English Proficiency and Literary Competence of English Major Students: Predictor for Effective Language and Literature Teaching

Autor/inn/en	Armea, Aires P.; Castro, Marvin P.; Llamado, Mylyn N.; Lotino, Renie B.; San Esteban, Arvin A.; Ocampo, Darrel M.
Titel	English Proficiency and Literary Competence of English Major Students: Predictor for Effective Language and Literature Teaching
Quelle	12 (2022) 1, S.141-151 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ocampo, Darrel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-1335
Schlagwörter	Literacy Education; Language Proficiency; English Literature; Second Language Learning; Second Language Instruction; English (Second Language); Majors (Students); Undergraduate Students; Correlation; Reading Skills; Teaching Methods; Instructional Effectiveness; Language Tests; Rating Scales; Language of Instruction; Foreign Countries; Grammar; Philippines + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Englische literatur; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Language test; Sprachtest; Rating-Skala; Teaching language; Unterrichtssprache; Ausland; Grammatik; Philippinen
Abstract	The study aimed to determine the English proficiency and literary competence of English major students of CBSUA-Sipocot. The third and fourth-year college students were the respondents of the study. The evaluative-correlational method was employed in the research. Frequency count and percentage technique were used to describe levels of proficiency of the students, while Pearson Product Moment Correlation was used to determine if there was a significant relationship between the two variables. The researcher-made test validated by language experts was used to test the students' English proficiency and literary competence. Data disclosed that the general English proficiency level of the students was approaching proficient. Meanwhile, their literary competence and textual and conceptual knowledge were both approaching competent, while their literary reading skills were considered developing competent. Furthermore, the statistical data revealed a significant relationship between the students' English proficiency and literary competence. Hence, the pedagogical shift in delivering language and literature as separate discourses to interfacing the two fields may be adopted by the teachers in promoting effective language and literature teaching. Moreover, creative and innovative activities that link the two discourses may be given more to the learners. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01