Stephanie Mae B.
Mateo EL 140: Research Methods in English Language Learning and Teaching
ABEL IV
TITLE OF RESEARCH AND
AUTHORS/JOURNALS/PUBLICATION
English Language Proficiency and Academic
Performance
of Philippine Science High School Students
Robelle Millie Ann B. Racca and Ronald Candy
S. Lasaten
International Journal of Languages, Literature
and Linguistics, Vol. 2, No. 2, June 2016
REFERENCE:
http://www.ijlll.org/vol2/65-LL0011.pdf
HIGHLIGHTS OF FINDINGS
(PROBLEMS AND ANSWERS)
OBJECTIVES OF THE STUDY
This research primarily aimed to determine
the relationship between the English
language proficiency and the academic
performance of the Grade 8 students of
Philippine Science
High School in Northern Luzon.
Likewise, the study endeavored to
determine and describe the English
language proficiency level and academic
performance in Science, Mathematics and
English of the Grade 8 students of Philippine
Science High School.
FINDINGS
Based on the findings, the study concludes
that majority of the Grade 8 students of the
Philippine Science High School in Northern
Luzon have English language proficiency
belonging to the satisfactory level.
Further, the study concludes that the
students’ academic performance in Science
and Mathematics fall under the very good
level while good level in English.
Likewise, the study concludes that there is a
significant relationship that exists between
the students’ English language proficiency
and their academic performance in Science,
Mathematics and English. The higher the
English language proficiency levels of the
students are the higher their academic
performance levels in Science, Mathematics
RECOMMENDATION
In the light of the findings and conclusions,
several recommendations are offered to
English, Science and Mathematics teachers,
students, school administrators, curriculum
designers and developers, and other
research enthusiasts.
The English teachers of Philippine Science
High School should continuously update
themselves with new approaches, methods,
strategies and techniques in teaching the
English subject. This can be done by
attending seminars, trainings and
workshops related to language and
literature teaching.
Through this, they can bring out
innovations in their teaching and that the
proficiency of the students in the English
language will be heightened.
The Science and Mathematics teachers of
Philippine Science High School should
support the English Program of the school.
They should promote the use of English
language in their classes. Also, they should
serve as model to their students in the use
of the language. They should not just only
teach their students concepts; they should
incorporate real life tasks that require the
students to use the English language while
learning the concepts in Science and
Mathematics.
The Grade 8 students of Philippine Science
High School should realize the importance
and English.
Thus, the study further concludes that
students’ English language proficiency could
be a predictor in the students’ academic
performance in Science, Mathematics and
English since the medium of instruction
used in the teaching of the said subjects is
English. Thus, English language program in
school should be prioritized.
of English language in learning Science and
Mathematics concepts. They must
understand the English language as a
system and of the role of its components so
as to understand its demands on academic
tasks and eventually gain skills to address
the role of academic language in their
learning.
The school administrators of Philippine
Science High School System should have
concrete plans to develop and monitor their
students’ English language proficiency
throughout their stay in the institution.
Also, they should establish bases and
standards for allocating resources that
contribute to the students’ English language
proficiency.
Further, they should provide professional
development assistance for the faculty to
equip them relevant approaches, methods,
strategies and techniques in English
language teaching.
The curriculum designers and developers of
the Philippine Science High School System
should revisit the existing curriculum
programs of the system, particularly
English, Science and Mathematics by taking
into consideration the result of the study.
Lastly, other research enthusiasts are
encouraged to conduct a similar study on a
wider scope to validate the results and
findings of the present study. Likewise, they
are encouraged to investigate other factors
that may contribute to students’ English
language proficiency and academic
performance such as learning styles,
teaching strategies, technologies used in
teaching and learning, exposure to English
language, as well as other environmental

CURRENT PERSPECTIVES ON MOTHER –
TONGUE BASED INSTRUCTION IN THE NEWLY
IMPLEMENTED K TO 12 CURRICULUM OF THE
PHILIPPINES
Ma. Theresa B. Valerio,Ph.D Quirino State
University- Main Campus Andres Bonifacio,
Diffun, Quirino Province, Philippines
British Journal of Education Vol.3, No.9, pp.51-
66, September 2015
Published by European Centre for Research
Training and Development UK
(www.eajournals.org)
REFERENCE:
http://www.eajournals.org/wp-
content/uploads/Current-Perspectives-on-
Mother-----Tongue-Based-Instruction-in-the-
Newly-Implemented-K-to-12-Curriculum-of-
the-Philippines.pdf
OBJECTIVES OF THE STUDY
The major aim of this paper is (1) to
determine the profile of the respondents in
terms of sex, age, number of years of
teaching, educational background and
ethnicity.(2) to investigate the respondents’
perceptions about the use of mother tongue
along instruction; (3) assess the
respondents’ beliefs about the instructional
material needed in the MTB-MLE; (4) to
determine the significant relationship
between the teachers’ perceptions on the
MTBE and the learners’ academic
performances.
NULL HYPOTHESIS OF THE STUDY
This study worked on the following null
hypothesis: (1) There were no significant
differences on the perceptions of the
respondents on MTBE when they were
grouped according to their profile; and (2)
there was no significant relationship
between the teachers’ perceptions on the
MTBE and the learners’ academic
performances.
FINDINGS
Based from the findings of this study,
conclusions were formed. With regards to
the profile of the respondents, majority of
the respondents were female and they were
within the age range of 30-39 years old.
Most of them have taught within the range
of 1-5 years, and they started their masters’
degree. Majority of the respondents were
dominated by the Ilocanos. The overall
mean 3.16 implies that the respondents as
teachers of bilingual learners slightly agree
and contextual variables.
Since language is the tool for academic
development and the core of cultural
identity and intercultural sustenance, the
mother tongue based instruction needs to
be given investigation and assessment. It is
therefore recommended that educators of
the country must be given more trainings
for better preparation of localized
instructional materials with the use of the
mother tongue to keep in pace with the
newly mandated policy of the K to 12 basic
education curriculum. The Department of
Education must constantly monitor the
language mandate of the new curriculum by
providing series of evaluation and
assessment among the Filipino pupils.
Filipino teachers who are teaching in the
different regions with learners of different
vernaculars must manifest the interest to
the academic demands of the curriculum
considering the variations of dialects in the
different regions of the country. Continuous
in-service training in the mother tongue
based education, monitoring and support
must be provided by the department of
Education to ensure that the grade 1-3
teachers have the linguistic skills needed to
effectively operate the policy of the K to 12
curriculum along mother tongue based
instruction. To support the mother tongue-
based policy as one of the mandate of the
new curriculum, the Department of
Education should provide enough textbooks
and teachers’ manual to teachers and pupils
which has been transcribed into the mother
tongue of the leaners in the different
regions of the country. The Department of
Education must constantly monitor the
with the statements about the mother
tongue based education or MTBE. Being a
multidialectal teacher with different shades
of the Ilocano dialect is an advantage in
teaching pupils. However, to support, the
linguistic background of the learners, the
needed specific instructional materials for
the mother tongue based education were
still undefined yet. In dealing with pupils
who are not all culturally familiar with the
same mother tongue, teachers may
experience have struggles because they are
not expert of the different dialects. The
study also reveals that the respondents
were not yet confidently certain whether
the instructional materials they presently
have can assure that they can really
appreciate the MTBE due to the
unavailability on localized translation along
the instructional materials. As the chi
square value shows, using the mother
tongue based instruction cannot really
elevate the learners’ academic
performances. Several other factors can be
considered in dealing with MTB instruction.
Teaching materials and assessment have not
been transcribed into the regional or native
languages of the learners. Results also
showed that the respondents believed that
MTBMLE policy must consider the
development of graded transcribed reading
materials in the learners’ home language.
Significant differences existed when the
respondents were grouped according to
their ethnicity and according to the number
of years of teaching experience. This implies
that linguistic background or their ethnicity
have caused variations or differences on the
way they perceived the mother tongue
assessment of the impact of MTB-MLE so
that it can generally sustain and promote
programs and help the educators toward
the effective implementation of the
language policy as mandated in the newly
embraced K to 12 curriculum. To ensure the
quality instructional materials, the
department of education, publishers, local
government, donors, and learning
institutions need to collaborate to each
other and be given time to acquire, and
assess mother tongue and the prescribed
language materials Adequate trainings must
have been initially given to the educators of
the pupils involved in the newly prescribed
subject in grades 1-3 which is the mother
tongue subject. It is a separated subject
intended for the pupils for them to
appreciate their vernacular. Aside from the
Language enhancement program for
elementary teachers, language trainings for
them may be initiated for them to develop
and unravel their communicative skills both
locally and internationally. In this way, a
bilingual educator may maintain the
balance between his ethnic identity and the
external needs in the internationally
competitive world. Further language
researches needs to be done to compare the
concrete implications of MTB-MLE in the
Philippines specifically in the varied regions
of the country and among the bilingual
Filipinos who are known to be multilinguals
and multidialectals.

ILOCANO CONTEMPORARY FICTION:
PRESENCE OF THE ABSENCE
A Study Submitted to the National Center for
Culture and the Arts
FERDINAND N. CORTEZ, PhD
2016
REFERENCE:
www.academia.edu/27662556/
ILOCANO_CONTEMPORARY_FICTION_
PRESENCE_OF_THE_ABSENCE_
A_Study_Submitted_to_the_National
_Center_for_Culture_and_the_Arts
based education. There were also significant
differences on their perceptions when they
were grouped according to the number of
years they have been teaching. This implies
that the way they perceive the mother
tongue based instruction differs based on
their teaching experiences. The use of the
mother tongue in its pedagogic aspect
reflects the desire of learners to promote
national identity, however the teachers
seemed to be unprepared yet with the
mandate of the new curriculum on the use
of mother tongue based instruction. Indeed,
the use of local dialects along instruction is
clearly a complex process that is continually
being redefined by the bilingual and
multilingual system of education.
OBJECTIVES OF THE STUDY With the findings and conclusion, the
This study aimed to gather and ascertain the following are hereby recommended: Other
values reflected in Ilocano contemporary ethnic groups should also venture writing
fiction. Specific objectives are: their literature in order for them to
1. to identify and select examples of Ilocano preserve their culture and tradition.;
contemporary fiction; Teachers are encourages to venture writing
2. to interpret the prevailing values in literature especially those literature
Ilocano contemporary fiction; teachers.; The University of Saint Louis
3. to examine if all examples of the chosen Elementary Department library should
contemporary fiction reflect all the variables impose Ilocano books because these are
as illustrated in research paradigm; might be useful for the sake of mother-
4. to investigate if the Ilocanos still practice tongue base curriculum.; Related studies
the values as reflected in their should also take into consideration
contemporary fiction today. researching what are also those that our
ancestors were not able to preserve.
FINDINGS
Based on the findings, the following
conclusions are drawn: There are many
examples of Ilocano contemporary fiction
which is written by the Ilocano authors from
Cagayan. A taken examples of these are the
stories “Mijar Vadil, Mannurat: Taga-Dupax”

Language Maintenance and Language Shift
among the Turkmen of Baghdad: A
Sociolinguistic Study
Prepared by:
Sara Najem Abdullah AL.Rahal
(2014)
REFERENCE:
Al Rahal، S. N. A.، ‫ و‬Dweik، B. S. (2014). Language
maintenance and language shift among the Turkmen of
Baghdad: A sociolinguistic study ( ‫رسالة ماجستير غير‬
‫)منشورة‬. ‫ مسترجع من‬.‫ عمان‬،‫جامعة الشرق األوسط‬
http://search.mandumah.com/Record/729978
by Roy V. Aragon and “Liwliwa De Garcia:
Domestic Helper” by Gregorio M.
Evangelista.; There are values embedded in
Ilocano contemporary fiction that tells
about the real-life experiences of the Ilocano
people. These values are manifested under
the dimensions of a human person which
are the physical, spiritual, political,
intellectual, moral or ethical, socio-cultural,
aesthetic and economic. ; The Ilocano people
are persistent and aggressive in fostering
and preserving their culture, customs and
traditions through their Literature. The
Ilocano people have a rich literature as they
have published many stories, songs and
many other literary pieces. There are also
many evidences of online resources which
tell much about the Ilocano cultures,
customs and traditions.
OBJECTIVES OF THE STUDY Based on the results of this study, the
The aim of the current study is to examine researcher suggests the following
the languages which are being used by the recommendations to be taken into account
Turkmen of Baghdad in different domains, by other researchers:
and to explore their attitudes towards the
ethnic language and Arabic, and the factors 1. The current study is limited to the
which lead them to either maintain or lose Turkmen who live in Baghdad. The
their ethnic language. researcher recommends further studies to
be conducted about the Turkmen who live
Discussion of the Findings Related to in other parts of Iraq, especially in northern
Language Use Iraq where many Turkmen live such as
 The Turkmen of Baghdad show that Erbil, Kirkuk, Mosul and Diyala, etc. It can
although the Turkmen people use also conduct a study about the Turkmen in
the majority language (Arabic) in other parts of the world such as Turkey and
different domains when they talk Syria, etc.
with different people about various 2. The researcher recommends conducting
subjects, they use their ethnic further research on other minorities such as
language (Turkmen language) at the Kurds, the Aramenians, the Sabians, the
home with family members. Yazidis and the Shabak who live in different
 The use of the Turkmen language at areas of Baghdad or in Iraq in general.
 home and among family members
proves that they are proud in
preserving it. They speak with their
children frequently in the Turkmen
language and teach them to
maintain it. This result agrees with
Clyne (1982) who emphasizes the
important role that the
grandparents play in maintaining
the mother tongue. Hofman & Cais
(1984) assert that a change from
the 'melting pot' ideal to that of
'cultural diversity' would imply a
shift towards favouring mother
tongue maintenance among
members of minority groups."
(p.147). In addition, Fillmore
(2000) confirms the role of family
with minority children in
maintaining their ethnic language
by encouraging parents to talk with
their children and teach them
things that interest the members of
their ethnic group.
 in schools and universities
demonstrate that Arabic is used by
the Turkmen more than the ethnic
language when they talk with their
friends and people in the
neighbourhood and when they talk
with teachers and with their
friends. They use Arabic due to
mixing with other people from
other minorities who do not know
the Turkmen language. These
results match Fishman (1989) who
assures that cultural and linguistic
change is inevitable. It is inevitable
also that the languages of these
 ethnicities will be modified as well.
 The vast majority of the
participants use Arabic in the places
of worship (Mosque).They
predominantly use Arabic in
praying and in talking with
worshipers. This result supports
Weinreich (1974) who confirms
that religion is one of the factors
which leads to create linguistic
divisions between the language of
the ethnic group and the official
language.
 The study indicates that most of the
participants use both Turkmen and
Arabic when listening to radio
programs, watching T.V. programs
and even when reading
newspapers. This means that they
are proud of their ethnic language.
The presence of mass media in the
Turkmen language is considered a
key factor in maintaining it. This
result is in line with Dorain (1981)
who emphasizes the importance of
the factors that help to preserve the
language even while transferring it
to the next generation.
 Results indicate that more than half
of the participants use the Turkmen
language to express their emotions
and unconscious feelings especially
when expressing their happiness
and when they are extremely angry,
anxious or confused about their
dreams. This result corresponds
with Weinreich (1974) who
illustrates that the psychological
factor is one of the extra-linguistic
 factors which lead to the creation of
divisions among mother-tongue
groups.
Discussion of the Findings Related to
Language Attitudes
 According to the results, there is a
positive attitude towards the
Turkmen language among the
Turkmen of Baghdad. The vast
majority of them like their ethnic
language and they are so proud of
it. They can express themselves
well in this language.
 More than half of the participants
assert that although the Turkmen
language has many dialects, they
are able to communicate well in it.
The majority of them believe that it
is the language of their ancestors
and their childhood.
 These results agree with Weinreich
(1974) who believes that "some
ethnic groups stick to their mother
language because of the emotional
involvement with it, as one learned
it in childhood or because of the
role of language as a symbol of
group integrity".
 Most of the participants assume
that Arabic is an important
language in order to get jobs or
conduct business .The vast majority
believe that Arabic is the
mainstream one in Iraq. Therefore,
they must learn and use it in all
domains. More than half of the
participants do not consider Arabic
as more important than Turkmen.
This indicates their strong loyalty to
 their language. This result supports
Tuwakham (2005) who
investigated language vitality and
language attitudes of the Yong
people in Lamphun province .The
findings revealed that the Yong
people in Lamphun have positive
attitudes towards their language
which helped them to preserve it.
Discussion of the Findings Related to the
Factors that Support
Using Booth the Turkmen Language and
Arabic

Factors Supporting the Use of the

Turkmen Language
 The great majority of the Turkmen
emphasize the important role of the
family, the strong family ties and
the internal marriage that exists
among members of the Turkmen
ethnic group. These are some of the
most important factors that helped
them to maintain their ethnic
language (Turkmen language)
despite the presence of an ancient
and great language as Arabic. The
continued suffering that the
Turkmen people faced for many
centuries also played an effective
role.
 This result agrees with Dweik
(1998 and 2000),Tannenbaum and
Howie (2002), Park & Sarkar
(2007), Aswegen (2008), Nofal
(2011) and Khadidja (2013) who
assert that the family and loyalty to
the ethnic language have a great
role in preserving the native

Evaluate the causes of student’s weakness in
writing and speaking skills in English
language, case study of Jordanian schools.
Samya Mohammad Shawashreh
Al-Ramtha Directorate of Education
Supervisor of English
language.
Factors Supporting the Use of Arabic
 The vast majority of the Turkmen
are Muslims, so they use Arabic
beside their native language
(Turkmen language) because it is
the language of the Holy Quran.
Furthermore, most of them use
Arabic in prayers and when they
talk with the worshipers. Again, this
result is in line with Weinreich
(1974) who confirms that religion
is one of the non- linguistic factors
that affect linguistic divisions
between mother-tongue groups.
 All the participants use Arabic in all
domains in addition to their ethnic
language because it is the official
language and the language of the
majority in Iraq. Therefore, they
must learn it in order to get jobs. It
is also important in all educational
fields.
 Arabic is the language used to
communicate with other Arab
communities all over the world.
This result coincides with the
results of Dweik (1998 and
2000),Tuwakham (2005), Nofal
(2011) and Al-Obaidi (2013) who
show the importance of Arabic in
uniting all members of society.
OBJECTIVES OF THE STUDY: On the basis of above results of this study,
This study investigates the causes of this the following recommendations can be
poor impacts on the students of Jordanian helpful in order to assist and make easier
schools. Data was collected through 150 for the students and teachers. Teachers
respondents which was the teachers of should cover all the weak areas of above
Jordanian schools. As indicated by the results. Parents should try to motivate their
research, the student's weakness in children to participate energetically in
 communicating and composing the English
REFERENCE: language the twenty main reasons were
http://www.ijern.com/journal/2019/October estimated in the Jordanian schools. The
-2019/18.pdf adopted questionnaire was used to measure
the major reasons of student’s weakness in
writing and speaking skills.
FINDINGS
The above responses of school teachers
produced a list of reasons why students
were weak in writing and speaking skills in
English language. These above results were
associated to the weight of percentages. The
majority of teachers said that the school and
family members did not encourage, not
proper follow-up and educate students for
the importance of English language in our
society, which were (69.57%). (56.52%)
teachers were also point out the absence of
several instructional support which make
English language easy. Mostly students do
not participate in the classroom activities
(47.83%) teachers point out this and so on.
learning English language. Teachers should
not teach in their local language in the class
of English language. The decision makers
like relevant educational ministries should
focus on the causes of weakness in English
language. Course designers should manage
the course content according to the current
need. Improvement by launching
promotional campaigns to encourage the
awareness regarding the importance of
speaking and writing English language in
Arabic countries.
Future Research
On the bases of above findings future
research can be on the assessment of
teachers and the other important factors
which contribute positively in the success
to learn English language. Researchers can
take student’s point of view about the
causes of weakness in their English
language. Further research can be
conducted on the other Arabic countries.

Analysis of overall results of this study,

there were 20 reasons listed by teachers.
Considering the each factor, the result
shows the most important factor on first
which needs improvement. The cause of
“school and family do not encourage, follow-
up and educate learners of the importance
of English” was considered as the main
cause of student’s weakness in writing and
speaking skills in English language. The
above results in findings, suggested the
teachers to take proper actions on the key
causes which give positivity to the
achievement of students in English speaking
and writing. This happens through proper
specialist of English language, proper
follow-up, inspiration of society and
government departments like educational
ministries. Advance teaching rules and
strategies should be taught that can improve
student’s communicative and writing
capabilities.