Saint Louis College of Bulanao

marie_jean_mendezabal@yahoo.com.ph

DEVELOPMENT AND EVALUATION OF TRAINING MODULES IN ENGLISH PROFICIENCY

Manuel D. Valencia
Jennifer B. Abellanida

INTRODUCTION
Due to globalization higher educational institutions are encourage to produce learners who are English proficient to get
along with the global arena. “Globalization may be thought of initially as the widening, deepening and speeding up of worldwide
interconnectedness in all aspects of contemporary English as a lingua franca and globalization social life” (Held et al. 1999: 2).
Dewey M.(2007) Indicates the extent to which the world is structured at an international level: the contemporary world order is
globally constituted as much in the social and cultural realms as it is in politics and economics. Acknowledging this inevitably
involves consideration of the linguistic situation globally. A wider, deeper, accelerated interconnectedness has far-reaching
implications regarding languages, especially one so often described as a lingua franca. English is like no other language in its
current role internationally, indeed like no other at any moment in history. Although there are, and have previously been, other
international languages, the case of English is different in fundamental ways: for the extent of its diffusion geographically; for the
enormous cultural diversity of the speakers who use it; and for the infinitely varied domains in which it is found and purposes it
serves.

(Crystal 2003) The term ‘English as a lingua franca’ (ELF) has emerged a as way of referring to communication in English
between speakers with different first languages, observing that the interactions are taking place among ‘non-native’ speakers of
English. About only one out of every four users of English in the world is a native speaker of the language. Accordingly, a quarter
of the world’s population or around 1.5 billion people is already fluent or competent in English, in the early 2000s and this figure is
steadily growing. In comparison, the Chinese, found in eight different spoken languages, and unified by a common writing system is
known to ‘only’ to some 1.1 billion.

(Bautista and Bolton, 2008) When President Gloria Macapagal-Arroyo took over the Office, politically, the Philippine
democratic system is still far from stable. Economically and socially, there are vast differences in wealth between the upper classes
and the lower classes. One of the major foreign exchange earners for the society continues to be export of human labor. 8 million
Filipinos today work overseas. In the words of the BBC report as quoted by Jenkinson (2003): ‘with high literacy rate (87%) and
good English speaking ability, Filipinos are arguably the country’s greatest exports.’ For those who remain in the Philippines, the
prospect of domestic employment is bleak.

The 2018 edition of the English Proficiency Index- which was based on the result of the Standard English Test which EF
Education First administered online- showed the Philippines with a score of 61.84 out of 100 above the global and Asia averages of
53. 49, respectively. It was also better than the country’s 60.59 score in 2017. The 2018 score puts the Philippines in the 14 th place
out of 88 economies whose populations are not native English-speakers versus the previous years 15th out of 80 economies. In Asia,
Philippines and Malaysia (22nd) were among the economies whose command of the language is of “high proficiency,” sufficient for
task life making presentations at work, understanding TV shows and movies, and reading newspapers. Among its regional peers, the
Philippines was behind Singapore , which score 68.63-a “very high proficiency” rating.

Allen, W. C. (2006) The workforce of the 21st century is in a continual state of flux. This has created a need by human
resource development scholars and practitioners to continue to review best practices in developing a workforce with the latest
technology, knowledge, and expertise. Revisiting traditional training models and processes is important as a means of moving
forward. Although there are many system models, almost all are based on the generic analysis, design, develop, implement, and
evaluate (ADDIE) model that evolved from instructional systems research following World War II.

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 Saint Louis College of Bulanao
marie_jean_mendezabal@yahoo.com.ph

English has been an integral part of Philippine Education. Seminars have been offered to remedy the need of Proficiency in
English. The traditional method of teaching English has been teaching by the study of Grammar. But the results of the traditional
method in schools is the inability to express oneself fluently in English whether orally or by writing.

Kathleen M. Bailey (2005) TESDA is offering a Certificate of English Proficiency as a way to remedy and prepare Filipinos
students and professionals to use English in their future work especially abroad. But to give this certificate, a student has to submit a
training module for 100 hours.

Research Objectives/Questions
The main purpose of this research study was to develop and validate training module in English Proficiency for students and
teachers.

Specifically, this study aims to achieve the following objectives: (1) design instructional modules on Rational Expressions
and Variations; (2) establish the content validity and reliability of the designed module; and (3) evaluate the designed module.

Significance of the Study

The developed module can be utilized by the students and teachers to enhance their English proficiency.

For SLCB to be an accredited certificate provider of English proficiency.

Literature Review
Underpinning Theory/Concept

This study is based on ADDIE Model which involves different phases: (i) analysis of learners, their learning needs and goals;
(ii) designing the learning objectives, content, exercises, and modalities for delivering the modules; (iii) development modules and
decide upon the format of the content, sequence of delivery and type of learning process; (iv) implementation, deploying over the
web to reach out the intended user groups; and (v) evaluation of the prototype for its accessibility and usability. Reviewing each
phase to identify the merits and demerits and/or hiccups, if any, is mandatory to evaluate the effectiveness of the ISD. Review
enables fine-tuning and improving the instructional system. Fine-tuning of the instructional systems may necessitate us repeatiton of
the processes analysis through development, thus making instructional design a cyclic process.

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Discussion of Literature by Themes

English Language

According to Seidlhofer (2005). The term ‘English as a lingua franca’ (ELF) has emerged as a way of referring to
communication in English between speakers with different first languages. Since roughly only one out of every four users of English
in the world is a native speaker of the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers of
English. Although this does not preclude the participation of English native speakers in ELF interaction, what is distinctive about
ELF is that, in most cases, it is ‘a ‘contact language’ between persons who share neither a common native tongue nor a common
(national) culture, and for whom English is the chosen foreign language of communication’ (Firth 1996: 240).

‘English as a world language’ (e.g. Mair 2003) and ‘World English’ (Brutt-Griffler 2002) have for some time been used as
general cover terms for uses of English spanning Inner Circle, Outer Circle, and Expanding Circle contexts (Kachru 1992). The
traditional meaning of EIL thus comprises uses of English within and across Kachru’s ‘Circles’, for intranational as well as
international communication. However, when English is chosen as the means of communication among people from different first
language backgrounds, across linguacultural boundaries, the preferred term is ‘English as a lingua’.

English Proficiency

Instructional Materials/modules

Kartikawati (2017). Learning English is considered as an important one to learn. Children, teenagers, adults, all learn
English. People consider that it is important to master English in global era. They think by using English they can communicate
widely with people around the world. English teachers are required to apply or create an interesting and effective method to teach
English to make it easily accepted by the learner. Nowadays there are so many methods that are used to teach foreign language. One
of methods that have been used for years is drilling.

(Rhalmi, Mohammed, 2016) Drilling is method of teaching language by repeating a model presented or provided by the
teacher. It means listening to a model, presented by the teacher manually or using a tape recorder or another student and the other
students should repeat what they heard. Drilling is a technique that is still used by many teachers when introducing new language
items to their students. It was a key feature of audio-lingual method approaches to language teaching, which placed emphasis on
repeating structural patterns through oral practice. The focus of drilling is on accuracy rather than fluency. They are usually used to
teach grammar, vocabulary, and pronunciation.

The modules were developed with an overview of the textbooks of Standard IV to VIII English Textbooks (2009) published
by the Gujarat State Board of School Textbooks, a wide variety of publications for English language teaching and learning with each
module having certain competencies to be achieved by the teachers in terms of LSRW skills. Further, the modules were designed
keeping in mind the various strategies and learning situations like dialogue, role-play, declamation, recitation, group discussion,
critical appreciation, pictures, power-point presentation, film, audio-visual cassettes, ‘Improve Your Pronunciation’ CD by Victor W.
S.J. (2009).

The effects of instructional materials/ modules on English proficiency of students and teachers

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 Saint Louis College of Bulanao
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METHODS

Research Design
The study will use descriptive type of research to determine the effectiveness of the training modules in English proficiency.

The present study utilized the design and development research approach to establish an empirical basis for the creation of
instructional products, which are self-instructional modules.

In particular, the researcher utilized the ADDIE (Analysis, Design, Development, Implement, Evaluate) Model in developing the
instructional modules on Rational Expressions and Variations, as shown in the Figure.

PLANNING DESIGNING/DEV VALIDATION AND FINALIZATION

PHASE ELOPING PHASE TRYOUT PHASE PHASE
Comparing the
Checking of Determin Soliciting result of the
the Desired ing the design of Comments and pre-test and
Learning the module. suggestions of post-test
Competencies Specifyin thesis advisers scores of the
(DLC) , scope g the objectives and expert of students and
and sequence, and sub-topics the first draft of teachers-
textbook/refer under Rational the modules. participant.
ences and Expressions and Revising the Administering
other Variation first based on the students
instructional Determin the comments and teachers’
materials ing the and suggestions Evaluation
related to the instructional . Checklist to
topics on activities. Evaluating the the
rational Preparin revised modules participants.
expressions g the post test based on pre- Describing and
and variations. and pre-test for set indicators. interpreting
Choosing of each lesson of Writing on the the responses
instructional the final form of the of the student
setting such as module. modules for and teacher-
classroom, tryout. participants
schedule of Orienting the based on the
classes, etc. college students Evaluation
Estimating the and teachers on Checklist
cost and the modules. indicator
allotting the Assisting and Finalthe
budget for the monitoring the instructional
module students and modules
printout. teachers- based on the
participant result of the
during the tryout
tryout
Recording the
pre-test and
post-test
scores.

Feedback
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Participants of the Study

The participants of the study will be the students and teachers of Saint Louis College of Bulanao.

Research Procedure (DEVELOPMENT TO EVALUATION)

The study will be using modules with two phases (pre-test and post-test) with different drills through games as the primary tool in
gathering data needed. The researchers will personally administer and retrieve drills after it has been accomplished. It consist of the
following parts:

Part 1 deals with pre-test which will serve as a diagnostic test to determine the competency of the respondents in the different
components of the English language and post-test which will further hone the strength and weaknesses of the respondents in using
the English language.

Part 2 deals with post-test which tests the effectiveness of the modules which will be directly implemented by the researchers in a
daily classroom basis within the span of two consecutive semesters.

Data Analysis

The data that will be gathered that will be analyzed using descriptive statistics such as frequency, percentage and mean to
describe the English proficiency of students and teachers. T-test of independent samples to determine the significant difference on
the English proficiency scores of the students and teachers before and after the use of training modules.

REFERENCES

 Seidlhofer, B. (2005). Language variation and change: The case of English as a lingua franca. English pronunciation
models: A changing scene, 59-75.
 Kartikawati, D. DRILLING IN STRUCTURE TEACHING.
 Koneru, I. (2010). ADDIE: designing web-enabled information literacy instructional modules. Desidoc journal of library &
information technology, 30(3), 23-34.
 Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a Higher Order
Thinking Skills Module for Weak ESL Learners. English Language Teaching, 11(7), 86-100.

APPENDICES

Literature Matrix

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