2. THE IMPORTANCE OF FLUENCY
IN ENGLISH FOR ENGLISH-
MAJOR STUDENTS OF
DEBESMSCAT
3. CONTENT
CHAPTER I
• INTRODUCTION/ BACKGROUND OF
THE STUDY
CHAPTER II
• REVIEW OF RELATED LITERATURE
AND STUDIES
CHAPTER III
• METHODOLOGY
4. BACKGROUND OF THE STUDY
The primary goal of this study is to identify the elements that
influence the development of oral fluency in English major
students at DEBESMSCAT using direct learning receptors. There
have been some studies in this field, but none that specifically
address this topic from the perspective of English major
students at this school which is an international standard for
describing language ability.
5. BACKGROUND OF THE STUDY
According to Aicha (2016), the teacher can assume different
kinds of roles to motivate the speaking improvement: motivator,
corrector, source, and controller, considering the teacher’s
oral feedback as a form of assessment because motivates
learners to produce sentences without hesitation or anxiety,
and relies on teachers’ advice and correction either in public or
in private.
6. STATEMENT OF THE PROBLEM
This research attempts to determine the importance of fluency
in English for English-major students of DEBESMSCAT.
More specifically, it seeks to find the answers to the following
questions:
1. What are the other factors that hinder the students'
growth in learning the English language?
2. How does fluency in speaking English affect the academic
performance of students?
3. Why do students have difficulty in their own fields,
particularly in their majors?
7. SIGNIFICANCE OF THE STUDY
Students
This study is beneficial for students to make them aware of
how important the English language is to them. It will also
help them improve certain factors that hinder their growth in
learning or fluency in speaking English.
Parents
This study can benefit parents by providing insights, moral
support, and information as to how important it is for their
children to learn to speak English, not only their primary
language.
8. SIGNIFICANCE OF THE STUDY
The researchers
The study aims to have an impact on how to better
communicate, gather data, and interpret data for the
respondents.
Future Researchers
This study is beneficial for them because this investigation
can be their basis if they are working on a study that is
somehow related to this research study.
9. HYPOTHESIS
Alternative Hypothesis
The fluency in English of English-major students at
DEBESMSCAT is important.
Null Hypothesis
The fluency in English of English-major students at
DEBESMSCAT is not important.
10. CONCEPTUAL FRAMEWORK
OBLEM DEPENDS ON THE
IMPORTANCE OF FLUENCY
IN ENGLISH FOR ENGLISH-
MAJOR STUDENTS OF
DEBESMSCAT.
VARIABLE
• Learning competency
• Effectiveness
• Level of understanding
Communication skills
PROFILE
• College year level
• Course
• Major in English
Survey questionnaires
Evaluation
Gathering Data
The importance of fluency in
English for English major
students
Academic performances of
students
Understanding and
communicating in English
PROCESS
INPUT
OUTPUT
11. The Importance of Fluency in English for English Major
Students of DEBESMSCAT
The Theory of Adaptation The Choice Theory
Sociocultural Theory
THEORETICAL FRAMEWORK
12. THEORETICAL FRAMEWORK
Theory of Adaptation
“Adaptation is the ability to adjust to
new information and experiences”
according to Piaget. Learning is
essentially adapting to our constantly
changing environment. Through this, we
can adopt new behaviors that can help
us to cope with the constant changes in
our environment.
Sociocultural Theory
Vygotsky pioneered the idea that language is the foundation of learning. He made the case that
language facilitates other activities such as reading and writing. In addition, he believed that
language enabled logic, reasoning, and reflective thinking. He also concluded that learning
happens through interactions with others in our communities: peers, adults, teachers and etc.
Teachers were expected to promote classroom leadership, collaborative learning, and thoughtful
dialogues. The goal was to generate deliberate, meaningful exchanges amongst students, with
the exception of autonomous assignments, which were also included.
Choice Theory
Choice theory in education is an internal
style of teaching and learning that
focuses on enhancing students’ self-
awareness and their ability to assess
the quality and effectiveness of their
choices and coursework. A learner can
learn faster about the language and can
be fluent in it if she/he is motivated and
willing enough to learn. “Knowledge
shouldn’t be forced, the learner should
choose to learn”.
13. RELATED LITERATURE
• “SPEECH IS THE PRIMARY MEANS OF DELIVERING ALL FORMS OF
INFORMATION, AND LANGUAGE'S PRIMARY DUTY IS TO COMMUNICATE
MEANINGFULLY. ENGLISH LANGUAGE LEARNERS ARE THE FASTEST-GROWING
STUDENT CATEGORY IN THE UNITED STATES. ACADEMIC RESEARCH HAS
REVEALED A LOT ABOUT HOW TO BEST EDUCATE ELLS. FLUENCY CAN BE
AIDED IN A VARIETY OF WAYS BOTH INSIDE AND OUTSIDE THE CLASSROOM.
TO HELP PUPILS FOCUS ON CONTINUOUS GROWTH, GOAL SETTING CAN BE
INCORPORATED INTO FLUENCY EDUCATION. AS EDUCATORS HAVE A BETTER
UNDERSTANDING OF HOW FLUENCY IS MORE THAN JUST A NUMBER, THE
VALUE OF FLUENCY INCREASES”
14. RELATED LITERATURE
• "OVER THE PREVIOUS SEVERAL YEARS, HEADLINES ACROSS THE COUNTRY
AIRED ACUTE TEACHER SHORTAGES," ACCORDING TO LEIB-SUTCHER AND
DESIREE-CARVER (2019), AND IT IS A TRUTH THAT ESL AND EFL
LEARNERS CAUSE AS A RESULT OF THEIR PROLIFERATION. ACCORDING TO
BROUGHTON ET AL. (2003), ENGLISH IS THE MOST FREQUENTLY SPOKEN
AMONG THE 4,000 TO 5,000 LIVING LANGUAGES.AS A RESULT, ENGLISH
BECOMES A LINGUA FRANCA, BRIDGING LINGUISTIC AND CULTURAL DIVIDES
AND BRINGING PEOPLE TOGETHER (JENKINS, BAKER & DEWEY, 2017). BY
COMBINING ALL OF THESE IDEAS, IT CAN BE CONCLUDED THAT ENGLISH
LANGUAGE LEARNING IS A PRESENT DEMAND AROUND THE WORLD, AND
THAT ENGLISH TEACHERS MUST TEACH EFFECTIVELY IN ORDER TO MEET IT,
AND THAT ENGLISH LEARNERS MUST BUILD COMMUNICATIVE COMPETENCE.
15. RELATED STUDIES
• ACCORDING TO BROWN (2008) ENGLISH SPEAKING SKILLS AND
COMMUNICATING FLUENTLY ARE CLOSELY INTERTWINED AND STRENGTHEN EACH
OTHER. THE INTERACTION OF SPEAKING AS PERFORMANCE APPLIES ESPECIALLY
STRONGLY TO CONVERSATION. IN THE CLASSROOM, SPEAKING IS A SKILL THAT
IS MOST WIDELY USED FOR CLASSROOM INTERACTION. IN DAILY LIFE, THE
SKILLS OF SPEAKING IN ENGLISH FLUENCY ARE VERY USEFUL TO BUILD A GOOD
OR POSITIVE IMPRESSION WHEN WE MEET NEW PEOPLE FOR THE FIRST TIME;
IT’S ALSO VERY GOOD TO BUILD AND MAINTAIN PROFESSIONAL RELATIONSHIP AT
WORKS.
• ANOTHER STUDY CONDUCTED IN FOREIGN INSTITUTIONS REPORTED THAT WEAK
ENGLISH FLUENCY LEVEL WAS PERCEIVED AS ONE OF THE REASONS WHY
STUDENTS WERE NOT ACTIVELY INVOLVED IN CLASS AND ISOLATED FROM
FACULTY MEMBERS (WONGTIRAT, 2010). THESE FINDINGS INDICATE THAT
ENGLISH FLUENCY CAN DIRECTLY AFFECT LEARNING ENGAGEMENT THROUGH
ITS IMPACT ON OTHER FACTORS SUCH AS SOCIO-CULTURAL FACTOR AND
PSYCHOLOGICAL FACTORS .
16. RELATED STUDIES
• ACCORDING TO RUBIN (1994) THERE ARE FIVE FACTORS OF SPEAKING
PROCESS ELEMENTS; THE FIRST FACTOR IS PRONUNCIATION, THE SECOND
FACTOR IS INTERLOCUTOR, THE THIRD FACTOR IS ENVIRONMENT, AND THE
FOURTH FACTOR IS CONFIDENCE, AND LAST IS PROCESS
CHARACTERISTICS. MENTAL PROCESS ALSO BECOMES IMPORTANT
ELEMENT PROCESS IN THE LANGUAGE AND LEARNING OF SPEAKING. AS
WE KNOW THAT A PERSON WHO SPEAKS FOREIGN LANGUAGE FOR THE
FIRST TIME NEEDS SO MUCH EFFORT AND COURAGE TO DO IT
CONFIDENTLY, ESPECIALLY WHEN THEY ARE ADULT LEARNERS.
17. RESEARCH DESIGN
QUALITATIVE RESEARCH IS MORE EXPLORATORY IN NATURE AND RELIES
ON THE GATHERING OF VERBAL, BEHAVIORAL, OR OBSERVATIONAL DATA
THAT CAN BE INTERPRETED SUBJECTIVELY. THE DESCRIPTIVE STUDY
APPROACH WILL ALSO BE USED BY THE RESEARCHERS TO "ACCURATELY
CHARACTERIZE A POPULATION, CIRCUMSTANCE, OR PHENOMENA"
(MCCOMBES, 2019).
18. SAMPLING METHOD
IN CONDUCTING AN INTERVIEW WITH THE RESPONDENTS, THE
RESEARCHERS WILL USE A NON-PROBABILITY SAMPLING. WHEN IT COMES
TO DATA GATHERING, THE RESEARCHERS USED THE CONVENIENCE
SAMPLING METHOD. IT CAN HELP THE RESEARCHERS TO GET
RESPONDENTS AND TO GATHER THE DISTRIBUTED SURVEY
QUESTIONNAIRES EASILY. THESE TYPES OF QUESTIONS ARE ANSWERABLE
BY YES OR NO, WHY AND MULTIPLE CHOICES, THE RESPONDENTS’
ANSWERS WILL BECOME CONFIDENTIAL IN ORDER TO PROTECT THEIR
PRIVACY.
19. POPULATION
IN THIS STUDY, CONVENIENCE SAMPLING WAS USED. IN EXPLORATORY
RESEARCH, THIS TYPE OF SAMPLING IS UTILIZED WHEN THE RESEARCHER
DESIRES AN INEXPENSIVE APPROXIMATION OF THE TRUTH. THE SAMPLE
WAS CHOSEN BECAUSE IT IS CONVENIENT, AS THE NAME IMPLIES. THIS
NON-PROBABILITY METHOD IS FREQUENTLY USED IN EXPLORATORY
RESEARCH TO OBTAIN A ROUGH ESTIMATE OF THE RESULTS WITHOUT
SPENDING THE MONEY OR TIME REQUIRED TO CHOOSE A RANDOM
SAMPLE. THE RESPONDENTS IN THIS STUDY ARE THE 20 ENGLISH-MAJOR
STUDENTS AT DEBESMSCAT WHO ARE CURRENTLY IN THEIR SECOND
YEAR AND ARE AVAILABLE TO COMPLETE THE SURVEY QUESTIONNAIRE.
20. DATA GATHERING PROCEDURE
THE RESEARCHERS CONDUCTED THE STUDY AT DEBESMSCAT, BSED
ENGLISH MAJORS ONLY. TO ENSURE THAT THE RESULTS WOULD BE
UNBIASED, THE RESEARCHERS DERIVED 20 SELECTED
PARTICIPANTS/RESPONDENTS FROM THE ENGLISH DEPARTMENT. THE
SURVEY WAS MADE UP OF APPROPRIATE QUESTIONS ADAPTED FROM
PREVIOUS STUDIES AS WELL AS UNIQUE QUESTIONS DEVISED BY THE
RESEARCHERS.
21. RESEARCH INSTRUMENT
THE INSTRUMENT USED IN THE STUDY IS A SURVEY QUESTIONNAIRE,
WHICH WAS MADE BY THE RESEARCHERS. THE STYLE OF INSTRUMENT
THAT IS MADE BY THE RESEARCHERS IS A TYPE OF CHECK LIST, WITH
MULTIPLE CHOICES AND OPEN-ENDED IT IS USED TO GATHER THE NEEDED
DATA TO KNOW THE IMPORTANCE OF FLUENCY IN ENGLISH FOR ENGLISH-
MAJOR STUDENTS OF DEBESMSCAT.
22. DATA COLLECTION PROCEDURE
THIS SECTION LAYS OUT THE STEPS THAT THE RESEARCHERS WILL USE
TO COLLECT DATA DURING THE OPERATION. THE RESEARCHERS WILL
BEGIN BY WRITING A LETTER TO THEIR INSTRUCTOR FOR APPROVAL. THE
LETTER WILL INCLUDE A SUMMARY OF THEIR RESEARCH AND A REQUEST
FOR PERMISSION TO GATHER DATA FROM RESPONDENTS USING A
CHECKLIST QUESTIONNAIRE DURING A FORMAL INTERVIEW. THE
RESEARCHERS WILL CONDUCT SURVEYS TO DETERMINE THE IMPORTANCE
OF ENGLISH FLUENCY FOR DEBESMSCAT ENGLISH MAJORS. THE
RESEARCHERS WILL THEN CONDUCT A FORMAL INTERVIEW WITH THE
PARTICIPANT. FINALLY, AFTER THE EVALUATION IS COMPLETED, THE
RESEARCHERS WILL EXAMINE THE DATA COLLECTED IN ORDER TO COME
UP WITH DEFINITE FINDINGS AND OUTCOMES.
23. FLOW CHART
1. Selecting the most suitable research design.
2. Thinking and formulating the ideas of the possible research question.
3. Presentation of the conclusion
4. Interpreting and analyzing of the gathered data
5. Gathering of the factual data from the specific respondents
6. On the process of making and finalizing survey questionnaire
24. QUESTIONNAIRE
1. What is the biggest factor that may affect a learner’s ability to learn the language?
A. Peers
B. Society
C. Lack of self-confidence
D. Interest
2. What is the importance of being fluent in English?
A. Better communication skills
B. Improved comprehension
C. It is less difficult to communicate.
D. It improves your chances of landing a job.
3. What is the possibility that you will be discouraged from studying English?
A. Society
B. Time
C. Environment
D. Lack of motivation
4. Why do you think some English major students quit along the way?
A. There’s just too much to do.
B. Lack of motivation and burnout
C. Stressed and tired.
D. Lost interest
25. QUESTIONNAIRE
5. If given a chance, would you like to take classes on how to be fluent in English?
Yes
No
Why?________________________________________________________
6. Do you find the English language difficult?
Yes
No
Why?________________________________________________________
7. Should English majors have to be fluent in English?
Yes
Yes?
Why do you think so? __________________________________________
