Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 42 views

    Group 6 12 - HUMSS (2) GASTADOR, Mary Ann CARPIO, John Michael RECTO, Kervin Zeus

    Uploaded by

    Kerv Zeus
    This document outlines a research proposal on the relationship between English learning and Grade 12 student comprehension. It proposes examining how often students assess themselves through reading, speaking, and writing in English and comparing this to their comprehension levels. The study would survey students on their age, strand, and section. It includes a 20-item questionnaire to measure students' self-reported use of various English learning strategies like paying attention to errors, reviewing vocabulary, and preparing before speaking.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Group 6 12 - HUMSS (2) GASTADOR, Mary Ann CARPIO, John Michael RECTO, Kervin Zeus

    Uploaded by

    Kerv Zeus
    42 views3 pages
    This document outlines a research proposal on the relationship between English learning and Grade 12 student comprehension. It proposes examining how often students assess themselves through reading, speaking, and writing in English and comparing this to their comprehension levels. The study would survey students on their age, strand, and section. It includes a 20-item questionnaire to measure students' self-reported use of various English learning strategies like paying attention to errors, reviewing vocabulary, and preparing before speaking.

    Original Description:

    fyfy

    Original Title

    Rdl 2345

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document outlines a research proposal on the relationship between English learning and Grade 12 student comprehension. It proposes examining how often students assess themselves through reading, speaking, and writing in English and comparing this to their comprehension levels. The study would survey students on their age, strand, and section. It includes a 20-item questionnaire to measure students' self-reported use of various English learning strategies like paying attention to errors, reviewing vocabulary, and preparing before speaking.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    42 views3 pages

    Group 6 12 - HUMSS (2) GASTADOR, Mary Ann CARPIO, John Michael RECTO, Kervin Zeus

    Uploaded by

    Kerv Zeus
    This document outlines a research proposal on the relationship between English learning and Grade 12 student comprehension. It proposes examining how often students assess themselves through reading, speaking, and writing in English and comparing this to their comprehension levels. The study would survey students on their age, strand, and section. It includes a 20-item questionnaire to measure students' self-reported use of various English learning strategies like paying attention to errors, reviewing vocabulary, and preparing before speaking.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    GROUP 6

    12 –HUMSS (2)

    GASTADOR, Mary Ann


    CARPIO, John Michael
    RECTO, Kervin Zeus

    TOPIC:
    Education

    (POSSIBLE) TITLE:
    The Relationship between English Learning and Grade 12 Student’s Comprehension
    STATEMENT OF THE PROBLEM:
    - Is there a significant relationship between learning in English and student’s comprehension?
    - Is there a direct effect of learning English and student’s comprehension?
    - Is there a significant difference between learning in English and student’s comprehension?

    RESEARCH QUESTIONS:
    - How often does the participant assessed their selves on their own:
    1.) How often the participant does assess their selves by reading?
    2.) How often the participant does assess their selves by speaking?
    3.) How often the participant does assess their selves by writing?

    INSTRUMENTS:

    1. What is the profile of respondents in terms of:


    a.) Age;
    b.) Strand; and
    c.) Section
    QUESTIONNAIRE ABOUT THE LEARNING OF ENGLISH

    With this questionnaire we would like to know what you do on your own initiative when you use or
    learn English (at home or in class). There are no true or false answers so it is important that your
    answers are about what you think. Your answers will be treated confidentially.

    Choose the option that best represents what you do according to this scale:

    A - Always B - Often C - Sometimes D – Rarely E – Very Rarely F - Never

    Mark one option only (A, B, C, D, E or F) in the corresponding slot in the answer sheet.

    Example: look at the following answer (E) from someone who does not have the habit of reading the
    newspaper every day:

    I read the newspaper A B C D E F

    1. I pay attention to the errors that I make when I write or speak in English.

    2. I review what we have done in class or I test myself on my own.

    3. When I read or listen to English, I pay attention to new words or structures.

    4. I ask someone who knows more than me to correct me.

    5. At home I make lists of words and I study them.

    6. I write down the word together with an example sentence.

    7. I create my own dictionary.

    8. I relate the word in English with an image, a drawing or a scheme.

    9. I repeat the words out loud several times.

    10. I write summaries or outlines of the structures that we are learning.

    11. I review the structures mentally or out loud.

    12. I memorize example sentences in order to remember some grammar points.

    13. Before I start reading, I look at what the text is about.

    14. I try hard to understand the text word by word.

    15. I look up the words of almost all new words in the dictionary.

    16. I pay attention to the grammar when I write.

    17. I write new sentences based on structures or set phrases that I have memorized.

    18. I reread what I have written before I go on writing.

    19. I review what I have written carefully.


    20. Before speaking, I think what I am going to say in English.

    21. I listen with attention.

    Thanks a lot for your cooperation!!!

    (http://www.ubgral.com/uploads/1/8/7/6/18768214/___foreign_language_learning_strategies_questio
    nnaire_in_english_by_m._victori_and_e._tragant.pdf)

    You might also like