Educ5910 Laurencelim

EFFECTS OF ENGAGING GRADE FIVE (5) ESL LEARNERS’ WRITING SKILLS
THROUGH THE USE OF RUBRICS AND CONTRASTIVE ANALYSIS
by
Laurence Agawa Lim
An Applied Research Project Presented in Partial Fulfillment
of the Requirements for the Degree in
Master of Education
University of the People
First Part: Educ 5470 – Research in Education, May 2021
Instructor – Dr. Marla Behler
Second Part: Educ 5910 – Applied Professional Inquiry, March 2023
Instructor – Dr. Shih-Ting Lee

EFFECTS OF ENGAGING GRADE 5 ESL LEARNERS’ WRITING SKILLS
THROUGH THE USE
TEACHER SUPPL.: OF RUBRICS
DESIGNING AND OBJ.
INSTR. CONTRASTIVE ANALYSIS
& LEARNING ACT. TEACHER SUPPL.:
2
DESIGNING INSTR. OBJ. & LEARNING ACT.
Table of Contents
INTRODUCTION .......................................................................................................................... 5
Purpose of the Study ....................................................................................................................... 5
Context ............................................................................................................................................ 5
Statement of the Problem ................................................................................................................ 6
Rationale ......................................................................................................................................... 6
Prior Interventions .......................................................................................................................... 7
Research Questions ......................................................................................................................... 8
Significance of the Study ................................................................................................................ 8
LITERATURE REVIEW ............................................................................................................... 8
Philippine Language Brief History ................................................................................................. 8
English Language Writing Skills .................................................................................................... 9
Importance of English Writing Skills ..................................................................................... 10
Some Issues in English Writing Skills .................................................................................... 11
Aligning with International Standards .................................................................................... 13
Summary ....................................................................................................................................... 13
METHODOLOGY ....................................................................................................................... 14
Purpose of the Study ..................................................................................................................... 14
Research Questions ....................................................................................................................... 14
Study Population ........................................................................................................................... 14
Population Justification ........................................................................................................... 15
Intervention ................................................................................................................................... 16
Intervention Plan ..................................................................................................................... 17

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Sources of Data ............................................................................................................................. 18
From Grade 5 ESL Teachers................................................................................................... 19
From Grade 5 ESL Students ................................................................................................... 19
Instrumentation ....................................................................................................................... 19
Research Procedure ....................................................................................................................... 21
Soliciting Participants ............................................................................................................. 21
Informed Consent.................................................................................................................... 22
Data Collection Procedures..................................................................................................... 23
Ethical Considerations .................................................................................................................. 25
Considerations During Intervention ........................................................................................ 26
Considerations During Data Collection .................................................................................. 27
Considerations Regarding Researcher Bias ............................................................................ 28
Summary ....................................................................................................................................... 29
DATA ANALYSIS AND RESULTS ........................................................................................... 30
Overview ................................................................................................................................... 30
Data Analysis Procedure ............................................................................................................... 30
Validity and Reliability ............................................................................................................. 32
Results ........................................................................................................................................... 33
Descriptive Findings ................................................................................................................. 34
From Grade Five (5) ESL Teacher's Survey ........................................................................ 34
From Grade Five (5) ESL Students ...................................................................................... 37
DISCUSSION AND CONCLUSION .......................................................................................... 52
Discussion ..................................................................................................................................... 52
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Outcome Analysis ..................................................................................................................... 52
Learning Themes ....................................................................................................................... 54
Implications ............................................................................................................................... 55
Conclusion .................................................................................................................................... 56
REFERENCES ............................................................................................................................. 57
Appendix ....................................................................................................................................... 67
Appendix A. Activity Rubrics ................................................................................................... 67
Appendix B. Diagnostic Assessments ....................................................................................... 72
Appendix C. Lesson Plan .......................................................................................................... 80
Appendix D. Part of Speech and Sentence Basic Knowledge Review ..................................... 90
Appendix E. Learning Activities............................................................................................... 99
Appendix F. Short Stories ....................................................................................................... 103
Appendix G. Guiding Questions ............................................................................................. 109

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INTRODUCTION
Purpose of the Study
The purpose of this study is how to improve student engagement in English language
learning by using rubrics aligned with national and international learning expectations. This study
aims to characterize what skill level or more proficient English as Second Language (ESL) writing
is in the Philippine public school setting through a contrastive analysis of students' performances
before and after the introduction of rubric usage.
Context
Globally, the Philippines is known as one of the largest English-speaking nations. The
majority of our population has at least some degree of understanding and fluency in the language
(Cabigon, 2015). However, English is an unofficial second language here in my country because
of a conflicted historical relationship with America (Carpenter, 2019). The need to learn the
language is high since it is the language used in commerce and law and the primary medium of
instruction in education (Cabigon, 2015). The Philippines is also the only country in the Southeast
region to mandate a fully bilingual public school education for all children beginning in grade
school (Carpenter, 2019).
Although the Philippine Constitution has mandated that the government allocate the
highest proportion of its government funds to education, the Philippines remains one of the lowest
budget allocations to education compared to other ASEAN countries (K12 Academics, 2018). The
target grade level for this proposal is Grade 5. Although the standard class handled by a single
teacher consists of 35 to 50 students (Sison, 2020), a group of six (6) students will be observed
during the data gathering.

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Statement of the Problem
Writing is often viewed by many as the most challenging task compared to the three (3)
macro skills in the English language, which are listening, speaking, and reading, because it relies
on complex, interrelated skills and (meta) cognitive abilities (Gustilo, 2016). There were instances
when teachers decried the quality of students that came to them. They lament the students' inability
to construct a correct English sentence, much less a paragraph, which indicates the poor quality of
education.
The Philippine Constitution provides the foundation for using English and Filipino
(Tagalog) as official languages for communication and instruction (Republic of the Philippines,
2021). Teachers struggle to provide learners with clear guidance on improving skills in the
teaching and learning scenario. Using rubrics was not a common practice in Philippine public
schools. Most of the time, teachers end up guessing what grade to give in each student's task. The
nature of the rubric is to put together globally accepted standards and align them with the
Philippine national curriculum when it comes to English language learning.
Rationale
This study will provide students with an opportunity to access scaffolded guidance on
demonstrating fundamental skills in English language writing. Review of related literature will
include the National Curriculum, Common Core, AERO, and IB Primary Years Programme
learning expectations. The Philippine public school system allows teachers and learners to study
the language in a mechanical way but lacks practicality, application, and usage. This study aims
to explore various ways of engaging learners as they study the components of the language. It
explores their relevance in the Philippine educational setting, specifically in English language
learning. These standards and practices will help build and inform the rubric it wishes to create.
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Prior Interventions
In any research, some interventions are determined and developed from practice and
implemented prior to the collection of evidence, and its effect is determined, or the full planned
intervention is fully specified. For this proposed research, it considered a few journals collected
with a similar focus on educational goals and the development of learners' writing skills. Gustilo's
study on college-level writing proficiency states that research should investigate the relative
contribution of the various variables which influence and characterize skilled or proficient writing
by considering psychological factors such as motivation, anxiety and social factors such as culture
language exposure to get the full-construct representation of the student's writing performance and
a more comprehensive inventory of elements that characterize good writing (Gustilo, 2016). This
research is a unique way of involving learners in the process, considering the participants' level,
degree, and age. However, still good research to consider since one of the goals of developed
writing skills is to support the education of learners throughout their academic years until they land
their respective career choices.
The choice of which approaches or strategies to develop for this proposed research will
depend on the context of the chosen school and the educators who teach the subject. To widen the
limited information on what works to improve writing outcomes for children looked after
(Achievement for All, n.d.), the experience should be collected from people who execute learning.
A survey from the selected ESL teachers of the institution will help to determine other factors to
consider. This will include information on the ESL teacher's current teaching practices and
strategies for teaching the students writing skills. This will identify the critical strengths and
weaknesses of the ESL learners and teachers, including the challenges and success in handling the
subject.
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Research Questions
1. To what extent did the students' writing skills improve in English language learning with
the support of bilingual rubrics?
2. What factors can contribute to student success and achievement in English language
writing skills?
3. How can teachers provide purposeful feedback for learners to improve their English
writing skills?
Significance of the Study
• The study will allow the researcher to work with a chosen group of learners where he can
scaffold instructions and introduce the rubric that targets specific writing skills in English.
• The rubric will include learning objectives from the national curriculum. It will also aim to
integrate globally accepted skills, allowing the local Filipino learner to meet standards that
are expected from international students.
• Writing skill is a potent and significant tool to demonstrate the knowledge that anyone
personally possesses. Writing competence is a sufficient capability of the students to
choose and arrange words into meaningful sentences and compose coherent paragraphs.
LITERATURE REVIEW
Philippine Language Brief History
The Philippines is considered one of the most diverse countries in terms of language
identity. More than a hundred languages are presently used, considering that the country was an
archipelago consisting of 7,640 islands. There are 120 living languages currently spoken in the
country (Translation Without Borders, n.d.), the vast majority of which are indigenous languages.
The unfolding demand to establish a national language that could unify the whole nation is a
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fulfillment of a dream that goes back to 1935. According to Belvez, it was made possible through
the provision of an article in that same year in the Philippine Constitution regarding the
development and implementation of a national language by President Manuel L. Quezon of the
Commonwealth of the Philippines (n.d.). The committee recommended a national language based
on Tagalog, a combination of different languages, which is officially called Filipino, in 1987.
During the development of the national language, English was also present and practiced
throughout the country. English occurred in the Philippines in 1762 when the British invaded
Manila without lasting influence. The English language became more important and used widely
in the country during the American Occupation from 1898 to 1946 (Ellorimo, 2014) and became
an unofficial second language of the country because of that conflicted historical relationship with
America (Carpenter, 2019). The importance of learning the language is high since it is the language
used in commerce and law and the primary medium of instruction in education. Because of this
history, Globally, the Philippines is known as one of the largest English-speaking nations. The
majority of its population has at least some degree of understanding and fluency in the language
(Cabigon, 2015). The Philippines is also the only country in the Southeast region to mandate a
fully bilingual public school education for all children beginning in grade school (Carpenter,
2019), meaning the Filipino and English language as the media of instruction in specific subject
areas.
English Language Writing Skills
Even though the English language has been present for the past several years and is used
as a medium of instruction in most subject areas in the education system in the Philippines, most
learners are still struggling with its proper use, particularly in writing skills. According to Tayao-
Juego, a reporter in Inquirer, even though most Filipinos are familiar with the English language, a
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vast population still needs work when it comes to writing down their thoughts on paper. The
reporter also added that commonly, it is in the writing test where Filipino examiners still find
themselves challenged. This information is based on the IELTS test results of the British Council's
International English Language Testing System (2018). Suppose the English language is
considered the unofficial second language in the Philippines, and Filipinos encounter the language
and start its use during grade school. Why is this still a significant issue?
Importance of English Writing Skills
Writing skill is a potent and significant tool to demonstrate the knowledge that we
personally possess. Any person can only be a good speaker if they have good writing skills, for
they will only share nonsense ideas. The journal of Domantay and Ramos clearly illustrates in
detail the importance of writing skills in the English Language and how this skill affects other
learning skills. They stated that for the learners to succeed in their academic studies and effectively
fulfill their dream of becoming, they must be proficient in English writing performance because
words can take various forms in writing. It is the framework of communication (Domantay &
Ramos, 2018). Writing competence should be adequately developed for all students to articulate
themselves through written words. This skill will equip them with much potential and provide
them with adequate opportunities to convey their knowledge in a productive and meaningful way.
When adequately developed and learned, this skill will also enable them to formulate and support
main ideas, organize their thoughts and arguments, and share valuable information. Acquiring
these skills will prepare them for their future ventures academically and serve as a competitive
edge professionally.
According to Domantay and Ramos, writing competence is a sufficient capability of the
students to choose and arrange words into meaningful sentences and compose coherent paragraphs.
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We can observe that students struggling to compose sentences in written activities have difficulty
conveying their ideas and are mostly silent in class (Domantay & Ramos, 2018). This writing issue
of students can seriously influence and impact their learning and performances in various academic
and classroom activities when the English language is involved, including the well-being of the
students. Their confidence and self-esteem in writing and communication are also greatly affected
because of this issue. One crucial question is how these students can do more complex and
complicated activities if they do not possess the right strength, ability, and knowledge in the written
form?
Some Issues in English Writing Skills
Suppose a critical investigation is to be done in the education system in the Philippines;
many issues can be found in it that the educational problems are so complex and of such a
magnitude that there are no easy or ready solutions currently available. These significant issues
have great significance in the skill development of all learners. Narrowing this topic, discussing
the issue of the English language, Cabingon argues that even the country is doing fine in English
proficiency. The government should step up its efforts to improve the teaching and learning of the
English language, developing it further as a vital skill of the workforce. He suggested that the
government must provide and support qualified ESL teachers to ensure the quality of ESL learning
(Cabingon, 2015), particularly when students started learning the skills during the lower and
middle school level because the teacher's primary role is to deliver classroom instruction to help
every student learn. Developing this skill at a young age is a good foundation that would benefit
the learners to master the skill throughout their learning stages.
In relation to the latter, the journal of Alinsunod can clarify why it is vital to enhance
learning and mastering writing skills at an early stage. In her account, she analyzed and identified
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the writing problems of college students as ESL learners, which could be avoided if the latter were
implemented. She also differentiated other studies similar to her work. According to her, both ESL
students and English as Foreign Language (EFL) students have difficulty breaking off the writing
problems when given a writing task (Alinsunod, 2014). There are similarities in the areas of writing
skills where students find difficulties. Based on her findings, she identified word usage, and
English expression, confusion about the subtle differences among similar words due to insufficient
cultural knowledge, limited vocabulary, grammatical errors, organization, errors in a preposition
(idioms) or slang (Alinsunod, 2014) are some of the writing issues among ESL and EFL learners.
A rubric is an essential tool in the assessment procedure in Education. The first chapter of
Brookhart's book discussed the rubric's definition of education and its usage for students' formative
assessment and grading. The public school teachers in the Philippines are aware of its existence
but, most of the time, refuse to harness its potential benefits for their learners because of various
reasons like time, resources, and amount of work. Brookhart innumerate the advantages of using
this tool. She relayed that rubrics can be shared with the learners at the beginning of any task to
help them plan ahead and monitor their work, focusing on the knowledge and skills they are
developing over time. The rubric describes the learner's performance in sections that allow them
to many various paths to success. The rubric will also help the teachers focus on developing their
students' learning skills rather than just task completion, and it does not need to be rewritten for
every task (Brookhart, 2013). This is another aspect of education that the government needs to
work on. How can they properly implement its use without compromising the issues of their
educators of not practicing it?

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Aligning with International Standards
The AERO English Language Arts framework provides teachers with a clear and concise
curricular background. The progression indicated for Grade 5 provides a set of learning
objectives and criteria that teachers can use for their classes (Common Core, n.d.). This tool will
enable teachers in the Philippine context to align their strategies and practices with those who
implement the AERO framework. A correlation between the Philippine national curriculum and
AERO will be relevant and enriching for both students and teachers.
Tao et al. provide an overview of the relevance, importance, and role of assessments in the
Primary Years Program (Tao et al., 2016). This documentation provides an overview of aligning
this action research with globally recognized standards and practices. The intention is to integrate
these practices with that of the AERO framework for English language Arts and the Philippine
national curriculum. It will provide a triangulated approach for determining and identifying critical
skills addressed in the study.
Summary
All the collected literature dictates the importance of the English language in the country's
political and educational system. Starting from the brief history of the Philippines, discussing the
development of the two primary languages, which are Filipino, the national language, and English,
which is used in formal communication and the primary medium of instruction. Even though the
country was considered one of the largest English-speaking nations among the Asian region for
having English as the unofficial second language, the new generation finds difficulty in its proper
usage, particularly in writing skills, which is fundamental in English communication. This
literature review focused on the description and analysis of English writing to obtain baseline
information that can be used as the basis for developing the planned study and its product of the
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writing activities to help primary school learners enhance their writing performance aligned to the
international standards.
METHODOLOGY
Purpose of the Study
The purpose of this study is to improve ESL student engagement in English language
learning by introducing and using scaffolded learning engagements and carefully planned activities
with the help of articulated rubrics that are aligned with national and international learning
expectations. This study also aims at characterizing what skill level or more proficient ESL writing
skills are in the Philippine public school setting through a contrastive analysis of students'
performances before and after the introduction of rubric usage.
Applied Research Questions
1. To what extent did the students' writing skills improve in English language learning with
the support of bilingual rubrics?
2. What factors can contribute to student success and achievement in English language
writing skills?
3. How can teachers provide purposeful feedback for learners to improve their English
writing skills?
Study Population
Country: Philippines, Southeast Asia
Region: National Capital Region
Type: Public School
Stage: Primary Education
Year Level: Grade 5

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Table 1: The table above shows the details of the study population and the institution for this
research.
The study will focus on six (6) students aged 10 to 11 years old, a mixture of male and
female students. The identified sample is tentative and is based on the current grade 5 class the
researcher has access to; however, this might change depending on circumstances due to the
pandemic and the research timeline. Most of the student's parents are high school graduates from
public schools, which belong to families with below-average family income. The typical classroom
setup before the pandemic was students sitting alphabetically in columns and rows. During the
pandemic, the school is currently practicing blended distance learning, where students with
electronic gadgets access their education online while others collect modules regularly.
Besides the six (6) Grade five (5) students, some educators teaching at the same level with
the same subject will also be involved. An interview with the grade five (5) English language
teachers in public schools will be conducted through answering questionnaires to get their
perspectives on practitioners' challenges and opportunities to teach the English language,
particularly with writing skills.
Population Justification
Primary education is the preliminary stage where children start their nourishment in
learning and where the next generation of leaders, thinkers, and innovators are developed. This is
also the first step in the making of welfare and a good society for continuous development. Its
main objective is to bring awareness to all children, promote self-development to open avenues of
opportunities, and reduce inter-generational poverty. The challenge for primary school teachers is
to prepare young minds and use that knowledge to develop instructional strategies to keep learners
involved in curriculum materials. Primary school teachers are also responsible for delivering
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standardized learning to meet established standards of education (Locus Assignment, 2021). These
are the importance of developing educational skills at a young age.
It is vital to enhance learning and mastering different skills at an early stage, such as writing
skills, particularly for ESL learners. Writing skills in the English language are a potent and
significant tool to exhibit the knowledge we possess. In order for the learners to succeed in their
academic studies and effectively fulfill their chosen dream career, they must be proficient in
English writing performance because it is the framework of communication (Domantay & Ramos,
2018). Writing competence should be adequately developed for all students to articulate
themselves through written words. This is why the study focuses on Primary Education to a group
of Grade Five (5) students in a public school in the Philippines consisting of six (6) students to
address foundational skills in grade five (5) level for ESL writing skills.
Intervention
The researcher determines action research for this proposed study. During the
investigation, interventions will be made consistently. These interventions include the introduction
of word banks and the use of reading materials with highlighted words to reinforce the vocabulary
of the learners. Furthermore, the students will be given various activities regularly that would be
beneficial to their writing skills. The students will also be given opportunities to use the new words
they researched on their own during discussions. A regular short writing skill activity, consisting
of short sentence construction using the learned vocabulary about a topic, will be initiated and
checked. The teacher will be open to any inquiry or clarifications the students raise.
Prior to the latter interventions for the students, initial interviews with the grade five (5)
ESL teachers in public schools will be conducted. Necessary information will be collected through
this process. Based on their previous and existing experiences in teaching the skills in the target
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subject, the perspective on practitioners' challenges and opportunities to teach the English
language, particularly with writing skills and rubric usage, will be gathered and considered in
developing the succeeding procedures. Considering the pandemic, where face-to-face interviews
will not be advisable, this will be done by answering questionnaires.
The introduction and use of rubrics in the student writing activities is the other intervention
for this study. The use of rubrics was not a common practice in any public school in the country.
Though teachers are aware of this instrument in assessment and evaluation, students, on the other
hand, do not even know its existence. In this study, this instrument will be given to the grade five
(5) students to guide their writing skills tasks.
Using both scaffolded learning engagements with the rubric gives students more clarity on
the tasks they need to accomplish. Secondly, it provides teachers with clarity to stay focused on
the assessment objectives necessary to guide learners and provide them with adequate feedback.
Intervention Plan
For series of meetings with regular ESL lessons for the Grade Five (5) students will be conducted
based on their schedule in the curriculum. During this period, the students will also encounter and
learn what a rubric is and how to use it in the writing activities. Clear and simple examples will be
given to all students. An activity will be given to the students to determine their level of
comprehension.
1. Before the meeting for the research observation with the students, an initial interview with
the grade five (5) ESL teachers in the various public schools will be conducted. Information
on their past and current experiences in teaching the English language, especially with their
writing skills, will be collected by answering questionnaires.

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2. Diagnostic assessment and initial writing exercises will be given to the targeted participants
to determine their skill level prior to the introduction of the intervention materials.
3. When the initial data are collected and following their scheduled curriculum, the rubric
will be introduced and used in the classroom activities.
4. For the student's word bank, regular reading materials with highlighted words to reinforce
the learners' vocabulary will be given to the students. The reading materials will also serve
as good examples for the student's consideration.
5. Aside from these reading materials, a list of words that will be beneficial in their writing
will also be provided.
6. Short writing exercises using the rubric and the student's word bank will be initiated and
checked by the teacher diligently and returned to the students.
7. Inquiries and clarifications will be encouraged by the teacher daily in relation to their
writing exercises.
Creating a short essay regarding personal experiences like sharing hobbies, making their
favorite food, family activities, and writing stories about an article or event was the common topic
given to grade five (5) students for their writing skill task. This essay will determine their
comprehension of the ESL lesson, correct grammar usage, or constructing sentences to compose
paragraphs with meaningful thoughts. Alinsunod stated that students need to be aware of what the
readers will expect from the writing content (2014); that is why the content is also essential, not
just the correct grammar.
Sources of Data
The interpretations of results and construction of the conclusion for this research presented
will be based on the statistics and information taken from the targeted participants of the chosen
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institution, the Grade Five ()5 ESL students, and their teachers of the English subject. Following
the proposed methodology outline in the previous sections. Using these data as sources can help
with all of the research project's information and development needed.
From Grade Five (5) ESL Teachers
The primary source for the qualitative data in this study will be through interviews with
the Grade Five (5) ESL teachers. This interview will serve as a survey to get their perspective on
practitioners' challenges and opportunities in teaching ESL in public schools, particularly with
writing skills. Based on their personal experiences teaching the subject, this first-hand information
from these educators will be considered to establish the content of the proposed rubric for the
student's writing task. This interview will also influence the selection of reading materials and a
word bank.
From Grade 5 ESL Students
Qualitative and quantitative data will be taken from the student's performance to the
assigned writing task with a rubric, guiding questions, and a word bank as instruments to collect
baseline and post information regarding the student's development in the writing task. The student's
output in preliminary writing exercises will be compared to the post-writing exercises to determine
their progress in the lesson using the assigned intervention. From these collected data, the
researcher will provide an interpretation of results that will be transparent with the selected
participants to avoid bias. The conclusion will also be based on the research study's gathered
qualitative and quantitative data.
Instrumentation
The questionnaire survey will aim to gather information from teachers on their current
practice. It will be designed to collect information that will help identify critical strengths,
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opportunities, and challenges teachers encounter. The teachers will respond to survey questions
focusing on their teaching practice and learner engagement. The tool will be through physical
paper or digital platforms, depending on the circumstances brought on by COVID-19.
The teacher created the word bank, which was distributed, collected, and compiled by the
students, consisting of a list of words related to the core content, academic materials, and
curriculum the students are learning. This word bank will provide the students access to the key
and essential vocabularies and helps in the instructional level of vocabulary development,
including spelling and writing skills. These word bank materials will be embedded within the
educational materials or core content provided for the students. The collected and compiled word
banks will help the students recall words they have previously encountered and learned during the
regular lessons.
The reading materials will be chosen by the teacher and also be distributed, collected, and
compiled by the students. These reading materials will have highlighted words that will be
included in the word bank to reinforce the learners' vocabulary additionally. These reading
materials will also serve as good examples for students writing skill development. These reading
materials will consist of collected short narratives and stories with exciting topics for the children's
interest.
The rubric will focus on students' writing skills. It would allow for collecting baseline data
before the intervention, help identify areas of focus that will assist in the intervention method, and
manage the post-intervention data set. The rubric will be designed to help the writing skills content
from the Philippine curriculum and integrate with other globally accepted standards on writing
skills, such as AERO and the IB's Primary Years Programme. This approach would aim to align
the Philippine context with other globally aligned practices. The introduction of the rubric will
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support the intervention. A pre and post-assessment will take place before and after the
intervention.
Research Procedure
The researcher gathered information regarding the engagement of ESL students in English
language learning and determined their improvement in writing skills through the introduction and
proper use of rubrics aligned with national and international learning expectations. Prior to the
start of the investigation, the researcher conformed to standard practices in conducting a
classroom-based study. It includes securing permission to initiate the proposed research from the
institution's academic leaders, principal, and building supervisor. The parent of the students who
participated was also notified about the proposed study. An Informed Consent Form that served as
an acknowledgment approval from the institution and for the parents and guardians of minor
participants was submitted and collected accordingly.
Upon the institutions and parents/guardians of the participant's approval and when the
Informed Consent Form was collected, the research study proceeded, starting with finalizing the
list of recruited participants and identifying their backgrounds that affect the study's outcome. Then
the research study was outlined in detail, and the procedures for implementing the strategy in data
gathering were also defined, including the variables of interest. The study's selection of participants
was explained, and the primary procedure for the research was also discussed with the participants.
The other instrumentation, including the introduction and use of the rubric and guiding questions,
was addressed, and the analysis applied to the collected data was presented (Prolades.com, n.d.)
Soliciting Participants
Soliciting participants for the research study takes in various forms that involve presenting
the information about the study to the potential participants before their recruitment to gain
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willingness and interest to be part of the study. It is often the first information that target
participants see, which clearly and accurately represents the research. This starts the informed
consent procedure (IOWA State University, 2016). The recruitment process was handled ethically.
As an active member of a religious group, the researcher takes the opportunity to initiate
the research in their organization. The religious organization was catering to a poor community
next to their seminary compound. They support low-income families, including a scholarship
program for the selected students in that community. Getting in touch with the Director of the
Education Program, who coordinated the recruitment of participants to the community, enabled
the researcher to gather the six (6) Grade Five (5) students from a public school willing to
participate in the data gathering.
The targeted participants were briefed clearly with the information about the study, and the
Informed Consent Form was distributed to the parents and guardians of minor participants for their
signature of approval. The final tally and list of the participant were prepared before the actual
research procedure started making sure that everyone was aware of the development of the
activities.
Informed Consent
It is an essential requirement to obtain informed consent from all the participants for a
research study. It requires open and honest communication between the researcher and the study
participant. The informed consent form was obtained from the participants prior to any study-
specific procedures after presenting the initial and precise information about the study. The
participants were given adequate time to review and answer all the questions in the consent
document.
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During the discussion, participant privacy was paramount, and the environment or place
was free of undue influence and coercion from the team who did the research. It is necessary to
document the consent process at the time the informed consent form was signed by the research
participant or legally authorized representative (The Ohio State University, n.d.). Consent was
taken from both the participants, the Director of the Education Program, and the students. Parental
consent was sought for students in Grade Five (5) below the Philippine legal age of 18. All the
documents were collected and compiled accordingly and were ready for submission.
Data Collection Procedures
Identification of the relevant research approach and data analysis can support the main
findings. The trustworthiness of quantitative data depends on its ability to be tested and
triangulated (NWS Government, n.d.). Quantitative data allows the introduction of statistical
treatment in the analytical process. Primary and Secondary quantitative data must be correlated
and examined to provide meaningful and relevant insights (QuestionPro, 2021). In this research,
the groups involved provided both qualitative and quantitative data.
The procedure of data collection follows:
1. Part of the health restrictions during this pandemic was limiting face-to-face interaction.
Considering this, questionnaires were ready for the selected ESL teachers.
2. A focus group discussion (FGD) was also conducted with ESL teachers. The questionnaires
survey and FGD enabled the researchers to gather critical issues, strengths, and areas that
need to be identified as factors that affect the teaching and learning of ESL at the target
level.
3. The school curriculum and AERO, and other international standards for the grade level
were collected and reviewed.

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4. Based on the teacher's survey, FGD, the curriculum, AERO, and other international
standards relevant to the study, lessons were designed, reading materials were selected, and
a word bank list was prepared, including the daily activities, exercises and all rubrics for
the student participants. All materials were available as a downloadable softcopy for
students with electronic gadgets for learning and hardcopy printed modules for other
students with minimum resources.
5. Teachers were fully oriented with the activities, materials, and schedule of the research and
guided thoroughly in every step of the activities.
6. The study's selection of participants was explained, and the primary procedure for the
research was also discussed with the student participants.
7. Prior to the introduction of all the intervention materials, a diagnostic assessment with short
writing skill exercises was initiated for all the participating students. This diagnostic
assessment determined their level of comprehension and writing skills. The students
provided a baseline when the researcher ran a sample task with them. The researcher
gathered the initial data using the developed rubric to assess the initial work.
8. After the data point was collected, the interventions were introduced, and the skills
identified in the rubric were reinforced. Regular classroom sessions for the day's lesson
followed based on their curriculum. In these lessons, all the intervention materials were
introduced and used individually, such as the reading materials, word bank, guiding
questions, and rubrics.
9. Regular engaging activities and exercises were performed, including using the word bank,
guiding questions, and rubric. These exercises were checked, commented on, and
photocopied as compiled data. The originals were returned to the students. They were
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taught how to understand the comment based on the rubrics and use those comments in the
following exercises.
10. Inquiries and clarifications were encouraged by the teacher daily in relation to these
exercises.
11. Summative assessment after the last research lesson concluded the data collection study,
which was assessed using the same rubrics during the diagnostic assessment.
A short essay served as the summative assessment of the students from one of the topics
provided and listed for their use. Creating a brief essay determined their comprehension of all of
the sessions in ESL lessons. Their work was assessed and commented on using the same rubrics
during diagnostic assessment and was photocopied and compiled for further use. The originals
were returned to the students.
Ethical Considerations
According to the Australian Government, ethical considerations were an accumulation of
principles and values addressing and tackling questions of what is wrong or good in human affairs.
These are ethics that search for reasons for doing or refraining from acting; accepting or not
accepting conduct; for believing and contradicting something concerning virtuous or vicious
behavior or good or evil rules (Australian Government, 2010) at an individual a societal level. The
means that anyone may be affected by the behavior or conduct of others merits ethical
consideration.
Resnik stated that because ethical norms are ubiquitous, any individual might be tempted
to consider them as a simple commonsense relating to morality, which is nothing more than
commonsense; still, there are so many ethical issues and disputes present and encountered in our
society (Resnik, 2020). The risk of harm it can give to a person is an ethical consideration in
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deciding what particular information to reveal and how to disclose it. Balance is needed against
the moral interests in respecting the autonomy of the affected person and their choice whether to
know or not (Australian Government, 2010) a piece of particular information.
It is essential to adhere to ethical considerations in any research. According to Resnik, first,
ethical norms promote research goals, such as truth, knowledge, and eliminating errors. For
example, forbidding fabrication, falsification, and misinterpretation of information or data, and to
promotes the truth, and avoiding error. Second, ethical standards promote trust, mutual respect,
accountability, and fairness essential to collaborative work. For example, plagiarism is
unacceptable. Researchers should be credited for their contributions because nobody wants to have
their ideas stolen or disclosed prematurely. Third, ethical norms ensure that researchers can be
held accountable for their work. Fourth, it also helps to build public support for research. Public
support research if they can trust its quality and integrity. Finally, ethical norms promote various
essential moral and social values, such as human rights and social responsibility (Resnik, 2020). It
can significantly boost harm physically or emotionally to anyone or any subject in its absence.
Considerations During Intervention
Developing the necessary skills at a young age is a good foundation that would benefit the
learners to master them throughout their learning stages. Young learners in the public school sector
in the Philippines, being ESL students, is facing difficulty in the subject, particularly in writing
skills, because educators are stuck with the old traditional way of teaching. As discussed in the
literature review, for learners to succeed in their academic studies and effectively fulfill their
desired careers, they must be proficient in English writing performance because it is the framework
of communication (Domantay & Ramos, 2018). Cabingon also argues that the government should
step up its efforts to improve the teaching and learning of the English language, developing it
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further as a vital skill of the workforce (Cabingon, 2015). Competence in writing skills will equip
learners with various opportunities to convey their knowledge in a valuable and productive way.
Brookhart defines the rubric as a listing guide with specific criteria that helps educators for
grading and scoring academic papers, projects, and tests (2013). It is an essential tool in the
assessment procedure in Education that will guide students in developing their learning skills
rather than just task completion. Educators should align their criteria with international standards
like the AERO English Language Arts framework. The progression indicated for the target grade
level provides a set of learning objectives and criteria that teachers can use for their classes
(Common Core, n.d.). Introducing its use in public school education in the Philippines will help
learners develop their skills aligned with the strategies and practices of those who implemented its
framework, which will be relevant and enriching for both the learners and educators.
Considerations During Data Collection
The procedure of collecting, measuring, and analyzing precise insights for a study is the
data collection using standard validated techniques. Irrespective of the field of research, this is
considered the primary and most crucial step. The main objective of collecting data is to ensure
that all information is reliable for statistical analysis to make data-driven decisions. The hypothesis
can be evaluated by a researcher using the collected data.
The first step in data collection came from the educators teaching the English subject at the
target grade level. A survey and a focus group discussion (FGD) were conducted. There are several
limitations because of the pandemic. To not violate any health restrictions enforced by the national
government and to follow safety health standards by avoiding face-to-face interviews, data
collection was done by answering questionnaires. The questionnaires were ready as hard copies
and soft copies that can be emailed, any method convenient to the participants. This survey and
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FGD were to get their honest perspective on practitioners' challenges and opportunities to teach
the English language, particularly with writing skills.
The same method is considered in gathering data from the students. Students with learning
gadgets like mobile phones, tablets, personal computers, or laptops and access to the internet were
allowed to maximize their available resources. While the other option was to distribute the module
to other students. All participants followed the prescribed schedule and deadline of the research.
This method ensures health protection for all the participants.
Since the rubric was not a common practice in a public school education system, it was
appropriately introduced to the participants, first to the teachers. Part of the survey question was
the reason why they are not practicing its use and then addressing that issue prior to its required
implementation for the study. This measure benefited both parties, the teachers and the researcher,
to avoid culture shock and offensive remarks and actions towards its use.
Republic Act 10173 – Data Privacy Act of 2012 of the Republic of the Philippines specifies
the need to secure and protect all processed information collected from its citizens (Republic Act
10173, 2012). The Republic Act will be referenced and cited in the parental consent form, which
specifies that the researcher will use the collected data from participants for the sole purpose of
this study
Considerations Regarding Researcher Bias
Any tendency which prevents unprejudiced consideration of a question or inquiry is
considered biased. It can occur at any research phase, particularly in the data gathering and
analysis, when a systematic error is introduced into sampling or testing by section or forcing one
outcome or answer over the real one (Pannucci & Wilkins, 2010). Bias is the worst enemy of all
research studies. Of all the various types of biases in research, they mostly come from the author.
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Hence, as a data collector and analyzer, it is vital to guard against it to ensure reliable and valid
results.
In gathering qualitative data, the person doing the analysis should separate or detach
himself or herself from the data to keep all matters free from personal judgment. To maintain
objectivity and avoid this form of bias, Campuslabs suggested some pointers:
1. To involve multiple people to encode the data. Consistency between the personal analysis
and others means there is some truth present by agreement in the outcome.
2. By letting the participants review the results and asking them whether the results align with
their beliefs.
3. Verify data and results with more related sources to support the outcome and
interpretations.
4. The researcher can also check for alternative explanations. This method will also verify
other reasons for the obtained outcome that will strengthen the interpretation.
5. Always review findings with peers.
Most of the time, others will see things that the author or researcher missed or identify gaps
within the arguments that need to be addressed (Campuslabs, n.d.). Following these methods and
basing everything on the collected data will affirm that the outcome and conclusion are on truth
without bias.
Summary
There is much consideration needed in any research study to provide a suitable and valid
outcome. The ethical norm should be present in everyone and all planned activities, especially
when dealing with various participants of diverse backgrounds, to eradicate any possible harm,
both physical and mostly emotional. Participants should be willing and comfortable in the research
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procedure to achieve consistency and honesty when data collection is carried out. Finally,
researchers should maintain objectivity and avoid any form of bias in interpreting results and
providing a conclusion to the research.
DATA ANALYSIS AND RESULTS
Overview
Data analysis is the most critical part of any research study. Data analysis summarizes all
the collected data and information, and it involves the interpretation of the data gathered through
the use of analytical and logical reasoning to determine patterns, relationships, or trends
(University of Pretoria, n.d.). According to LeCompte and Schensul, research data analysis is a
process used to narrow down all the data to a shorter story and interpret it to obtain valuable
insights (1999). In this data analysis, the process helped the researcher reduce all the collected data
to minimal fragments to give a meaningful interpretation. All the relevant materials were collected
from the participants and organized by the researcher. Categorization and summarization followed
to reduce the information that helped identify development patterns. Then the researcher applied
both top-down and bottom-up approaches to enhance information processing and knowledge
ordering about the whole research (QuestionPro, 2, n.d.). This process of data analysis enables the
production of an organized, structured, and meaningful product from all the collected data.
Data Analysis Procedure
According to O'Connor & Gibson, the beginning of the research process is the data
collection (2003), but identifying where and who are the reliable and valuable resources and what
and how to collect the information are the necessary parts of this episode. Following the flow of
information, a rigorous step-by-step process is observed in the data analysis. A good level of
understanding is needed in each stage to achieve meaningful insights, though it is also necessary
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to acknowledge the process as a whole to determine their clear connections. The fundamental
framework is invaluable for producing results that stand up for critical observation and
examination (Hillier, 2023). In this section, the researcher discussed the various steps undertaken
in the data analysis process and covered how the data were collected to attain the defined goal.
First, getting to know all data (O'Connor & Gibson, (2003) is vital to identify their
significance. A group of data was collected from the Grade Five (5) ESL teachers as questionnaires
at the start of data gathering, and qualitative data were accumulated. This interview served as a
survey to have their perspective on practitioners' challenges and opportunities in teaching ESL in
public schools, particularly with writing skills. Based on the outcome of this interview, teaching
and learning tools and materials were selected together with the content of all the rubrics for the
students' writing activities (see Appendix -- for the sample of questionnaires, learning tools and
materials for the various activities, and the rubrics used in the data gathering and their results).
A group of qualitative and quantitative data was taken from the students who participated
in the research. Based on their performance in various activities and exercises, along with the
assigned writing task with the use of learning tools and materials and the rubrics, the researcher
collected a baseline and post-information regarding the student's development in the writing task.
The student's output in preliminary writing exercises was compared to the post-writing exercises,
and the researcher determined their progress using the assigned intervention.
Second, organizing all the collected data. According to Huberman and Miles (1994, p.
432), as cited by O'Connor & Gibson, "Valid analysis is immensely aided by data displays that are
focused enough to permit viewing of a full data set in one location and are systematically arranged
to answer the research question at hand" (2003, p. 65). This can be achieved if the data is well
organized in a way that viewers can easily understand its composition and purpose. Once all the
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essential data were collected, the researcher grouped them into their respective category because
data can be in various forms, and every kind has a distinct quality and meaning. To properly
analyze the quality and meaning, the researcher organized these values, processed them, and
presented them to make them useful.
Quantitative data are expressed in numerical figures, which are produced by the students
who participated in the research (QuestioPro, 2, n.d.). These data were recorded, calculated, and
ranked for each individual, then presented in charts to show their comparison vertically and
horizontally. Collecting the statistics and essential information of the participants during the
orientation is one of the crucial elements of a valid research because it determines if the participants
were qualified to take part in the research. Ranking the scores of the participants collected before,
during, and after the interventions in the form of charts and graphs helped the researcher determine
possible improvements.
Qualitative data were presented and expressed in descriptions and words, and these data
were used to understand concepts, thoughts, opinions, and experiences that are considered quality
data. Although researchers can observe this data in some cases, these data were subjective and
challenging to analyze in research, especially for comparison. This type of data analysis enables
the researcher to collect in-depth insights regarding well-understood topics. With the use of open-
minded questions in the survey form, the researcher collected from the Grade Five (5) ESL
teachers. The improvement in the quality of writing skills of all the students was observed and
justified through the use of rubrics.
Validity and Reliability
To evaluate the quality of a research study, reliability and validity should be applied and presented.
These practices will indicate how well-developed a method, technique, or test was used to measure
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or assess the study done. Reliability is about the consistency of a measure and strategies done in
the research, and validity is about the accuracy of those interventions. It is very crucial always to
consider reliability and validity when creating a research study, planning the interventions and
methods, and analyzing and writing up the results (Middleton, 2019). Lacking reliability or validity
can result in various types of fraudulent information and research bias that can seriously affect the
credibility of the whole research.
The reliability and validity of any results in the data analysis depend on creating a solid
research design, choosing appropriate methods and samples, and conducting the research carefully
and consistently (Middleton, 2019). According to an article on the QuestionPro website, while
analyzing the organized, collected data, the researcher should maintain an open-minded mentality
and perception to be unbiased towards unexpected patterns, expressions, and results (n.d.). The
results were organized and analyzed immensely; teachers' answers from the questionnaires were
only influenced based on their personal experiences; the expected results would not be forced and
genuine in nature based on the designed assessment methods prior to the start of the research.
Furthermore, from the collected data and information, the researcher provided a transparent
interpretation of results with the selected participants to avoid bias. The conclusion was also based
on the research study's gathered qualitative and quantitative data.
Results
The results (or findings) section is another of the most critical parts of a research study, in
which the researcher reveals their study findings in connection to their research goals. Detailed
interpretation or analysis will not be fully disclosed in this section but only shows the facts of
information collected from the application of the interventions. This section summarizes and
presents the findings of the conducted research study by showing relevant and valuable data to put
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them in context (Ammon, 2022). The report and findings are based on the information gathered,
collected, and organized from the interventions applied. The contextual analysis was also
presented in a breakdown of results in the sequence of acquired events. The majority of the
collected data and information were organized and presented in charts and graphs with some
scanned samples of the participant's actual work.
Descriptive Findings
From Grade Five (5) ESL Teacher's Survey
Figure 1
Use of Rubric During Formative Assessment
Instruction: Select the statement that best describes your use of rubrics in
teaching English Writing Skills during
FORMATIVE ASSESSMENTS.
I frequently use rubrics to guide my

learners to help them during formative
assessments.
20% I sometimes use rubrics to guide my

learners to help them during formative
assessments.
60% I rarely use rubrics to guide my learners

20%
to help them during formative
assessments.
I never use rubrics to guide my learners

to help them during formative
assessments.
Note: The chart illustrates the use of rubrics to support formative assessment in the setting.
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Figure 2
Use of Rubric During Summative Assessment
Instruction: Select the statement that best describes your use of rubrics in
teaching English Writing Skills during
SUMMATIVE ASSESSMENTS.
I frequently use rubrics to guide my learners
to help them during summative assessments.
I sometimes use rubrics to guide my learners

40% to help them during summative assessments.
60% I rarely use rubrics to guide my learners to

help them during summative assessments.
I never use rubrics to guide my learners to

help them during summative assessments.
Note: The chart illustrates the use of rubrics to support summative assessment in the setting.
Figure 3
Teacher’s Perception Regarding the Use of Rubrics
Instruction: Select a statement that best reflects your philosophy

on rubrics and assessments.
Rubrics are essential for students during

summative assessments.

40% formative assesments.
40%
both formative and summative assessments.
20%
Note: Illustrates the perception of teachers on the use of rubrics in their setting.
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Summary of data collected from respondents:
• The survey conducted with educators showed that rubrics were primarily used for
summative assessments compared to formative assessments.
• Most respondents showed that the focus and purpose of rubrics were meant to guide
learners during summative assessments. Formative assessments received different
attention in terms of rubric preparation.
• It was implied through the findings that the use of rubrics in formative assessments was
not seen as a form of guiding student learning.
• Educators indicated that collaborative practice supported planning, designing assessments,
and developing teaching strategies appropriate for learners.
• The rubrics provided teachers with a clear focus on the target skills necessary to support
student learning and skill building in their English language skills.
Utilization of Data
Data points provide teachers with a good background on supporting student learning. Based
on the responses received, the teacher collects data through:
• Pre-tests
• Classroom observation
• Formative and summative assessments.
Collaboration and Learning Goals
The data received also indicated the following:
• Consultation and planning with fellow educators were done to look into strategies that
would work for learners.

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• Teachers set time to meet with learners to discuss their challenges and derive action points
through these conversations.
• In-service training for educators was implemented in the division for continuous capacity
building that would be intended to support learner engagement and participation.
Barriers to Student Learning
Educators have identified the following areas that hinder student success and learning in
the subject area:
• Learners' foundational knowledge and basic skills base
• Social and communication skills - learners are hesitant to share their ideas within their class
• Irrelevant and not age-appropriate material that fails to capture the learners' interests
• Time management skills of learners
From Grade Five (5) ESL Students
Diagnostic Assessment
The students who participated in the research study were given various sets of diagnostic
assessments to identify their stands in English proficiency. The first part of the diagnostic
assessment was multiple choice consisting of 45 items about the Part of Speech, Vocabulary, and
Sentences. The second part was the translation task, where the participants retold the chosen short
story using their native language. The third part was the paragraph writing task, where the
participants were asked to say something about themselves. Below is the result of this diagnostic
assessment; the alphabet will represent the six (6) students who participated in the research to
protect their identity. The same rubrics were used for the summative assessment. (Please see the
Appendix section for the questionnaire sample and the rubrics used for this diagnostic
assessment).
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Figure 4
Diagnostic Assessment Chart
Translation (24 points) Multiple Choice (45 points) Paragraph (48 points)
D
Students
0 5 10 15 20 25 30
Points
Note: The chart illustrates the results of the Diagnostic Assessment of all the student participants
in the research study. The findings suggested that the learners did not understand an English-only
assessment tool (rubric), which made them perform poorly in the Diagnostic Assessment. This
baseline data provided the researcher with the need to create bilingual rubrics written in both
English and Tagalog to make the assessment and learning objectives more accessible to the
learners.
Vocabulary
Proper spelling is one of the best ways to display knowledge in writing skills. However,
English spelling can sometimes be challenging even for native English speakers meaning anyone
can make mistakes at one time or another. These mistakes may be caused by various reasons like
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not taking time to proofread or lack of knowledge about the correct spelling and capitalization,
and sometimes needing clarification about the word's usage. That is because English is not 100%
phonetic, like a homophone, where the words sound like other words, but the spelling and meaning
differ (Barowski, 2021). This is one of the leading causes of spelling mistakes, and also, so many
exceptions exist. The graph below shows the area percentage where the participants have difficulty
mastering their spelling skills, affecting the quality of their writing performance in capitalization,
phonetics, and word usage.
Figures 5 & 6
Spelling Quizzes Sample
Note: The images show the spelling quizzes sample of student B, a comparison before and after
the intervention.
The chart below shows the area percentage where the participants have difficulty mastering
their spelling skills, affecting the quality of their writing performance in capitalization, phonetics,
and word usage.

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Figure 7
Common Spelling Mistakes Chart
Word Usage Phonetics Capitalization Proper Noun
20%
\ 26% 46% 35%
54%
Note: The figure illustrates the percentage ratio of the common spelling mistakes committed by
the student participant of the research. The above data illustrates the overview of the learners'
needs in terms of skill building that this study focuses on. They are the same skillset explored in
the rubrics. The following sections illustrate the details of how these gaps were bridged using the
tools.
By addressing the common spelling mistakes that the participant made through the various
interventions and review on the Part of Speech, there is a significant improvement in their regular
spelling quizzes. There is also a significant improvement in their vocabulary and Part of Speech
knowledge. Please see the graph below showing these changes and development.
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Figure 8
Student Development Table
Spelling – (15 points) Vocabulary – (15 points) Part of Speech –

Students
(25 points)
Ex-1 Ex-2 Ex-3 Ex-1 Ex-2 Ex-3 Ex-1 Ex-2 Ex-3
A 6 13 12 1 11 9 15 18 24
B 8 10 13 3 7 9 12 14 25
C 1 3 9 1 6 10 14 16 23
D 5 8 13 2 8 14 14 16 23
E 3 6 11 2 5 9 11 18 25
F 9 10 14 5 7 14 16 19 22
Note: This Development Table shows the last three (3) exercises and activities for each category;
spelling, vocabulary, and part of speech. The participating students have significant improvement
in their performances with all the lessons and activities, and these were achieved after the reviews
on the basic knowledge of English were given.
English grammar can often be challenging, especially for beginners. There were so many
rules to follow and consider for making sentences, and there were also many exceptions to those
rules. On a basic level, though, in an English sentence, it follows a simple structure. In order to
compose a proper and meaningful sentence, the students who participated in the research should
possess basic knowledge of English skills. The rich vocabulary and knowing the right correct
meaning and use of words, knowledge of the correct spelling of the words, and the proper grasp
of the Part of Speech help the students to understand how to compose a proper sentence. The use
of various engaging learning activities, such as word finder games, coloring, and scrambled letters
to form a word, helped the participants achieve the learning goals.

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Figure 9
Color by Part of Speech Activity
Note: After reviewing the basic knowledge in Part of Speech, the participants could identify each
word's correct type, as shown in the activity sample of student E. Color by Part of Speech activity
by Teaching Resources, n.d. (https://www.teachstarter.com).

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Figure 10
Word Finder Activity
Note: This is one of the Word Finder Activities that the participants enjoyed. This sample was
done by student D where a sentence was also constructed, from Education.com, n.d.
(https://printables.hp.com).
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Sentences
According to the Oxford dictionary, a sentence is a group of words that is complete in
itself, basically containing a subject and predicate with a clear meaning, conveying a statement,
question, exclamation, or command, and consisting of a main clause and sometimes one or more
subordinate clauses (Shrives, n.d.). After developing the participant's vocabulary and knowledge
in Part of Speech, their capabilities in constructing a complete sentence were tested. The students
were asked to construct a sentence answering these questions.
• Ano ang ginawa kong mabuti? - What did I do well?
• Ano ang dapat ko pang pagbutihin? - What should I improve?
These questions also served as their reflections on all the previous activities that they had
accomplished. The importance of teaching the students self-reflection in learning means
examining how they learn. It implies that we must think deeply about how we know to gain the
insight necessary to correct poor habits and affirm good ones. This cognitive process not only
helps students improve learning outcomes but encourages self-regulated learning, a cyclical
process that involves planning to complete any learning task; using techniques to monitor progress;
evaluating the outcome; and using the gained knowledge to support future tasks (Mizrahi, 2020).
A rubric was used to assess their reflection. (Please see the Appendix for the rubric sample)
Figure 11
Reflection Activity
Note: This is a copy of student B's response to the reflection task.

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Knowing the different types of sentences and their correct usage is a must because a
sentence can convey a statement, a question, an exclamation, or a command. The importance of
learning about grammar and correct syntax will support stronger writing skills because they are
the foundation of proper communication in English. On any occasion, the need to form a sentence
was needed to build transparent and strong communication and writing. The more types of
sentences are learned, the better the skill development becomes (Homework Help Global, 2020).
After reviewing the different types of sentences and their usage, the students were asked to give
and construct their own sentences, one for each type.
Figure 12
Different Types of Sentences
Note: This is the work of student F showing the four types of sentences.
As observed by the searcher, the participants have difficulty formulating ideas in most of
their English tasks, listening, speaking, and mostly in writing. According to Maharaj & Alsolami,
writing has always been an onerous task for ESL learners, especially those in the beginner - and
elementary phases of English language acquisition (2001). In preparation for the participant's
paragraph writing skill task, they were given several topics to choose from, and in each topic, a
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pre-arranged set of questions was included to which they had to respond in a specific manner.
These sentences were assessed and corrected so they could use them in their paragraph
development.
Figure 13
Response to The Guiding Questions
Note: The response of student A to some of the guiding questions about the vacation experience
was shown in this image.
Apparent mistakes in sentence writing negatively impact a reader (and on the grade). Three
common sentence errors are subjects and verbs that do not agree, modifier problems, and lack of
parallel structure (Monteverde, 2019). Aside from those mistakes, the participants in the research
also needed to improve in syntax, punctuation, tenses, adjectives and identifying proper nouns.
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These errors can be avoided by correctly understanding parts of speech and sentence structure
(Monteverde, 2019). The chart below shows the percentage ratio where the participants mostly
perpetrate errors in sentence construction; in capitalization, punctuation, spelling, and sentence
structure.
Figure 14
Common Sentence Construction Error
Capitalization Punctuations Spelling Syntax Others
capitalization, punctuation, spelling, and sentence structure.
46%
19%
Sentence Structure
65%
10%
19%
6%
Note: The chart illustrates the percentage ratio of errors the student who participated in the
research commonly committed during sentence construction.
By addressing the errors that the participant committed through the various interventions
and corrections, they accumulated a proper understanding of what to observe in constructing
proper sentences. Through continued practice and exercise, they displayed an improvement in their
assigned task and activities.

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Figure 15
Improvements in Sentence Construction
Students Sentence Writing Activities (48 Points)

Reflection Types of Sentences Guiding Questions
A 20 28 45
B 19 20 40
C 11 18 35
D 18 18 36
E 15 20 32
F 18 30 42
Note: The table represents the student's scores for the various activities using the same sentence
writing rubric. A different assessment was given to the reflection activity using the reflection
writing rubric and was used for a different purpose.
Paragraph
After checking their knowledge of sentence construction, the participants will compose a
simple paragraph for the last part. This paragraph will also be their summative assessment in
creating a brief essay determining their comprehension of the ESL lessons. Prior to this activity,
the participants were given several topics to choose from. Each topic has several guiding questions
that they must answer to build their thoughts for their paragraph. When all the sentences were
checked and corrected, the students connected each sentence individually to build their paragraphs
about their chosen topic after giving them basic knowledge on paragraph writing. The rubric used
during the diagnostic assessment was used to assess their final work. All the results were
photocopied and compiled, and the originals were returned to the students.
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Figure 16
Paragraph Writing Development Chart
Diagnostic Assessment Summative Assesstment
D
Students
0 10 20 30 40 50
Points
Note: This chart illustrates the comparison between the paragraph composition writing of all the
students who participated in the research during the Diagnostic Assessments prior to applying all
the interventions and the Summative Assessments after applying all the interventions. Students A
to F showed overall improvements in the learners' performance before and after the intervention
was conducted, which comprised the use of an articulately developed rubric presented using
English and Tagalog language and was supported by various learning activities, interactions, and
experiences. This Development Chart in the Paragraph Writing was a piece of clear evidence that
students from public schools have a huge chance to learn the English language if the education
system improves and teachers will dedicate themselves to providing the proper support for the
students to achieve the learning goals.

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Figures 17 & 18
Paragraph Writing Task Comparison
Note: The images show the actual writing task of student A, a comparison during the Diagnostic
Assessments, and after the intervention at the Summative Assessment. Figures 16, 17, and 18 show
evidence of noticeable improvement in paragraph writing and composition after the intervention
techniques were introduced.

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51
Figures 19 & 20
Paragraph Writing Task Comparison
Note: The images show the actual writing task of student D, a comparison during the Diagnostic
Assessments, and after the intervention at the Summative Assessment. Similar to the previous case
study, figures 19 and 20 show evidence of improved writing composition as well as improved
spelling skills for learners.

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52
DISCUSSION AND CONCLUSION
This section contains the results and outcomes of the conducted research study that informs
readers what can be learned from the experiment and provides context for the results (PLOS,
2020). The researcher discussed the achieved goals in order of most to least important, compared
the produced results, and reasons for the difference. Briefly describe the study's implications to
show its importance in deepening and expounding the reader's understanding of the whole study—
elaborating results for other researchers' consideration for future studies and applications
(Springer, n.d.). Finally, the statement of conclusions to showcase the possible benefits of the full
research study to current and future stakeholders. The conclusion was intended to assist the reader
in understanding why the research should matter to them after they have finished reading the paper.
A conclusion is not merely a summary of all the points or a re-statement of the research problem
but a synthesis of critical points (Sacred Heart University, 2022) in the completed research study.
Discussion
Outcome Analysis
Applied Research Question No. 1
To what extent did the students' writing skills improve in English language learning with the
support of bilingual rubrics?
• The rubrics provided a necessary tool for teachers to focus on the skills students would
need at the particular grade level. Using the bilingual language gives additional support to
learners. The instrument provided a basis to correlate national expectations with other
globally recognized standards such as AERO and the IB-PYP framework for language
skills.
THROUGH THE USE
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53
• In order to accomplish this desired outcome, schools will need to internalize and adapt
processes in place that can be addressed through capacity building of staff members so they
can be familiar with the tool. These training sessions can also help teachers create tools for
measuring student growth and achievement in the subject area.
• The introduction of the research tool can also pave the way for further enhancing the
existing curriculum in subject areas like language skills and literacy.
What factors can contribute to student success and achievement in English language writing
skills?
• The intervention techniques provided the students and teachers with the strategies needed
to meet the expected outcomes indicated in the instrument. The data collected in the study
showed significant improvements in the students' spelling, composition writing, and
vocabulary-building skills.
• Pedagogy was vital in significantly changing the learners' skills and outcomes. In addition
to assessment tools, it will be beneficial if teachers are provided with the necessary training
for upskilling teaching practice in the classroom. This approach will involve a significant
financial investment in professional development costs and procuring necessary resources.
How can teachers provide purposeful feedback for learners to improve their English writing skills?
• Learning is not limited to student and teacher engagement. The research also showed that
educators must be trained on using rubrics to support formative assessments, and data
collected suggested that teachers mainly use rubrics for summative assessments only.
THROUGH THE USE
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54
• Teachers must see the purpose and significance of meaningful and objective feedback. This
feedback can be made through formative assessments. The respondents showed that more
rubrics needed to be emphasized for formative assessments. Student guidance will improve
if teachers are to provide feedback post-formative assessments using rubrics that are
objectively formulated. A limitation of this recommendation is that it will take a significant
amount of work and time from teachers who would want to implement this approach
effectively.
Learning Themes
The Research Theme expresses the overarching goals of the Research Study work; it
demonstrates the long-term goals of the research work (The Lesson Study Group, 2013) because
a research study does not stand still, nor does the understanding of the processes and phenomena
underlying advances at the forefront of knowledge. Without clear evidence on the factors driving
knowledge production, policies, and practices, the drive for continued improvement may lack
effectiveness (Elsevier, n.d.). Developing frameworks for assessing and monitoring the students'
learning was always an extra challenge for teachers.
In any research study, the canvassing of collected data and information was a critical
process. Most of the time, the simplicity of the research questions demands very complex steps
and procedures to provide plausible results that will justify the hypothesis. The results of each step
that the researcher collected were very challenging to arrange clearly so anyone who sees the data
would have a good grasp of the message it portrays. Planning ahead of time what strategies to use
is beneficial. Although, at some point, the research would demand a more practical approach.
Flexibility in many aspects will benefit the outcome of the research.

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55
In education, the student's well-being and growth are always vital. To achieve this, proper
guidance should be provided, including the provision of proper support for their learning needs.
Furthermore, each child's development is essential; whatever the pacing would be, because not all
child is the same. Providing bilingual instruction in all teaching and learning promotes inclusivity
in the classroom. Aside from the fact that it helps the learners absorb the correct meaning and
understanding of any task, this is one of the primary purposes of its use. Upon the application of
bilingual instruction, the participating students were more active in doing their best to comply with
the task than when bilingual instructions were not in use, and an improvement in their performance
was noticeable.
Implications
Research implications proposed how the interventions and findings may be necessary for
policy, practice, hypothesis, theory, and fundamental research. They are the possible outcomes the
researcher draws from the results and explains how the findings may be necessary for policy,
practice, or theory. However, the highlighted implications must be substantiated by evidence, the
study's parameters must be explained, and the limitations must be considered to avoid over-
generalizing results (Editage Insights, 2017). The primary goal of this study was to provide
interventions to support young ESL students in developing their writing skills in English.
Quality feedback is necessary for learners to draw focus on important skills. The rubrics
provided learners and educators with the guidance necessary to support student learning,
engagement, and achievement in the setting.
Continuous capacity building of teachers needs to be implemented. The practice of using
rubrics in the subject area must not only be geared toward summative assessments but should also
be used to guide learning in formative assessments and diagnostic assessments. Suppose this
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56
approach is to be considered for further development. In that case, schools will need more time for
teachers to collaborate and develop similar instruments they can utilize in their classes.
Conclusion
The value of the rubric in all the assessment processes provided clear guidelines, and it
provided teachers with a specific outcome for the skills that learners need to target.
The importance of compression in any task with the use of bilingual instructions. Providing
bilingual instructions for learners allowed them to understand the tasks in both the target language
and their mother tongue language. Giving them instructions in the language they know will add
necessary support to their development.
The lengthy lockdown during the pandemic affected all sectors of our life, including
Education. Remote learning was not adequately implemented in most countries where lack of
preparation and scarcity of resources was an issue, just like what happened in the Philippines, in
the public school sector where this research was conducted. From the initial observation, students
did not progress in their learning skills during the two consecutive years of lockdown.
The pandemic created significant literacy gaps among learners as they received
inconsistent attention and access to quality teaching and learning. The rubric provided learners and
teachers in the grade level with specific information and guidance that must be effectively
sustained throughout the students' learning journey to ensure sustained growth and achievement.
The instrument also provided teachers with an easier way to identify student skills gaps.
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57
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Appendix A
Activity Rubrics
Note: From Miss C and the Busy Bees, 2000 (https://www.teacherspayteachers.com).

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Sentence Writing Rubric
Note: From Satepper, n.d. (https://www.rcampus.com).

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Reflection Writing Rubric
Note: Mrs. Guzman, n.d. (https://www.pinterest.ph/pin/524458319096707065/)

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Vocabulary Rubric
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Translation Writing Rubric
Note: From Sskerritt, n.d. (https://www.rcampus.com)

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Appendix B
Diagnostic Assessment Part 1 – Page 1

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Note: This is a copy of the first part of the Diagnostic Assessment for Grade Five (5) students.
From Help Teaching, n.d. website. (https://www.helpteaching.com).

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Diagnostic Assessment Part 2
Note: This is a copy of the second part of the Diagnostic Assessment for Grade Five (5) students.
From Serpette, 2021, (https://momlovesbest.com/short-moral-stories-kids)

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Diagnostic Assessment Part 3
Note: This is a copy of the third part of the Diagnostic Assessment for Grade Five (5) students.
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Appendix C
Data Gathering
Aligning Grade Five (5) Writing Skills with Globally Accepted Practice
in the Philippines Context
Location MSSP, Philippines
Facilitator File created by LAURENCE LIM
Teaching Dates and Time June 8 – 14 (5 Days – 2 Hours a day)
Grade Level Grade 5
Subject Area English
Target Skill Writing Skills Development
DAY - 1
Aim / Goal Provide students with skills/opportunities to learn words

independently, learn their meanings and use.
Learning Objective Learner will:

● identify and locate vocabulary through various stimulus
materials;
● recognize words and use assistive devices such as
dictionaries to develop their vocabulary; and,
● create a graffiti wall as they practice the usage of synonyms
and antonyms.
Learning Outcome Building a rich vocabulary will help children learn thousands of new
words to help them improve their written expression.
Rationale ● The purpose of the lesson is to help students build their

vocabularies, explore resources to understand the meaning
of the word and learn how the words are correctly used.
● Students will be guided in using the available resources and

will be expected to demonstrate their learned vocabulary by
creating meaningful sentences using the word.
Accommodation ● Language Issues: Instructions will be translated into the

learner's local language (Tagalog) with learning support
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assistance or ELL to ensure students understand the
instructions.
● Vocabularies will also have a visual as well as audible in

nature in the form of video, pictures, or charts so learners can
comprehend them well with the help of online and computer
software.
● Check for understanding of instruction after any instruction

is provided by repeating or showing thumbs up or approval.
● Break large assignments/tasks into smaller pieces for the

student.
● Regular teacher check-ins
● 25% of the time for students with exceptional cases

(ECACorg 2016).
● Provision of a flexible learning environment.
Materials Needed ● A computer with a large monitor so that everyone in the class
can see.
● English dictionary, English-Tagalog dictionary, and

conversational books with translation to enhance their
comprehension.
● Word search task sheets/book and graffiti wall.
Preparation Reminding the students of the importance of rich vocabulary to

support the construction of meaningful and clear sentences.
Learner Activity Word Finder
● Students will enjoy the challenge of a word search puzzle as

they build up and collect their vocabulary.
● With the use of this activity, the children will be familiar with
the spelling of the word they need to find in the chart.
● Instructors should choose a word search chart with

word/vocabularies relevant to the target learning goals.
Instructions
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1. Each student will receive a separate copy of the word search
charts.
2. With the use of their colored pens, they need to search in the
chart for the enumerated words within the given time.
3. Once the time is up, everyone will check how many words
they find, and the class will discuss the meaning of the word.
4. Finally, use the found word in a sentence.
5. Write all the sentences on a blank sheet of paper separately
for the next day's discussion on the different types of
sentences.
Post a Graffiti Wall (Synonyms and Antonyms)
● Learning new words is like adding to the writing wardrobe,

and the writing becomes so much more interesting, exciting,
and engaging when there are more options available. This
vocabulary activity works for all ages and provides students
with various learning options to help them build their
personal word bank (We are Teachers, n.d.).
● Think of a vocabulary graffiti wall like a collaborative word

wall in the classroom (We are Teachers, n.d.).
Instructions
1. Among the list of words enumerated from the previous
activity, choose some critical words that have synonyms and
antonyms.
2. Post the words on the wall and have kids add sticky notes to
illustrate the term; they can use words or pictures.
3. With the use of the English dictionary and the English-
Tagalog dictionary, let the students search and think of the
word's synonyms and antonyms and write them in sticky
notes to be posted on the graffiti wall.
4. Put the graffiti wall on display for the children's reference for
the next day's writing activities.
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Students Reflection Answer two questions and put them in writing (SanBdoCitySchools,
2015).
1. What did I do well? (One (1) complete sentence)
2. What do I need to do better? (One (1) complete sentence)
Closure of the Lesson ● This is the opportunity for teachers to conduct a final, brief
review of the lesson and to check and confirm that student
learning has occurred at the lesson's conclusion (AIS.NSW,
n.d.).
● Each student should have their new vocabulary in their

personal word bank.
Assessment ● Learning experiences: Make the required output challenging

but not that difficult that the learning could not meet the
expected project/product/output.
● Behaviorism: Learners will show the desired behavior if

positive reinforcement is given during the activities.
● Formative assessment: for learners to demonstrate their

newly acquired vocabulary, they should know the meaning
and use of the word.
DAY – 2 & 3
Review ● Review vocabularies from the previous day.

● Check if the students remember the spelling and meaning of
the word, including their synonyms and antonyms.
Activating Prior ● A short story will be given each day and read by the student
Learning with highlighted words for additional vocabulary in their
word bank and graffiti wall.
● “Short stories strike the perfect balance of challenging,
engaging, and rewarding for language students” (FluentU,
n.d. para.2).
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Aim / Goal Learners will be able to recognize, understand, and use the meaning
of targeted grammatical structures in written and spoken forms using
the new vocabularies and be able to self-correct their works.
Main Objective Learners will:

● Identify vocabulary through the use of stimulus materials;
● Interpret the meaning of vocabulary words using Tagalog-
English dictionaries; and,
● Construct sentences using basic structures.
Learner Outcome Developing grammar skills with new vocabulary in their minds,
your child will encounter sentence-building games, short writing
challenges, and many more exciting activities to build grammar
skills.
Rationale The purpose of the lesson is to help students build meaningful

sentences using their collected vocabulary correctly.
Students will be guided in using the available resources and
expected to demonstrate their learnings through their created output
in the written works.

instructions.
student.
(ECACorg 2016).
Materials Needed ● Color By Part of Speech task sheets.

● Blank papers
● Scissors
● Colored pens
● Crayons
● Individual copy of the learning materials for grammar
refresher.
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Preparation Refresh the students with the different English grammar rules to
remember.
Important keys in building a meaningful sentence.
● Different parts of speech

● Different types and parts of sentences
● Sentence Purpose: Declarative, Interrogative, Imperative,
and Exclamatory
● Subject–Verb Agreement Rules
● Most Common Verb Tenses in Writing
● Verb and Verb Tenses
● The Apostrophe
Learner Activity Color By Part of Speech
● Knowing the eight parts of speech is helpful in deciphering

the meaning of the words. Learners can easily detect a
grammatical error in a sentence by studying and
understanding the eight (8) parts of an expression and
checking if there is a managed sentence, a misapplied
pronoun, or a problem with verb agreement (Real School,
2021).
● Any age will enjoy coloring activities, and the use of the
coloring sheet with the word will also help students practice
identifying nouns, verbs, adjectives, adverbs, conjunctions,
and pronouns (Smith, 2022).
● With this activity, the children will know which part of
speech the word belongs to.
Instructions
1. Distribute the coloring sheet to the children with different

words inside the figure.
2. Provide each child with the eight (8) crayons color
corresponding to each part of the speech.
3. The children should identify what part of speech the word
belongs to and color the figure with the right assigned color.
4. Check the output of the children at the end of the activity.
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Build-A-Sentence
● Another way to get students to implement grammar skills in

writing is build-a-sentence activity (Kruse, n.d.).
● This activity will help the students compose a meaningful
complex sentence by working together.
Instructions
1. With the use of blank paper and colored pens, ask students
to begin with a basic sentence.
2. And then add another phrase/sentence fragment/predicate
onto it with another color of pen on another piece of blank
paper to form the other parts of the sentence.
3. The more possible additional parts, the better, to improve the
children's sentence composition.
4. The class can do several compound sentences with various
themes.
2015).
1. What did I remember from the lesson? (One (1) complete
sentence)
n.d.).

acquired understanding of the various refreshed topic about
English grammar.
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DAY – 4
Review ● Review grammar points from the previous day.

● Review Spelling Activity
● A short story will be given each day and read by the student
Activating Prior with highlighted words for additional vocabulary in their
Learning word bank and graffiti wall.
● “Short stories strike the perfect balance of challenging,
engaging, and rewarding for language students” (FluentU,
n.d. para.2).
Aim / Goal At the end of this lesson, the students will be able to identify the
essential parts of a paragraph and will be able to compose an
effective paragraph correctly.
Learning Objective Learners will:

● construct family recipes in the correct sequence;
● develop simple stories utilizing previously learned
vocabulary words and sentence structures.
Learning Outcome Writing stories, children are then challenged to produce stories,
reports, poems and other forms of writing. Their work will be added
to a personal portfolio that can be shared with family, friends and
fellow users.
Rationale The purpose of the lesson is to help students construct paragraphs in

the correct format using meaningful sentences they created to
compose and express their ideas.
Students will be guided in using the available resources and
expected to demonstrate their learnings through their created output
in the written works.

instructions.
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student.
(ECACorg 2016).
Materials Needed ● Blank papers

● Colored pens
● Individual copy of the learning materials for grammar
refresher and paragraph writing.
Preparation Refresh the students with the different English grammar rules to
remember.
Important keys in building a meaningful sentence.
Refresh the students on the parts of the paragraph and how to write
a correct paragraph.
Learner Activity Family Recipes

Everybody needs to learn prepared food, even the simple ones.
Students will be asked to compose a simple family recipe for this
activity.
Story Editing
To help students refresh their knowledge of grammar, let them check
a story filled with mechanical errors. CUPS, which stands for
Capitalization, Usage, Punctuation, and Spelling, is a useful tool for
helping children edit their writing (Education.com, n.d.).
2015).
1. What did I remember from the lesson about paragraph
writing? (One (1) complete sentence)
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n.d.).

acquired understanding of the various refreshed topic about
paragraph writing.
DAY - 5
Assessment Formal Writing Activity

Students will be asked to compose a simple
paragraph with the following topics.
● Vacation Experience
● Favorite Holiday
● How to Take Care of Pets
● Say Something About Yourself.
Using the vocabulary learned.

Following all the refreshed English grammar
rules.
The paragraph should consist of 6 to 8
meaningful sentences.
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Appendix D
The 8 Parts of Speech: Examples and Rules

by: Lindsay Kramer (2021)
Every word is a part of speech. The term “part of speech” refers to the role a word plays in a
sentence. And like any workplace or TV show with an ensemble cast, these roles were designed
to work together.
1. Nouns
A noun is a word that names person, place, concept, or object. Basically, anything that names a
“thing” is a noun, whether you’re talking about a basketball court, San Francisco, Cleopatra, or
self-preservation.
Nouns fall into two categories: common nouns and proper nouns. Common nouns are general
names for things, like planet and game show. Proper nouns are specific names for individual
things, like Jupiter and Jeopardy!
2. Pronouns
Pronouns are the words you substitute for specific nouns when the reader or listener knows which
specific noun you’re referring to.
You might say “Jennifer was supposed to be here at eight,” then follow it with “she’s always late;
next time I’ll tell her to be here a half-hour earlier.”
Instead of saying Jennifer’s name three times in a row, you substituted she and her and your
sentences remained grammatically correct. Pronouns are divided into a range of categories, and
we cover them all in our guide to pronouns:
3. Adjectives
Adjectives are the words that describe nouns. Think about your favorite movie. How would you
describe it to a friend who’s never seen it?
You might say the movie was funny, engaging, well-written, or suspenseful. When you’re
describing the movie with these words, you’re using adjectives. An adjective can go right before
the noun it’s describing (I have a black dog), but it doesn’t have to. Sometimes, adjectives are at
the end of a sentence (my dog is black).
4. Verbs
Go! Be amazing! Run as fast as you can! Win the race! Congratulate every participant who put
in the work and competed!
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These bolded words are verbs. Verbs are words that describe specific actions, like running,
winning, and being amazing.
Not all verbs refer to literal actions, though. Verbs that refer to feelings or states of being, like to
love and to be, are known as nonaction verbs. Conversely, the verbs that do refer to literal actions
are known as action verbs.
5. Adverbs
An adverb is a word that describes an adjective, a verb, or another adverb. Take a look at these
examples:
Here’s an example: I entered the room quietly. Quietly is describing how you entered (verb) the
room.
Here’s another example: A cheetah is always faster than a lion. Always is describing how
frequently a cheetah is faster (adjective) than a lion.
6. Prepositions
Prepositions tell you the relationship between the other words in a sentence.
Here’s an example: I left my bike leaning against the garage. In this sentence, against is the
preposition because it tells us where I left my bike.
Here’s another example: She put the pizza in the oven. Without the preposition in, we don’t know
where the pizza is.
7. Conjunctions
Conjunctions make it possible to build complex sentences that express multiple ideas.
I like marinara sauce. I like alfredo sauce. I don’t like puttanesca sauce. Each of these three
sentences expresses a clear idea. There’s nothing wrong with listing your preferences like this, but
it’s not the most efficient way to do it.
Consider instead: I like marinara sauce and alfredo sauce, but I don’t like puttanesca sauce.
In this sentence, and and but are the two conjunctions that link your ideas together.
8. Articles
A pear. The brick house. An exciting experience. These bolded words are known as articles.
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Like nouns, articles come in two flavors: definite articles and indefinite articles. And just like the
two types of nouns, the type of article you use depends on how specific you need to be about the
thing you’re discussing.
A definite article describes one specific noun, like the and this. Example: Did you buy the car?
Now swap in an indefinite article: Did you buy a car?
See how the implication is gone and you’re asking a much more general question?
Figuring out parts of speech

Sometimes, it’s not easy to tell which part of speech a word is. Here are a few easy “hacks” to
quickly figure out what part of speech you’re dealing with:
If it’s an adjective plus the ending “-ly,” it’s an adverb. Examples: commonly, quickly.
If you can swap it out for a noun and the sentence still makes sense, it’s a pronoun. Example: We
played basketball. / Steve and I played basketball.
If it’s something you do, and you can modify the sentence to include the word do, it’s a verb.
Examples: I have an umbrella. / I do have an umbrella.
If you can remove the word and the sentence still makes sense, but you lose a detail, the word is
most likely an adjective. Example: She drives a red van. / She drives a van.
If you can remove the word and the sentence doesn’t make sense, it’s likely a preposition.
Example: I left my notebook on the desk. / I left my notebook the desk.
And if you’re ever really stumped, just look the word up. Dictionaries typically list the part of
speech a word fits in its entry, and if it fits more than one part of speech, both are listed with
examples.
That brings us to another common issue that can confuse writers and language learners:
When a word is two different kinds of speech

Just like Y is sometimes a vowel but sometimes a consonant, there are words that are sometimes
one part of speech and other times another. Here are a few examples:
Work
I went to work (noun).
I work in the garden (verb).
Well
She paints very well (adverb).
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He’s well-liked in his community (adjective).
I dropped a penny in the well (noun).
But
I cooked breakfast and lunch, but Steve cooked dinner (conjunction).
I brought everything but the pens you asked for (preposition).
And sometimes, words evolve to fit into new parts of speech. One recent example is the word
“adult.” Before the 2010s, adult was primarily a noun that referred to a fully grown person. It
could also be used as an adjective to refer to specific types of media, like adult contemporary
music. But then, at right about the turn of the 2010s, the word adulting, a brand-new verb,
appeared in the internet lexicon. As a verb, adulting is the act of doing tasks like paying bills and
grocery shopping.
Open and closed word classes

The parts of speech fall into two-word classes: open and closed.
Open word classes are parts of speech that regularly acquire new words. Language evolves, and
usually, evolution happens in these parts of speech: nouns, adjectives, adverbs, and verbs. In
2020, new words added to the Merriam-Webster dictionary included deepfake, truthiness, and
contactless.
Closed word classes are the parts of speech that don’t regularly add new words. These parts of
speech are more “set in stone” and include pronouns, conjunctions, articles, and prepositions.
Sentence - a set of words that is complete in itself, typically containing a subject and predicate,
conveying a statement, question, exclamation, or command, and consisting of a main clause and
sometimes one or more subordinate clauses.
Parts of a Sentence
by: Grammar Your Dictionary (n.d.).
To have a complete thought, a sentence needs a subject (a noun or pronoun) and a predicate (a
verb). If you only include one of these two parts, you will have only a sentence fragment, which
is grammatically incorrect.
• Subject of a Sentence
In general, the subject refers to the part of the sentence that tells who or what the sentence is about.
The subject is a noun, pronoun or noun phrase.
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Examples
Kelly walked down the street. (Kelly is a noun)
They went to school. (They is a pronoun)
The black cat slept all day. (The black cat is a noun phrase)
There are a few different types of subjects. A simple subject is just one word, without any
modifiers, usually a noun or pronoun. A complete subject is the simple subject plus all modifiers.
A compound subject is made up of more than one subject element.
Example
Simple subject - Kate is a nice girl.
Complete subject - Jeffrey's poem about his mother made the class cry.
Compound subject - Paul and Tommy joined the soccer team at the same time.
Notice that the subject comes before the verb in each sentence (is, made, joined). No matter how
long the subject is, it is always the noun performing the object.
• Predicate of a Sentence
The predicate of a sentence includes the verb and everything that follows it. This typically tells
what the subject does with an action verb or describes the subject using a linking verb and a
complement.
Example
Kelly walked down the street. (What did Kelly do?)
They went to school. (What did they do?)
The black cat slept all day. (What did the black cat do?)
All of these words make up the complete predicate of the sentence. The verb alone is the simple
predicate. As with subjects, it's also possible to have a compound predicate that consists of two
different actions.
Example
Simple predicate - Harry cried.
Complete predicate - The mouse slowly ran towards the food.
Compound predicate - She laughed at the dog's tricks and decided to adopt him.
Predicates can contain a good deal of information and may be quite long. They often have several
parts in addition to the verb, including objects and complements.
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Sentence Purpose: Declarative, Interrogative, Imperative, and Exclamatory

by Heather Johnson (2014)
Declarative Sentences
The first type of sentence in the English language is the declarative sentence. Declarative
sentences, or declarations, convey information or make statements. For example:
My cat chases rabbits.

Harry Potter is the boy who lived.
Her brother has lived in Alabama for seven years.
A tornado destroyed the grain bins.
Duck and Goose were arguing over the ball.
The trains leave tomorrow promptly at noon.
Periods at the end of the sentence indicate declarative sentences in written English.
Interrogative Sentences
The second type of sentence in the English language is the interrogative sentence. Interrogative
sentences, or questions, request information or ask questions. For example:
When does the train leave?

Do your dogs like peanut butter?
How old is your daughter?
Is your husband a firefighter?
Have you brushed your teeth today?
Would you like some more tea?
A tag question, or question tag or tail question, is a grammatical structure that converts a
declarative or imperative sentence into a question through the addition of an interrogative fragment
on the end of the sentence. For example:
He didn’t take the train, did he?

She has finished her degree, hasn’t she?
You could wash the dishes, couldn’t you?
I am going with you, aren’t I?
Run to the store, will you?
Let’s have some ice cream, shall we?
Question marks indicate interrogative sentences in written English.

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Imperative Sentences
The third type of sentence in the English language is the imperative sentence. Imperative sentences,
or imperatives, make commands or requests. For example:
Bring me some sugar.

Buy some bread and milk on your way home.
Shut the door please.
Turn right at the park.
Stop talking so loudly!
Open the windows to let the smoke out!
Periods and exclamation marks indicate imperative sentences in written English.
Exclamatory Sentences
The fourth type of sentence in the English language is the exclamatory sentence. Exclamatory
sentences, or exclamations, show emphasis. Unlike the other three sentences purposes,
exclamatory sentences are not a distinct sentence type. Instead, declarative, interrogative, and
imperative sentences become exclamatory through added emphasis. For example:
You broke the lamp! (declarative)

The train left an hour ago! (declarative)
How did you break your leg?! (interrogative)
What the heck was that?! (interrogative)
Stop chewing with your mouth open! (imperative)
Do not open the presents until the morning! (imperative)
Exclamation marks and interrobangs (?!) indicate exclamatory forms of sentences in written
English
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Note: The image above illustrates the lesson about the proper use of Apostrophe from Online
Writing Lab, 2000. (http://owl.english.purdue.edu/handouts/grammar/g_apost.html).

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Part of Speech Table
noun pronoun adjective verb adverb conjunction

bulb I flabby built boldly F is for “for“
ceiling he long awake bravely A is for “and“
wall she magnificent bought brightly N is for “nor“
spin it muscular catch cheerfully B is for “but“
camp they plain choose deftly O is for “or“
piglet me terrible chosen devotedly Y is for “yet“
dog us scruffy come carefully S is for “so“
cat you shapely came eagerly because
leaf her short cost elegantly
stone him unkempt cut faithfully
pebble whom unsightly dig fortunately
flick them brave dug gleefully
magazine my skinny apologize gracefully
book our stocky look happily
paper your ugly scold deeply
river her eager write honestly
lamp his bony walk innocently
picture their glamorous jump kindly
figurine myself gorgeous roll quite
hand himself handsome spin merrily
nor deluxe dance nor
plump be obediently
quaint sing perfectly
flick politely
powerfully
safely
victoriously
warmly
vivaciously
Note: The table above is a word list example in each Part of Speech.
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Appendix E
Learning Activity No. 1
Note: Color by Part of Speech activity by Teaching Resources, n.d.
(https://www.teachstarter.com).
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Note: This is one of the Word Finder Activities for the participants, from Education.com, n.d.
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Note: This is a Word Finder Activities for the participants, from Education.com, n.d.
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Note: This is a Word Finder Activities for the participants, from Education.com, n.d.
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Appendix F
Series of Short Story No. 1
Note: Children short stories for reading exercises and vocabulary by Serpette, 2021.
(https://momlovesbest.com/short-moral-stories-kids)
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Appendix G
A. Guiding Questions - Vacation Experience
Answer the following questions in one (1) or more sentences. Do not just answer the questions
with a single word or with only yes or no.
Sagutin ang mga tanong sa pamamagitan ng isa (1) o higit pang pangungusap gamit ang Ingles.
Sa inyong pagsagot, huwag gumamit ng isang salita lamang at huwag din sagutin ang mga tanong
nang Oo o Hindi lamang.
Write about how you spent your last vacation. Write about the place you saw for the first time on
a past vacation.
Tell where you went, with whom, and what things you did.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tell what is the name of the place.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tell where it is located.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did you go to that place?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What characteristics does it has, and why you enjoyed it so much.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What activities did you do alone?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What activities did you do with your family?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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What activities did you do with your friends?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Think about interesting people you met during your last vacation and talk about those
people.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How long did you stay in that place?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is your feeling when you go home?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you want to go back again to that place?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Vacation time is not only to go places or do lots of activities but also a great chance to rest. If you
stayed in town, you could tell all about what you did during this great time. Think about a vacation
opportunity when you did not travel but did many other exciting things. Write about a vacation
you had in which you got to rest a lot.
Where did you stay during this time?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Is it at home with your family, parents, and siblings?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did you spend your day during that time?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What time do you wake up?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What time do you go to sleep at night?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the exciting things you did during this time?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What activities did you do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Did you watch a movie at home?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
112
What is the title of the movie?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the movie all about?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you want to watch it again because you like it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_
THROUGH THE USE
DESIGNING AND OBJ.
113
B. Guiding Questions - Favorite Holiday
Which of the following holidays is your favorite and why?

Christmas and New Year
Holy Week
All Soul's Day
Chinese New Year
Feast Day of your town's Patron Saint
National Heroes Day
Personal Holiday - Your Birthday
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
When is this celebrated? or during what time of the year is this holiday celebrated?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why do you celebrate this holiday?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you celebrate this holiday?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How long is this holiday celebrated?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you celebrate this holiday with your family/relatives/friends?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
114
How do you celebrate it with your family/relatives/friends?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you prepare for this day?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you feel when you celebrate this holiday?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
115
C. Guiding Questions - How to Take Care of Pets
Why do you love taking care of animals as your pet?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What kind of your animal is your pet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is its name?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why did you give that name to your pet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Did you get it when it was still a baby?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you take good care of your favorite pet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How many times do you feed your pet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What kind of food does your pet love to eat?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
116
Do you also give it clean water to drink?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you bathe your pet? How? How often?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Does it have its own house/cage/bed to sleep with?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you spend your day/time with your pet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
117
D. Guiding Questions - Say Something About Yourself.
What is your name?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Is there a story about your name?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How and why did your parents choose that name for you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How old are you now?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Who is your mother?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How old is your mother?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
From what province does she come from?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is your mother's job? Does she work in the office? Is she a plain housewife, taking care
of you and your siblings?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
118
Who is your father?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How old is your father?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is your father's job?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you love your parents? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are you currently studying?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the name of your school?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Where is it located?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What grade level are you now?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What subjects do you love? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
119
What is your favorite food? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is your favorite game? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How do you play it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What do you want to become someday?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How will you achieve your dream?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
120
E. Guiding Questions - Family Recipes
Tell what is your favorite food to cook at home and why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How often do you cook this food?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What meal time does your family usually cook this food?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the ingredients needed to cook this food? And how much quantity for each
ingredient?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
121
What are the things needed? (like pot, saucepan, spoons, and others)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the first step in cooking this food?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the second step?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Then, the third step.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Then, the fourth step, and so on.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Finally, the last step.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
122
How do you serve it? Do you arrange it on a plate?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Does the whole family love to eat this food as well?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THROUGH THE USE
DESIGNING AND OBJ.
123

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EFFECTS OF ENGAGING GRADE FIVE (5) ESL LEARNERS’ WRITING SKILLS

THROUGH THE USE OF RUBRICS AND CONTRASTIVE ANALYSIS

Laurence Agawa Lim

An Applied Research Project Presented in Partial Fulfillment

of the Requirements for the Degree in

University of the People

First Part: Educ 5470 – Research in Education, May 2021

Instructor – Dr. Marla Behler

Second Part: Educ 5910 – Applied Professional Inquiry, March 2023

Instructor – Dr. Shih-Ting Lee

Purpose of the Study ....................................................................................................................... 5

Statement of the Problem ................................................................................................................ 6

Prior Interventions .......................................................................................................................... 7

Research Questions ......................................................................................................................... 8

Significance of the Study ................................................................................................................ 8

LITERATURE REVIEW ............................................................................................................... 8

Philippine Language Brief History ................................................................................................. 8

English Language Writing Skills .................................................................................................... 9

Importance of English Writing Skills ..................................................................................... 10

Some Issues in English Writing Skills .................................................................................... 11

Aligning with International Standards .................................................................................... 13

Purpose of the Study ..................................................................................................................... 14

Research Questions ....................................................................................................................... 14

Study Population ........................................................................................................................... 14

Population Justification ........................................................................................................... 15

Intervention Plan ..................................................................................................................... 17

From Grade 5 ESL Teachers................................................................................................... 19

From Grade 5 ESL Students ................................................................................................... 19

Research Procedure ....................................................................................................................... 21

Soliciting Participants ............................................................................................................. 21

Data Collection Procedures..................................................................................................... 23

Ethical Considerations .................................................................................................................. 25

Considerations During Intervention ........................................................................................ 26

Considerations During Data Collection .................................................................................. 27

Considerations Regarding Researcher Bias ............................................................................ 28

DATA ANALYSIS AND RESULTS ........................................................................................... 30

Data Analysis Procedure ............................................................................................................... 30

Validity and Reliability ............................................................................................................. 32

Descriptive Findings ................................................................................................................. 34

From Grade Five (5) ESL Teacher's Survey ........................................................................ 34

From Grade Five (5) ESL Students ...................................................................................... 37

DISCUSSION AND CONCLUSION .......................................................................................... 52

Learning Themes ....................................................................................................................... 54

Appendix A. Activity Rubrics ................................................................................................... 67

Appendix B. Diagnostic Assessments ....................................................................................... 72

Appendix C. Lesson Plan .......................................................................................................... 80

Appendix D. Part of Speech and Sentence Basic Knowledge Review ..................................... 90

Appendix E. Learning Activities............................................................................................... 99

Appendix F. Short Stories ....................................................................................................... 103

Appendix G. Guiding Questions ............................................................................................. 109

Purpose of the Study

before and after the introduction of rubric usage.

school (Carpenter, 2019).

during the data gathering.

Philippine national curriculum when it comes to English language learning.

their respective career choices.

the support of bilingual rubrics?

Significance of the Study

are expected from international students.

personally possesses. Writing competence is a sufficient capability of the students to

Philippine Language Brief History

development and implementation of a national language by President Manuel L. Quezon of the