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BRIDGING THE GAP: LANGUAGE AND

ACTIVITY NEEDS OF FILIPINO MAJORS IN


ACADEMIA AND THE WORKPLACE
PRESENTED BY: GROUP 3

Capsu-Pontevedra| 2024-2025
English for Specific Purposes

Hi there! I’m Missy!


the Presenter
THE TEAM
Jemuel De Asis
Alaica Begas Jemuel Deasis
Layout Artist Researcher

Vanessa Bibit
Erika Lyka Moralde Researcher
Researcher
OBJECTIVES
To identify the specific language skills and knowledge required for academic success in
Filipino major programs.

To determine the language skills and knowledge needed for successful employment in
Filipino-related occupations.

To assess the alignment between the language skills and knowledge taught in Filipino
major programs and the actual needs of students in both academic and occupational
settings.

To analyze the activity needs of Filipino major students in both academic and occupational
settings.

To propose recommendations for improving the language curriculum and activities offered
in Filipino major programs to better meet the needs of students in both academic and
occupational settings.
INTRODUCTION
Language needs are the specific skills and knowledge learners require for
successful communication in academic or professional settings. Identifying these
needs is crucial for effective course design and competency development. We
categorize needs into academic and occupational, with academic needs focusing
on general language skills and occupational needs tailored to a language-related
profession.
Activity needs encompass the types of activities learners engage in to develop their
language skills, ranging from foundational academic activities to practical
occupational experiences.
By understanding both language and activity needs, educators can ensure that the
curriculum aligns with learners' priorities and address any gaps between what is
taught and what is needed for success. This helps to create a more relevant and
effective learning experience for language students.
PARTICIPANTS

The respondents of our survey are the 17 freshmen


students of Filipino Majors of Capiz State University-
Pontevedra Campus. The research is relevant to them
as they're also language students. They too understand
the severity of importance of the contents of the survey.
FINDINGS
Overview of finding out the data:
The set of academic and occupational language
needs are tallied through the rankings it got from the
respondents. Each of it are totaled, and the three
least language needs are concluded as the top 3.
I. ACADEMIC LANGUAGE NEEDS
Listening Comprehension
33%

Skimming
43%

Reading Comprehension
24%
I. OCCUPATIONAL LANGUAGE
NEEDS

Correspondence
35% DePed Forms
37%

Printed Resume
28%
II. ACADEMIC ACTIVITY
NEEDS

Brainstorming Creative Writing


38% 38%

Reporting
24%
II. OCCUPATIONAL ACTIVITY
NEEDS
Mock Interview
Simulation 33%
34%

Demo- teaching
33%
Interpretations
LANGUAGE NEEDS:
ACADEMIC
The needs that has the least total of
ranking is the most needed one by
the respondents. The level of
importance of the needs are
revealed by the low ranking that the
students gave.
Reading Comprehension, Listening
Comprehension, and Skimming are
the most needed academic language
needs of freshmen Filipino Majors.

It just means that the respondents


focuses on these aspects:
Reading Comprehension
• Analyzing Filipino Literary works

•Studying historical texts

• Understanding academic articles

• Research written in Filipino


Listening
Comprehension
• Engaging in Filipino
conversations

• Understanding lectures and


presentations

• Appreciating Filipino music


and film.
Skimming
• Previewing reading
materials

• Finding specific
information

• Making decisions about


what to read.
The current curriculum of freshmen Filipino Majors
includes the basics wherein the said language needs
are being exercised well. Courses such as Panitikan
sa Iba't-ibang Rehiyon and Introduksiyon sa Wikang
Filipino enhanced their reading comprehension,
listening comprehension, and skimming.

Compare to their top three needs, there's no gap that's


existing. The lessons taught to them coincides
excellentlly with their deemed needs to excel in the
class.
LANGUAGE NEEDS:
OCCUPATIONAL
The Occupational Language needs that the
respondents mostly needed are Printed
Resume, Correspondence, and DepEd
Forms.

This conveys that the 17 freshmen Filipino


Majors put these aspects of their learning
as their priority to ensure that they'll perform
productively and efficiently once they're
already professionals to their chosen
degree:
Well-crafted resume:
It serves as a concise summary
of their skills, experience, and
qualifications, highlighting their
suitability for specific roles for
future job applications.
Writing professional and
grammatically correct emails,
letters, and other forms of
correspondence in Filipino:

Effective correspondence is vital


for communication within the
academic and professional
spheres.
Understanding and Completing
DepEd Forms:

To accurately and
efficiently navigate the
educational system.
Unlike to Academic Language
needs, Filipino Majors aren't
taught enough in correspondence
and the DepEd Forms. Their
lessons compare to their
occupational language needs do
have a gap.
ACTIVITY NEEDS:
ACADEMIC
Reporting, Creative Writing and Brainstorming
are the top three most essential academic
activity needs of the freshmen Filipino majors in
order for them to do excellently on their major
course.

It shows that these specific activities are the one


that'll hone and elevate their intellectual skills:
Reporting
•Research
& Analysis
•Organization
& Structure
•Language
Proficiency
Creative Writing
•Storytelling and Narrative

•Language Exploration

•Critical Analysis
Brainstorming
• Critical Thinking &
Problem-Solving
• Collaboration &
Communicatioon
• Communicative Solutions
ACTIVITY NEEDS:
OCCUPATIONAL
The most prioritized occupational
activity needs that the respondents
chose to improve their performance
on their major course are Mock
Interview, Demo-teaching, Simulation.

This conveys that these activities are


what they need:
Mock Interview
• Confidence in Academic Settings
• Understanding Filipino
• Language and Culture
• Feedback and Improvement
Demo-Teaching
• Active Learning and
Engagement
• Pedagogical Understanding
• Language Proficiency and
Cultural Sensitivity
Simulation
• Real-World Application

• Critical Thinking and


Problem-Solving

• Collaboration and Teamwork


SUGGESTIONS
We suggest to include this
kind of activities custom
made to serve the activity
needs of Filipino Majors.
LANGUAGE NEEDS:
OCCUPATIONAL
CORRESPONDENCE
LESSON:
"Crafting Compelling Business
Letters: Persuasion and
Professionalism"
ACTIVITY:
“The Business
Letter Pitch”
DepEd Forms
Lesson:
"Navigating DepEd Forms:
Understanding Structure,
Language, and Procedures"
Activity:
"DepEd Form Challenge:
Real-World Scenarios"
ACTIVITY NEEDS:
ACADEMIC
REPORTING
•Contemporary Filipino
Issues Report
• Filipino Cultural Heritage
Project
Creative Writing
• Short Story Contest,
"Day in the Life"
Creative Writing.
Brainstorming
•Reimagine Filipino
Folklore,
“Filipino Innovation
Challenge"
ACTIVITY NEEDS:
OCCUPATIONAL
MOCK INTERVIEW
• Interviewing a Filipino
Literary Figure

• Applying for a Filipino


Language Teacher Position
Demo-Teaching
• Explaining a Filipino
Literary Device

• Teaching a Filipino
Folk Song
Simulation
• Filipino Cultural
Exchange

• Debate on a Filipino
Social Issue
Thank you!

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