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The Filipino Teachers in Thailand The Asian EFL Journal February 2018 Volume 20, Issue 2 Senior Editor: Paul Robertson Published by English Language Education Publishing Asian EFL Journal A Division of TESOL Asia Group Part of SITE Ltd. Australia http://www.asian-efl-journal.com ©Asian EFL Journal 2018 This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Publisher: Dr. Paul Robertson Chief Editor: Dr. Paul Robertson Associate Production Editor: Ramon Medriano Jr. Assistant Copy Editor: Eva Guzman ISSN 1738-1460 2 Table of Contents 1. Annie Mae C. Berowa /Aprillette Devanadera / Sheila Marie O. David . 06-19 Attitude toward English among Vietnamese Students in the Philippines 2. Diana Chitra Hasan. 20-32 What Factors Influence Changes in Students’ Motivation to Learn English as a Foreign Language? 3. Eunice Barbara C. Novio, MAWD . 33-48 Tourist to Ajarn: The Filipino Teachers in Thailand 4. Faisal Mustafa. 49-61 How much do High Schools Contribute to Improving Students’ English Proficiency? Seeking Alumni’s Perception in Indonesia 5. Fikri Asih Wigati . 62-71 Reading Log Blog on Amplifying Students’ Writing Quality and Motivation in Multilevel Class 6. Frederick Navarro Bacala . 72-77 Review on the Research in First Language Interference and Cultural Interference in \ Second Language Learning 3 7. Helmer B. Montejo . 78-96 Personality Traits, Leadership Qualities and English Skills of Middle-Level Managers of The University of Southern Philippines Foundation: A Leadership Enhancement Program 8. Intan Pradita . 97-109 Critical Language Awareness as Text-Mediated Language Analysis: Learners as Critical Readers 9. Ivy O. Fernandez / Rovy M. Banguis . 110-124 Contrastive Analysis on the Linguistic and Rhetorical Patterns of L1 And L2 Writings of Cebuano ESL Learners 10. Josemari V. Cordova . 125-141 Teaching Strategies of Selected Filipino EFL Teachers and its Perceived Effects to Thai Students 11. Keiko Yamauchi. 142-155 Teaching English at Primary School in Japan – Current Situation and the Issues 12. Ma. Leonora D. Guerrero . 156-173 Phonological Variations in the Speech of Laboratory Science High School Students 13. Mozes Kurniawan . 174-185 Teaching English through Content for Non-English Department College Students: A Perspective Study 14. Pauline Grace P. Casil-Batang . 186-205 Language Attitude and English Proficiency of ESL Learners 15. Ranjit Rodrigues /Shalini Upadhyay . 206-219 Measuring Factors that cause Communication Apprehension in an English as Second Language (ESL) setting: Presenting a New Instrument in a Pilot Study 4 16. Romualdo A. Mabuan / Gregorio P. Ebron, Jr. 220-237 MOOCs & More: Integrating F2F & Virtual Classes via Blended Learning Approach 17. Rovy Mercado-Banguis . 238-251 Literature-Based Teaching Reading Strategy, Media Exposure, And Students’ Reading Level 18. Santri E. P. Djahimo . 252-261 The Power of Games and Pictures in Teaching EFL Class 19. Wilson Cheong Hin Hong . 262-279 The Effect of Absence of Explicit Knowledge on ESL/EFL Stress-Placement Accuracy: A Quasi-Experiment 20. Elfiondri . 280-291 Teaching Spoken English to EFL Learners using “Finding Nemo” Movie 5 Attitude toward English among Vietnamese Students in the Philippines Annie Mae C. Berowa Aprillette Devanadera Sheila Marie O. David De La Salle University, Manila Philippines Bio-Profiles: Annie Mae C. Berowa is a graduate student at De La Salle University, Manila. She can be reached at [email protected]. Aprillette C. Devanadera is a graduate student at De La Salle University, Manila. She is a college instructor in the Southern Luzon State University. She can be reached at [email protected]. Sheila Marie O. David is a graduate student at De La Salle University, Manila. She is working as an instructor and as the Technical Assistant of the Vice President for Academic Affairs of Tarlac State University. She can be reached through e-mail: [email protected] Abstract Language attitude is considered as one of the most important components in the success of learning a target language. Such argument inspired the researchers of this study to investigate the attitudes of the Vietnamese learners in the Philippines toward the English language, and to know if their attitudes are influenced by their age, gender and socio-economic status (SES). This investigation is anchored on the Socio- Educational Model espoused by Gardner in 1985 that attitude is an important motivating factor in language learning. The data was gathered through the use of questionnaire and one-on-one interviews. For the statistical tools, weighted mean was employed to find out the attitudes held by the participants toward English while Chi- square Test for Independence was utilized to determine if there is a significant relationship between the participants’ language attitude and the variables identified. The results illustrated 6 that Vietnamese students in the Philippines have high positive attitude toward the English language. It was further discovered that there was no significant relationship between the attitudes of the participants toward the target language vis-à-vis age, gender and socio- economic status (SES). Keywords: Attitude, Vietnamese, age, gender, socio-economic status Introduction This study aimed to investigate the language attitudes toward the English language among Vietnamese students in the Philippines and probed the relationship between the language attitudes of the participants and their age, gender and socio-economic status (SES). This exploration was meant to determine the significance of the identified variables in creating favorable or undesirable attitude in language learning which may aid in the Project 2020 of the Ministry of Education and Training (MOET) in Vietnam. Current research into the attitudes of the English as second Language (ESL) and English as foreign language (EFL) learners in various contexts were conducted that show the global superiority of the English language. However, most of these popular studies had participants who studied the target language within their home countries. Less is known as regards the attitudes of those who are learning the English language in foreign countries. Literature Review The English language was declared as the working language of the Association of Southeast Asian Nations as manifested in the Article 34 of the ASEAN Charter in February 2009 as it (Kirkpatrick, 2012). As a result, such linguistic icon is being introduced as a compulsory subject in the primary curriculum in all ASEAN countries now with the exception of Indonesia (Hashim & Leitner, 2014). It also encouraged the proliferation of the English instructed schools and universities in countries like Cambodia, Laos, Myanmar, and Vietnam (CLMV). In Vietnam, there has been a strong move to improve the English language skills of its people as reflected in Project 2020 of Vietnam’s Ministry of Education and Training (MOET) (Nhan, 2013). As a resultthe government of Vietnam has encouraged tertiary institutions in the national and regional universities to implement the use of English as a medium of instruction (Van de Craen, Ceuleers, Lochtman, Allain & Mondt, 2007). However, the context of Vietnam 7 was found to be deficient in the teaching of the target language (Tran & Baldauf, 2007). In order to achieve adequate English proficiency, Vietnamese students study English in other countries just like in the Philippines. Thus, the global demand for English language education has led to the huge influx of foreign students in the Philippine universities and colleges. But in any language learning situation, the attitudes of the learners toward the target language plays a significant role in the success of learning. According to Gardner (1985) the learners’ positive or negative attitude may determine their success or failure in learning and acquiring the language. Attitudes toward the English language Attitude as explained by Middlebrook (1980) is an overall, learned, core disposition that guides a person's thoughts, feelings and actions. On the other hand, Ahmed (2015) posited that attitude refers to the learner’s feelings towards language use and its status in the society that can nurture or hinder the learning process. Therefore, attitude is a disposition to respond favorably or unfavorably to the object, person, institution, or event. In the recent studies conducted in ESL and EFL contexts, it was found that students’ attitude toward English language learning is extremely positive (Ahmed, 2015; Sicam & Lucas, 2016). Over the years, numerous studies were conducted to determine the language attitudes of the language learners and how their attitudes relate to age, gender, and socio-economic status. Baker (1992) revealed a significant relationship between age and language attitude in contrast with Marsgoret and Gardner (2003) who showed that neither availability nor age had clear moderating effects. As with gender, Ghazvini and Khajehpour (2011) found that girls have more positive attitude toward learning the English language and are more inclined to bilingualism than boys. Similarly, Aldosari (2014) found that females have favorable attitude
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