Lera Kay P. Lluisma
Liezl D. Padua
Nodelyn E. Pabinguit
Level of confidence in speaking English
II. Abstract
In institution where the medium of instruction is English, conversational and written English are determinants in students’ performance in Higher Education. Although these two things should parallel each other, conversational English is considered the most important especially during job interviews, class participation, meetings, etc. This is the researchers’ basis in proposing this study. Researchers’ believe that the learners’ ability to speak in the target language is dependent on a number of factors which are not solely related to their knowledge of the language systems such as grammar, vocabulary and pronunciation. Personality factors such as timidity or self-confidence play an important part, as do attitudinal factors such as perception of importance of speaking or dislike of making mistakes. While these are not directly assessed in the speaking test, they can affect students’ progress and improvement in developing their speaking skills. The point is, exploring this topic may help teachers to be aware of these factors and possibly address them in the class. This is a descriptive study with emphasis on testing the confidence level and perception of the students in speaking English.
III. Project Description
Purpose
In many testimonies, students in St. Michael’s College bear much anxiety and pressure while studying English. English is one of the languages most people in the whole world practice to communicate amidst the cultural differences. Learning the language and translate this learning to practice enables the students to apply the theories taught in school. Researchers’ believe that the higher the level a student had in communications the greater opportunity they can achieve in terms of meeting people and most of all obtaining greater opportunity in getting a job.
Learning English is important. Focusing the factors that influence people in communication is just and proper for teachers to understand strategies that best work for their students. This research is interested in examining the interest, motivation and attitudes of students as contributors to the level of confidence in speaking English.
Significance
Many studies have been done to help the students gain their confidence but rare interventions have been proven to be effective. In St. Michael’s College, intensive promotion to speaking English has been done yet still a large numbers of the students are obviously have the difficulty. This study, aims to investigate the occurrence.
History
According to the research studies (Parr et al., 1992), students with better language proficiency can adjust to the foreign environment more easily. In this case those students who have known better language are those students having the full confidence in their self. Some researchers found out that it is within the attitude of the students that makes them having the hard time to learning English as well as speaking English too. For example, there were two main reasons for the non-participation of the students in a public speech program: one was that some students had lost interest in learning English when they were in high school, and the other was others lost hope in learning English due to their poor rudimentary knowledge,(Whitehead, 1989).
Stephen Kemmis and Robin McTaggart have said: "The linking of the terms action and research highlights the essential feature of the method: trying out ideas in practice as a means of improvement and as a means of increasing knowledge.... this means that teacher's words and actions influence students very much. If the teacher were too strict and serious, the students would lose their confidence, and not participate voluntarily in class discussion. Teaching the students patiently and kind will make them love the subject and everything involves in it. Including the basic grammatical structures needed for various fundamental tasks such as narrating, describing, explaining, inquiring, expressing agreement or disagreement, giving directions, expressing belief or disbelief, and formulating conditionality. It all helps the students to understand and improve their knowledge that they can practice on their own.
• Very Good. Congratulations. I have edited some of the grammatical errors.
• Where is your Definition of Terms? Provide the important definition of the terms that you will be using in your study. Attach it together with your 3rd draft.
• You may now proceed to the plan of work, expected results, and a draft copy of your research tools (survey questionnaires, Interview questionnaires, etc). I already gave the reference materials for you to be guided.
• This is your assignment to be submitted on January 22, 2008. Paperless please. Submit it here with your names and Research problem only.