000 03845nam a22003617a 4500
003 OSt
005 20251120092548.0
008 251120b |||||||| |||| 00| 0 eng d
040 _aFoundation University
_beng
_cFoundation University
_dFoundation University
050 _a(GS-MAEEng) LG 221 D35 G73
_bA5 E38 E55 2024 R36
100 _aRamirez, Mechell B.,
_eauthor.
_912815
245 _aUtilization of literacy strategies for the development of students’ English language proficiency /
_cby Mechell B. Ramirez.
260 _aDumaguete City :
_bFoundation University,
_c2024.
264 _42024
300 _avii, 93 leaves
_bill. ;
_c28 cm.
502 _6Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.
504 _aIncludes bibliographical references and appendices.
520 _aAbstract This study investigated the effectiveness of literacy strategies on students’ English language proficiency in vocabulary, reading comprehension, and written expression. It also sought to determine students' perceived effectiveness of these strategies and whether this perception influenced their English language proficiency. The researcher employed a quasi-experimental and descriptive-correlational design. The respondents were the 10th-grade students of Camanjac National High School. The study used parallel 45-item pre-and post-tests and a researcher-made survey questionnaire to fit the purpose of the study. All test and survey materials were subjected to content validation by experts. The respondents underwent the entire procedure: the pretest, the utilization of literacy strategies, and the post-test. The researcher used weighted mean, percentage, t-test, and Spearman Rank Correlation Coefficient in treating the data. In the pretest, the students scored below expectations in vocabulary, reading comprehension, and written expression, with mean scores of 73.42 percent, 69.27 percent, and 70.58 percent, respectively. The posttest revealed that the level of English proficiency after using literacy strategies improved to 82.19 percent in vocabulary, 81.72 percent in reading comprehension, and 82.08 percent in written expression. Furthermore, the t-test results indicate that the students’ performance significantly improved. In addition, an analysis of the results revealed that most students perceived vocabulary and reading comprehension strategies as “highly” effective, while written expression strategies were perceived as “moderate.” Keywords: Literacy Strategies, English Language Proficiency, Reading Comprehension, Vocabulary, Written Expression
650 _aEnglish language
_zPhilippines.
_912844
_xStudy and teaching
650 _aLiteracy
_zPhilippines.
_912845
_xStudy and teaching (Secondary)
650 _aLanguage acquisition
_zPhilippines.
_912846
_xStudy and teaching
650 _aReading comprehension
_zPhilippines
_912847
_xStudy and teaching (Secondary)
650 _aAcademic achievement
_zPhilippines.
_912899
658 _aThesis Writing :
_bUtilization of literacy strategies for the development of students’ English language proficiency ;
_cMA 101.
690 _2FU
_aLiteracy Strategies,
_912822
690 _2FU
_aEnglish Language Proficiency,
_912836
690 _2FU
_aReading Comprehension,
_912837
690 _2FU
_aVocabulary,
_912862
690 _2FU
_aWritten Expression,
_912863
710 _aFoundation University (Dumaguete City).
_bGraduate School,
_edegree granting institution.
_912823
856 _3Utilization of literacy strategies for the development of students’ English language proficiency
_uhttps://drive.google.com/file/d/1jobdQJtEm2yAJNXIcxECrI_q8uIThG7O/view?usp=sharing
942 _2lcc
_cTH
_hLG 221 D35 G73
_iA5 E38 E55 2024 R36
_k(GS-MAEEng)
_n0
999 _c5194
_d5194