Level of Media Exposure and English Language Performance of Selected Freshmen Students of Samar State University
Keywords:
Level of Media Exposure and English Language Performance, Media Exposure, English Language PerformanceAbstract
This study assessed the level of media exposure and english language performance of selected freshmen students of Samar State University, thus, providing some inputs for an interactive and communicative ESL classroom instruction. This study employed descriptive-correlational research design to compare the level of media exposure and the English language performance of the student-respondents. Furthermore, this study also determined the relationship between the English language performance and their profile variates. The following questionnaires and test were used in gathering the necessary data: Socio-Demographic and Socio-Economic Status Questionnaire, Questionnaire Checklist on Level of Media Exposure and Media Language Preference and the English Language Performance Test in reading, speaking, writing, listening and viewing skills. Based on the findings and conclusions of the study, the following recommendations are considered: (1) there should be a re-alignment of the English program should be considered, making oral communication as its focal point aligned and articulated with other macro skills, (2) language teachers should focus using different forms of media in teaching English language to the students especially in classroom activities, (3) encourage students to use English and participate in interactive and communicative activities to accommodate each level of English language development, (4) learning targets in different English language references, books, handouts and activities should be intensified to develop the five macro skills in English language, (5) relevant activities such as role playing, journalism, dialogues, monologues, lecture discussions, prepared, memorized and impromptu speeches and oral dialogues presentation should be the focal point, (6) english classroom instruction should lead to the use of media and technology, (7) language teachers should also be fluent on pronunciation, enunciation, using American or British accent, stress, intonation and other authentic language learning activities, (8) to eradicate biases, future researchers may quantify the level of media exposure into number of hours for future conduct on the similar study.
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