Volume 14 February 2015

| November 2, 2014

PESL Vol 13 JUly 2014

Volume 14 February 2015

Full Journal PDF


Foreword. Leah Espada-Gustilo

Welcome to Philippine ESL Journal 2015 edition!

Volume 14, 2015 issue of the Philippine ESL Journal features four research articles that document interesting findings on ESL/EFL classroom and one article on the grammar of Philippine English.

The first article is on ESL reading. Dr. Maria Cequena’s paper on “Metacognitive Strategy use: Effects on Metacognitive Awareness, Self-efficacy, Reading Performance and Motivation” documented how students’ reading performance is related to metacognitive strategies, self-efficacy, and motivation. The second article on ESL writing by Ms. Roselle Pangilinan focused on how students with higher scores in their argumentative essays had utilized more strategic and appropriate engagement resources. The third article on EFL speaking by Feng Teng and James Wong reports on the findings of their study that applied Speed Speaking as a teaching strategy in a foreign language classroom. The fourth article by Fernand Kevin Dumalay and Gail Inumerable investigated the types of teacher’s questions that triggered active interaction in the classroom. The last paper by Teri An Joy Magpale-Jang and Ramsey Ferrer occupied a gap in Philippine English research and discussed its pedagogical implications in the teaching of Philippine English…

Metacognitive Strategy Use: Effects on Metacognitive Awareness, Self-efficacy, Reading Performance and Motivation. Maria B. Cequena

The significance of reading in learning other disciplines has prompted educators worldwide to conduct research on how best to develop comprehension skills. This quasi-experiment investigated the impact of metacognitive strategies, on  freshman high school students’ metacognitive awareness, self-efficacy, reading performance and motivation.  The respondents comprised four heterogeneous classes, 168 freshman students from two schools.  Two classes from each school were taught Philippine Literature using metacognitive strategies and the other two classes, using conventional method. The treatment period covered ten weeks with two meetings per week and each meeting lasted for one hour. Both groups were given pretests and posttests of standardized and researcher-made reading tests, Self-efficacy Inventory (SEI), Metacognitive Awareness of Reading Strategies Inventory (MARSI), and A Rhody Secondary Reading Attitude Assessment (RSRAA). The results of researcher-made reading test revealed that the experimental groups performed significantly better compared with the control groups  (F-value of 34.93 at p<.001). However, the CEM standardized test revealed opposite findings as measured by the ANCOVA (F-value of 13.27 at p =.007).  Finally, the findings showed a significant relationship between reading performance and self-efficacy and between self-efficacy and metacognitive awareness.  This research provides an important direction to language teachers in their delivery of instruction for optimum leaning.

A Discourse Analysis of the Engagement Resources Used by Filipino College Students in Their Argumentative Essay. Roselle M. Pangilinan

This is a partial replication of the original research conducted by W. S. Mei in 2006 entitled “Creating a Contrastive Rhetorical Stance: Investigating the Strategy of Problematization in Students’ Argumentation.” In the original study, Mei employs the appraisal framework (Martin & White, 2005), with a focus on the engagement system, in analyzing the evaluative resources and contrastive stance used by the students in problematizing their views. In an attempt to only partially replicate Mei’s 2006 study, the current study gears its focus away from problematization and towards argumentation in the analysis of the engagement options. The said endeavor aims to create a research gap between the original and the current study by providing new insights into the use of the various engagement options by undergraduate students in Philippine setting. Twenty Filipino college students were chosen as participants in this study. The twenty essays subsequently underwent intensive discourse analyses, ten of which have been featured in this study. The results support Mei’s finding that students with higher scores use more strategic and appropriate engagement resources compared to those students with lower scores. This study may contribute to further research on the engagement system in the context of argumentation. Other related findings and their pedagogical implications are further discussed.

Applying Speed Speaking into the Foreign Language Classroom. Feng Teng and James Wong

Research efforts have been devoted to teaching speaking. In this article we summarized the main sources of difficulties in speaking and we introduced Speed Speaking (SS), a new method for teaching English. Based on Nation’s (2007) four strands, a well-organized Speed Speaking lesson should consist of meaning-focused input, meaning-focused output, learning through deliberate attention to language items, and fluency development. Speed speaking provides teachers with a platform from which they can maximize the possible outcome in their own classrooms. It also provides a relaxed setting for students to escape their social fiefdoms, as well as to build new bridges, to interact with new voices, and to grasp some linguistic features. In addition, it also allows students to practice their critical thinking ability to solve problems. Accordingly, it is worthwhile to incorporate Speed Speaking into our teaching.

An Investigation of the Effects of Certain Types of Responses Teacher’s Questions to Elementary Pupils’. Fernand Kevin Dumalay and Gail Inumerable

This paper examined the type of questions that usually triggered active interaction in a Grade Five Language class. Teacher’s questions are categorized using Thompson (1997, in Faharian & Rezaee’s, 2012). These three types are: yes/no question, closed/display question, and open/referential questions. After coding these questions, the number and the length of the students’ responses, as patterned in Faharian & Rezaee’s (2012) methodology, were also recorded to know which type of question/s usually elicits more responses from students. Results show that closed/display questions were asked by the teacher. However, the occurrence of referential questions, though with only few in number, still elicit complex and more natural responses from the students. Other types of questions based on teacher’s purpose were also discovered in this study. Lastly, this research has been an addition to a few studies focusing on the effect of questions in active student involvement in the classroom.

She likes to learn/learning English…On Subjectless Nonfinite Clauses as Monotransitive Variants of Verbal Complements in Philippine English. Teri An Joy G. Magpale-Jang and Ramsey S. Ferrer

Studies on Philippine English have typically focused on the different aspects of its grammar. However, subjectless nonfinite clauses as verbal complements have not been investigated yet. This paper scrutinizes subjectless nonfinite clauses as monotransitive variants of verbal complements in PhilE complementation based on Quirk, Greenbaum, Leech, and Svartvik (1985). Accordingly, this paper focuses on to-infinitive and ing-gerund constructions as two frequent nonfinite clauses in examining PhilE monotransitive verbal complementation. The present study takes a corpus-based approach in analyzing a large collection of spoken and written texts of ICE-PHI corpus. Considering the three verb classes (emotive, aspectual and retrospective) which all use the to-infinitive and –ing gerund construction, the study reveals some deviations (which can be considered unique)from Quirk et al.’s description of verbal complements specifically on how Filipinos utilize retrospective verbs in both spoken and written discourse. However, the use of emotive and aspectual verbs shows adherence to Quirk et al.’s description. This paper’s grammatical investigation further discusses the pedagogical implications of such adherences and deviations in teaching English in the Philippines.

Category: PESL 2015