Concept Paper Presentation

Paolo N. Menozo
Proposed Titles:

1. Technology Enhanced Language Learning Strategies (TELL) in Flexible

Learning: An Evaluative Study

2. Meaning Making Strategies Dominant among College Students on Multimodal

Digital Media

3. Analysis and Intervention of Syntactic Errors in Business Letters

Technology Enhanced Language Learning
Strategies (TELL) in Flexible Learning: An
Evaluative Study
 BACKGROUN REVIEW OF
PROBLEM LITERATURE AND RESEARCH QUESTIONS
D STUDIES
Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

“The advent of
technology and its
continuous
advancement changes
the way we view
education today.”
 BACKGROUN REVIEW OF
PROBLEM LITERATURE AND RESEARCH QUESTIONS
D STUDIES
Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

Teachers, policy
makers, and Learning becomes
education scholars exciting and motivating
believe that (Andrade, 2014)
technology
integration Promotes students’
supports both the active learning (Parvin
teachers’ & Salam, 2015)
pedagogical
practices and the Caters to their needs
students’ learning and interest (Gilakjani,
improvement 2017)
(Costley, 2014;
Parvin & Salam, Promotes collaboration
2015; Gilakjani, (Costley, 2014)
2017).
 BACKGROUN REVIEW OF
PROBLEM LITERATURE AND RESEARCH QUESTIONS
D STUDIES
Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study
With the goal to put technology central to classroom
teaching in response to global demands, various
pedagogical innovations have emerged.

TELL is broadly defined as

Jelyani,
any language learning Shadiev,
Hwang Janfaza, Yang and
activity that uses Wu, and
and Fu and Soori Chen
technological means Huang
(2019) (2014) (2007)
(2020)
and/or tools for efficiency,
motivation, and learning
style flexibility. More effective
Increased
students’ Increased
in vocabulary Increased
motivation, learning
learning than student-
traditional
attention, possibilitie
teacher and
approach s of
interaction comprehens students
ion
 BACKGROUN REVIEW OF

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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

Teacher

Learner

There have been enough empirical evidence as to the effectiveness of TELL to students
and teachers. Few to none have been conducted evaluating the material or TELL itself
against varying criteria. Thus, this study seeks to evaluate the technology enhanced
language learning strategies in the perspectives of both language teachers and
students.
 BACKGROUN REVIEW OF

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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

Ahluwalia (2017) conducted a case study on the impact of technology-enhanced language learning on
the writing skills of 80 engineering students in Punjab, India using an experimental design where they
were tasked to accomplish their writing activities using technology in the language lab. After a series of
writing activities both from control and experimental groups, their results were compared against each
other. It was found that students under treatment have improved more significantly.

In another study, Ghanizadeh et al. (2015) have attempted to review various articles on technology-
enhanced language learning between 2004 and 2014 and explored on the effectiveness of using
technology in learning a particular language. In their study, it was found that technology was utilized
to teach different areas of language education and was successful in enhancing quality
of input, giving timely feedback, and making communication authentic among learners
and teachers, supporting the development of language skills such as listening, writing,
reading, speaking, grammar, and vocabulary.
 BACKGROUN REVIEW OF

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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

Yang and Chen (2006) conducted a descriptive study with an attempt to illustrate the perceptions of
44 10th grade male students regarding language learning in a technology environment under the TELL
project in Taiwan known as “Advanced Joint English Teaching” (AJET). The program contained six
internet-based teaching activities such as group emailing, web-based course, email writing, English
homepage design, video conferencing, and chat room discussion. After a series of activities, it was
found that students had experienced extreme pleasure in learning under a highly technological
environment like AJET. In fact, most of them approved of the use of internet in language learning, but
they had differing opinions as to its benefits.
 BACKGROUN REVIEW OF
RESEARCH
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PROBLEM LITERATURE AND
STUDIES QUESTIONS
Technology Enhanced Language Learning Strategies (TELL) in Flexible Learning: An Evaluative Study

1. What technology-enhanced language learning strategies are utilized by English teachers in

their language classes?

2. How effective are the TELL strategies as perceived by English teachers and students?

3. Is there a significant difference between the English teachers and students’ perceptions of
TELL strategies in terms of effectiveness?

4. What are the problems encountered by English teachers in selecting, organizing, and
teaching TELL strategies in a flexible learning?

5. What are the problems encountered by students in learning English using TELL strategies in
a flexible learning?

6. What curriculum enhancement can be proposed to ensure effective use of TELL strategies in
language classes?
Analysis and Intervention of
Syntactic Errors in Business Letters
 BACKGROUN
D STUDIES
Analysis and Intervention of Syntactic Errors in Business Letters
Writing is considered the most
difficult skill in English (Phuket and
Othman, 2015); regardless of
length of exposure to the
language, EFL learners still tend
to commit errors in writing (Wee,
Sim, and Jusoff, 2009). As an art
of expressing opinions, views,
experiences, and ideas, writing
demands a deep understanding of
sentence structure, vocabulary,
and other conventional forms and
text signals (Harappa, 2022).
PROBLEM
Writing is more than just a
job-related skill but a life
skill upon which people
base their opinions of
one’s learning, values, and
contributions to society
(European Commission,
2022).
REVIEW OF
LITERATURE AND RESEARCH QUESTIONS
Writing is crucial in language
performances. In countries of non-
native speakers of English, writing
is becoming increasingly important
in both educational and
professional settings (Leki, 2001).
Nowadays, universities require
students to write an array of
genres including internship report,
research proposals, and business
writing. In higher education
institutions like universities and/or
colleges, the need for students to
acquire Business English skill is
more than necessary.
Thus, the need to assist
learners and analyze
errors in the writing
process should be of
paramount importance as
it indicates “the learner’s
stage of language
acquisition and provide
evidence of his or her
strategy to build
competence in the target
language” (James, 1998).
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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Analysis and Intervention of Syntactic Errors in Business Letters

In the context of language teaching in the Philippines, English has long been embedded in the curriculum of
both basic and higher educations. It is also used as medium of instruction for Mathematics, Science, among
others (Sioco, 2018). In the K to 12 Curriculum, writing is translated as one of the sub-strands of Language Arts
and Multiliteracies Curriculum along with reading, speaking, listening, and viewing (K to 12 English Curriculum
Guide, 2016). However, despite this supposedly strong foundation of English teaching in the
country, Filipinos seem not to fully maximize their potentials. This is evident in the results of
the 2019 PISA ranking where Philippines ranked the lowest among 58 countries, the rising
number of incompetent learners of English, and the continuous decline of quality of
education in the country over the years (Magsambol, 2020; UK Essays, 2013; Racca &
Lasaten, 2016). While globalization and information and communication technology (ICT) are at the height
of changing our academic, professional, and personal landscape, the pressure to produce competent
graduates honed with adequate communication skills, is much greater (The Partnership for 21st Century
Learning, 2015).
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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Analysis and Intervention of Syntactic Errors in Business Letters

In the study of Riaz and Gul (2016), they explored on the writing difficulties experienced by
fourth year Pakistani students in writing business correspondence using an untimed
grammaticality judgment test of Rod Ellis (2005) and Erlam (2006). It was revealed that
majority of the respondents had serious problems with basic structures of English and
asserted that the structures that appeared on the test were not taught ever in their academic
career.
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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Analysis and Intervention of Syntactic Errors in Business Letters

On a separate study conducted by Ananda, Gani, and Shardin (2014) among

44 Indonesian students, it was found that three out of four errors committed fell
under fragmented sentences. In this error, five types have been
observed, namely: absence of a subject, absence of a verb, absence
of a subject and a verb, absence of a dependent clause, and
absence of an independent clause.
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PROBLEM LITERATURE AND
STUDIES
RESEARCH QUESTIONS

Analysis and Intervention of Syntactic Errors in Business Letters

In the Philippines, Mendoza (2016) revealed that students of

Mindanao University of Science and Technology committed errors
on morphology, verb tense, erroneous complementation of
preposition, single lexical items, missing word, register, and
complete style. Mendoza (2016) asserted that these errors were
mainly caused by intralingual interference.
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RESEARCH
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PROBLEM LITERATURE AND
STUDIES QUESTIONS
Analysis and Intervention of Syntactic Errors in Business Letters

1. What are the common errors committed by students in writing

business letters before and after intervention?
2. Is the intervention effective in reducing the errors found in
students’ business letters?
3. What are the possible causes of the errors committed by
students in writing business letters?
4. What curriculum enhancement can be formulated to reduce
errors in writing business letters?
Meaning Making Strategies Dominant
among College Students on Multimodal
Digital Media
 BACKGROUN REVIEW OF
RESEARCH
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PROBLEM LITERATURE AND
STUDIES QUESTIONS
Meaning Making Strategies Dominant among College Students on Multimodal Digital Media

The rapid innovations in science and technology have changed the way humans
communicate. As we live in an increasingly visual culture, the presence of color, pictures,
images, and other non-verbal resources are utilized and interpreted not only as a source of
entertainment and illustration of concepts, but also as a significant avenue for
communication and meaning-making. Today, not only are people exposed to plain texts, but
they are also exposed to texts that contain elaborate visual images, unusual narrative
structures, complex design elements and unique formats (Goldstone, 2004; Kress, 2003;
Serafini, 2011).
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PROBLEM LITERATURE AND
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Meaning Making Strategies Dominant among College Students on Multimodal Digital Media

Jewitt (2005) and Kress and van Leeuwen (2001) emphasized the growing influence of
multimedia resources particularly on describing what counts as texts and what it means to be
literate. In this modern world, literacy is no longer the ability to read and write. Today, it is
defined as the ability to construct and understand different layers of meanings from differing
textual forms associated with various domains such as the Internet, videogames, visual
images, graphics and layouts and other digital technologies (Gee, 2003).
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PROBLEM LITERATURE AND
STUDIES QUESTIONS
Meaning Making Strategies Dominant among College Students on Multimodal Digital Media

Watson (2020) of statista.com revealed in her global survey that 62 percent

of her respondents claimed that there was a “fair extent or great deal of fake
news on online websites and platforms” which is remarkably 10 percent less
than that incurred in TV, radio, newspapers, and magazine-, “marking traditional
media in general as being more trustworthy than online formats”. Serafini (2011)
has initially stressed that there are indeed considerable differences between the
strategies employed in comprehending written texts and multimodal texts.
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PROBLEM LITERATURE AND
STUDIES QUESTIONS
Meaning Making Strategies Dominant among College Students on Multimodal Digital Media

This study seeks to answer the following questions:

1. How do texts and visual images in multimodal texts in the digital media
facilitate the meaning making process of college students?
2. How do multimodal texts affect the college students’ overall performance in
the digital media?
3. How do college students evaluate the factuality of multimodal texts found in
the digital media?
4. What intervention plan in Higher Education can be proposed in order to
strengthen the college students’ media literacy skills using multimodal texts?