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CHAPTER I

INTRODUCTION

Background of the Study

Tell me what you need English for and I will tell you the English that you need.

This is known to be the guiding principle of English for Specific Purpose (ESP).

This view is based on the notion that English is specific to the kind of area or study.

Through the years, English has become the language of business and communication in

different fields of work. Nowadays, English has become necessary in obtaining a job and

performing effectively in the field of work.

Whether or not in an English speaking work environment, skill in the language is

needed to perform tasks like negotiating contracts, writing reports, interacting with

superiors about work related issue, making reports, ordering supplies, and the like.

However, English taught in the educational system does not necessarily coordinate with

the demands of English workforce. It is not always sufficient in scope.

This unfitness gave way to the development of English for Occupational Purposes

(EOP), a branch of ESP that focuses on practical language skills needed by people in the

working environment. It is for language learners who make use of English communication

skills as a tool for work. According to Knight (2010), EOP focuses on the language of job

performance or preparing for identified employment opportunities. Further sub-divisions

of EOP are sometimes made into business English, medical English, political science

English, professional English (e.g. English for doctors, lawyers) and vocational English

(e.g. English for tourism, nursing, aeronautics, social works, etc.). English used in these

professions vary considerably. Specific terms and registers are spoken and written in a
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particular special area of work. For instance, the English of Engineering has important

differences with the English of Public Administration. English for following e-mail or

telephone etiquette may be important for a certain career but not very necessary in another.

In this case, problems occur when students fail to understand and communicate

using this specific English. Their inability to accomplish tasks that require English affects

their academic performance. For instance, in the Philippines, the field of public education

is not generally an English speaking workplace. However, English is needed by students

particularly in carrying out their tasks in writing reports and letters. The inability of

students to perform these tasks that require the use of the language can result to criticisms,

academic failures, and professional disappointments.

This study then focuses on the area of public schools, particularly on identifying

the writing skills in the language which are needed by Senior High School (SHS) students

in their writing subjects such as Reading and Writing and research-related subjects. It aims

to provide basis for an ESP training-matrix for the said clienteles to address the recognized

needs and difficulties. It seeks to determine what the SHS students need English for and

find ways to train them with the English that they need.

Statement of the Problem

This study was intended to construct an English for Specific Purposes (ESP) training-

matrix based on the needs of the Senior High School (SHS) students of San Marcelino

National High School during the academic school year 2017-2018.

It specifically aimed to answer the following questions:

1. What are the self-assessed writing skills mastered by the SHS students?

2. What are the common writing difficulties experienced by the SHS students?
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3. What ESP training matrix can be constructed and proposed to San Marcelino

National High School as a basis for an extension activity that will address the

writing proficiency needs of SHS students?

Significance of the Study

It is estimated, according to Case’s (2003) review teaching titled “Teaching English

as an International Language”, that by 2025, there will be more speakers of English as a

second language than the speakers of English as a first language. Because of the importance

of English language internationally, English for Occupational Purposes (EOP) is taught in

a professional framework. Learners learn English according to their professional needs

which are sometimes before starting their profession as a pre-experience, or mid their work

as a simultaneous, or after starting their work as a post-experience.

In order for the teaching of EOP covers the requirements of the present day society

demanding its service, students must be prepared to use English in the workplace

adequately. These reasons reinforced this study that English should be given the

significance it deserves especially in academic and professional settings.

Theoretically and practically, this research was accelerated for its justification and

reinforcement regarding the important roles played by the English language in the

academic and working world.

The findings of this study, therefore, would generally help the following group of

people:

Senior High School Students. They would to be capable of establishing successful

communication, but not necessarily as precisely as a native speaker. They would be able

to identify their current and future linguistic and communicative needs. Because English is
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a necessary tool in the academic world, they could perform effectively in the classroom as

far as communication is concerned.

Teachers. They would be provided information regarding some deficiencies that

must be corrected in the pedagogic process in order for them to have access to meaningful

language preparation and training for their professions and in the practical application of

acquired language skills. Because English is a prevalent language in many, if not all, labor

works, they would be able to widen their knowledge about English for Specific Purposes

(ESP), English as Secondary Language (ESL), English for Occupational Purposes (EOP),

and English for Academic Purposes (EAP). These may have manifested the sometimes-

unresolved shortages existing in the current educational system because English has

changed from simply being another foreign language into having become a universal form

of communication in all walks of life.

Curriculum Planners. The information about the complexity of skills and the

route of development of these skills would help them identify areas the schools need to pay

great attention to. They could come up with good and appropriate decisions for curricular

change and redirection of emphasis in teaching.

School Administrators. The findings generated in this study could likewise

provide them baseline information on what to include in the syllabus and the sequence of

the discourse skills and development. They might be able to address the needs of teachers

in line with educational plans in improving skills of learners. Moreover, the results would

provide the school on the information as basis for conducting an extension activity

addressing the needs of students in terms of the analyzed language difficulties in line in

their working areas.

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Current and Future ESP Practitioners. The results of the study awaken their

motivation on responding on the multiplicity of the use of English language. Additionally,

these motivate them to bridge the gap between EAP and EOP.

Scope and Delimitations

This study only involved fifteen (15) Grade 12 students of San Marcelino National

High School during the academic year 2017-2018. The researcher looked into the writing

skills the students able to do, their difficulties in writing, aspects of writing they want to

learn, and the modality of how they learn. The researcher did not assess the students’

writing outputs.

One of the limitations of this study is the sample size. Since the sample consisted

only of fifteen (15) students and it only used survey questionnaire as research instrument,

the generalizability of the results is not through to all.

The findings from the needs analysis served as basis for designing a training matrix

for students in improving their language skills.

Definition of Terms

For the purpose of clarity, the following terms are defined:

Adult Language Learning. It refers to a deliberate, painstaking, intellectual

process that results in the total native fluency acquired naturally regardless of intellectual

ability or personal motivation of adults.

Adult Learners. This term refers to those adults who are engaged in learning

activities that may promote any sustained change in thinking, values, or behavior. Adult

learners participate in many types of formal and informal education activities that they hope
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will help them function effectively in the changing world around them or for the purpose

of achieving some personal sense of fulfillment, for bringing about improvement in their

lives, or even for the sake of leisure or recreation.

SHS Students. This term refers to Grade 11 and Grade 12 students of the Senior

High School (SHS).

Difficulty in Using English. This terms refers to the different mistakes in English

such as pronunciation, grammar, orthography, and vocabulary usage.

English Language. It is a term referring to the most important means for acquiring

access to the world's intellectual and technical resources. It is the pre-eminent language of

wider communication.

English for Specific Purposes. It is an approach to language teaching in which all

decisions as to content and method are based on the learner's reason for learning. It also

refers to teaching a specific genre of English for students with specific goals.

English Proficiency. This term refers to the ability of an individual to speak or

perform in an acquired language.

Future Use of English. This term refers to a purposeful or industrious activity by

the aid of English to achieve a certain endeavor in the future. It can be a dream or a want

which can only happen in a one’s future life by the use of English.

Self-directed Learning. This term describes a process by which individuals take

the initiative, with or without the assistance of others, in diagnosing their learning needs,

formulating learning goals, identify human and material resources for learning, choosing

and implement appropriate learning strategies, and evaluating learning outcomes.

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Speaking. This term refers to an interactive process of constructing meaning that

involves producing, receiving, and processing information through sounds.

Training. This refers to an organized activity aimed at imparting information

and/or instructions to improve the recipient’s performance or to help him attain a required

knowledge or skill.

Transformation. This describes a process of profound and radical change that

orients an organization in a new direction and takes it to an entirely different level of

effectiveness. It also implies a basic change of character and little or no resemblance with

the past configuration or structure.

Writing. This is a term that refers to the medium of communication that represents

language through the inscription of signs and symbols relies on many of the same structures

as speech, such as vocabulary, grammar and semantics, with the added dependency of a

system of signs or symbols, usually in the form of a formal alphabet.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of different literatures and studies that have

bearing on the present study. These provided the researcher useful information on the basis

of understanding the research.

English for Specific Purposes

English for Specific Purposes is a type of language learning which has its focus on

all aspects of language pertaining to a particular field of human activity (Wright, 1992). In

other words, it is a way of teaching/learning English for specialized subjects with some

specific vocational and educational purposes in mind. In ESP syllabus, the teaching content

is geared to the special language 'repertoire' pertaining to the specialized aims that are

required of the learners.

Absolute Characteristics. ESP is defined to meet specific needs of the learners. It

makes use of underlying methodology and activities of the discipline it serves and ESP is

centered on the language appropriate to these activities in terms of grammar, lexis, register,

study skills, discourse and genre (Dudley-Evans, 1997).

Variable Characteristics. ESP may be related to or designed for specific

disciplines. It may use, in specific teaching situations, a different methodology from that

of General English. It is likely to be designed for adult learners, either at a tertiary level

institution or in a professional work situation. It could however, be for learners at secondary

school level ESP is generally designed for intermediate or advanced students. Most ESP

courses assume some basic knowledge of the language systems (Dudley-Evans, 1997).
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Origin of ESP

Certainly, a great deal about the origins of ESP could be written. Notably, there

are three reasons common to the emergence of all ESP: the demands of a Brave New

World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).

It is noted that two key historical periods breathed life into ESP. First, the end of the Second

World War brought with it an " ... age of enormous and unprecedented expansion in

scientific, technical and economic activity on an international scale · for various reasons,

most notably the economic power of the United States in the post-war world, the role [of

international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s

resulted in Western money and knowledge flowing into the oil-rich countries. The language

of this knowledge became English.

The general effect of all this development was to exert pressure on the language

teaching profession to deliver the required goods. Whereas English had previously decided

its own destiny, it now became subject to the wishes, needs and demands of people other

than language teachers (Hutchinson & Waters, 1987).

Development of ESP

The need for courses tailored to learner’s specific requirements asked for new ideas

in the study of a language. Traditionally, the aim of linguistics was to describe the rules of

English usage, i.e., the grammar, but language methodologists, such as Widdowson, (1978)

directed attention from defining the formal features of language usage to discovering the

ways in which language is actually used in real communication. The author’s major finding

was that “the language we speak and write varies considerably, and in a number of ways

from one context to another”. Since language varies depending on the situation of use,
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features of specific situations will be detected and they will make the basis of the learner’s

course/textbook. Unlike the preceding teaching methodology experience, whose main

emphasis would fall on the English language per se, with the new teaching requirements

the learner’s needs started to represent the teacher’s target. Therefore the direction of study

went from the learner to the language and not vice versa. If, we consider, for instance, the

study of English the children have to deal with, teachers will consider other factors, such

as age, education needs, ability to use their memory, etc.

Types of ESP

David Carter (1983) identifies three types of ESP: 1) English as a restricted

language; 2) English for Academic and Occupational Purposes; and 2) English with

specific topics.

English as a Restricted Language. The language used by air traffic controllers or

by waiters are examples of English as a restricted language. Mackay and Mountford (1978)

clearly illustrate the difference between restricted language and language with this

statement:

... the language of international air-traffic control could be regarded as 'special', in the sense

that the repertoire required by the controller is strictly limited and can be accurately

determined situationally, as might be the linguistic needs of a dining-room waiter or air-

hostess. However, such restricted repertoires are not languages, just as a tourist phrase book

is not grammar. Knowing a restricted 'language' would not allow the speaker to

communicate effectively in novel situation, or in contexts outside the vocational

environment.
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English for Academic and Occupational Purposes. The second type of ESP

identified by Carter (1983) is English for Academic and Occupational Purposes. In the

'Tree of ELT' (Hutchinson & Waters, 1987), ESP is broken down into three branches: a)

English for Science and Technology (EST), b) English for Business and Economics (EBE),

and c) English for Social Studies (ESS). Each of these subject areas is further divided into

two branches: English for Academic Purposes (EAP) and English for Occupational

Purposes (EOP). An example of EOP for the EST branch is 'English for Technicians'

whereas an example of EAP for the EST branch is 'English for Medical Studies'.

Hutchinson and Waters (1987) do note that there is not a clear-cut distinction

between EAP and EOP: "· people can work and study simultaneously; it is also likely that

in many cases the language learnt for immediate use in a study environment will be used

later when the student takes up, or returns to, a job" (p. 16). Perhaps this explains Carter's

rationale for categorizing EAP and EOP under the same type of ESP. It appears that Carter

is implying that the end purpose of both EAP and EOP are one in the same: employment.

However, despite the end purpose being identical, the means taken to achieve the end is

very different indeed. I contend that EAP and EOP are different in terms of focus on

Cummins' (1979) notions of cognitive academic proficiency versus basic interpersonal

skills. This is examined in further detail below.

English with Specific Topics . It is the third and final type of ESP identified by

Carter (1983). Carter notes that it is only here where emphasis shifts from purpose to topic.

This type of ESP is uniquely concerned with anticipated future English needs of, for

example, scientists requiring English for postgraduate reading studies, attending

conferences or working in foreign institutions. However, I argue that this is not a separate
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type of ESP. Rather it is an integral component of ESP courses or programs which focus

on situational language. This situational language has been determined based on the

interpretation of results from needs analysis of authentic language used in target workplace

settings.

Key Issues in ESP

Key issues in ESP curriculum design are suggested: a) abilities required for

successful communication in occupational settings; b)content language acquisition versus

general language acquisition; c) heterogeneous versus homogenous learner group; and d)

materials development.

Abilities Required for Successful Communication in Occupational Settings.

The first ability required in order to successfully communicate in an occupational setting

is the ability to use the particular jargon characteristic of that specific occupational context.

The second is the ability to use a more generalized set of academic skills, such as

conducting research and responding to memoranda. With the health science group, this was

largely related to understanding a new culture. The third is the ability to use the language

of everyday informal talk to communicate effectively, regardless of occupational context.

Examples of this include chatting over coffee with a colleague or responding to an informal

email message.

Content Language Acquisition Vs. General Language Acquisition. The first

thing that is apparent from this breakdown, is that time devoted to developing general

language and academic skills far outweighs the time devoted to the acquisition of content

knowledge. However, it was recommended that the content instructor be present for a

considerable more amount of time; it was observed that there was such an overlap between
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content knowledge, academic proficiency, and general language that we could better

interweave many of the activities as a team.

Heterogeneous Versus Homogenous Learner Group. There are a number of

variables which characterize a heterogeneous learner group. I argue that variations in

language level, prior education and work experience can be accommodated only to a

certain extent. Minimum entrance standards must be established in the areas of language

level, motivation, and prior education and experience. Most importantly, these standards

must be strictly enforced at the time of placement.

Materials Development. In the real world, many ESL instructors/ESP developers

are not provided with ample time for needs analysis, materials research and materials

development. There are many texts which claim to meet the needs of ESP courses. Johns

(1990) comments that no one ESP text can live up to its name. He suggests that the only

real solution is that a resource bank of pooled materials be made available to all ESP

instructors (Johns, 1990). The only difference between this resource bank and the one that

is available in every educational setting -- teachers' filing cabinets -- is that this one is to

include cross-indexed doable, workable content-based (amongst other) resources.

Adult Education

Adult education is a practice in which adults engage in systematic and sustained

learning activities in order to gain new forms of knowledge, skills, attitudes, or values.

(Wikipedia.com)

"One problem contributing to the confusion is that the term 'adult education' is used

with at least three different meanings. In its broadest sense, the term describes a process--

the process of adults learning…In its more technical meaning, 'adult education' describes
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a set of organized activities carried on by a wide variety of institutions for the

accomplishment of specific educational objectives…A third meaning combines all of these

processes and activities into the idea of a movement or field of social practice. In this sense,

'adult education brings together into a discrete social system all the individuals, institutions,

and associations concerned with the education of adults and perceives them as working

toward common goals of improving the methods and materials of adult learning, extending

the opportunities for adults to learn, and advancing the general level of our culture."

(Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to

Andragogy. Chicago: Association Press, 25)

"Adult education is the process by which men and women (alone, in groups, or in

institutional settings) seek to improve themselves or their society by increasing their skill,

knowledge, or sensitiveness; or it is any process by which individuals, groups, or

institutions try to help men and women improve in these ways. The fundamental system of

practice of the field, if it has one, must be discerned by probing beneath many different

surface realities to identify a basic unity of process." (Houle, C. (1996). The Design of

Education ( 2nd Ed.) San Francisco: Jossey-Bass, 41.)

Adult education, also known as continuing education, is a broad term for the

practice of teaching and educating adults. It plays a significant part in the lifelong learning.

Unlike education for children and young adults, which is often mandated through

legislation and strictly structured into steadily advancing levels of achievement, adult

education can be broken into several different fields of specialization: Vocational

education, personal enrichment, and, for some adults, remedial training in literacy and

other skills. The techniques and tools for adult education are also very different from
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education for children, reflecting the different abilities, motivations, and needs of these

students.

Adult education has grown in importance in modern times, partly as

industrialization required more skilled workers, as technology has advanced leading

workers to continue to update their skills and knowledge, and also due to the increasing

consciousness of the rights of all people to have a chance to fulfill their potential. This

brings greater happiness and satisfaction to individuals. At the same time, this benefits

society as a whole by supporting the development of each member of society in ways that

allow them to contribute more fully and effectively to their community. Adult education,

therefore, like that of the youth, is vitally important to the success of a society.

Categories of Adult Education

Andragogy emphasizes the value of the process of learning. It uses approaches to

learning that are problem-based and collaborative rather than didactic, and also emphasizes

more equality between the teacher and learner. While there are many different types of

adult education, most would fall under one of the four categories below.

Vocational/Professional. Perhaps the bulk of adult education worldwide is

vocational or professional related—a multi-faceted type of adult education. Adults with

little to no marketable job skills or experience may attend vocational education programs

at community colleges, technical colleges, and even at universities, where they can earn

certificates or degrees in technical or manual professions. These types of programs are

popular in both developed and developing countries, as these skills are in demand

everywhere. Adults may also attend these programs out of a desire to change careers and

perhaps find a field of work in which they can be more successful.

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With technology becoming a major factor in the global economy, continued

education for those already employed has become popular, as it is seen as giving older

workers with less experience in regards to emerging technology opportunities to compete

in a younger, more experienced job market.

Outside of the technological fields, some licensed professions, such as education

and health, require follow-up classes every few years to maintain licensing.

Many businesses promote, and even require, employees to attend workshops or

seminars to improve their productivity, skills, and knowledge. These seminars can be on a

range of topics, from methods to improve performance, team building and effective

management, to industry trends and updates.

Personal enrichment. A trend in adult education that emerged at the end of the

twentieth century is the offering of classes, workshops, and seminars aimed at teaching

skills and knowledge intended to better individuals emotionally, physically, or culturally.

Adults can attend such classes at community colleges or universities, or community and

religious centers. Adult education geared towards emotional betterment can include

seminars and workshops on everything from self-esteem and self-image issues to

psychological support group meetings

Remedial. Social movements have emerged since the middle of the twentieth

century to help adults with little to no education. Most often this takes the form of literacy.

Even in the industrialized world there are a high number of illiterate adults who struggle to

perform daily functions, find employment, and act as productive citizens. Oftentimes

community volunteers and government outreach programs provide free reading and writing

classes to adults.
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While illiteracy is perhaps the most significant issue, there are other essential skills

that are often taught to adults in order to help them remain productive citizens. How to

manage personal finances, making a resume and applying for a job, and personal

organization are a few of the basic skills that are often taught to adults in remedial

education.

Adult Learning Theory - Andragogy

Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known

for the use of the term Andragogy as synonymous to the adult education. According

Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers

to any form of adult learning. (Kearsley, 2010).

"Andragogy” refers to the process of engaging adult learners in the structure of the

learning experience. The term was originally used by the German educator Alexander Kapp

in 1833, and was later developed into a theory of adult education by the American educator,

Malcolm Knowles.[10] Knowles believed that it was crucial to acknowledge the

differences between how children and adults learn. Knowles' work (most notably the book

Self-Directed Learning: A Guide for Learners and Teachers, published in 1975) has been

controversial. To some, his proposed system states the obvious, to others, he has merely

proposed an adaptation of existing child-learning theories.

One of the most important differences that Knowles recognized was that adults

have accumulated knowledge and experience which can either add value to a learning

experience or hinder it. Whereas children, especially when they are younger, often are most

adaptable to situations and are naturally more inclined to absorb information, adults tend

to have ingrained behaviors and personalities that are firmly established. While this means
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that their self-awareness is greater and ability to focus, rationalize, and apply new

information may be greater than that of a child, it can also mean sometimes that adults can

be more resistant to new modes of thinking and behaving.

Authority and power dynamics are also key factors in adult education. In most

classrooms for children, the teacher and student share an unequal relationship; essentially,

the teacher has (theoretically) absolute control and authority over the classroom, modeling

the authority of a child's parents. Educators of adults share a different type of relationship

with their students. A less significant difference in age and experience often means that

educators must treat their students on a more equal level with more respect, sensitivity, and

appreciation.

Stephen Brookfield's 1991 publication further developed this field. He saw adult

education and adult learning theory as compromised of six leading principles: voluntary

participation in learning, mutual respect among participants, collaborative facilitation, a

praxis approach to teaching/learning, the necessity of critical reflection upon the breadth

of life, and a proactive and self-directed empowerment of participants. While not in direct

contradiction to Knowles, Brookfield focused more upon the self-motivating pre-requisite

as the most important guarantee of success. In other words, in most circumstances adults

are not forced into educational settings but participate out of their own desire for self-

advancement. If they are required to participate in an educational program, unless there is

a willingness to learn and participate the adult will more than likely not achieve significant

learning.

Andragogy now regards six factors as important in adult learning: the learner's need

to know, the self-concept of the learner, prior experience of the learner, readiness to learn,
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orientation to learning, and motivation to learn. Adults differ from children in a variety of

ways along these six dimensions, requiring adult education to develop different

methodologies from traditional education in order to be successful.

Language Training for Adult Students

Today, World Englishes and English as an International Language (EIL) are of

increasing importance in international communication, occupation and business, the media,

and pop culture. They have also gained importance in research journals and in such fields

as civil aviation. Broad estimates of the number of people studying English are extremely

large, and this number is growing, particularly among young adults. Graddol (2006)

suggests that current trends may result in a spike of some two billion English language

learners in the next 10 to 15 years, and he envisions a time when English language ability

may well become a baseline skill in countries where English is taught as a foreign language

today.

Accordingly, English language education has assumed greater importance in adult

education. In this book, we focus on adult language learners in the hope of providing

inspiration and ideas to English as a foreign language (EFL) and English as a second

language (ESL) teachers, teachers in training, and volunteers. We use the term adult

language learner to distinguish these learners from younger language learners enrolled in

primary and secondary schools; these groups possess very different characteristics from

adult language learners.

Adult language learners are goal oriented and direct their learning to fulfill

particular needs or demands: to advance their studies, to progress up the career ladder, to

follow business opportunities, to pass a driving test, to assist their children with homework,
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or simply to be successful users of the language. They usually require immediate value and

relevance from their studies, and they often learn best when they are engaged in developing

their own learning objectives.

These attributes, distinct from those of younger language learners, led to the

creation of the term androgogy, a word popularized in the 1980s to distinguish the field of

adult learning from that of pedagogy. Adults are mature, competent, experienced,

multitalented individuals who live complex lives and fulfill a variety of different life roles.

They can draw on this wealth of previous life and educational experience for their learning,

but they may learn in very different ways. Some prefer a more process-oriented approach

with active experimental problem-solving tasks over memorization, whereas others may

prefer learning styles developed during their school years (Knowles, Holton, & Swanson,

1998). This early view of adult language learners as unique, complex individuals coincides

with constructivist theory (Williams & Burden, 1997).

As language learners, adults have multifaceted identities in their dynamic and

changing lives. They can usually communicate confidently and effectively in their first

language (L1) and may code switch between several other languages. They may be

immigrants or international students, professionals, workers, or refugees. They may have

their own interpretations of their culture and belief systems as well as the ability to reflect

and build on their cross-cultural experiences. Some are highly literate in their L1, and

others are illiterate. Some may struggle, as many of us do, to move from beginners to

capable users of the additional language. Most also want to develop their own identities as

users of the language and realize that it is unrealistic to measure their progress against a

native speaker model.

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Cook (2002) recognizes language learners as having multiple competencies

because their languages create different interconnections in their minds compared to

monolingual speakers. He suggests that learning an L2 [second language] is not just the

adding of rooms to your house by building an extension at the back: it is the rebuilding of

all the internal walls.

Research has also shown that adult learners have greater cognitive and linguistic

capabilities and conceptual complexity than younger learners (Robinson, 2005), although

these capabilities (e.g., attention span, information processing of a rich and complex range

of input, memory storage capacity) may vary from learner to learner. In addition, adults are

able to discuss their learning styles and strategies in ways that children and adolescents are

unable to (Cohen, 1998). In recent years a more positive view of adult language learners

has developed, despite

intense debate and sometimes conflicting research into the central claim of the critical

period hypothesis that adult learners cannot gain full mastery of an L2, especially native-

like pronunciation (Griffiths, 2008). The following are approaches applied in language

training for adult learners:

Humanist Approach. The humanist approaches from the 1970s also offer insights.

Considering the whole person as an entity, with sensitivity to feelings and emotions, fits

well with the concept of the adult language learner that can be found in the literature. The

importance of developing confidence and self-esteem is paramount (Williams & Burden,

1997), and a relaxed learning environment reduces anxiety, which in turn improves

motivation and confidence.

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Research into the importance of learner identities, learner competencies in second

language acquisition (SLA), and their relationship with learner autonomy has recently been

revisited. Autonomous adult language learners show many of the characteristics previously

noted in studies of good language learners and lifelong adult learners. Terms and phrases

such as active, able to manage, critically reflective, self-confident, self-determining,

motivated, and responsible for learning are frequently found. Benson (2007) indicates that

language learners are more capable of autonomous action . . . than teachers typically

suppose and can determine both content and learning strategies. However, learners develop

various ways to achieve their different degrees of autonomy, and some may need to embark

on a scaffolded process to gradually develop greater autonomy.

Both in the community and in the classroom, adult language learners need an

accepting, secure, and supportive environment that engages them. So the teacher must

foster in students a willingness to cooperate and collaborate with each other. By listening

actively, eliciting and asking questions, and sharing opinions, students learn together and

develop into a cohesive group. Although Vygotsky’s (1978) focus on social constructivism

and the dynamic interaction between the learners, teacher, task, and learning context

concentrates on young learners, its spotlight on the importance of a secure social context

is also relevant for adult learners (Williams & Burden, 1997).

Therefore teachers should access or develop materials that meet the specific needs

of the adult language learners in their particular contexts, whether EFL or ESL, workplace

or academic. Developing these materials can involve the teacher and the learners in

negotiating aspects of the syllabus and setting goals via self-evaluation processes and
 23

individualized learning plans. In addition, Jenkins (2006) advises teachers to consider EIL

and whether native-like pronunciation

is appropriate in their context. She suggests helping learners find out about Englishes, their

similarities and differences, issues involved in intelligibility, their strong links between

language and identity and so on.

Communicative Approach. Learner-centeredness increased significantly with the

advent of the communicative approach to language teaching, although many variations

now exist. The focus of communicative language teaching (CLT) on using meaningful

language in context involves being able to use language appropriately in situated

transactional and interactional environments as well as knowing the rules. Hedge (2000)

notes that CLT develops five interlinked competences: discourse, strategic, linguistic,

fluency, and the highly contextualized pragmatic competence. She suggests that most adult

language learners can already utilize these skills in their L1.

In recent years, the popularity of task-based instruction has led to the investigation

of task construction and linguistic complexity. Real-life tasks provide comprehensive input

and frequently involve adult language learners interacting in group projects. Task types can

be manipulated to develop fluency, complexity, appropriacy, accuracy, and confidence.

Integrating tasks with a focus on form means that grammatical competence, once a major

focus of language instruction, has regained its value within linguistic competency (Ellis,

2005).

Functional Approach. Increasingly, technology also is embedded into language

tasks and syllabus design. Adult language learners have opportunities to upgrade their skills

via webquests (Dodge, 2007) and podcasts, and to create blogs and broadcasts in order to
 24

contribute to and feel part of the community around them. In addition, spoken and written

corpora increasingly provide opportunities for adults to expand their lexis through

collocations, prefabricated lexical phrases, and fixed phrases rather than from simply using

bilingual word lists. In the adult classroom, innovative teaching can integrate stimulating

and enjoyable tasks into a congenial classroom environment to provide occasions for

engagement, collaboration, investigation, and critical analysis of content, context, culture,

and structures.

Types of Syllabi

According to Mohseni (2008), a language teaching syllabus involves the

combination of subject matter (what to teach) and linguistic matter (how to teach). It

actually performs as a guide for both teacher and learner by providing some goals to be

accomplished. Syllabus, in fact, deals with linguistic theory and theories of language

learning and how they are utilized in the classroom. There are different types of syllabi as

stated by Julie Howell:

Procedural Syllabus. Its focus is on meaning that will lead to structure being

learned. The course is arranged around tasks helping the learner subconsciously perceive

the language while consciously focusing on solving the meaning behind the tasks. The

tasks will engage the learner in thinking processes, the focus of which is completion of the

task rather than learning the language. The language form is acquired subconsciously when

the learner's attention is focused on meaning (White, 1988).

Cultural Syllabus. The aim of this syllabus is to teach about culture such as a

research-minded outlook, the learner’s own country, knowledge about the target culture,

affective goals, awareness of its characteristics and of differences between the target
 25

culture, emphasis on the understanding socio-cultural implications of language and

language use. As stated by Byram (1997), the Cultural Syllabus has been created to

provide means for integrating the teaching of language and culture. It promotes a new

understanding about culture teaching, a combination of knowledge and skills, and proposes

a new methodology for achieving these aims.

Situational Syllabus. This type of syllabus uses situations to guide language

teaching because “language is related to the situational contexts in which it occurs.”

(Mohammad, 2008) The main principle of a situational language teaching syllabus is to

teach the language that occurs in the situations.

Skill-Based Syllabus. Language Skills are acquired for the purpose of situational

or use in context. Skills are abilities that people must be able to do to be competent enough

in a language, rather independently of the situation or context in which the language use

can occur. In this syllabus, the content of the language teaching involves a collection of

particular skills that may play a role in using language. The chief rationale behind skill-

based instruction is to learn the specific language skill. (Wilkins, 1976)

Structural or Formal Syllabus. According to Brown (1994) the focus of this

syllabus is on the outcomes or the product. It is, in fact, a grammatical syllabus in which

the selection and grading of the content is on the basis of the complexity and simplicity of

grammatical items. In other words, it specifies structural patterns as the basic units of

learning and organizes these according to such criteria as structural complexity, difficulty,

regularity, utility and frequency. The learner is expected to master each structural step and

add it to his/her grammar collection. It makes ample use of highly controlled, tightly

structured and sequenced pattern practice drills.

 26

Multi-Dimensional Syllabus. As stated by Breen, M.P. (1984), it is possible to

design a syllabus involving lessons of varying orientation; for example, some including

important functions, others dealing with situations and topics, and yet others with notions

and structures. The underlying principle is that there should be flexibility to change the

central point of the teaching material as the course unfolds. This will lead to a syllabus

design which is flexible, less rigid and more responsive to the various student language

needs.

Tasked-Based Syllabus. In this syllabus, the tasks and activities are used to

promote language learning. It is the application and practice of language. Candlin, (1984)

points out that speaking a language is a skill best perfected through interaction and

practice. The content of the teaching is a series of multifaceted and focused tasks that the

students want or need to perform with the aid of the language they are learning. Tasks

combine language and other skills in specific contexts of language use. Since language

learning is considered subordinate to task performance and language teaching also occurs

just as the need arises during the performance of a particular task, the tasks are best defined

as activities with a purpose other than language learning so as to develop second language

ability.

Process Syllabus. This type of syllabus was supported by Breen (1984a:1984b)

whereby a framework can be provided within which either a pre-designed content syllabus

can be publicly analyzed and evaluated by the classroom group, or a developing content

syllabus can be designed in an on-going way. It supports a frame for decisions and

alternative procedures, activities and tasks for the classroom group. It explicitly attends to

teaching and learning and particularly the possible interrelationships between subject
 27

matter, learning and the potential contributions of a classroom. The actual syllabus is

designed as the teaching and learning proceeds.

Learner-Led Syllabus. Breen and Candlin (1984) were the first ones proposed the

belief of basing an approach on how learners learn. The emphasis is upon the learner, who

it is hoped will be engaged in the implementation of the syllabus design as far as that is

practically possible. The learners’ awareness of the course they are studying helps them

increase their interest and motivation, attached with the positive effect of developing the

skills required to learn. The instructor uses a pre-arranged syllabus as a guide, but the

learners create and modify the syllabus increasing interest and motivation to develop

language skills.

Proportional Syllabus. This type of syllabus is basically practical and its focus is

upon flexibility and spiral technique of language sequencing leading to the recycling of

language (Stern, H.H. 1992). The proportional syllabus mainly tries to develop an overall

competence. It seems appropriate and applicable for learners who lack exposure to the

target language beyond the classroom. Specifically speaking, this syllabus comprises a

variety of elements with theme playing a linking part through the units. This theme is

chosen by the learners. The dominant view in designing a proportional syllabus centers

around the premise that a syllabus has to indicate explicitly what will be taught, rather than

what will be learned. In closing, the rationale behind designing such a syllabus is to develop

a type of syllabus that is dynamic with ample opportunity for feedback and flexibility.

Content-Based Syllabus. This syllabus teaches content using the target language.

The subject matter is of primarily importance, but language learning occurs along with

content. Willis, D. (1990) stated that this syllabus is intended to design a type of
 28

instruction in which the crucial goal is to teach specific information and content using the

language that the learners are also learning. Although the subject matter is of primary and

vital importance, language learning occurs concurrently with the content learning.

The learners are at the same time language students and learners of whatever

content and information is being taught. As compared with the task-based approach of

language teaching that is connected with communicative and cognitive processes, content-

based language teaching deals with information.

Notional or Functional Syllabus. The chief emphasis of this syllabus is upon the

communicative purpose and conceptual meaning of language i.e. notions and functions. In

other words, the content of the language teaching is a number of the functions that are

performed on using the language, or of the notions that language is utilized to express.

Functions can be exemplified by instances such as inviting, requesting, agreeing,

apologizing; and notions embrace age, color, size, comparison, time, etc.

As proposed to the hypothesis of structural and situational syllabuses which lies in

the fact that it is most often in search of ‘how’ or ‘when’ and ‘where’ of language (Brumfit

and Johnson, 1979:84), the functional/notional syllabus seeks for ‘what is a learner

communicates through language’.

An important point regarding notional-functional syllabus is that the needs of the

students have to be explored and analyzed by different types of interaction and

communication a learner may be involved in. Accordingly, needs analysis is central to the

design of notional-functional syllabuses. Needs analysis should be taken into account so as

to establish the necessary objectives. Apart from needs analysis that has an implicit focus

on the learner, this type of syllabus proposes a new list consisting of notions and functions
 29

that become the main focus in a syllabus. White (1988:77) argues that "language functions

do not usually occur in isolation" and there are also difficulties of selecting and grading

function and form.

Lexical Syllabus. As one of the advocates of the lexical syllabus, Willis (1990)

asserts that “taking lexis as a starting point enabled us to identify the commonest meanings

and patterns in English, and to offer students a picture which is typical of the way English

is used”. He continued to claim that they were able to follow through the work of Wilkins

and his colleagues in their attempt to establish a notional syllabus. They also were able to

suggest to students a way of referencing the language they had experienced. Thus learners

were able to use their corpus in the same way as grammarians and lexicographers use a

corpus in order to make valid and relevant generalizations about the language under study.

Its focus is on vocabulary; specific words and phrases that frequently appear in

books and conversation. Learn from examining corpus of language or sentences. By

exposing learners to carefully selected language, and by alarming them with analyzing that

language for themselves, the syllabus helps the learners successfully achieve their goals.

Even though there are a number of types of syllabi; “it is common for one type of syllabus

to be utilized fully in actual teaching settings” (Mohseni, 2008).

This endeavor will use a Notional/Functional Syllabus for as it states with its

definition, the emphasis is on the purpose of communication and meaning of language

which is the main aim/goal of this research. Another proof is that, a notional/functional

syllabus needs Needs Analysis to create it. This research conducted a needs analysis to the

respondents.
 30

Theoretical Underpinnings

It has been stated that adults are also required to learn English so that they are able

to compete with each other in this working world. According to Gerber and Reiff (1994),

students who are over the age of 21 are included as adult learners and they tend to have a

particular problem in learning language.

Therefore, this study capitalizes on the theory of learning pertaining to adult

learners. According to Lado (1961), adults and older people have problems on transferring

habits of the native language more severely than younger people. They have maximum

difficulty in remembering the sounds, they finally learn to hear and to produce, and they

have the same difficulty establishing the new sounds as habit of speech. Knowing this idea,

it is significance to discover a technique which will help and facilitate adults to learn

English especially for speaking skill. Lightbown (1999) supports this idea through his

statement that there is a time in human development when the brain is predisposed for

success in language learning. Developmental changes in the brain, it is argued, affect the

nature of language acquisition.

Despite the fact that adults have a lot of limitations, they, actually, still have big

motivation to learn. Motivation is one of the greatest influences of effective learning.

Knowles (1977) describes that adults are motivated to learn because of a concern with

upward occupational mobility, and a sense of personal achievement, satisfaction and self-

fulfilment.

Adult learners are the main concern in this research. It is then very imperative for

teachers to consider their needs and interests. Without considering these, it would be
 31

pointless teaching them. Furthermore, skills and potentials of the learners will not be fully

realized.

To move to this ideal, the Theory of Transformational Learning is hereby

recognized. This theory believes that language learning changes the way individuals think

about themselves and their world, and that involves a shift of consciousness. For example,

English language learners often report a shift in their view of U.S. culture and in their view

of themselves as they gain confidence communicating in a new language (King, 2000).

Adult language learning therefore is in line with transformational learning theory since this

is the expansion of consciousness through the transformation of basic worldview and

specific capacities of the self; transformative learning is facilitated through consciously

directed processes such as appreciatively accessing and receiving the symbolic contents of

the unconscious and critically analyzing underlying premises.

Jack Mezirow in the year 1994 developed transformational learning theory during

the past two decades and evolved "into a comprehensive and complex description of how

learners specifically the adults construe, validate, and reformulate the meaning of their

experience." He believes that in order for language learners to change their "meaning

schemes (specific beliefs, attitudes, and emotional reactions),"they must engage in critical

reflection on their experiences, which in turn leads to a perspective transformation.

Taylor (2002) validated the theoretical principles presented by Mezirow when he

suggested neurobiological research as a promising area that may offer some explanation

about the role emotions play, closing the gap between rationality and emotion in the

transformational learning process. Taylor implies that with available modern technology
 32

stresses the importance of the role of implicit memory, from which emerge habits, attitudes

and preferences that are related to unconscious thoughts and actions.

For Boyd (2005), transformation is a "fundamental change in one's personality

involving [together] the resolution of a personal dilemma and the expansion of

consciousness resulting in greater personality integration." This calls upon extra-rational

sources such as symbols, images, and archetypes to assist in creating a personal vision or

meaning of what it means to be human. He considered that when adults learn language, the

current situation or experience is a great consideration because it will serve as a starting

point of the adult learners to foresee how they are going to improve and to probably

transform the learners.

Very related to the transformational learning theory is the setting of goals in order

for a learner to achieve a transformation, so the Self-Directed Learning Theory is also

recognized. This states that individuals have a common goal that is why they become self-

directed. James Knowles in the year 1970 proposed this learning theory as one of the most

common theory related to adult education. Learning efforts, self-planned learning usually

the last stage of learning-usually reserved for the adult learner. Language learner takes the

initiative in the planning executing, and the evaluation of their own learning if they find it

very necessary for them.

Ideas about the self-directed learning theory were emphasized by Thawton (2000)

he states that self-directed learning will promote transformational learning, thus enhancing

the ability of adult learners to be self-directed in their learning. Further, it promotes

emancipatory learning and social action as an integral part of the learning.

 33

This research therefore considers the transformational learning theory and the self-

directed learning theory. Thus, these theories must be evident in the materials. Adult’s

needs and experiences are very necessary in setting whatever transformation you want

them to have because once their experiences are considered, they will have the motivation

to set their goals and aspirations thus, will lead them to having the self-direction to learn

the language.

Self-Goal

Experiences
Adult’s Language
Reflections

Learning
Environment

Current Needs

Figure 1. Adult’s Learning Environment

The design supported the present researchers in the development of training matrix.

Since it will cater on adults, learning can only be considered transformative if it involves a

fundamental questioning or reordering of how one thinks or acts; a challenge to hegemonic

implications. In other words, reflection alone does not result in transformative learning

unless the process involves a critical reflection, a recognition and analysis of taken for

granted assumptions. Brooklyn (2003) suggested that a learning environment in a language

 34

where adults are the primary concerns, the current needs on a particular workplace must be

considered. Further, their experiences must be given of great importance because these are

the basis in creating their own self-goals for learning the language especially so if they find

it with great importance. Lastly, reflection must be included because adult learners will

have the opportunities to realize if their goal is clearly obtained.

 35

CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, population and

sampling procedure, data gathering procedure, research instrument, and statistical

treatments.

Research Design

This research used the Research and Development or RND which investigates facts

and discovers needs from particular respondents in order to come up with a program that

addresses these needs.

In this research, the RND was used in gathering information as designed in the

research instrument. The information gathered were used to develop a matrix as basis for

an instructional program. It is used as a tool for enhancing the skills of the respondents,

specifically the usage of English language in specific academic endeavor. The RND

focuses on a study that will analyze the needs and abilities of the respondents for the

purpose of developing a material relevant to them. In simple words, this research has two

purposes: (1) to analyze how the respondents use English language in their academic

endeavor; and (2) to develop a program to enhance their skills.

Moreover, needs analysis was also used as an initial step in gathering data from the

respondents. The result of the needs analysis served as a guideline for the researcher to

undertake this research. Through the needs analysis, the researchers were able to come up

with strategies to carry out the objectives of the research.

 36

Locale of the Study

This study was carried out in San Marcelino National High School, one of the

public secondary schools in Dingras. It is located at Brgy. San Marcelino, Dingras, Ilocos

Norte. As of the moment, the school has a student population of fifty (56) from the Senior

High School Grade 12 level.

Population and Sampling Procedure

The data gathered from this study were obtained from the Senior High School

students of San Marcelino National High School during the academic year 2017-2018.

The researcher chose the Grade 12 SHS students as the respondents qualified for

the research for they would venture in the working environment. Specifically, there were

fifteen (15) respondents as sample size of this study. They were randomly selected among

the total population of the Grade 12 SHS students during the academic year 2017-2018.

Data Gathering Procedure

To carry out the objectives of the research, a needs analysis was conducted to enable

the researcher to determine the students’ writing skills, their difficulties in writing, the

aspects of writing they want to learn, and the specific modality the students prefer to learn.

The needs analysis was necessary in setting transformation and led to self-direction for the

respondents to learn the language.

The researcher then constructed questions based on a prototype questionnaire. After

the survey questionnaire was finalized, the researcher distributed the research instrument

to fifteen (15) respondents. After the collection of the instrument, the answers were tallied,

presented on a table, interpreted, and analyzed.

 37

The results were the basis in designing an ESP training-matrix which would serve

as the framework of the seminar workshop.

Research Instrument

To gather the needed data, the researcher formulated a survey questionnaire. The

instruments consists of four (4) parts: Part I. Respondent’s Self-Assessment on English

Writing Skills; Part II. Student’s Writing Difficulties; Part III. Aspects of Writing Students

Want to Learn; and, Part IV. Specific Modalities Students Prefer to Learn. The Part I and

Part II consist of fifteen (15) and nine (9) items, respectively, and have four (4) rating

scales. The Part III and Part IV have eleven (11) and five (5) items which the respondents

need to check. However, the Part IV only asks the respondents to choose only one.

Statistical Treatments

The statistical methods used were the following:

Frequency and Percentage. The percentage and frequency distributions were used

to classify the SHS students’ aspects of writing that the students want to learn and the

specific modalities they prefer to learn. The frequency presented the actual response of the

respondents to the said specific items. The number of response from the students was added

to come up with a total number translated into percentage.

Weighted Mean. To determine the mastered writing skills of the students, and their

difficulties in writing, the statistical technique used by the researcher was the weighted

mean. It was used to determine the average responses of the different options provided in

the first part of the survey questionnaire.

 38

The respondents’ answers to each item were interpreted as follows:

Weighted Mean Qualitative Interpretation

1- 1.74 Never/Easy
1.75 - 2.49 Seldom/Seldom Difficult
2.50 - 3.24 Often/Difficult
3.25 - 4 Always/Very Difficult
 39

CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the data in tabular form as well as the interpretation and

analysis of the data.

Table 1. Mean Scores on Respondent’s Self-Assessment on English Writing Skills

Frequencies
Writing Skills Always Often Seldom Never Mean Rank Remarks
(4) (3) (2) (1)
1. I can write clear topic
0 12 3 0 2.8 8 Often
sentences.
2. I can organize
0 7 8 0 2.47 15 Seldom
logically my ideas.
3. I can logically support
and develop my main 1 7 7 0 2.6 14 Often
points.
4. I can write using
academic style and 2 7 6 0 2.73 9.5 Often
tone.
5. I use appropriate
vocabulary and word 1 9 5 0 2.73 9.5 Often
forms.
6. I can observe spelling,
punctuation marks, 0 10 5 0 2.67 11.5 Often
and capitalization.
7. I can observe proper
1 8 6 0 2.67 11.5 Often
grammar.
8. I can paraphrase and
4 9 2 0 3.13 1 Often
summarize a text.
9. I can use text citations
1 12 2 0 2.93 3.5 Often
using APA style.
10. I can construct thesis
1 10 4 0 2.8 8 Often
statement.
11. I can use direct and
12 3 0 2.8 8 Often
indirect quotations.
12. I can use various
different patterns of
1 12 2 0 2.93 3.5 Often
paragraph
development.
13. I can write good
1 11 3 0 2.87 6 Often
academic paper.
14. I can write effective
2 10 3 0 2.93 3.5 Often
introduction.
15. I can follow
0 14 1 0 2.93 3.5 Often
prescribed formats.
n=15
 40

Table 1 shows the mean scores on respondent’s self-assessment on their English

writing skills. All the indicated writing skills are interpreted as Often except statement 2

which is on the logical organization of ideas considered as the least mastered skill followed

by (3.) supporting main points, (6.) mechanics, and (7.) grammar. It can also be noted that

the most mastered writing skills are (9) text citations, (12.) paragraph development, (14.)

effective introduction, and (15.) formatting which all have 2.93 weighted mean. The least

mastered skills include (2) organization of content (2.47), (3) development of main points

(2.6), (6) mechanics (2.67); and, (7) grammar (2.67).

Table 2. Mean Scores on Students’ Writing Difficulties

Degree of Difficulty
Aspects of Difficulties VD D SD E Mean Rank Remarks
(4) (3) (2) (1)
1. Using 1st person (as opposed to 3rd
0 11 4 0 2.73 4.5 Difficult
person)
2. Using paraphrasing (own words) 1 8 6 0 2.67 6.5 Difficult
3. Providing bibliographies 0 6 8 1 2.33 8 Seldom Difficult
4. Sequencing the content 2 6 7 0 2.67 6.5 Difficult
5. Presenting argument 2 7 6 0 2.73 4.5 Difficult
6. Looking for sources/ references 1 7 6 1 2.93 1 Difficult
7. Selecting appropriate words 3 6 6 0 2.8 3 Difficult
8. Using text citations 1 5 8 1 2.4 9 Seldom Difficult
9. Following prescribed formats. 3 7 5 0 2.87 2 Difficult
n=15
Legend
VD - Very Difficult
D - Difficult
SD - Seldom Difficult
E - Easy

The mean scores on student’s writing difficulties are presented in Table 2. Based

on the results, the most difficult aspects of writing is (6.) Looking for sources/references

with 2.93 weighted mean followed by (9.) Following prescribed format; (8.) Selecting

appropriate words; (1.) Using 1st person (as opposed to 3rd person); and, (5.) Presenting

argument. They are all interpreted as Difficult. The least difficult aspects are (3.) Providing

bibliographies and (8.) Using text citations with 2.33 and 2.4 weighted means and are
 41

interpreted as Seldom Difficult, respectively. This is because text citation, as shown in

Table 1, is mastered by the respondents and in doing so, bibliographies are well indicated.

Table 3. Frequency on Aspects of Writing Students Want to Learn

Agreement
Aspects of Writing
f p
1. Writing Letters 15 100%
2. Writing Announcements 13 86.67%
3. Writing Speeches 8 53.33%
4. Writing Reports 15 100%
5. Writing Minutes of the Meeting 12 80%
6. Writing Resolutions 15 100%
7. Writing Research Paper 15 100%
8. Writing Reaction Paper 15 100%
9. Writing Position Paper 14 93.33%
10. Writing Academic Essay 13 86.67%
11. Creative Writing (poems, short stories) 15 100%
n=15

Table 3 indicates the frequency on aspects of writing students want to learn. The

aspects which are wanted are (1.) Writing Letters; (4.) Writing Reports; (6.) Writing

Resolutions; (7.) Writing Research Paper; (8.) Writing Reaction Paper; and, (11.) Creative

Writing. All of the fifteen (15) respondents (100%) want to learn on these aspects of

writing.

Table 4. Frequency on Specific Modalities Students Prefer to Learn

Agreement
Modalities
f p
1. Seminar-Workshop 3 20%
2. Lecture Method 8 53.33%
3. Tutorial 2 13.33%
4. Modular Instruction 1 6.67%
5. Online Learning 1 6.67%
n=15

Frequency on specific modalities students prefer to learn is presented in Table 4. It

can be noted that (2.) lecture method is the most wanted modality with followed by (1.)
 42

Seminar-workshop; and, (3.) Tutorial with 8 (53.33%), 3 (20%), and 2 (13.33%)

frequencies.

ESP-TRAINING MATRIX

Training Title: The Art of Letter Writing

Training Description:

The training deals on the study and practice of writing in professional settings. This

training focuses on documents necessary to make decisions and take actions on the job

such as letters and memorandum, reports, proposals, e-mail and other documents.

Training Objectives:

By the end of this training, participants should be able to:

A. understand the requirements and ethics of technical and business writing in

the 21st century workplaces;

B. communicate effectively by analyzing audience, organizing documents,

writing clearly and precisely;

C. write business letters which are clear, concise, and well-organized, with good

word choice and which contain the essential elements of information;

D. write clear, intelligent technical reports; and

E. demonstrate reason, logic, relevance, creativity, and persuasive ability

 43

Table 5: Training Outline of the Art of Letter Writing: An ESP Training Matrix

Time
Topic/Subtopics Learning Outcome
Allotment
a. understand how technical
UNIT I: communication is used in workplace;
Communicating for b. describe writing process most useful in
Success today’s technical writing environment;
a. Understanding the c. understand the ethics of the workplace;
Communication and
Process d. apply ethics in technical and business
b. Communicating in writing. use e-mail and instant
a Global messaging in professional manner;
Community 4 hours e. define stages of team work; and
c. Using Technology f. understand the importance of teamwork
to Communicate in 21st century business and technical
d. Communicating writing;
and Working in g. understand how technical
Teams communication is used in workplace;
h. understand the ethics of the workplace;
and
i. apply ethics in technical and business
writing.
UNIT II: Basic a. review basic grammar, punctuation,
Grammar for Successful capitalization, number usage, spelling,
Communication and word choice.
a. Improving
Grammar Skills 5 hours
b. Improving
Grammar
Mechanics

UNIT III: Writing for a. describe writing process most useful in

Successful today’s technical writing environment;
Communication b. choose language, style, and format
a. Writing as a appropriate to message’s purpose and
Process audience;
b. Writing Style c. apply the 6 C’s in business
10 hours
c. Formatting communication;
Letters, Memos, d. proofread work for mailability and
and E-mails effectiveness; and
d. Writing Effective e. compose various types of business
Business letters and memorandum.
Communication
 44

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The summary of the research, the conclusions and the recommendations made

based on the findings of this study are presented in this chapter.

Summary of Findings

This study was focused on assessing the English writing skills of Grade 12 San

Marcelino National High School students. It was conducted at San Marcelino, Dingras,

Ilocos Norte.

The fifteen (15) Grade 12 students were randomly selected. With research and

development (R and D) as research design, the researcher formulated survey questionnaire

intended to look at information on English writing skills of students through self-

assessment, the student’s writing difficulties, the aspects of writing students want to learn,

and the specific modalities students prefer to learn.

Based on self-assessment, the students could often paraphrase and summarize texts

(3.13), use text citations (2.93), use various paragraph development (2.93), construct

effective introduction in their writings (2.93), and follow prescribed formats (2.93).

However, the logical organization of their ideas is seldom mastered (2.47).

On writing difficulties, it was found out that finding for sources or references

(2.93), following prescribed format (2.87), and selecting appropriate words (2.8) were the

most difficult tasks in writing. It was also noted that writing letters, writing reports, writing

resolutions, writing research paper, and writing reaction paper were their most preferred

aspects of writing to focus on and they wanted it be done in lecture method (53.33%).
 45

Based on the results of the survey questionnaire, an English for Specific Purpose

(ESP) training-matrix was constructed.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Students struggle in constructing logically their writings, supporting their main

points, and observing grammar and mechanics.

2. Although the students already have a mastery on text citations and writing

bibliography, the results showed that they find hard looking for sources and

references.

3. The students prefer to learn writing letters, writing reports, writing resolutions, and

writing research paper as these will be used in the academic and professional

settings.

4. Based on the findings, it can be concluded that students want to learn these aspects

of writing through lecture method.

Recommendations

Given the findings and the conclusions, the following recommendations are put

forward:

1. As early as Grade 7, there must be a strong focus on writing to develop the writing

skills among students.

2. Teachers must focus on the organization of ideas and the support of main points in

the writings of the students followed by mechanics and grammar.

 46

3. Teachers must initially explore on letter writing as an avenue on learning the

organization of ideas, supporting main points, and grammar and mechanics.

4. The ESP Training-matrix must be implemented to help SHS students in their

academic and professional needs.

 47

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