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TABLE OF CONTENTS

TABLE OF CONTENTS i
LIST OF TABLES .iii
LIST OF FIGURES iv
LIST OF FIGURES iv
CHAPTER

I. THE PROBLEM 5
Introduction 5
Statement of the Problem 11
Scope, Delimitation and Limitation of the Study 12
Significance of the Study .13
II. REVIEW OF LITERATURE 15
Conceptual Literature 15
Synthesis .49
Theoretical Framework 52
Conceptual Framework .54
Hypothesis .55
Definition of Terms 58
III. RESEARCH METHOD AND PROCEDURE 60
Research Design .60
Subjects of the Study 63


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


ii
Data Gathering Instrument 64
Data Gathering Procedure 67
Statistical Treatment of Data .68
IV. PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA 70
V. SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS .110
Summary .172
Conclusions .182
Recommendations 184
BIBLIOGRAPHY 185
APPENDICES 191
A. Letter of Requests .192
B. Questionnaire 200
C. Documentation 220
CURRICULUM VITAE 228



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


iii
LIST OF TABLES

Table Title Page

1. Gender Profile of the Student Respondents .71
2. Parent's educational attainment .72
3. Place of Origin of the Student Respondents .74
4. Type of High School Profile 76
5. Level of students’ performance in the learning modality of reading 77
6. Level of student's performance in the learning modality of listening 80
7. Level of student's performance in the learning modality of speaking 82
8. Student's Performance in the Three Language Modality Test Groups
stratified according to the students’ profile variables 85
9 .Student Skills Employed in teaching the Basic English course .88
10. Student skills and Their Frequency of Use .90
11. Student Skills and Their Degree of Importance 91
12. Student's Performance in Three Language Modalities and .92
13. Teacher's Assessment .92
14. Base for the design of remedial exercises on the three modalities of
language .94


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


iv
LIST OF FIGURES

Table Title Page
1. Conceptual Paradigm of the study . 58



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


5
CHAPTER I
THE PROBLEM

Introduction
English as a versatile language is considered an amazing language.
Though it only ranked third in terms of the number of people using, still it
becomes the global language and declared as the “lingua franca” of the
world.
English language is spread through the demands of the business
sector, the academe, science and technology, and the diplomatic advocacy
of the espousing country. There are reasons identified why foreign
language learners need to learn English. First to be able to do business, to
be educated, to have a political alliance with, to be able to work or migrate
in America, for it is believed that proficiency in this language offers
attractive economic returns; uplifts the status of people in the third world
countries and English language serves as the major bridge towards greater
opportunities, understanding, academic progress and personal
development.
Being aware of the importance of the English language, government
agencies of most countries invest on English learning process. They have
set goals to improve the English proficiency of their component population
and impose programs through their educational system. This scenario is



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


6
not new to Vietnam and in fact the government has planned long term
national project in line with foreign languages. They set programs to uplift
the status not only of the English proficiency of its students but also the
competence of language teachers from primary to tertiary schools
Learners studying the foreign language basically develop
competence in speaking and writing with emphasis on grammar. There are
four ways in learning the English language. These include visual or seeing,
auditory or hearing, kinaesthetic or moving, and tactile or touching.
According to Bandler, R. et al. (1997) language learning involves
stimulation of multiple areas in the brain and that English language learning
to be effective cannot be just one dimensional which means that the more
faculties involved, the better and longer term is the learning. Understanding
or the cognitive skills are not always involved in the learning process which
explains the reason why adults tend to learn the second language slower
compared to the young.
English language has four modalities or skills and these include
reading, writing, speaking and listening. In learning the language, listening
comes first, followed by speaking, then reading and finally writing. There
are two ways how these four language modalities are related to each other.
These are the direction of communication the in or out and the method of
communication the spoken or the written.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


7
Reading as a skill that helps man discover new things around him
serves as the foundation of learning of an individual. One acquires
knowledge and key concepts from the simplest to the most complex
through reading. It is considered vital in different learning situations. Ability
to read well provides opportunities for personal fulfilment and job success.
Further as an important skill in communication, reading is also a
multifaceted process. It involves word recognition, comprehension, fluency
and motivation. A person gets information from written letters and words
through reading. As a basic life skill, reading serves as a cornerstone for a
student’s success in school since all subjects require this skill for smooth
flow and transfer of learning. Total comprehension is the ultimate goal of
reading and integration of several or all subskills into a unitary skill during
reading is required. Reacting to authentic and real reading materials at
different levels of comprehension such as literal, interpretative, evaluative
critical and creative levels on the other hand are the ways integration is
achieved.
Listening as language modality is a very important area of
communication. There is an active involvement of individual in listening as
it involves a sender, a message and a receiver. Willingness of an individual
to participate completely in a communicative situation signifies good
listening. A number of processes also work on various levels in order to


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


8
produce an understanding of the incoming speech when good listeners
involve themselves with any type of spoken discourse.
In addition, listening is also important in the development of spoken
language proficiency. Means of interaction for the learner is provided by
spoken language likewise access to speakers of the language is essential
because learners must interact to achieve understanding. Good and proper
listening stimulates better communication in actual speaking situation.
Considered the productive skill in the oral mode is speaking. As a
communication skill a person is able to verbalize his thoughts and ideas
through speaking. A person may get involve into three kinds of speaking
situations such as interactive speaking, partially interactive speaking and
non- interactive speaking. In interactive listening, learners are engaged in
listening and speaking alternately, and through a conversation partner,
request to slow down conversation, clarification and repetition can be done
while in partially interactive speaking, the speaker may continue to deliver
his speech without interruption from the audience. Non-interactive
speaking can best manifest in speech recording or a radio broadcast. No
actual interaction happens.
Good speaking and listening as part of one process can help
learners to become successful in and out of school. It is believed that if
learner speaks well, ideas can be expressed clearly, likewise, if the learner
listens well more learning can be remembered. That is why integration of


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


9
these language modalities is considered important in classroom activities
to ensure learners’ participation in the use of language. This integration is
done for reinforcement of lessons. The integration of language modalities
can best be illustrated for instance in writing where it helps learner improve
their speaking skills, so as with reading where it facilitates learner’s writing
competence.
Improved competence in other modalities resulted from practice in
one modality. Teacher can project how learners can use language for a
variety of purposes if language modalities are integrated in curriculum and
instruction. Modalities can be integrated in instruction through lessons and
assessments more formally and informally for student’s language
production scaffolding. A technique that teacher can make use in
integrating modalities is through cooperative learning. Here learners can
work together by means of speaking and listening to each other and also
synthesizing information through reading and writing their ideas for
possible presentation.
In language modalities, learners encountered difficulties. In reading,
learners no longer enjoy reading as most of them are not fluent readers.
They have hard time understanding a given text as they have not acquired
necessary competence in reading or they lack comprehension in what they
are reading. They also encountered problems in pronunciation and


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


10
recognition of English words as well as learners’ inability to group words
into thought units.
In listening on the other hand, learners’ have to cope up with the
problems on vocabulary structures and rate of delivery. Learners also have
short attention span and lose focus due to lack of understanding of the
topic when it comes to listening to a native speaker of the language.
Learners also encountered problem relative to sound of the English
language. It takes sometimes for them to identify the sounds which are
unfamiliar to them.
The skill of speaking is considered a more difficult one. Learners
might be forced to speak a language which they are not comfortable with,
due to lack of understanding of its sentence structure, grammar and word
order. Though learners might have knowledge of words but their lack of
understanding of their proper use in sentences poses another problem.
As an English teacher teaching Basic English subjects among
second year college students of Thai Nguyen University, the researcher
has encountered the above mentioned problems in her classes, she is
interested to know students’ performance in the three modalities of
language namely; reading, listening and speaking to come up with a
resource material designed to reinforce students learning in Basic English.
Further, among Vietnamese college students in Thai Nguyen
University (TNU). In fact, there has not been an attempt to assess the


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


11
performance of students in the three learning modalities. It was clearly
shown that ELL classes would greatly benefit from learner-centered
English language pedagogy. Thus, it is perceived that this study can be
feasibly done among TNU students and would reveal basic and essential
information towards the effective English language teaching at their level.
Moreover, it will serve as basis for the author to formulate instructional
materials and pertinent student activities that would be responsive to the
needs of these students.

Statement of the Problem
This study determined the three modalities of learning English
among sophomore college students of Thai Nguyen University, Vietnam to
serve as basis for proposed resource materials.
Specifically, this sought answer to the following questions:
1. What are the characteristics of sophomore students with
reference to:
1.1. gender;

1.2. parents’ educational attainment;

1.3 students’ place of origin;

1.4. type of school attended (high school)





THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


12

2. What is the performance of students in the following language
modalities?
2.1. Reading
2.2. listening
2.3. speaking
3. Are there significant differences on the performance of students
when grouped according to their profile variables?
4. How do teachers assess the performance of students in
the three language modalities?
5. Are there any significant differences between the performance of
students and the teachers’ assessment on the three modalities?
6. What resource materials may be prepared for each of the three
language modalities?

Scope, Delimitation and Limitation of the Study
This study focused on determining the performance of students in
the three modalities of language namely; reading, listening, oral or
speaking. Profiles of sophomore college students were also determined in
terms of gender, parents’ educational attainment, students’ place of origin
and type of school attended.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


13
The descriptive method of research was used in the study applying
survey technique for teacher assessment of responses and teacher-made
test to determine students’ performance. Respondents of the study include
357 second year college English language students at some selected
colleges of Thai Nguyen University in Vietnam and 60 English teachers.
The survey questionnaire and teacher-made test served as the sources of
data for statistical analyses.
The study was limited to the profile variables of the sophomore
college students of TNU and the three modalities mentioned in the study as
well as to the responses of their respective English language teacher which
served also as other respondents of the study. The study was further
delimited to the year level of students indicated in the study and to the
specified subject area. The study did not include writing modality thus
became part of the delimitation of the study.

Significance of the Study

This study is significant to the following:
Students. Results of the study will provide students with rich
information and knowledge as regards to how they could enrich their
learning in the three modes of language. They will also benefit from the
resource materials developed.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


14
Teachers. The study will benefit the teachers through the
experience gained in the utilization of the resource materials developed for
language modalities to their students. They would also be equipped with
materials that they can use to effectively improve their students language
performance.
Administrator. The results of the study will provide them a clear
basis for introducing the innovation that may come out of the study to their
respective schools.
Policy-makers. They will gain insights on the typical language
modalities prevalent among the students and would initiate advocacy and
policies pertinent to the findings of the study.
Researcher. The researcher will provide other teachers with useful
method and techniques that can improve their effectiveness in teaching
lessons. They can reduce disadvantages and teach students in a more
effective way.
Future Researcher. Other researchers may be interested in this
topic so they can conduct similar study