Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’ outputs, the teachers’ observations during the conduct of the tests, and the informal interview and survey with college teachers validate the test results. Findings: Evidently, the scores of the college students in all the skills (listening, writing, reading, and speaking) have increased from novice in the pre-test to competent in the Task-based dictation (TBD) and post-test. Moreover, the teachers’ observations show that TBD provides opportunities for student-entered learning such as small group discussions/collaborations, peer feedback, systematic writing, critical analysis, and problem solving. Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. Originality/value: Indeed, despite its limitations, this study answered the reservations of dictation in improving the English language proficiency of college students by increasing their competencies of their macro skills (reading, writing, listening and speaking).
In 2010, the Commission on Higher Education (CHED) institutionalized the offering of foreign languages in the curricular programs of higher education institutions to accord global acceptance of local graduates in the Philippines. In graduate school, Nihongo is one of the foreign languages commonly offered in the local university. Theoretically, the second language acquisition of adult learners (i.e., graduate students) is crucial and different from adolescent language learners. And there is a dearth of literature on Filipinos learning Nihongo; most of them involve college students and overseas Filipino workers (OFWs) and less among ESL teachers in graduate school. This study: (1) contributed to the limited evidence in Japanese language learning of Filipino students; showed qualitative evidence on the CPH of adult learning a third or fourth language. Results revealed that though most of the ESL teachers in graduate school were middle-aged, they partly considered their age crucial in learning Nihongo and declared that their age was not the only factor in recognizing their difficulties in learning a foreign language rather other learning limitations such as affective factors, learning environment, workload, etc.; (2) presented the ESL teachers’ difficulties in learning Nihongo language in the graduate school such as writing and translating sentences and phrases, vocabulary and pronunciation; and (3) showed their strategies in learning the Japanese language as an academic requirement were creating mental linkages, applying images and sounds, reviewing well, and employing actions. Thus, this study presented recommendations for the effective teaching of Japanese language among graduate students in the Philippines.
Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.
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