The Effectiveness on Integrating Online Item Banking System in Angeles City Senior

High School

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of

Doctor in Information Technology

“Name of Student”

La Consolacion University Philippines

May 2018
 ii

Approval Sheet

In partial fulfillment of the requirements for the degree Master of Arts in

Education major in English this thesis entitled “THE IMPACT OF LANGUAGE
LEARNING STRATEGIES ON THE LANGUAGE ANXIETY AND
PROFICIENCY OF THE GRADE 12 LEARNERS”, has been prepared and submitted
by “Name of Student”, who is hereby recommended for oral examination.

_____________________________
DR. REYNALDO C. CRUZ
Adviser

May 2018

Approved in partial fulfillment of the requirements for the degree of Master of Arts in
Education.

___________________________________
DR. ALVIN V. NUQUI
Chairman

_______________________________ __________________________________
SR. IMELDA A. MORA, OSA, Ph.D DR. MARIANO C. DE JESUS
Member Member

Accepted and approval as a partial fulfillment of the requirements for the degree in
Master of Arts in Education.

________________________________
DR. ALVIN V. NUQUI
Dean, Graduate School
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Acknowledgement

Writing a thesis paper is a rigorous but rewarding endeavor. It marks the highest

professional pursuits of persons dedicated to the realization and search of humanity’s

profound wisdom and elusive truths. Truly, to accomplish such challenging test for

academic excellence wells contentment and inspiration to the essential aspects of the

human person. Yet, one cannot deal with the labors of an overwhelming activity alone.

Even Hercules with the gifts of being a demigod would be wasted away without the

assistance of other heroes. I myself would never be able to complete this humble paper

without the guidance of several wonderful persons around. For this reason, I would like

to extend my utmost gratitude to the following individuals who religiously dedicated their

time and attention for the success of this project:

To Dr. Reynaldo C. Cruz, my adviser, who, since the very first day of our

Statistics and Probability class, relentlessly and patiently shared to me his expertise,

wisdom and values upon writing this paper from the beginning till the end. To Dr. Alvin

V. Nuqui, Dean of the Graduate School, for his fervent passion and sincere

encouragements for us writers to answer the call of professionalism.

To Dr. Alvin V. Nuqui, Sr. Imelda A. Mora, OSA, Ph.D and _________ , the panel

members, for painstakingly reviewing every aspects and parts of the paper and for

kindheartedly giving constructive criticisms and advices for the full development of the

thesis project.

To Dr. Romeo M. Alip, CESO V for granting the approval to administer the

instruments of the study and for reminding the researcher the specific standard operation
 iv

procedures on such request. To the school heads and teachers of the public high schools

in the Municipality of Hagonoy, Bulacan for their guidance and support regarding the

data collection in their respective schools. To the respondents, whom this paper got its

flesh and bones, who diligently responded to the inquiries of the study.

To Louise Anne R. Umali, Antonette C. Gatela, Ma. Elena M. Salangsang,

Renante B. Perez, and Minerva F. Manlapig, my extraordinary colleagues, for helping me

through the chapters editions, data tabulation, and other related tasks. To Regina, a

special friend, for ceaselessly and selflessly boosting my morale every passing day since

the beginning of this project. To the family of the researcher for their undying love and

care through thick and thin.

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Abstract

The major problem of this study was to assess the impact of language learning strategies

(LSS) to the language learning anxiety and self-perceived language proficiency of the

senior high school learners in the public high schools in the Municipality of Hagonoy,

Bulacan. The study made use of the descriptive-correlation research design in which

standardized instruments were the primary data gathering tool. The respondents of the

study were the 302 Grade 12 General Academic Strand (GAS) learners. The data were

presented using tables and the results of the study were tabulated and processed using

Statistical Packages for Social Sciences (SPPS). The results of the study revealed that the

respondents utilized sometimes or on a moderate basis the identified sets of language

learning strategies. On the other hand, the anxiety of the respondents was experienced in

moderation while the level of self-perceived language proficiency was recorded average.

The findings of the study indicated that language learning strategies did not influence

significantly the anxiety conditions except metacognitive strategies. Thus, the study

accepted the null hypothesis which stated that language learning strategies would not

impact significantly on the language learning anxiety of the learners. Moreover, further

analysis of data suggested that language learning strategies did impact significantly on

the students’ self-perceived language proficiency. Hence, the null hypothesis which

postulated that the identified strategies would not impact significantly on the learners’

self-perceived language proficiency was rejected. A number of pedagogical implications

were drawn based on the findings of the study.

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Table of Contents

Page

List of Table…………………………………………………………………… vii

List of Figure………………………………………………………………….. viii
List of Appendices……………………………………………………………… ix

Chapter 1: The Problem and Its Background

Introduction…………………………………………………………… 1
Significance of the Study……………………………………………… 4
Theoretical/Conceptual Framework………………………………….. 5
Statement of the Problem……………………………………………… 7
Hypotheses of the Study……………………………………………….. 8
Definition of Terms…………………………………………………… 9
Scope and Delimitation of the Study………………………………….. 10

Chapter 2: Review of Related Literature and Studies

Language Learning Strategies…………………………………………. 11

Language Learning Anxiety…………………………………………… 15
Perceived Language Proficiency……………………………………….. 15
Relation of LLS to Language Anxiety…………………………………. 19
Relation of LLS to Perceived Language Proficiency…………………... 23

Chapter 3: Methodology of the Study

Methods and Techniques Used………………………………………… 28

Respondent of the Study……………………………………………….. 28
Instruments of the Study……………………………………………….. 29
Data Gathering Procedure……………………………………………… 30
Data Processing and Statistical Treatment…………………………….. 31

Chapter 4: Presentation, Analysis and Interpretation of Data

Language Learning Strategies of the Grade 12 Learners……………... 32

The Respondents’ Level of Language Learning Anxiety…………….. 41
The Learners’ Self-Perceived Language Proficiency………………… 44
Impact of the Learners’ Language Learning 44
Strategies…………………………………………………………..
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Impact of the Learners’ Language Learning Strategies on their

Language Learning Anxiety……………………………………… 49
Impact of the Learners’ Language Learning Strategies on their
on their Self-perceived Language Proficiency…………………… 48
Implication Drawn from the Findings of the Study…………………. 54

Chapter 5: Summary of Findings, Conclusion and Recommendations

Summary of Findings………………………………………………….. 57
Conclusions……………………………………………………………. 60
Recommendations……………………………………………………… 61

References……………………………………………………………………… 63

Appendices…………………………………………………………………….. 69

Curriculum Vitae……………………………………………………………... 76

List of Tables
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Page

1. Respondents of the Study………………………………………………. 29

2. Language Learning Strategies in terms of Memory Strategies………… 34
3. Language Learning Strategies in terms of Cognitive Strategies……….. 35
4. Language Learning Strategies in terms of Compensation Strategies….. 36
5. Language Learning Strategies in terms of Metacognitive Strategies….. 37
6. Language Learning Strategies in terms of Affective Strategies……….. 38
7. Language Learning Strategies in terms of Social Strategies…………... 39
8. Summary of the Average Mean Scores of Language Learning
Strategies…………………………………………………………… 40
9. Language Anxiety for English as a Second Language Classes……….. 42
10. Language Anxiety for Mainstream Classes…………………………… 43
11. Language Learning Anxiety for English as a Second Language and
Mainstream Classes………………………………………………… 44
12. Self-Perceived Language Proficiency in Terms of Reading…………… 45
13. Self-Perceived Language Proficiency in Terms of Speaking………….. 46
14. Self-Perceived Language Proficiency in Terms of Listening…………. 46
15. Self-Perceived Language Proficiency in Terms of Writing…………… 47
16. Self-Perceived Language Proficiecy in Terms of Grammar…………... 48
17. Summary of the Self-Perceived Language Proficiency Components…. 49
18. Regression Analysis of Learning Strategies Impact on Language
Anxiety……………………………………………………………... 51
19. Regression Analysis of Learning Strategies’ Impact on Self-Perceived
Language Proficiency……………………………………………… 53

List of Figure
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Page

1. Conceptual Model of the Study………………………………………. 7

List of Appendices
 x

Page

A Permission Letters………….……………………………………… 69
B Instruments of the Study…………………………………………... 71