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Rueldissertation 170104045226
Rueldissertation 170104045226
ABSTRACT
Purpose: The study provides a clearer understanding of the influences of
Facebook to the development of the English language proficiency of students.
The study advances a framework or model that serves as guide in the use of
Facebook in the development and/or enhancement of their language
skills/competencies.
Methods: This study made use of descriptive research design since it acquired
information through description that is useful for identifying variables and
hypothetical constructs which can be further investigated through other means
like exploratory studies. T-test was utilized to determine the significant difference
on the influence of the use of Facebook in the English language proficiency of
students. Two-way Anova was used to determine the interaction effect of the
different variables on the English language proficiency using Facebook.
Results: The users of Facebook are still learning in using appropriate vocabulary
while the non-users are developing in the said area. Both the users of Facebook
and non-users of Facebook are competent in spelling proficiency. However, in
terms of grammar proficiency, the non-users of Facebook are considered
competent while the users of Facebook are developing in the said area. In terms
of correct sentence structure the non-users of Facebook got a higher mean
score. However, both the users and non-users of Facebook are developing in the
said area. On the other hand, both users of Facebook and non-users of
Facebook are developing in using the correct and appropriate punctuation marks.
The study reveals that in giving or expressing ideas, the non-users of Facebook
are competent while the users of Facebook are developing. In the over-all
language proficiency of students, both users of Facebook and non-users of
Facebook are said to be developing.
Implications: Facebook in its very nature caters for independent usage, thus the
use of facebook must be integrated in the evaluation or in the assignment part of
the lesson plan. It is for the students to develop their communication skills and be
proficient in using the English language.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Introduction
Social networking sites (SNS) like Facebook have been used for a variety
of educational purposes and help students in educational settings (Akyıldız &
Argan, 2012; Arquero &Romero-Frías, 2013) The “social spaces” available to
students can enable a more individualized experience for learning in an online
environment and can supply what is taught in a traditional classroom setting
(Griffith & Liyenage, 2008). Most of the students use social networking sites like
Facebook in conducting group projects and assignments and have been found to
be very useful in having group work (Zanamwe, et al., 2013) Students’ language
skills are also enhanced by the amount of information disclosed on a teachers’ or
academics’ SNS. Sharing of information amongst groups can have a positive
effect on students (Griffith & Liyenage, 2008). Social networking sites improve
technology excellency, enhance social skills and motivate students to
communicate in new ways with new people (Zanamwe, Rupere, Kufandirimbwa,
2013). Facebook improves one’s personal development; increases students’
successes; assists both teachers and students when used as a supportive
material in lessons; allows to share information between colleagues; makes
learning more enjoyable; helps teachers and students to know each other better
via the profile pages; increases students’ motivation by allowing them to
communicate with each other; encourages colleagues to learn more; increases
students’ will to learn by sharing extra resources about their homework; helps
students to find out what goes on in the world through daily news; and enables
them to share information about scientific studies.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
This paper came into realization to answer various questions related to the
implications of Facebook to the English Language Proficiency of secondary
public students especially that they are now living in a world known as the “Digital
Age”. Students feel comfortable in expressing themselves in visual form and
electronic gadgets. Thus, teachers are trying to harness this energy by using
visual media (TV, movies, video games, photography, internet, etc…) to help
students think critically from what they see.
3. How do students perceive the teaching skills of their English teachers in terms
of the following?
a. efficiency in the use of Facebook
b. innovativeness in the use of Facebook
c. effectiveness in the use of Facebook
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
6. Is there a significant difference in the pre-test, post-test and mean gain scores
of students using the traditional method and Facebook?
Literature Review
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
The use of media directly affect the Linguistic Proficiency of the students
while the teaching skills, learning motivation and the profile serve as moderators
or intervening variables.
The first Filipino logged in to the Internet on March 29, 1994, when the
Philippine Network Foundation, a conglomerate of private and public institutions,
obtained the country’s first public permanent connection to the Internet (Minges,
Magpantay, Firth and Kelly, 2002). Since then, the quantity of Filipino Internet
users has grown, gradually at first but drastically rapid in the past few years.
Labucay (2011) found out those internet users who are from higher socio-
economic class, who are college graduates, and have computer and Internet
connection in the household tend to use the Internet more frequently than other
socio-demographic groups. About three-fifths of classes ABC are frequent users,
in contrast to majorities of classes D and E who use the internet less often. Two-
fifths of the college graduates are frequent users, compared to about one-fourth
of the less educated who are also daily users. About half of Internet users in
households who own computers and 54% of those in households with Internet
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The Influence of Facebook in English Language Proficiency
connection are also frequent users. Urban users are less likely than rural users to
use the Internet on a daily basis. About half of those aged 35-44 and 55 and
above are daily Internet users.
The youth are the key drivers of Internet use in the Philippines, such that
while half of those aged 18-24 are Internet users, a small 2% of those aged 55
and above also use the Internet. This pattern clearly validates stereotype of
younger individuals as bigger Internet user than the older individuals (Chinn &
Fairlie, 2004; Choi, 2008; Gardner & Oswald, 2001; Howard, Rainie & Jones,
2001; Norris, 2001; Smith et al, 2008)
Learning Motivation
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
communicate with university staff, and 43% believed that SNSs have no potential
for academic work.
Research studies on using Facebook for teaching and learning report both
positive and negative findings. Schroeder and Greenbowe (2009) used a WebCT
forum and a Facebook group to get undergraduate students discussing
questions. The use of WebCT was compulsory, while the use of the Facebook
group was optional. The result showed that the number of posts on Facebook
was nearly four times more than on WebCT, and the postings raised more
complex topics and generated more detailed replies. Possible reasons included
the students often visited Facebook and spent a lot of time in Facebook. Ooi and
Loh (2010) created a Facebook group for a class of Secondary school students
to learn the Chinese language and found the Facebook group enabled the
students to share course resources and give comments. Also, the use of events
allowed the teacher to conveniently organize learning activities such as lesson
observations. However, in a study where undergraduate students were assigned
to use Moodle or Facebook as a discussion forum, DeSchryver et al (2009) found
that the students assigned to Facebook did not write longer or more frequent
postings than the students assigned to Moodle. A possible reason was that the
students did not like having discussions in a separate system—Facebook—as
they had been using Moodle in the course. Kirschner and Karpinski (2010)
compared the academic performance of Facebook users and non-users who
were undergraduate and graduate students and discovered that on average the
Facebook users got lower grades and spent fewer hours per week studying than
the non-users.
The Facebook
Tilfarlioglu (2011) urge that Web 2.0 changed the way people used Web in
the field of education and especially in foreign language learning. Since its
emergence in 2004, it has gained great attention of teenagers and university
students. Educators regard Web 2.0. as a language learning/teaching tool.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Facebook is one of the most popular social networking sites which allow
users to post information, with others, and collaborate within the system (Stelter,
2008). When students use Facebook a tool for their study by spending time
browsing profiles, meeting new people, and exploring relationships using the
English language, they have greater opportunities to collaborate with a large
number of people worldwide and learn the target language at the same time
(Educause Learning Initiative, 2006). Such a Facebook’s property indirectly
creates a community of practice an important component of student education in
Social Constructivist theories. Students can construct knowledge after they
interact with other people on Facebook. When students receive comments and
suggestions, they can use the information given to improve their language skills.
Apart from this, when students discuss on Facebook, they do not have to use
their real names can avoid face-to-face interaction thus lowering the level of
anxiety (Murphy, 2009). Such a learning style can reduce the Affective Filter and
eventually enhance motivation and risk taking in language learning (Krashen,
1981, 1988). Other than the benefits given to students, Facebook can also
provide many pedagogical advantages to teachers. It helps the teacher make a
connection with students about assignments, upcoming events, useful links, and
samples of work originating from both inside and outside of classrooms. Media
literacy education has become increasingly present in curricular initiatives around
the world as media saturate our cultural environments. For second-language
teachers and teacher educators whose practice centers on language,
communication, and culture, the need to address media as a pedagogical site of
critique is imperative (Chamberlin-Quinlisk, Carla 2012). The topic of teaching
and learning culture has been a matter of considerable interest to language
educators and much has been written about the role of culture in foreign
language instruction over the past two decades. English Second Language (ESL)
students whose successes in a new environment are conditioned not only in their
mastery of the new language, but also in their ability to negotiate the new culture.
Media sources significantly affect students' attitudes and dispositions towards
themselves, other people and society especially in English as a Second
Language classes (Tanriverdi, Belgin; Apak, Ozlem.2008).
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Hypotheses:
4. The students’ pre-test, post-test and mean score have significant difference in
the traditional method and Facebook.
Research Paradigm
Student Student
Student Learning
Learning Teaching
Teaching skills
skills of
of
Student Motivation Teachers
Teachers in
in the
the Use
Use of
of
Motivation
Profile
Profile facebook
facebook
English
English Language
Language
Proficiency
Proficiency
Use of
Facebook
The use of Facebook greatly affects the English language proficiency of
the students which is being moderated by the teaching skills of teachers in the
use of Facebook as an educational material as well as the student learning
motivation and the student profile.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
METHODS
Research Design
The participants of this study were secondary public students who were
enrolled the Continuing Educational Course (CONEC) of AMA Computer College
Tuguegarao. CONEC is an outreach program of AMA specialized in computer
training that opens every weekend only. These high school students were from
the remote barrios of Cagayan Valley and have some degree of knowledge about
computer.
Research Instruments
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
A rubric was created for the checking of the activities of the students. The
said material was validated by a group of English teachers and experts and was
used by English teachers who served as the official checkers in all activities done
by the students.
Research Procedures
There were two rounds of implementation in this study. The first round
consists of 60 public secondary students; 30 students from the experimental
group and another 30 students from the control group.
After the activities, the questionnaire was floated to the users of Facebook
to evaluate their learning motivation and the teaching skills of their teachers in
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The Influence of Facebook in English Language Proficiency
Data Analysis
Data collected was analyzed by the expert to show the existence of the
framework of the influence of Facebook in the English language proficiency of
the public secondary students. Descriptive statistics like frequency count,
percentage, mean score and median score were used to describe the profile of
students, English language proficiency, teaching skills in the use of Facebook as
a teaching material and student learning motivations. T-test was utilized to
determine the significant difference on the influence of the use of Facebook in
the English language proficiency of students. Pearson-r was used to determine
the significant relationship between the English language proficiency of students
and the identified variables. On the other hand, T-test of correlated/ paired
samples was utilized to interpret the results of the round 2 of implementation.
Results
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Table 1 shows the profile of the respondents for the users and non-users of
Facebook. Originally, there is an equal distribution of numbers in gender and age
based on the procedures for the matching group. However, the expert and the
researcher had deleted the participants in the users of facebook who did not
make or participate in the activities. Also, the table presents that the students are
aged from 12-15 years old. Users of facebook are averagely using Facebook
twice a week with an average weekly budget of 42.00 only.
Table 2 shows the English language proficiency of students who used and those
who did not use Facebook. Users of Facebook are still learning in the area of
appropriateness of vocabulary while they are competent in the areas of spelling
proficiency and expressing ideas. Furthermore, users of Facebook are still
developing in the areas of grammar proficiency, appropriateness of use of
punctuation marks, correct sentence structure and expressing ideas. On the
other hand, non-users of Facebook are still developing in the areas of
appropriateness of vocabulary, correct sentence structure, and appropriateness
of use of punctuation marks. However, they are competent in the areas of
spelling proficiency, grammar proficiency and in expressing ideas. Over-all, the
language proficiency level of both users and non users of Facebook is still
developing.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Table 3 presents that students perceived the teaching skills of their teachers in
the use of Facebook as an educational material to be efficient, innovative and
effective.
Table 4 illustrates that students are internally and externally motivated to use
Facebook as an educational material.
Non-Users 19.54
Appropriateness of vocabulary 1.529 0.134 Not Significant
Users 17.92
Non-Users 19.37
Spelling proficiency 2.103 0.041 Significant
Users 17.33
Non-Users 16.65
Grammar proficiency 2.825 0.007 Significant
Users 13.81
Non-Users 10.38
Correct sentence structure 2.157 0.037 Significant
Users 9.04
Non-Users 6.95
Expressing Ideas 4.344 0.000 Significant
Users 5.31
Non-Users 78.13
Language Proficiency 2.549 0.014 Significant
Users 68.31
Table 5 explains the influence of the use of Facebook in the English language
proficiency of students. There is no significant difference of users and non-users
of Facebook in the areas of appropriateness of vocabulary and appropriateness
in the use of punctuation marks. On the other hand, there is significant difference
of users and non-users of Facebook in the four areas of English language
proficiency namely; spelling proficiency, grammar proficiency, correct sentence
structure and expressing ideas. Moreover, there is a significant difference
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
between the users and non-users of Facebook in the overall English language
proficiency.
Table 6. Difference in the Pre-test, Post-test and Mean Scores of Students in the
Traditional Method and Facebook.
Result of Round 2
Paired Samples Statistics
T1 81.6667 17
Pair 1 -2.021 .060 Not Significant
T2 85.8039 17
F1 79.6863 17
Pair 2 -1.908 .075 Not Significant
F2 84.5294 17
T1 81.6667 17
Pair 3 .450 .659 Not Significant
F1 79.6863 17
T2 85.8039 17
Pair 4 .391 .701 Not Significant
F2 84.5294 17
T 4.1373 17
Pair 5 -.212 .835 Not Significant
F 4.8431 17
The table shows that there is no statistically significant difference in the English
Language Proficiency of students when using Facebook and the traditional way.
Specifically, there is no significant difference the traditional pre-test and post test;
Facebook pre-test and post test; Traditional pre-test and facebook pre-test;
traditional post test and Facebook post.
Male 18.4369
Spelling 1.862 0.076 Not Significant
Female 16.0300
Male 14.9492
Grammar 2.036 0.054 Not Significant
Female 12.4536
Male 9.7692
Sentence 2.133 0.044 Significant
Female 8.1818
Male 5.3069
Punctuation 2.188 0.040 Significant
Female 4.4245
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
Male 5.8715
Idea 2.892 0.008 Significant
Female 4.6355
Proficiency Male 73.3092 2.227 0.037 Significant
Female 62.3927
Discussion
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
also the primary reason why students are well motivated to use the said platform.
This paper discloses that the respondents are motivated internally and externally.
Students had higher learning motivation and participation when using the
proposed web application supported learning environment during and after class
as it gave them access to adequate learning support. The proposed approach
also gave effective assistance to instructors and students in administering and
conducting learning activities during and after class (Lin, Min 2013). In the new
digital age, Siemens (2004,2005) and Downes (2007) proposed connectivism
theory, where social learning is integrated with social media technologies like
Facebook. In the world of social media proliferation, learning is not an internal,
individualistic activity. Rather, learners gather information from connecting to
others’ knowledge using Facebook and other similar platforms. One of the
principles of connectivism is the capacity to learn in more critical than what is
currently known (Siemens, 2004). The responsibility of a teacher is not just to
define, generate, or assign content, but it is to help learners build learning paths
and make connections with existing and new knowledge resources (Anderson
and Dron, 2011). Social learning theories, especially connectivism provide
insights on the roles of educators in this social network environment.
The survey data of Madge, Meek, Wellens and Hooley (2009) also
illustrates that once at school, Facebook was part of the 'social glue' that helped
students settle into student’s life. However, care must be taken not to over-
privilege Facebook: it is clearly only one aspect of students' more general social
networking practices and face-to-face interrelationships and interactions remain
important. Students thought Facebook was used most importantly for social
reasons, not for formal teaching purposes, although it was sometimes used
informally for learning purposes.
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
The main effect of Facebook is that sentences and phrases have become
much shorter. For example, the alteration of the word ‘Facebook’ to be both a
noun and a verb can change a sentence from “I will send her a message on
Facebook” to simply “I’ll Facebook her”. In our fast-paced society, the almost-
instant ability of social media to share thoughts with the world has also affected
our behavior in actual speech. Students mostly use slang words or shortened
forms of words on social networking sites (MacEntee, 2012).For example, this
use of terms such as ‘tweet’ as a verb to shorten sentences is very much
reflective of the limit of 140 characters in a tweet, forcing you to become more
concise and get your message across with a limited number of letters (Jasilek,
2013).
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
On the other hand, Fewkes and McBabe (2012) state many examples of
use for educational purposes. In their study, it was found out that 73% of
respondents reported having used Facebook for educational purposes. The
results of this research point to a need for the better utilization of Facebook in
classrooms and the need for school boards who choose to "embrace" the
increasing popularity of social media to implement programs that better ensure
teachers also feel comfortable enough to embrace this informal teaching tool.
Conclusion
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University of Saint Louis, Tuguegarao City
The Influence of Facebook in English Language Proficiency
respondents of this study are aged from 12-15 years old, thus, they are
vulnerable. They are still dependent in their teachers in terms of instructions and
learning processes. Younger Facebook users tend to do more fun activities such
as playing online games while older people do more information seeking/learning
activities particularly getting news on current events. (Howard Rainie & Jones,
2002; Madden & Rainie, 2003). The more educated and those from higher socio-
economic classes also tend to go online to access news and health information.
Recommendation
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Acknowledgment
The researcher would like to extend his sincerest gratefulness to his mentors Dr.
Pyrene T. Qulang, Dr. Emmanuel James P. Pattaguan, Dr. Olivia B. Pasicolan,
Dr. Antonio Tamayao, Dr. Imogen Claire M. Callangan and Dr. Delilah B.
Valencia. They had lead the researcher to the threshold of vast knowledge, skills
and values.
The same appreciation is given to the checkers of the students’ activities Mr. Oly
Cagurangan and Ms. Mynna Salvador, to the experts who validated the
instruments used and analyzed the data collected lead by Ms. Marie Jean N.
Mendezabal.
The researcher would like also to thank his dear friend Ms. Lorena Cabaniza for
the untiring support and to his AMA Tuguegarao family.
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Most importantly, mabbalo to his parents Mr. Rolanado A. Bayucan and Mrs.
Gloria M. Bayucan and to his only brother Ronald M. Bayucan for the their
unconditional love.
Appendices
Appendix A
Module
Lesson 1
Objectives: At the end of the session, the students should be able to:
a. define simple sentence.
b. construct a simple sentence.
c. identify four ways of writing a simple sentence.
Subject Matter
Simple Sentences
Four Ways of Writing Simple Sentence
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References
Olivarez, Ranchez, Reyes (2015). BEC/PELC Curriculum 2015 English.
Materials
Board
Facebook
Procedures
Preparatory Activities
Review
Share with the whole class your understanding about the parts of the
sentence.
Motivation
Kindly tell me about yourself.
Developmental Activities
Presentation
Ask a student to read the selection.
Comprehension
Answer the following questions.
Whose sister is Maria Agnes?
Why she is the family’s favorite?
What does the term “family’s favorite” mean? Explain.
Do you have someone in your family who is a favorite? Who? Why?
Discussion
Read these sentences:
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4. Rea and Marissa auditioned for the lead roles in the school musical but
got only chorus parts.
What are the subjects in this sentence?
What are the predicates?
Generalization
A simple sentence has a subject and a predicate.
There are four ways of writing a simple sentence;
1. Simple subject and simple predicate
2. Simple subject and compound predicate
3. Compound subject and simple predicate
4. Compound subject and compound predicate
Evaluation
Facebook Activity
Students will create their own facebook account and will be joined in a group
discussion. The teacher will post a poem. Students will choose one word from
the poem and give its corresponding description or definition. The students will
also give their interpretations or reactions with regard to the given poem.
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Lesson 2
Objectives: At the end of the session, the students should be able to:
Subject Matter
Compound Sentence
Using connectors such as and, but, or, so, and while
References
Olivarez, Ranchez, Reyes (2015). BEC/PELC Curriculum 2015 English.
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Materials
Board
Facebook
Procedures
Preparatory Activities
Review
Share with the whole class your understanding about the simple sentence.
Motivation
What is your favorite poem? Why?
Developmental Activities
Presentation
Ask a student to read the poem.
Comprehension
Discussion
The second type of sentence is the compound sentence. This sentence is
composed of two simple sentences joined together by a comma and a joining
word (coordinating conjunction). We could also describe a compound sentence
as two independent clauses joined by a conjunction.There are seven
coordinating conjunctions:
and
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but
so
or
for
nor
yet.
Example
Generalization
In compound sentence two or more ideas are usually connected by
conjunctions: and, but, or, so or while.
and- is used to show similar or additional ideas
but- is used to show contrast
while – means at the same time
so- is used to show consequence or result
or – is used to show choice or alternative
Evaluation
Facebook Activity
The teacher will post a lyrics of a song (forevermore) and the
students should give their interpretations about the song.
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Lesson 3
Objectives: At the end of the session, the students should be able to:
a. define complex sentence.
b. construct complex sentences.
c. use conjunctions.
Subject Matter
Complex Sentence
References
Olivarez, Ranchez, Reyes (2015). BEC/PELC Curriculum 2015 English.
Materials
Board
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Procedures
Preparatory Activities
Review
Share with the whole class your understanding about compound
sentence.
Motivation
What makes your summer exciting?
Developmental Activities
Presentation
Ask a student to read the selection.
Comprehension
Answer the following questions.
Discussion
Clauses are groups of words that form sentences. A clause must contain a
subject and a verb.
There are two types of clauses:
independent - expresses a complete idea, ie a sentence, and makes sense all by
itself
dependent - does not express a complete idea, it is a part sentence, and does
not make sense by itself).
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Generalization
A complex sentence is made up of one independent clause and one or
more dependent clause. The independent clause expresses a complete thought.
The dependent clause or subordinate clause does not express complete thought
and kit can not stand by itself. All dependent clauses are introduced by
connectors like because. Other connectors are: while, though, if, unless, before,
although, so, in order that, after, nevertheless, so that, etc.
Evaluation
Facebook Activity
The teacher will post a video clip and the students should
give their reactions about the video.
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Appendix B
Rubrics
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The Influence of Facebook in English Language Proficiency
Grammar
Tenses Nine or more Seven to Four to six One to three All of the
tenses are eight tenses tenses are tenses are tenses are
incorrectly are coherent. coherent. coherent. coherent.
used.
Number Six sentences Four to five Two to three Only one All sentences
or more are sentences sentences sentence is are free from
free from are free from are free from free from subject-verb
errors in using errors in errors in errors in agreement
singular and using singular using singular using singular errors.
plural form of and plural and plural and plural
the subject form of the form of the form of the
and verb. subject and subject and subject and
verb. verb. verb.
Faulty Five Four Three Two or fewer No
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Appendix C
Questionnaire
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The Influence of Facebook in English Language Proficiency
I. Please check the different scale in terms of the impact of facebook in English
Language Learning.
5-Strongly agree
4- Agree
3 – Neutral
2 – Disagree
1- Strongly Disagree
5 4 3 2 1
Teaching Skills
Efficiency
1. The teacher set concrete and aspiring goals for student
achievement using facebook. Thus, I was encouraged to involve
myself in academic facebook activity.
2. As a student, I considered Facebook activity more economical
than in the paper-pencil test.
3. It was easier for me to participate in the enrichment activity
through facebook.
4. The activity became more interesting and enjoyable when the
teacher used facebook for the enrichment activity.
5. The teacher used facebook for enrichment activity to save time.
Innovativeness
6. My teacher used the different features of facebook in presenting
the activities.
7. My English teacher tried new things, both teaching skills and
educational apps, ICT tools and electronic devices.
8. My teacher utilized a variety of instructional strategies such as
facebook that for student engagement and achievement
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The Influence of Facebook in English Language Proficiency
outcomes.
9. My teacher used facebook to better meet the needs of his
students.
10. My teacher is very creative because he introduced facebook for us
to be interested and motivated to learn the English language.
Effectiveness
11. I became interested in dealing with technologies because of the
integration of computer in the classroom discussion.
12. I am motivated to explore more on internet because of the
introduction of facebook in the classroom discussion.
13. I became expressive on my ideas because of the facebook activity
done in the classroom.
14. I improved my writing skills because of the different facebook
writing activity.
15. I engaged myself in a meaningful learning because of facebook.
Learning Motivation
Internal
16. I became more resourceful in doing my assignments because of
facebook.
17. I am motivated to learn through facebook because it helped me to
connect new information and that which I already knew.
18. Facebook motivated me to learn by offering new perspectives from
other working contexts that trigger new thinking in my personal
context.
19 I am motivated to use facebook because I can assimilate my new
experience in facebook by relating it to an existing situation to
enhance my English language learning.
20. I am more motivated to learn through facebook because of the
immediacy of response.
Extrernal
21. Facebook tools, in particular, encouraged language socialization
and engagement with language in socially and pragmatically
appropriate ways.
22. Facebook was attractive; it gave high school students another
world to make friends and a good way to release pressure.
23. Facebook motivated me to engage myself in the activity because it
was a fad. It was “in” for a high school student like me.
24. Facebook enabled me to have contact with my teacher any time
anywhere and so it motivated me to pursue my studies.
25. I am motivated to use facebook because my teacher used it.
Thank you very much!
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Appendix D
Variable Matrix
OPERATIONAL
DATA
DEFINITION
TYPE OF MEASURE
(Reminder: The
VARIABLE HOW WERE
operational
VARIABLES (Independent, THE
definition results
Dependent, VARIABLES
to a numeric
Intervening/Moderat MEASURED
value or a
or) IN THE
nominal/categoric
STUDY?)
al value)
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Appendix E
Literature Matrix
Researcher Major Objectives Delineated Factor Method, Data Major Findings
Gathering Tool,
Subjects/Participants
Aduwa-Ogiegbaen, S. This study Foreign Countries, A questionnaire was Results revealed that
E.; Iyamu, E. O. S. examined the Teaching Methods, distributed to 3000 English language
(2006). Factors factors responsible Secondary School senior secondary teachers do not frequently
Affecting Quality of for the poor quality Students, school students across use modern instructional
English Language of the teaching of Educational the six geopolitical technologies and variety
Teaching and Learning English as a Technology, zones in Nigeria. of teaching techniques in
in Secondary Schools second language in Secondary Schools, their English language
in Nigeria. College public secondary Language Teachers, lessons. It was also found
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The Influence of Facebook in English Language Proficiency
Student Journal, v40 n3 schools in Nigeria. English (Second that students learn under
p495-504 To guide the study Language), Second harsh environment, which
three research Language is often rowdy, congested
questions were Instruction, and noisy.
posed. The Educational Media,
questions Student Attitudes,
examined the Questionnaires,
following three Secondary
variables: (1) Education
Frequency of the
use of instructional
media; (2)
Frequency of the
use of instructional
techniques; and (3)
The school learning
environment.
Arena, Carla. (2008). This paper TESL-EJ, v11 Ideally, through blogs,
Blogging in the describes the Web Sites, students would create
Language Classroom: importance of Electronic content and construct
It Doesn't "Simply guiding students to Publishing, English knowledge using the
Happen". this tool on use blogs (Web (Second Language), wonders of these
the read/write Web. logs) for Second Language publishing tools that
educational Learning, Second abound online. The
purposes. Language author definitely believes
Instruction, Teaching in the power of blogs to
Methods, Best improve students' abilities
Practices, while learning a second
Audiences, Thinking language, in her case, in
Skills an EFL context. However,
blogging doesn't simply
happen. The word has
been spread about the
potential of blogging for
the language classroom,
but there needs to be
more than an idea to
convince students that
they can really profit from
Apthorp, Helen; Wang, This report on English Language It reviews the Key findings include: (1)
Xin; Ryan, Susan; professional Learners, standards for coverage All seven Central Region
Cicchinelli, Louis F. teaching standards Elementary of six topics that the states include knowledge
(2012). Teaching in the Central Education, research literature and skills for teaching
English Language Region examines Elementary School suggests are important English language learner
Learner Students: what K-8 general Teachers, for improving student (ELL) students in their
Professional Standards education teachers Standards, Teacher achievement. teaching standards,
in Elementary are expected to Characteristics, referencing at least two
Education in Central know and be able Teaching Skills, topics: differentiating
Region States. Issues to do in order to Individualized instruction to
& Answers. REL 2012- teach English Instruction, Media accommodate the
No. 122. Regional language learner Selection, Learning learning needs of ELL
Educational Laboratory students. Theories, Second students and
Central. 30 pp. Language Learning, communicating with
Communication students and families for
(Thought Transfer), whom English is not their
Student Evaluation, native language; (2) Five
Content Analysis, states (Kansas, Missouri,
Elementary North Dakota, South
Education Dakota and Wyoming)
reference recognizing and
supporting diverse
language backgrounds;
four states (Kansas, North
Dakota, South Dakota,
and Wyoming) reference
knowing theories of
second language
acquisition and related
strategies of support; (3)
No states reference
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The Influence of Facebook in English Language Proficiency
selecting materials or
curricula to accommodate
the learning needs of ELL
students; and (4) The
number of ELL-related
topics in each state's
standards ranges from
two to five. Colorado and
Nebraska reference two
(differentiating instruction
and communicating with
students and families).
Missouri references one
additional topic
(recognizing and
supporting diverse
language backgrounds),
while North Dakota, South
Dakota, and Wyoming
reference two additional
topics (recognizing and
supporting diverse
language backgrounds
and knowing theories of
second language
acquisition and related
strategies of support).
Finally, Kansas
references one additional
topic (assessing students'
language status and
development), for a total
of five topics.
Avalos, Mary This article Literacy, Language A lesson-planning Guided reading is an
A.; Plasencia, describes guided- Skills, Reading guide and examples important component of a
Alina; Chavez, reading Instruction, English are provided for comprehensive literacy
Celina; Rascon, Josefa. modifications for (Second Language), teachers who are program. Using this
(2007). Modified ELLs, integrating Teaching Methods, facing the challenge of approach to reading
Guided Reading: reading, writing, Second Language providing language and instruction is beneficial to
Gateway to English as listening, and Instruction, Second literacy instruction to all students, including
a Second Language speaking to build Language Learning, students learning to English-language learners
and Literacy Learning. the four language Theory Practice read in their L2. (ELLs). While guided
Reading Teacher, v61 skills. Relationship, reading is generally used
n4 p318-329. Instructional in the early elementary
Improvement, grades, this approach is
Directed Reading recommended for ELLs of
Activity, Reading all ages when appropriate
Strategies, Media methods and materials
Adaptation, are used. Teachers can
Elementary modify guided reading to
Education better meet the literacy
"and" second language
(L2) learning needs of
ELLs.
Aydin, Selami. (2012). The purpose of this Foreign Countries, The study is To conclude, there has
A Review of Research study is to present Web Sites, Social categorized into six been a serious lack of
on Facebook as an a review of Networks, Computer sections: Facebook research on Facebook's
Educational Facebook as an Uses in Education, users; reasons people use as an educational
Environment. educational Educational use Facebook; harmful resource, as current
Educational environment, as Research effects of Facebook; literature reflects how
Technology Research research on its use Facebook as an Facebook might more
and Development, v60 within education is educational readily be utilized as an
n6 p1093-1106 Dec relatively new. environment; educational environment.
2012. 14 pp. Facebook's effects on Finally, the study ends
culture, language, and with practical
education; and the recommendations for
relationship between researchers and
Facebook and subject educators.
variables. Additionally,
the study compares From this review of limited
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oriented society
Brown, Alex Social media plays an
(2012.) important role in
OMG! The Impact of determining how
Social Media dictionaries learn about
on the English potential new words.
Language Instead of waiting for new
words to gradually make
their way through
traditional channels,
modern dictionaries use
social media to monitor
new words.
Chamberlin-Quinlisk, Social Attitudes, critical media analysis Media literacy education
Carla. (2012). Critical Literacy Education, (CMA) as a tool that has become increasingly
Media Analysis in Teaching Methods, cultivates discussion of present in curricular
Teacher Education: Media Literacy, language-learners' initiatives around the
Exploring Language- Native Speakers, identities as they are world as media saturate
Learners' Identity English (Second shaped by popular our cultural environments.
through Mediated Language), media. I present CMA For second-language
Images of a Non-Native Language Attitudes, in the context of critical teachers and teacher
Speaker of English. Teacher Educators, language studies and educators whose practice
TESL Canada Journal, Second Language communication centers on language,
v29 n2 p42-57 Spr Learning, Second theories that situate communication, and
2012. 16 pp. Language language in social and culture, the need to
Instruction, political landscapes. I address media as a
Language Teachers, describe a hybrid pedagogical site of
Films, Social Class, (quantitative/qualitative critique is imperative.
Language Planning, ) approach to CMA as I
Language Variation, apply it to a non-native
Criticism, Statistical speaker of English
Analysis, Qualitative (NNSE) character from
Research an internationally
successful Hollywood
film. I describe
representations that
"symbolically colonize"
(Molina-Guzman,
2010) the NNSE as
lower class, lower
status, and comfortably
positioned as
subordinate to his
native-speaker
counterparts. I then
share examples of how
students use CMA to
further explore media
cultivation of social
attitudes toward
language-learning,
language policies, and
NNSE identity. Overall,
this article offers
second-language
teacher educators a
theoretically informed
model of analysis that
engages TESL
professionals as active
participants in their
media-saturated
environments.
Chatel, Regina G. A study explored Educational Participants, 10 Student responses
(2001). the impact of Research, preservice teachers, supported an expanded
The Infusion of student voices on a Elementary were enrolled in an notion of the usefulness
Media/Technology preservice Education, elementary language of media/technology in
Literacy in "teaching language Instructional arts methods course in terms of teaching; a
Restructuring a arts in elementary Innovation, an undergraduate revised notion of the
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The Influence of Facebook in English Language Proficiency
Preservice Teacher schools" methods Language Arts, elementary education student's role in teaching
Language Arts Course course when Media Literacy, program in a small and learning; an
to Performance-Based students have the Methods Courses, women's college. At acknowledgment of the
Instruction and opportunity to Performance Based the beginning and end usefulness of
Assessment. negotiate and Assessment, of the semester, performance based
expand the notions Preservice Teacher students completed projects as a means of
of content, Education, Student open-ended survey professional
structure, and Attitudes, Student questions regarding development; and an
assessment of a Journals, Student their beliefs about appreciation of the talents
course, especially Reaction, Student English language arts and contributions of each
with the infusion of Surveys, with respect to the learner to the collective
media/technology Technology teacher's and student's teaching and learning
as a vehicle of Integration, role; the nature and processes.
instruction and Elementary scope of instruction
assessment. Education and assessment of
language arts; and the
role of
media/technology in
this teaching and
assessment. In
addition, students kept
a reflective journal
during the semester.
Students and professor
developed
collaboratively course
performance based
outcomes which
include
media/technology
performance
outcomes, activities,
and assessment
measures. During the
semester, students
completed a number of
media/technology
mediated activities to
demonstrate their
ability to meet state
and national English
language arts and
technology standards.
Chen, Chih-Ming; Hsu, To promote the Reading Ability, To provide an effective Since English has been
Shih-Hsun. (2008). reading abilities of Educational and flexible learning an international language,
Personalized Intelligent English news, the Technology, environment for how to enhance English
Mobile Learning unknown or Vocabulary English learning, this levels of people by useful
System for Supporting unfamiliar Development, Item study adopts the computer assisted
Effective English vocabularies of Response Theory, advantages of the learning forms or tools is
Learning. Educational individual learner Telecommunications mobile learning to a critical issue in non-
Technology & Society, can also be , English (Second present a personalized English speaking
v11 n3 p153-180 automatically Language), Second intelligent mobile countries because it
discovered and Language learning system (PIMS) definitely affects the
retrieved from the Instruction, Second which can overall competition ability
reading English Language Learning, appropriately of a country. With the
news articles by Individualized recommend English rapid growth of wireless
the PIMS system Instruction, Pretests news articles to and mobile technologies,
according to the Posttests, Student learners based on the the mobile learning has
English vocabulary Evaluation, learners' reading been gradually
ability of individual Questionnaires, abilities evaluated by considered as a novel
learner for Technology the proposed fuzzy and effective learning
enhancing Integration, Item Response Theory form because it inherits all
vocabulary Electronic Learning, (FIRT). the advantages of e-
learning. Distance Education, learning as well as breaks
Internet, Handheld the limitations of learning
Devices, News time and space occurring
Media, Reading in the traditional
Materials, Reading classroom learning.
Material Selection,
Intelligent Tutoring Currently, the PIMS
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Purposes. The recent materials for Language Learning, materials should shape dramatically. The Internet
Southeast Asian English for Specific Second Language the student's own currently plays a
Journal of English Purposes Instruction, Role, learning, how materials significant role in such
Language Studies, v17 Learning Processes, should be selected development and has
n1 p102-112. Media Selection, according to the permitted both a wider
Futures (of Society), different skills and then range of resources and its
Material emphasizes the free availability almost
Development, importance of the anywhere in the World.
Instructional Internet as a source of
Effectiveness, materials. The paper concludes with
Classification, a set of ideas for the
Electronic Learning, future development of
Educational ESP materials. The final
Technology, goal of this paper is to
Teacher Role, provide the readers with
Teaching Methods valuable tools that can
enhance their teaching
through accessible
means.
Goodman, Steven. This case study Learning Theories, The students practise a Observing and listening in
(2010). Sex, Literacy examines the Active Learning, range of literacy skills on the students in this
and Videotape: learning, identity Teaching Methods, naturally embedded in case illustrates practical
Learning, Identity and and language Case Studies, High the documentary applications of learning
Language development School Students, production process. theories including multiple
Development through experienced by Grade 8, Film The topic they have discourses, double
Documentary "overage" 8th- Production, chosen to explore abstraction, situated
Production with grade students who Instructional through their video learning, and cognitive
"Overage" Students. have been left Effectiveness, Low project is teen sex. apprenticeships and
English Teaching: behind two or more Achievement, Urban This program seeks to proposes new possibilities
Practice and Critique, years in their New Schools, create a vibrant and for literacy development
v9 n1 p48-57. York City middle Professional active learning space with low-performing
school and are Development, that is planting the students as well as the
participating in an Multimedia seeds for what might kind of hybrid
extended-day video Materials, Video grow into a sustained informal/formal learning
documentary Technology, program of youth- environments needed to
program. Educational generated media in support such
Technology, their school. development.
Computer Uses in
Education,
Production
Techniques, Media
Literacy, English
Instruction, Grade
Repetition,
Documentaries,
After School
Education, After
School Programs,
Sexuality,
Elementary
Secondary
Education, Grade 8,
High Schools,
Secondary
Education
Grau, Maike. (2009). This paper focuses Language Variation, It draws on an The data suggests that
Worlds Apart? English on German Leisure Time, Focus empirical study carried out-of-class contact with
in German Youth teenagers and their Groups, out in German English is often not
Cultures and in contact with Adolescents, secondary schools. Its integrated into the EFL
Educational Settings. English in two Language Teachers, mixed methods classroom. Thus, the
World Englishes, v28 different contexts: German, English approach combines a classroom and the
n2 p160-174 in free-time (Second Language), questionnaire study students' free time seem
activities typically Mass Media, and focus group to be, by and large, two
involving the mass Teaching Methods, interviews with 15- separate spheres,
media, and in Second Language year-old students and involving different
institutionalised Learning, Secondary English teachers. methods of exposure to
language learning School Students, English in terms of text
settings at school. Foreign Countries, types, topics, activities,
The main aim of Interviews, and language varieties.
the enquiry was to Questionnaires,
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Hope: A Study of Urban term effects of a Speaking, their academic statistically significant
Landscapes, Digital two-way bilingual Bilingualism, Low achievement in English differences between the
Media, and Children's education program Income Groups, language arts. The two groups only in sight
Representations of on the literacy Elementary Urban Landscapes vocabulary (at
Place. development of Secondary included students from kindergarten and grade 1)
http://www.eric.ed.gov/ students from Education, Spanish, low-income and in alphabet
contentdelivery/servlet/ kindergarten to English (Second communities and with (kindergarten). In all other
ERICServlet? 12th grade. Language), Second limited English areas of language
accno=ED505432 Language proficiency (LEP) or development, there were
Instruction, Second lacking basic skills as no statistically significant
Language Learning, well as students who differences between the
Achievement Gap, were not LEP. One achievement scores of
Educational group of students was the two groups.
Technology, Urban instructed in English (Conclusions) Results
Environment, approximately 70% of show that students in the
Multimedia the time and in Spanish EFL program make
Materials, College approximately 30% of adequate academic
School Cooperation, the time in a two-way progress, confirming the
Service Learning, bilingual education usefulness of
After School (Extended Foreign communication and
Programs, Literacy, Language [EFL]) representation of space
Physical program. The and place. The program
Environment, academic performance in reducing the
Elementary of these students was achievement gap
Secondary compared with that of a between LEP students
Education, Higher group of students who and others.
Education, attended the schools in (Recommendations)
Postsecondary other areas were Educators need to
Education compared with children increase their knowledge
outside of the area. of the effects of
Participants were and instructional programs on
other groups children the language acquisition
from school age groups of LEP students in order
of kindergarteners, to improve the students'
compared with 41 other academic development
kindergarten students, and understanding of
and 57 first graders, space and place shows
compared with 71 other that Urban Landscapes
children from other and digital Media play a
areas and graders role in a child's
representation of self and
place.
Jarvis, Huw; Krashen, Second Language In this article, Huw Jarvis
Stephen (2014) Instruction, Second and Stephen Krashen ask
Is CALL Obsolete? Language Learning, "Is CALL Obsolete?
Language Acquisition Computer Assisted " When the term
and Language Learning Instruction, Teaching CALL (Computer-Assisted
Revisited in a Digital Methods, Internet, Language Learning) was
Age Linguistic Theory, introduced in the 1960s,
Handheld Devices, the language education
Linguistic Input, profession knew only
English (Second about language learning,
Language), Thai, not language acquisition,
Telecommunications and assumed the
, Student Attitudes, computer's primary
Language Usage, contribution to second
Semitic Languages, language acquisition were
Native Language, programs based on
Undergraduate traditional language
Students, Social learning. Things have
Networks, Electronic changed dramatically--
Mail, Metacognition subconscious language
acquisition has been
shown to be more
powerful than conscious
learning. Studies strongly
suggest that consciously
learned knowledge about
language has only limited
functions. Its primary
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The Influence of Facebook in English Language Proficiency
function is as a Monitor to
edit language we
produce, either before it is
spoken or written, or after,
and there are severe
conditions that must be
met for this to happen
successfully. Second,
computers have changed.
Thanks to the Internet,
computers do a lot more
than they used to do,
supplying an astonishing
variety of visual, aural,
and written input,
providing a means of
social interaction, as well
as
"information."
Other studies confirm that
the use of English on
computers and other
mobile devices includes
both academic and social
functions. What Jarvis
and Krashen conclude is
that students have
considerable respect for
digital devices as a
source of comprehensible
input, which in turn, also
suggests that they have
at least some
appreciation for
subconscious language
acquisition. The
implications of the
research presented here
are clear: The term CALL
is obsolete, because its
focus is limited to the
computer, and because of
its emphasis on
conscious learning.
Alternative acronyms
such as Technology
Enhanced Language
Learning (TELL) or Mobile
Assisted Language
Learning (MALL) account
for some changes in the
field, but continue to focus
on conscious learning. It
is time to move beyond
CALL. MALU (Mobile
Assisted Language Use)
as defined by Jarvis and
Achilleos (2013) is a
significant improvement
when discussing
electronic devices: MALU
covers more than desktop
and even laptop
computers, and makes it
clear that more than
language instruction
and/or learning is
involved.
Judge, Jeffrey Wallace. The aim of this Foreign Countries, The research questions The results show a strong
(2012). Use of phenomenological Phenomenology, examined the specific tendency towards
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The Influence of Facebook in English Language Proficiency
Language Learning study was to Learning Strategies, LLSs used by Spanish cognitive, metacognitive,
Strategies by Spanish explore the Second Language adults in business and social strategies in
Adults for Business language learning Learning, English communication tasks. business tasks. Cultural
English. International strategies (LLSs) of (Second Language), In addition, this study influences include the
Journal of English Spanish adults in a Adults, Business addressed the cultural media, past political
Studies, v12 n1 p37-54. business context. English, Business influences on LLSs situation in Spain, and
Communication, from the Spanish general issues in the
Qualitative educational system English class in Spanish
Research, Semi along with the influence secondary schools.
Structured from current and
Interviews, historical events in
Educational Spain. The conceptual
Experience, framework was the
Secondary Oxford LLS model.
Education, Teaching These qualitative data
Models, Cultural were collected through
Influences, 11 semistructured, in-
Language Usage, depth interviews with
Metacognition, Adult Spanish business
Education people who use
English in their work
and who studied
English in Spanish
secondary school. The
data were analyzed
following a typological
analysis.
Junco, Reynol. (2012). Educators and Learner This paper fills a gap in Results indicate that
The Relationship others are Engagement, the literature by using a Facebook use was
between Frequency of interested in the College Students, large sample (N = significantly negatively
Facebook Use, effects of social Measures 2368) of college predictive of engagement
Participation in media on college (Individuals), Social students to examine scale score and positively
Facebook Activities, students, with a Networks, Web the relationship predictive of time spent in
and Student specific focus on Sites, Teachers, between frequency of co-curricular activities.
Engagement. the most popular Higher Education, Facebook use, Additionally, some
Computers & social media Outcomes of participation in Facebook activities were
Education, v58 n1 website--Facebook. Education, Facebook activities, positively predictive of the
p162-171 Jan 2012. 10 Two previous Extracurricular and student dependent variables,
pp. studies have Activities, Scores, engagement. Student while others were
examined the Predictor Variables, engagement was negatively predictive.
relationship Higher Education measured in three
between Facebook ways: a 19-item scale
use and student based on the National
engagement, a Survey of Student
construct related to Engagement, time
positive college spent preparing for
outcomes. class, and time spent in
However, these co-curricular activities
studies were
limited by their
evaluation of
Facebook usage
and how they
measured
engagement.
Kessler, Greg (2013). This article English (Second The author begins with The essay concludes with
“Teaching ESL/EFL in explores the Language), Social an overview of recent some thoughts about
a World of Social emerging Networks, Internet, developments in the pedagogical and
Media, Mash-Ups, and pedagogical Computer Assisted field, focused upon technological
Hyper-Collaboration” potential offered by Instruction, Student pedagogical practice developments that
TESOL Journal, v4 n4 today's Participation, and computer-assisted teachers might anticipate
p615-632 Dec 2013. 18 technologies and Learner language learning in the future.
pp. how understanding Engagement, (CALL), and then
the relationship Literacy, Teaching describes suggestions
between emerging Methods, for incorporating
technology and Technology Uses in various forms of social
emerging Education, and new media within
pedagogy can Cooperative collaborative learning
enhance the Learning practices. By
teaching of English incorporating these
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The Influence of Facebook in English Language Proficiency
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The Influence of Facebook in English Language Proficiency
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The Influence of Facebook in English Language Proficiency
of Modern Education engage their (Second Language), mothers of informal and play-based
Review v1 n1 p10-21 children in English Second Language preschoolers who teaching of English in the
learning at home Learning, Parents as responded to a home if the parents would
Teachers, Family questionnaire which like their young children to
Environment, surveyed their learn English prior to
Preschool Education practices and formal instruction.
resources utilized at
home. The results showed that
mothers differed in the
extent to which they
engaged in shared
reading and provided toys
and computer media for
English instruction, and
that maternal education is
related to the types of
strategies and resources
provided. The findings
provide significant
information about what
the mothers utilized to
assist their young children
to learn English
language.
Liberal Education, v95 Majors (Students), Study in language,
n2 p30-39 Spr (2009). Cultural Literacy, literature, and culture has
The English or Foreign Cultural Awareness, long been a defining
Language Major and Academic feature of education in the
Liberal Education. Achievement, liberal arts. Speaking,
Criticism, reading, and writing have
Information Literacy, traditionally stood at the
Teamwork, heart of education
Technological because the arts of
Literacy, Liberal language and the tools of
Arts, Language Arts, literacy are key
Critical Thinking, qualifications for full
Creativity, participation in social,
Communication political, economic, and
Skills, Second cultural life. Today the
Language Learning, hallmarks of a liberal
English, Second education--
Language communication, critical
Instruction, analysis, and creativity--
Interdisciplinary are more important than
Approach, ever as prerequisites for
Literature, success in life. A college
Persuasive education should develop
Discourse, Program students' abilities to think
Development, critically and analytically
Educational and to communicate
Objectives, College knowledge and
Second Language understanding effectively.
Programs, Higher While literacy is the
Education foundational core of all
educational and scholarly
projects, it is the particular
focus of study in
departments of language
and literature, and the
twenty-first-century
knowledge commons puts
specific forms of literacy
at a premium: the ability
to communicate
effectively and
persuasively with others
through "cross-cultural
literacy," to work with new
forms of media through
"technological literacy," to
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The Influence of Facebook in English Language Proficiency
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The Influence of Facebook in English Language Proficiency
social networking in
language learning to
provide better support to
language learners.
Rahman, Md. The program Teaching Methods, Survey research Survey research found
Mizanoor; Panda, entitled "English in English (Second Bangladesh that women are
Santosh. (2012). Action (EIA)", 9 Language), Foreign particularly interested in
Teaching English year period DFID Countries, Distance learning by mobile
through Open Non- funded project in Education, English (especially given its "any
Formal Education Bangladesh, was Instruction, time, any place" nature).
(ONFE) in Bangladesh launched in 2008, Technology That means, it is
with an Effective for the desire to Integration, absolutely being
Integration of ICT to bring a change in Nonformal implemented as a non-
Support Learning. the learning of Education, Program formal education (NFE)
Turkish Online Journal English language. Effectiveness, under the Open and
of Distance Education, EIA works to reach Second Language Distance Learning (ODL)
v13 n3 p87-96. a total of 25 million Learning, Second mode what is known as
primary and Language Open Non-formal
secondary students Programs, Handheld Education (ONFE). BBC
and adult learners Devices, Open Janala allows
through Education, Delivery Bangladeshis to access
communicative Systems, short (2-3 minute) audio
language learning Communicative lessons through a simple
techniques and the Competence voice call by calling a four
use of ICT, (Languages), digit short code. The
textbooks and Educational Media, program has been a real
supplementary Program challenge as it has the
materials in an Descriptions, ability to address the
innovative way. Educational need of students with an
The project has Strategies, Adult effective integration of
been running, with Education, ICT to support learning.
the help of BBC Elementary
World Service Secondary
Trust and BBC Education
Learning English,
the program
entitled "BBC
Janala", an
initiative that is
providing English
language lessons
to citizens via their
mobile phones as
part of the wider
English in Action
program in
Bangladesh.
Rouis, Sana; Limayem, The paper provides Undergraduate Paper and pencil Results support in part
Moez; Salehi-Sangari, a preliminary Students, survey was run with earlier conclusions about
Esmail. (2011). Impact analysis of the Personality Traits, undergraduate personality traits that rule
of Facebook Usage on effects of Facebook Trust (Psychology), students from Lulea the presence on
Students' Academic usage by Life Satisfaction, University of Facebook. Trust does not
Achievement: Role of undergraduate Academic Technology and data impede on Facebook
Self-Regulation and students at Lulea Achievement, Goal from 239 students was usage as it determines
Trust. Electronic University of Orientation, used to test the model. surfers' use of Internet.
Journal of Research in Technology in Personality, Foreign SmartPLS software Self-regulation and
Educational Sweden. The Countries, was employed to test performance goal
Psychology, v9 n3 proposed research Educational the proposed structural orientation characterized
p961-994 2011. 34 pp. model tests the Technology, Social equation model. the students who are
perceived effect of Networks, Computer Results: Results more in control of this
personality traits, Software, Self indicated an extensive social activity. In turn, this
self-regulation, and Control, Internet, use of Facebook by prohibits the apparent
trust on students' Computer Uses in students with negative effect on their
achievements. Education, Higher extraverted academic performance.
Based on flow Education personalities leading to Results help students to
theory, the model poor academic understand the
suggests negative performance. However, preliminary consequences
mediating effects of students who are more of their extensive usage
the use and self-regulated more of Facebook and to better
cognitive effectively control their manage their social
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The Influence of Facebook in English Language Proficiency
Research Questions 2
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The Influence of Facebook in English Language Proficiency
Research Question 3
Do secondary school
students in Nigeria learn
English language in
environment conducive to
learning?
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The Influence of Facebook in English Language Proficiency
Teaching and Learning. assessing the uses Elementary technologies, literacies--basic, critical,
of nonprint media Secondary information literacy, and constructive--to
and electronic Education, and the English encourage teachers to
technologies in Evaluation Criteria, language arts, are incorporate all three kinds
elementary, middle, Language Arts, offered as a guide and of literacies when
and high school Literacy, Nonprint starting point for integrating technology
classrooms. Media, Standards, expanding notions of use in teaching and
Technology literacy and literacy learning across the
Integration, learning in the curriculum.
Elementary schools.
Secondary
Education
Tanriverdi, The paper presents Second Language Turkey The topic of teaching and
Belgin; Apak, Ozlem. prejudices and Instruction, English learning culture has been
(2008). Culture and other cultural (Second Language), a matter of considerable
Language Teaching biases learners Second Languages, interest to language
through Media. Online have about target Language Skills, educators and much has
Submission, Paper culture and Cultural Differences, been written about the
presented at the World discusses the Social Bias, Mass role of culture in foreign
Council for Curriculum positive effects of Media Effects, language instruction over
and Instruction (WCCI) media on students. Critical Thinking, the past two decades.
World Conference in Cultural Awareness ESL students whose
Education. success in a new
environment is
conditioned not only by
their mastery of the new
language, but also, and
especially, by their ability
to negotiate the new
culture. Media sources
significantly affect
students' attitudes and
dispositions towards
themselves, other people
and society especially in
English as a Second
Language (ESL) classes.
Building on the argument
that learning a second
language cannot be
separated from the
acquisition of the culture
that it embodies, this
paper argues that the
design and adaptation of
written media should
reflect multiple
perspectives and avoid
prejudices in order to
engage students in a
process of uncovering
and confronting cultural
biases and facilitate
cultural learning.
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The Influence of Facebook in English Language Proficiency
(2010). Putting the Cart that in order to Media Literacy, here are drawn from an changing demands of
before the Horse: effectively Literacy Education, ethnographic study of new times, media literacy
Interrogating Media incorporate media Secondary School 10 adolescents' literacy has been incorporated
Literacy Education in literacy education Students, College practices in Singapore. into the current English
School English in school literacy Bound Students, In this paper, I focus Language Syllabus 2010
Lessons. New Horizons lessons, the Adolescents, only on a group of 5 in Singapore. Although
in Education, v58 n3 learners must first Language Arts, students working media literacy is
p67-77 be understood with Educational together on a group mentioned in the syllabus,
all their ideological Practices, school project that what this term means
practices. Such a Differences, Family required them to recast needs more clarification.
perspective argues Environment, Shakespeare's What is clear from the
for a social view of Classroom Macbeth in current English Language
literacy to Environment, contemporary times Syllabus 2010 in
illuminate the Ethnography, using a 3D animated Singapore is the notion of
situated nature of Second Language learning environment media literacy as skills
engagement with Learning, Teacher called "MediaStage. only. When teachers rely
media texts. This Attitudes, Learner on such a narrow
means that how Engagement, perspective of media
learners participate Student Projects, literacy without
in media text Intermode understanding how young
production, what Differences, people participate in the
values they place Learning Modalities, reading, viewing and
in such text Secondary production of media texts
production and how Education in their literacy practices,
they negotiate their they may fall into the
participation in their danger of putting the cart
media practices before the horse.
inside and outside
school are When engaging in the
necessary production of a media
considerations for text, young peoples'
teachers to better production practices
understand their problematicize the
learners' purpose of incorporating
engagement with media literacy education
media texts. into the school English
lessons. Conclusion: This
paper argues that a social
view of literacy gives
teachers more insights on
the pedagogical
implications of
incorporating media
literacy education into
school English lessons
than a narrow view of
literacy as skills only.
Tilfarlioglu, Filiz Yalçın. Warscahauer and Web 2.0 In this study, a While there are several
(2011). “An Kern, 2000) technologies, foreign descriptive analysis studies in the literature
International Dimension exploring the language learning, was carried out. After indicating that Web 2.0
of the Student’s practices of Web English language the analysis of the tools have a good impact
Attitudes Towards The 2.0 tools in foreign teaching. questionnaires, semi- on education,
Use of English in Web language structured and most all of these studies
2.0 Technology” education, there is focus group interviews had limitations such as
The Turkish Online almost no study were made. Ten being held in one specific
Journal of Educational focusing on students were chosen area, having only
Technology students’ randomly from the teachers’
perceptions upon institutions located in perspectives and not
the use of Web 2.0 Turkey. designed specifically for
tools in foreign The questionnaire language education.
language learning, allowed gathering Thus, conducting a study
though. Hence, this information about in public and private
study tries to reveal students’ perceptions institutions in Turkey and
the most recent of themselves in using Iraq would help us to
perceptions and English answer some questions
implications by regarding the following about the extent of
investigating the items: using blocks, applicability of Web
roles use of a different 2 tools in language
of Web 2.0 tools in language except education in various
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(2011). "Rap to answer the Patterns, Multimedia production literacy media production literacy
Universal": Using following: Instruction, Literacy intervention intervention in an
Multimodal Media 1. What specific Education, English extended-day program,
Production to Develop how-to ICT skills (Second Language), Qualitative Methods culturally and linguistically
ICT Literacies. Journal did students Second Language diverse youth developed
of Adolescent & Adult develop? Learning, valuable information and
Literacy, v54 n8 p613- 2. How does the Information communication
623. acquisition of skills Technology, After technology literacies,
in the MMP School Programs, including: (1) Specific
process further Technological how-to skills useful in
students’ literacies, Literacy, Middle future academic,
namely the Schools, Poverty, professional, social, and
ability to interpret Urban Youth, Middle civic contexts; (2) Abilities
and produce texts? Schools to critically interpret and
3. How does produce media; and (3)
students’ Understanding of the
understanding of value of skills and
the utility of ICT literacies across contexts.
literacies across Instead of teaching
contexts change? reading and writing as
universally applicable
neutral skills, teachers
taught students to use
multimodal media
production as a relevant
sociocultural practice that
demanded school-based
literacies.
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The Influence of Facebook in English Language Proficiency
for Discussions of writing discussions and writing that were abilities of the EFL
English Grammar and of low-intermediate posted on Facebook, students. The students
Writing of Low- EFL students their gain scores in the had a higher mean score
Intermediate pre-test and in the post-test. Facebook
EFL Students. post-test, and interview also
Electronic Journal of responses. The built positive attitudes of
Foreign Language findings showed a students in language
Teaching. National statistically significant learning. Grammar
University of difference between the discussions seemed to
Singapore. mean scores of the lead to
pre-test and the post- the English writing
test (t = 6.65, p = 0.00). improvement.
Most common topics of
discussion involved Using Facebook as a
sentence structures, medium for language
followed by word learning actively
meanings, parts of encourages a
speech and then collaborative
relative clauses. It was environment,
found that builds positive attitudes,
English grammar was increases motivation and
worth promoting for student participation, and
discussions on sustains
Facebook because teacher-student
there were correlations relationships (Mazer,
between Murphy & Simonds,
the gain scores in the 2007). The teacher can
grammar and writing promote the use
parts at the significant of this social networking
levels (r = 0.399 in the site by encouraging
pre-test and r = students to create
0.859 in the post-test). Facebook accounts and
The students also had add their
positive attitudes teacher and classmates
toward using Facebook as friends. He or she can
as a means of learning be updated on the
grammar and writing. assignments, upcoming
As an alternative events,
learning tool, Facebook and other pedagogical
provided them a information on Facebook.
convenient and Good examples of writing
attractive can be uploaded so
means to engage in that the students could
discussions with the have an opportunity to
teacher and other share their thoughts about
users who had better the examples. Specific
grammatical office hours should be
knowledge. given to the students so
that they can contact the
teacher. In case the
teacher
is offline, they should be
allowed to post questions
on the teacher’s profile
page and discuss them
with other Facebook
users.
Vaughn, Sharon; The purpose of our Intervention, Second The authors identified
Martinez, Leticia R.; two studies was to Language Learning, instructional practices
Reutebuch, Colleen K.; examine the Grade 7, Vocabulary associated with improved
Carlson, Coleen D.; efficacy of Development, outcomes for English
Thompson, Sylvia L.; incorporating English (Second language learners (ELLs):
Franci, David J.(2010). instructional Language), English, (1) research-based
Enhancing Social practices Limited English vocabulary and concept
Studies Vocabulary and associated with Speaking, Social instruction, (2) the use of
Comprehension for 7th improved outcomes Studies, Educational media to build
Grade English into middle-school Practices, Teaching comprehension and
Language Learners: social studies Methods, concept knowledge, (3)
Findings from Two instruction as a Comparative the use of graphic
Experimental Studies. means of Analysis, Middle organizers, and (4)
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The Influence of Facebook in English Language Proficiency
knowledge.
Vilma Tafani (2009). This article aims at : It is the result of an in- Multimedia helps us
Teaching English analyzing the teaching English, depth study,surveys teachers make teaching
Through Mass Media. importance of using multimedia in and questionnaires and learning visual (easy
Acta Didactica Mass Media in the education, mass- thus trying to make the for visual learners). A
Napocensia Volume 2 classroom media in education ideas in this article picture not only tells a
No.1. andfinding the more trustworthy. It thousand words but it also
ways how to use isbased not only on the helps students improve
Printed and Audio- literature review but their thinking and
visual Media. also on long personal observation skills,it
experience. It is a brief promotes imagination,
description of some etc. Playing the video with
practical examples and or without the subtitles
some tips for novice enhances visual
teachers. Further more, learners.Radio (playing
this articletends to deal the audio) helps auditory
with some of the key learners learn better.
issues of using media Listening to the tape and
in the classroom. Here then having thescript is a
are included someof clear combination that
the findings of my helps visual and auditory
research work on a learners.By using various
post-doctorate kinds of Media in the
Fulbright Program in classroom we can
2001. The enhance students’
followingissues are understanding
open for discussion: andpromote it where
the importance of necessary.The use of
Media in general and in audio and video with
education in student teachers is crucial
particular;Media are also in giving feedback
persuasive and and training, inReflective
pervasive, Teaching, in analyzing
newspapers, and synthesizing, in
magazines, radio, tracking students’
television and internet progress over time, in
in theclassroom, etc. editingcertain options, in
testing, in peer coaching,
etc.Media can help with
many issues such as:
motivation, clarity,
recycling, drafting,
revising, editing,variety,
mixed-ability classes,
updating information in
the textbook, giving life
and color to
classroomprocedures and
methods, thus at the
same time helping the
students improve
accuracy and
fluency.There are a lot of
issues that can or cannot
be solved by
media.Internet has three
main educational uses. It
serves as a source of
information, a place for
collaboration,and a place
to learn and publish.Some
years ago it was thought
that the computers would
substitute the teachers
but it did not
work.Learning and
teaching through
computers is an
alternative approach that
stresses the student’s use
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of computers to solve
real-world problems while
learning. But however
sophisticated it might
be,teachers will never be
replaced.
Waterhouse, Monica. This article maps Cartography, Canada In this classroom,
(2012). "We Don't critical literacies Immigrants, Critical It begins by describing reading a newspaper
Believe Media conceptually and Literacy, Adult Deleuze and Guattari's article provoked a series
Anymore": Mapping empirically in the Education, Second cartographic approach. of transformative events
Critical Literacies in an context of adult Language Learning, Then it traces critical or "becomings," a concept
Adult Immigrant immigrant Second Language literacies situated created by Deleuze and
Language Classroom. language Instruction, conceptually within a Guattari and which is
Discourse: Studies in classrooms Qualitative Freirean paradigm central to MLT. A
the Cultural Politics of Research, Politics, before mapping them research cartography is
Education, v33 n1 Newspapers, differently through the presented as a series of
p129-146 Vignettes, Deleuzian-informed vignettes weaving data
Transformative Multiple Literacies and concepts. This
Learning, Mass Theory (MLT). MLT empirical mapping of
Media Effects, frames critical literacies media literacies and
Foreign Countries, as reading intensively, reading intensively offers
Multiple Literacies, that is, disruptively. insights into the politics of
Adult Education This alternative becoming in adult
conceptualization is immigrant language
then mobilized classrooms and opens
empirically in relation to conceptual lines of flight
the problems and between critical literacies
politics produced in the and reading intensively.
qualitative study of one
language classroom
Webb, Sue. (2006). Foreign Countries, Empirical research is Strong claims are made
Can ICT Reduce Social Ethnic Groups, needed, including for ICT-based lifelong
Exclusion? The Case of Lifelong Learning, qualitative studies of learning as an effective
an Adults' English Adults, Second the experiences of way of reducing the
Language Learning Language Learning, socially excluded exclusion of various
Programme. British English (Second learners using ICT. groups in society, yet,
Educational Research Language), there is very little
Journal, v32 n3 p481- Educational research to support these
507 Technology, Access claims.
to Education,
Information This article reports the
Technology, Adult findings of such a study in
Education, Social relation to learners from
Isolation, Adult one socially excluded
Education group, adults from ethnic
minority backgrounds,
who are
disproportionately
deprived and often
excluded by language.
The article discusses the
study of the experiences
and perceptions of adults
learning English for
speakers of other
languages (ESOL)
through ICT in seven
different learning centres
in England. The findings
show that technology is
insufficient to overcome
existing inequalities in
access to learning, and to
engage learners who
would not otherwise
undertake formal learning,
but ICT-based learning
can reduce some aspects
of social exclusion in
terms of encouraging
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You, Xiaoye. (2008). Scholars tend to Rhetoric, English The data for this study This inference model, I
Rhetorical Strategies, explain or predict (Second Language), have been collected argue, falls short in
Electronic Media, and China English's Second Language from a bulletin board studying the Chinese
China English. World rhetorical strategies Learning, Foreign forum that focuses variety of English
Englishes, v27 n2 on the basis of Countries, Chinese, on English writing. The because, first, it
p233-249. Chinese discourse Language Variation, 21st Century essentializes both China
and cultural Semiotics, Context Community is an online English and Chinese,
preferences. Effect, platform offered by treating their discursive
Confucianism, 21st strategies as two easily
Computer Mediated Century Newspapers, a generalizable, static
Communication, popular newspaper entities; second, it
Models, Language group targeting neglects context, which
Styles English-learning determines the semiotic
students of all meaning potential of any
levels in China. Due to language. I propose an
the popularity of its alternative model that
newspapers, the group studies China English
attracts a large number with context treated as
of students and college the main variable. In light
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Appendix F
Data Matrix
Spellin Sentence
Respondent Vocabulary g Grammar Construction Punctuation Idea
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Appendix G
Curriculum Vitae
EDUCATIONAL ATTAINMENT:
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The Influence of Facebook in English Language Proficiency
WORK EXPERIENCE:
Teacher I
Department of Education
Division of Isabela
Gamu Rural School
January 4, 2016-present
Teacher I
Department of Education
Division of Isabela
Sto. Tomas National High School
August 18, 2015- December 18, 2015
Designations at AMA
• Research Coordinator
June 2012 to August 17, 2015
ELIGIBILITY:
TRAINING PROGRAMS
INCLUSIVE DATES OF
ATTENDANCE NO. OF CONDUCTED/
SEMINAR/CONFERENCE (mm/dd/yyyy) DAYS SPONSORED BY
From To
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Entitled to teach/adviser in Research in the undergarduate -CHED R02 issued August 5, 2011
Entitled to conduct and implement programs of Extension Services - CHED R02 issued August 11, 2011
Lecturer on Seminar-Workshop on Syllabi Making and Test Construction -AMA Tuguegarao on June 15,
2012
Lecturer on Seminar Workshop on Office Ethics -AMA Tuguegarao on December 16, 2011
Resource Speaker in the Louisian Eye's Team Bonding Activity- University of Saint Louis on June 18, 2011
Coach-31st National Quiz Bee - Quiz Bee Foundation on February 09, 2011
PERSONAL INFORMATION:
Character References:
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I hereby certify that the above information are true and correct to the best of my
knowledge.
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