Negros Oriental State University

Bayawan Sta. Catalina Campus

NEEDS ASSESSMENT ON ENGLISH ORAL COMMUNICATION SKILLS OF FIRST

YEAR BSED STUDENTS OF NORSU - BSC

Presented to the faculty of the

College of Education

In partial fulfillment of the requirement for the degree of Bachelor of Secondary Education

By:

Alba, Angelyn S.
Dolloso, Jessa Mae G.
Luab, Arlyn C.
Poral, Maricel D.
Rendoque, Mishelle B.
Roda, Ethel Jane B.
Sigueza, Mario V.
Tinapao, Sheilla Mae P.
Tumapang, Glendaliz L.

2018
 CHAPTER 1

THE PROBLEM AND ITS SCOPES

INTRODUCTION

Rationale of the study

The role of English as the language of communication in the world is indisputable.

English is regarded as a vehicle that facilitates progress in other subjects (Albakrawi & Almutairi)
and has become international language. English is not merely a subject but also a skill that requires
considerable content of knowledge. To achieve the goal of successful communication, it is vital
that the needs of the target situation understood.
Seedhouse (1995) puts that needs assessment can help in solving practical problems like
lack of motivation on the' side of learners, poor teaching methods and inappropriate learning
activities. Course design, teaching and evaluation are made on the basis of learners' needs. We
check whether what we planned is achieved or not achieved in terms of learners' needs and
progress. We plan on the basis of learners' needs and evaluate on that basis, too. Hence, needs
assessment is related to curriculum planning and classroom practice; conducting a need assessment
is an essential procedure
According to the Graduate Employability Blueprint (2012-2017) being released by the
higher education ministry it is reported that graduates lacked several “Key characteristics” such as
strong command in English, the right attitude and the ability to solve problems. It is stated by
Chang (2004) that English proficiency means the ability to present ideas explain issues and
problems, to speak up in a constructive manner, to resolve problems, to understand issues and
problems faced by companies and to come up with a workable solutions to problems. These are
all good communication and interpersonal skills sought after by employers. Hence, employees are
expected to be able to speak in English in order to survive in working worlds.
Teachers in all Philippines schools are committed in and accountable for providing
classroom instruction with results that are manifested in high performance levels in terms of
student’s learning outcomes specifically in oral communication skills. Therefore, this investigation
is conducted to determine needs assessment on English oral communication skills of first year
English major students of Negros Oriental State University Bayawan Sta. Catalina Campus
(NORSU-BSC)
 Theoretical Framework

This study is anchored with the two theories of Dudley-Evan & St. John 1998 about needs
analysis and Krashen’s theory of language acquisition.
Dudley- Evan and St. John (1998), recent models of needs analysis which includes aspects
of all the approaches involved in the needs analysis. Needs analysis is the procedure of establishing
the what and how of a course (1998). The aim of needs analysis is not only to perceived learners
as language users but also to help them comprehend language use in the context of both targets
situations and learning environments. Most important, needs analysis helps leaners maximize
language learning and skills in a given target context. The theoretical framework of the study is
based on this model:

How to
communicat
e in the
target Professional
Language situation information
learning needs about learners
Personal
Learner’s needs information
from course about
learners
Environmental Language
Learners
lacks Situation information
about target
situations

Needs analysis establishes (Dudley-Evan and St. John, 1998)

Illustrates the theoretical framework suggested by Dudley-Evans and St. John (1998).

This model can be viewed as the most comprehensive model for ESP needs analysis. This
model of ESP needs analysis formulated by Dudley-Evans and St. John (1998) focuses on learners’
professional information, learners’ personal information, and learners’ language information about
the target situations, learners’ lacks, and learners’ needs from course, language learning needs,
communication information in the target situation, and environmental information. These aspects
of language needs analysis defined by Dudley-Evans and St John (1998) are as follow:
  Environmental situation - information about the situation in which the course will be run
(means analysis);
 Personal information about learners - factors which may affect the way they learn (wants,
means, subjective needs); Language information about learners - what their current skills
and language use are (present situation analysis);
 Learner's lacks (the gap between the present situation and professional information about
learners);
 Learner's needs from course - what is wanted from the course (short-term needs);
 Language learning needs - effective ways of learning the skills and language determined
by lacks;
 Professional information about learners - the tasks and activities English learners are/will
be using English for (Target Situation Analysis and objective needs);
 How to communicate in the target situation – knowledge of how language and skills are
used in the target situation (register analysis, discourse analysis, genre analysis)
ESP is understood to be about preparing learners to use English within academic,
professional, or workplace environments, and a key feature of ESP course design is that
the syllabus is based on an analysis of the needs of the students. Thus, in ESP, language
is not learnt for its own sake or for the sake of gaining a general education but to smooth
the path to entry or greater linguistic competence in these environments (Helen
Basturkmen, 2006). Needs analysis is an essential key to developing a course that will
help learners to gain knowledge in a particular environment that gives them the
opportunity to broaden their knowledge in various fields.

Language Needs Analysis

The key stage in ESP is needs analysis. Needs analysis is the corner stone of ESP and leads
to a focused course (Chambers, 1980; Dudley Evans & St. John, 1998); Ellis & Johnson, 1994;
Jordan, 1997). According to Robinson (1991), “needs analysis is generally regarded as critical to
ESP, although ESP is the only educational enterprise which makes use of it”. Hutchinson and
Waters (1997) argue that “any language course should be based on needs analysis”. Dudley-Evans
& St John (1998) state that “needs analysis is the process of establishing the what and how of a
course”. Needs analysis should be undertaken by ESP practitioners. The main sources for needs
analysis are the learners, people working or studying in the field, ex-students and documents
relevant to the field, clients, employers, colleagues and ESP research in the field (Dudley-Evans
and St John, 1998). The main instruments for conducting needs analysis study are questionnaire,
analysis of authentic spoken and written texts, discussions, structured interviews, observations and
assessments (Dudley-Evans & St. John, 1998; Hutchinson & Waters, 1987; Robinson, 1991).

Krashen's theory of second language acquisition consists of five main hypotheses:

 the Acquisition-Learning hypothesis;

 the Monitor hypothesis;
 the Natural Order hypothesis;
 the Input hypothesis;
 and the Affective Filter hypothesis.
The Acquisition-Learning distinction is the most fundamental of all the hypotheses in
Krashen's theory and the most widely known among linguists and language practitioners.
According to Krashen there are two independent systems of second language performance: 'the
acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a
subconscious process very similar to the process children undergo when they acquire their first
language. It requires meaningful interaction in the target language - natural communication - in
which speakers are concentrated not in the form of their utterances, but in the communicative act.
The "learned system" or "learning" is the product of formal instruction and it comprises a conscious
process which results in conscious knowledge 'about' the language, for example knowledge of
grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (See here our
in-depth analysis of the Acquisition/Learning hypothesis and its implications).
The Monitor hypothesis explains the relationship between acquisition and learning and
defines the influence of the latter on the former. The monitoring function is the practical result of
the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while
the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a
planning, editing and correcting function when three specific conditions are met: that is, the second
language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about
correctness, and he/she knows the rule. It appears that the role of conscious learning is somewhat
limited in second language performance. According to Krashen, the role of the monitor is - or
should be - minor, being used only to correct deviations from "normal" speech and to give speech
a more 'polished' appearance.
Krashen also suggests that there is individual variation among language learners with
regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-
users); those learners who have not learned or who prefer not to use their conscious knowledge
(under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation
of the person's psychological profile can help to determine to what group they belong. Usually
extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-
confidence is frequently related to the over-use of the "monitor".
The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974;
Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of
grammatical structures follows a 'natural order' which is predictable. For a given language, some
grammatical structures tend to be acquired early while others late. This order seemed to be
independent of the learners' age, L1 background, conditions of exposure, and although the
agreement between individual acquirers was not always 100% in the studies, there were
statistically significant similarities that reinforced the existence of a Natural Order of language
acquisition. Krashen however points out that the implication of the natural order hypothesis is not
that a language program syllabus should be based on the order found in the studies. In fact, he
rejects grammatical sequencing when the goal is language acquisition.
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second
language – how second language acquisition takes place. The Input hypothesis is only concerned
with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses
along the 'natural order' when he/she receives second language 'input' that is one step beyond
his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then
acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i +
1'. Since not all of the learners can be at the same level of linguistic competence at the same time,
Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in
this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage
of linguistic competence.
Finally, the fifth hypothesis, the Affective Filter hypothesis, embodies Krashen's view that
a number of 'affective variables' play a facilitative, but non-causal, role in second language
acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that
learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are
better equipped for success in second language acquisition. Low motivation, low self-esteem, and
debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents
comprehensible input from being used for acquisition. In other words, when the filter is 'up' it
impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on
its own, for acquisition to take place. (http://www.sk.com.br/sk-krash.html)

Scope of the Study

This study focuses on the needs assessment on English oral communication of first year
student English major, this will be the bases for the improvement of syllabi to uplift the oral
communication skills of the first year English major students of NORSU-BSC.

Limitations of the study

This study is only limited to the first year English major students at Negros Oriental
Division particularly in NORSU-BSC, school year (2018-2019). This study will not include the
written communication skills and the higher year level of English major students.
 PROBLEM

Statement of Problem

General Problem
This study aims to investigate the oral communication skills that first year English major
students perceived as their needs to prepare for their majorship courses of NORSU-BSC.

Specifically, this study aimed to answer the following questions:

1. What is the respondents profile in terms of:
1.1 School graduated
1.2 Grade in Senior high school English subjects
1.3 Strand in Senior high school
1.4 Exposure to oral English activities
2. What are the English oral communication needs of first year English major students for
the preparation of their majorship courses in terms of:
2.1 pronunciation
2.2 grammar
2.3 vocabulary
2.4 fluency
3. What are the first year English major students preferences in learning English language?
4. What are the first year English major students learning habits to be integrated in their
course design?
5. How would the students highlight their oral communication needs integrated in an
English subject?
Significance of the study

The researcher is hoping that whatever the result of this investigation will be very
significant to the following entities/people:

BSED-English Students – the students are the one who will be benefited of this study.
Since, they are the focus on determining the needs to be assess in their English oral communication
skills.

School Administrators - the administrators would be provided information about the

needs to be assess on the students English oral communication skills which serves as a guide to
lead to a better development.

Curriculum Planner - the individuals assigned for curriculum development of academic

institutions would have a better understanding of what needs to be improved in language teaching
in order to help students in developing their English oral communication skills.

English Instructors – will determine the English oral communication skills of the first
year English major students, instructors can help enhance the needs of the students in terms of
their oral communication skills by improving the teaching philosophies, strategies, methods and
instructional materials.
 RESEARCH METHODOLOGY

Research Design
This study will use a qualitative study complemented by frequency counts from the
questionnaires to identify the needs to be assess on English oral communication skills of first year
English major students of NORSU – BSC.

Research Environment
This study will be conducted at the College of Education of Bachelor of Secondary
Education major in English at Negros Oriental State University Bayawan Sta. Catalina Campus
(NORSU-BSC).

Research Respondents
The respondents of this study are the students coming from the College of Education
Bachelor of Secondary Education major in English first year.

Research Instruments
The tools that will be utilized in this study are questionnaires, semi-structured interviews
and observations. According to Jasso-Aguilar (1999) and Long (2005) in order to compensate for
the inconsistency as well as to increase reliability and validity of the results at triangulation of the
instruments and sources will be utilized in this study.
According to Singaran (2016) in order to create a strong overall needs analysis a
combination of three information gathering processes procedures will be used and will be
developed by the researcher for the purpose of the study.

Research Procedures
 The researcher will approach the teachers at the college of Education of NORSU-BSC to
seek permission to conduct the study in the respective college of Education. The permission letter
from the internal adviser of this subject which is language research will be given to the teachers
and the purpose of the study will be explained. The researcher will ask permission from the
teachers to involve the first year English Major students in the study to be conducted. The
researcher will conduct a semi structured interview with the three teachers teaching English related
subjects. The students will be given questionnaire in gathering data. Another questionnaire will be
given to teachers to know the language difficulties faced by the students. Then researcher will
conduct another observation to know the immediate needs of students when they interacted with
the teachers. The data consisted many of information from the questionnaires, interviews and
observation. The analysis of the questionnaire given to the students will be presented using tables.
The procedure for data collection is summarized and shown on the chart as follows:

Gathering of Data
Preparatory Stage
The researchers sent a letter to the Dean of the College of Education, Dr. Liza Caballero. The
researchers write a letter of permission in order to conduct a study on the needs assessment on oral
English communication skills of NORS-BSC students as the respondents of this study.
As soon as the letter is approve, the researchers will start to collect and tabulate the data
and analyze the results.

Administration of the instruments

The researchers will analyze the results of the survey questionnaire being administer
through a frequency counts. It will determine on the needs to be assess in English oral
communication skills of first year English major students.

Treatment of Data
 DEFINITION OF TERMS

To fully understand the terms used in this study, the following terms are defined
operationally.

NORSU- BSC stands for Negros Oriental State University Bayawan Santa- Catalina Campus,
wherein the research environment belongs to.
BSED stands for Bachelor of Secondary Education.
ESP – refers to English for Specific Purposes.
Needs analysis – refers to the theory being used in the study.
Frequency counts – the rate that the students have in a survey.
Needs Assessment – refers to the needs of respondents for the development of their oral
communication skills.
Communication skills – refers to the oral format of transferring conversation or messages of
respondents.

RELATED LITERATURE AND RELATED STUDIES

Needs assessment is a systematic way of identifying what and how a certain group of
learners need to learn a particular area of knowledge in a particular situation. McNeill (1996: 122)
defines it as, "Needs assessment is the process by which educational needs are defined and
priorities set." Defining educational needs and setting priorities are two important concepts in this
definition. Educational needs are identified and stated as a result of needs assessment. This is
helpful to state relevant teaching contents, objectives, and appropriate teaching methods to a group
of learners. Setting priorities is also the purpose of needs assessment. All contents cannot be taught
at a time with the same emphasis; they need to be organized / sequenced depending on the data
obtained from needs assessment.
How do we know whether a particular content is interesting or not? Needs assessment is
conducted to answer this question. It is through needs assessment that relevant skills and
knowledge are discovered and included in a teaching program. "Our teaching must have at its base
a consideration of what our students need to learn, ... what they will do with English on completing
their course" (Cunningworth, 1984: 5). Teaching must be based on learners' needs.
Needs assessment is one of the bases for course design in addition to language theory and
learning theory. Hutchinson and Water (1987:53) maintains, "any course should be based on
analysis of learner need." Language teaching courses that are not based on students' needs seem
lack meaningful activities. This in tum, can negatively affect language teaching practice. Needs
assessment is useful to discover learners' factor that influence their language learning, such as
experiences, self-concepts, needs, values and feelings. If curriculum is not related to personal
experiences, its validity is questionable (Deighton, 1971).
According to Hutchinson and Waters (1987), “ESP is an approach to language teaching in
which all decisions as to content and method are based on the learner’s reasons for learning”.
Various studies have been conducted in the field of English for Specific Purposes This present
study investigates the spoken English language needs of first year English major students. It is
important for the first year English major students to have good communication skills.
 PARTIAL REFERENCE LIST

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Cambridge

Universtity Press, 1997.

Krashen, Stephen D. Principles and Practice in Second Language Acquisition and Second
Language Learning. Prentice- Hall International, 1988.

Dudley-Evan & St. John. Needs Analysis, 1998.