] Andersen, R. (2004). Focused learning in a linguistic environment.

Carnegie Mellon University, Pittsburgh: USA.

[3] Atiagan, M. (2004). Determinant of the level of English proficiency

among high school students in Tagum City. Unpublished Master’s thesis, University of Mindanao, Davao City.

[4] Bursal, M., and Paznokas, L. (2006). Mathematics anxiety and pre-

service teachers' confidence to teach mathematics and Science. School Science & Mathematics, 106, 173–180.

[4] Getmanee, B. (2005). Components Contributing to English Oral Proficiency: A Case Study of the Undergraduates of King

Mongkut's Institute of Technology North Bangkok: The Journal of

Industrial Technology. Vol. 1, Issue 1, February – July, 2005.

[5] Harris, D. (1969). Testing English as a second language. McGraw

Hill, United States of America.

[6] Johnson, A. (2009). The rise of English: the language of

globalization in China and the European Union. Retrieved from

digital commons.macalester.edu on January 02, 2013.

[7] Lozarita, M.T. (2003). Linguistic diversity and English preference and

the level of English acquisition among college students in Davao

City. An Unpublished dissertation. UM, Davao City.

[8] Lozarita, M.T. (2000). Classroom interactions and oral proficiency in

English of the University of Mindanao college freshmen.

Unpublished Master’s Thesis. University of Southeastern Philippines, Davao City.

[9] Scarcella, R. C. & Oxford, R. L. (2002). The tapestry of language

learning: The individual in the communicative classroom. Boston: Heinle & Heinle Publishers.

[10] Yang, D. & Gai, F. P. (2010). Chinese learners’ communication strategies research. Case study at Shandong Jiao Tong University.

Cross-Cultural Communication.

[11] Tagadiad, C.L. (2006). English environment and English language proficiency among freshmen college students. Unpublished

Thesis, University of Mindanao, Davao City.

LARCYNEIL PONDOC PASCUAL, is

currently an associate professor of English

at the College of Arts and Sciences

Education Department in the University of

Mindanao – Tagum campus (UMTC)

where he teaches language and literature

subjects. He is a research consultant in the

undergraduate program as a panel of

examiner, mentor, data analyst and

grammarian. He holds a bachelor’s degree in education and a Licensed

Professional Teacher (LPT). Likewise, he obtained his master’s degree

in English language at the University of the Immaculate Conception

(UIC) Davao city. He is actively involved in series of reviews for the

Licensure Examination for Teachers (LET) and Licensure

Examination for Criminologists conducted by the University of

Mindanao. As an educator, he is also an active member of the

following professional organizations: Philippine Association for

Teacher Education (PAFTE) – Region XI, Conflict Sensitive

Journalism (CSJ), and Linguistic Society of Mindanao (LSM).


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EXPOSURE TO ENGLISH LINGUISTIC ENVIRONMENT … · EXPOSURE TO ENGLISH LINGUISTIC ENVIRONMENT AND ORAL PROFICIENCY . ... UM Tagum College, ... exposure to English linguistic environment