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Acquisition of English as Second Language of the Grade Three

Pupils of Anuban Phetchaburi School

RESEARCH

Submitted to:

__________________
Professor

Submitted by:

LUISA R. TAJON
Student
 CHAPTER 1
Introduction
In this modern, globalized society, knowing how to speak another

language is a crucial skill to have. For those who have grown up in countries where

English is not spoken, the choice is fairly obvious- knowing how to speak English can

open up doors across the globe, (Ash, 2015). Despite the numerous studies on English

article acquisition, the acquisition sequence, differences, and difficulties by English as a

second language learners remain to be further explored, (Sun, 2016). The ability to

communicate effectively requires more than just understanding the structure of the

language, or being able to read and write in the target language (Widdowson, 1978).

As the Ministry of Education of Thailand imposed a new curriculum using English

language as a mode of teaching, it aims to develop the speaking, reading, and writing

skills of the student as a foundation in the acquisition of the second language. Contributing

to the failure of English-language teaching and learning: unqualified and poorly-trained

teachers, poorly-motivated students, learners of mixed abilities in overly large classes,

and rare opportunities for student exposure to English outside of class time, (Noom-ura,

2013).

The goal of improving learners’ quality and curriculum application at school and

educational service area levels, the basic education to be provided to all Thai children

and youths will be of higher quality in regard to acquisition of essential knowledge and

skills required for learners’ lives in the constantly changing society. Learners will also be

able to acquire knowledge for continuous lifelong self-development, (Ministry of

Education, 2002).
 Following to the fast growing economic state of Thailand specifically in tourism, the

initiation of using English as a second language was slowly being introduced and practice

to different schools varying government and private institutions.

Background of the Study

It all started in the 18th Century when Western traders brought new technological

advances as well as new knowledge in Thailand. Thai elites during those times widely

recognized the significance of English as the language of safety and prosperity. The well-

offs of the Thai society wanted to maintain their status in the social circle and enjoy the

comforts and prestige it brings. Thus, to keep a civil relationship with the foreigners who

they perceived as threats or invaders, Thai elites learned English to socialize with them,

(Methitham & Chamcharatsri, 2011).

In 2002, the Ministry of Education of Thailand announced experimental application

of the Basic Education Curriculum 2001 in its pilot and network schools. Mandatory

implementation was subsequently effected in all schools providing basic education from

academic year 2003 to the present time.

In addition to which, the application has been found to facilitate decentralization of

educational authority, enabling local communities and educational institutions to

participate and make significant contributions to preparation of curriculums that met their

real needs. Clear concepts and principles for promoting learners’ holistic development

were quite apparent.

As to which that Thai students spend twelve years studying English in primary and

secondary schools, but the results are questionable, (Noom-ura, 2013). These days,
English is often the default language used when people

from different countries get together. This has been made clear in places

like India, where the population speaks 780 different languages, and

English is the tool that’s used to bring these people together, (Ash, 2015).

Rationale

Communication

According to Rosengren (2000), communication is a way people communicate for

shared knowledge that could also involve conflicting views and interests. Sometimes

continued communication may take agree to disagree. Furthermore, communication

varies with different characteristics verbal and non-verbal. Said to be that communication

is a basic phenomenal to human beings.

Communication is something natural, something every day even, yet most of the

people only vague a notion because everyday people ask questions, read, explain, write,

listen, argue, discuss or just hold their tongues. In other words, communication is a day-

to-day basic interaction to human beings which is helpful to pass information in any ways,

(Krogerus and Tschappeler, 2006).

Language

Language is define as a system that consists of the development, acquisition,

maintenance and use of complex systems of communication, particularly

the human ability to do so; and a language is any specific example of such a system.
Language may refer to the cognitive ability to learn and use systems of complex

communication, or to describe the set of rules that makes up these systems, or the set of

utterances that can be produced from those rules, (Agha, 2006).

Meanwhile, human language has the properties of productivity and displacement,

and relies entirely on social convention and learning. Its complex structure affords a much

wider range of expressions than any known system of animal communication.

Humans acquire language through social interaction in early childhood, and children

generally speak fluently by approximately three years old. The use of language is deeply

entrenched in human culture. Therefore, in addition to its strictly communicative uses,

language also has many social and cultural uses, such as signifying group identity, social

stratification, as well as social grooming and entertainment, Anderson (2012).

In addition of understanding language, it is said to be an open, dynamic, energetic,

and evolving as it encompasses complexities of communication. People use language for

communication and their learnings basically on knowledge. Using language to express

and create social interactions, (Shohamy, 2007).

Secondary Language

Second language or L2 is a language that is not the native language of the

speaker, but that is used in the locale of that person. In contrast, a foreign language is a

language that is learned in an area where that language has no presence or is not

commonly spoken by the community as a whole. A second language can be said to be

any language learned in addition to one's native language, especially in the context

of second-language acquisition (Beerten, et. al., 2011).

 Acquiring a second language can be a lifelong learning process for many. Despite

persistent efforts, most learners of a second language will never become fully native-

like in it, although with practice considerable fluency can be achieved. However, children

by around the age of 5 have more or less mastered their first language, with the exception

of vocabulary and a few grammatical structures, (Marzo, 2017).

Objective of the Study

This study aims to determine and evaluate the acquisition of English as the second

language of the grade three pupils of Anuban Phetchaburi School specifically:

1. To determine the acquisition of English as a second language in terms of:

1.1 classroom set-up

1.2 learning process

2. To describe the level of understanding of pupils in terms of:

3.1 English proficiency;

3.2 classroom participation

3. To determine how the pupils’ response to the acquisition of English language

specifically in terms of:

4.1 classroom participation

4.2 verbal communication

4.3 writing skills

5.4 skill

5.5 attitude
Statement of the Problem
The purpose of this study is to evaluate the acquisition of English as the second

language of the grade three pupils of Anuban Phetchaburi School. This will sought to

answer the following queries:

1. What is the determination of the acquisition of English as a second language in

terms of:

a. Classroom set-up

b. Learning process

2. What is the extent of the level of understanding of pupils on the acquisition of

English as the secondary language?

3. What is the behavior and attitude of the students in the response on the

acquisition of English as a second language?

Theoretical Framework

This study anchored on the theory of Dewy (2007) and Krashen (1988). Dewy

introduced the theory called “Learning by Doing” using it in the learning process of the

pupils. He theorized that learning should be relevant and practical, not just passive and

theoretical. Dewy quoted his belief that "the school must represent present life – life as

real and vital to the child as that which he carries on in the home, in the neighborhood, or

on the playground." He thought that schools and classrooms should be representative of

real life situations, allowing children to participate in learning activities interchangeably

and flexibly in a variety of social settings.

 Krashen’s theory of second language acquisition stated the methods of introducing

the second language to the learner. He said that language acquisition does not require

extensive use of conscious grammatical rules, and does not require tedious drill. But it

requires meaningful interaction in the target language - natural communication - in which

speakers are concerned not with the form of their utterances but with the messages they

are conveying and understanding.

The application of these theories in the acquisition of English as a second

language of the grade three pupils, the efficiency and effectiveness of introducing this

language should be determined on the knowledge, skills and attitude of the pupils.

Allowing them to apply their learning as a response of the classroom methods of teaching

and set-up. As this study focus on the ability and capability of the identified respondents

that belongs to the primary level of education, it is important that the method on the

acquisition of the secondary language would be appropriately introduced to them.

Following the application of their learning even outside the school. How they adapt the

language as part of their lives.

Conceptual Framework
Independent
Dependent Variable
Variable

GENDER:

 BOY
 GIRL

CLASSROOM PERFORMANCE:
ACQUISITION OF ENGLISH
 CLASS PARTICIPATION
AS SECONDARY  GRADES
LANGUAGE  ENGLISH PROFICIENCY
TEST
 VERBAL CONVERSATION

LEARNING PROCESS:

 EDUCATORS’
TEACHING METHOD
 LEARNER’S
ATTITUDE AND
BEHAVIOR

The figure above shows the conceptual framework of the study. The researcher

identified the different variables in the study. The “Acquisition of English as Secondary
Language” is the dependent variables. On the other side, the “Gender, Classroom

Performance, and the Learning Process” are the independent variable.

Significance of the Study
This study will benefit the following:
To the pupils who are going through the process of learning the second language

as they may use this in the future. Following the evolution of the world in terms of

technology. Furthermore, this may also help them to communicate with foreign people as

Thailand’s tourism is progressing all throughout the time.

To the teachers who are responsible in introducing the language, this may help

them as their guide in the learning process of the students towards the language. This

will help them to make their teaching strategies and methods more effective and efficient

for the pupils.

To the school administration in supporting the learning process of the students and

the curriculum used. The administration plays an important role in the educational

learning of the students as they promote and supports the learning methods.

Supplements the teaching materials and educational programs for the learners. Thus, this

is for the standardization of the school’s potentially aiming for the world quality type of

education.

To the parents to help their children through moral support, encouraging them to

persevere in learning English language. Parents also play an important role in the learning

process of their children. Giving them the chance to build their future brighter as they

approach a dynamic and innovative world.

To the readers which will give them ideas about the use of English as a second

language to a non-English speaking country. This may also enlighten their minds on the

importance of the language used for communication.

 And to the future researchers as they may use this study as their reference on their

research study. Thus, allowing them to make this as their basis on their study about

communication using English as a second language.

Scope and Delimitation

The focus of this study is on the acquisition of English as second language of the

grade three pupils of Anuban Phetchaburi School. This will follow the learning of using

second language which is English on how pupils practicing it at school, the method of

using it and how they can apply it. This study will cover a hundred pupils randomly

selected from grade three pupils both regular and English program.

This will help both teachers and pupils work on the learning process. The students’

transformation that will rely on the skills of their English teacher with the teaching methods

and strategies used.

Definition of Terms

Acquisition. According to Merriam Dictionary (2018), acquisition is the learning or

developing of a skill, habit, or quality. In this study, acquisition is acquiring the secondary

language of a non-English speaking community.

Performance. Performance is a completion of task with application of knowledge,

skills, and abilities. It is the action or process of carrying out or accomplishing functions

or tasks. An effective performance is determined by achievement skills and competency

of the performer - level of skill and knowledge, (Bell and Kozlowski, 2008). In this study,

performance is defined as the classroom capabilities and abilities of the respondents in

the acquisition of English as the secondary language.

Proficiency test. According to the British Council (2008), a proficiency test

measures a learner's level of language. It can be compared with an achievement test,

which evaluates a learner's understanding of specific material, a diagnostic test, which

identify areas to work on, and a prognostic test, which tries to predict a learner's ability to

complete a course or take an exam. Proficiency test in this study will measure the

respondents’ level of learning the secondary language.

Secondary language. Secondary language is a language which is not their native

language but which they use at work or at school, (Collins Dictionary, 2018). In this study,

it is the acquisition of English as the secondary language at the school. How the

respondents will acquire the second language.

 Chapter 2

Review of Related Literature and Studies

In this chapter, the researcher gathered related literatures and studies to clarify

doubts and justify the study and the researcher’s point of view. Topics discussed in this

section is the acquisition of English as secondary language, acquisition of secondary

language in the classroom, and attitude and behavior on the acquisition of English

language. Separately, varied related studies related to the study was also discussed.

Related Literatures

Current situation of English Teaching and Learning at primary level in Thailand,

there has been an evidence that students’ achievement is dramatically improved but still

lower than the criteria accepted. It is also found that the students still cannot communicate

through English and use English as a tool for knowledge researching. Most students lack

confidence in English using because they are afraid of mistakes and they have shy

feeling, (Prasongporn, 2013).

The Ministry of Education announced the latest policy to reform teaching and

learning English in the basic education level. Regards to the policy, there is general

agreement among language teachers, and scholars that the adoption of the CEFR is a

vital step towards clarifying language goals and raising English Language standards

among Thai youths in the near future. The policy becomes the strong commitment and

the solid attempt to improve the English Competency among Thais to better prepare for

the ASEAN community.

Acquisition of English as Second Language

Second-language acquisition (SLA), second-language learning, or L2 (language

2) acquisition, is the process by which people learn a second language. Second-language

acquisition is also the scientific discipline devoted to studying that process. The field of

second-language acquisition is a sub-discipline of applied linguistics, but also receives

research attention from a variety of other disciplines, such as psychology and education.

In addition, the acquisition of a language is a natural process; whereas learning a

language is a conscious one. In the former, the student needs to partake in natural

communicative situations. In the latter, error correction is present, as is the study of

grammatical rules isolated from natural language. Not all educators in second language

agree to this distinction; however, the study of how a second language

is learned/acquired is referred to as second-language acquisition (SLA), (Oliver, 2018).

As our world shrinks and business becomes increasingly international, children

who are fluent bilingual speakers are potentially a tremendously valuable resource for the

U.S. economy. Most Americans are currently monolingual speakers of English, and are

finding more and more that it would be highly advantageous to their professional lives if

they spoke a second language, (Harris, et. al, 1996).

According to the British Council (2008) that second language acquisition, or SLA,

has two meanings. In a general sense it is a term to describe learning a second language.

More specifically, it is the name of the theory of the process by which we acquire - or pick

up - a second language. This is mainly a subconscious process which happens while we

focus on communication. It can be compared with second language learning, which

describes how formal language education helps us learn language through more

conscious processes.

Each language has its own set of rules for speaking and writing the language

properly, and individuals trying to learn a new language often blur the lines between which

set of rules to use. Second language learners also face a certain degree of fear or anxiety

about tackling a new language, which can in turn affect how easily or how well they

acquire the second language. The key to learning a new language and developing

proficiency in speaking and writing that language is consistency and practice. A student

must converse with others in the new language on a regular basis in order to grow their

fluency and confidence, (Concordia University, 2012).

Second language learners also face a certain degree of fear or anxiety about

tackling a new language, which can in turn affect how easily or how well they acquire the

second language. Learning new language is a continuum process because the person

learning a new language “progresses from no knowledge of the new language to a level

of competency closely resembling that of a native speaker,” (Oliveri, 2012).

Krashen sums up the idea in a famous documentary on the subject called A child's

guide to learning languages, produced by BBC Horizon in 1983. In the documentary, he

said that acquisition is 'where the action is'. In other words, in every successful example

of language-learning – an infant mastering a first language, an adult learner of English

scoring a band 9 on the IELTS test – the reason for their success is that they have

'acquired' rather than 'learned' the language, (McCaul, 2016).

 Moreover, one particularly important implication of Krashen’s findings is that

students, particularly at lower levels, should have lower demands made on them to speak,

and materials and teacher talking time should be modified for each student's level.

Furthermore, grammar instruction should be done on a need-to-know basis, and only with

older learners. Last, but perhaps most important, lessons should not be based on

grammar points, but rather on the exchange of meaning.

Learning a second language can be very difficult and can put students behind on

their regular education. Second language acquisition is quite different. It requires

conscious effort and often occurs through oral and literacy skills simultaneously. Despite

these differences, teachers have found that trying to stimulate the native learning

environment can be helpful, especially since the student may not have many opportunities

to practice the language at home, (Muscato, 2018).

Some teachers of ESL whose been teaching for more than 28 years, there are five

distinctive stages of second language acquisition which is originally espoused by linguist

Stephen Krashen, silent or receptive stage, early production stage, speech emergence

stage, intermediate fluency, and continued language development or advanced fluency.

Silent or receptor stage is the stage where the learners spend time learning vocabulary

and practice pronouncing new words that would last for several hours to months. Early

production stage, the learner begins to acquire an understanding of up to 1, 000 words

that may last about six months. Speech emergence is the stage that the learner acquire

a vocabulary of up to 3, 000 words and learn to communicate by putting words in short

sentences, phrases, and questions which may be grammatically incorrect but an

important stage in acquiring the second language.

 Furthermore, intermediate fluency is the stage which may last for a year or more

that the learners learn vocabulary of as many as 6, 000 words. Usually acquire the ability

to communicate in writing and speech using more complex sentences which they also

think about the secondary language. Continued speech development or advance fluency

is the stage where learners achieve full mastery of the second language in all its

complexities and nuances after ten years. And maintain its fluency of the learners, there

should be ongoing opportunities to engage in discussion and express themselves in their

new language, (Oliveri & Haynes, 2012).

In the year 2014, the Ministry of Education of Thailand updated their policy in

teaching and learning English. The Ministry of Education has also set the English

language proficiency targets for students such as by the end of primary level. The

Common European Framework of Reference for Languages (CEFR) which is considered

to be an international standard of languages is stipulated for schools to be used as the

main principles for the enacting of English language teaching and learning, the designing

of language curriculum, the stating of learning goals, the developing of teaching &

learning, the testing and assessment of learning outcomes, as well as the developing of

teacher profession. And enhance the English proficiency elevating by setting up the

programmes of studies, (Ministry of Education, 2014).

Acquisition of English as Secondary Language in the Classroom

Traditionally, teachers shouldered much of the responsibility for learning in the

classroom. However, in a language classroom the teacher and students should share

responsibility. The teacher takes on the role of model and facilitator, and the students

increase their role as active participants who are ultimately responsible for their own
learning. A classroom contract consists of an agreement between teacher and language

learners or students regarding how each will contribute to and behave in the classroom.

Contracts are most successful if students provide the input on the agreement with

guidance from the teacher, (Hong, 2008).

The most important factor in student learning progress is the teachers, and teacher

quality outweighs other factors such as motivation, funding, and class sizes. Qualified

teachers can create the best environment for learning. Qualified teachers can create the

best environment for learning that would help the learners’ feeling comfortable while in

the class. The relationship between the educator and the learner will play a vital role in

the learning process, (Geringer, 2003).

For many students their real first exposure to English is when they begin school.

These students need to learn all of the regular course material and a new language

simultaneously. This is hard, but very important, since falling behind on early education

can create long term academic issues. A challenge to the educators to know how

language acquisition works and how to deal with it in the classroom, (Muscato, 2018).

Furthermore, in the classroom implications for the language classroom include the

ideas that the teacher can create contexts for communication which facilitate acquisition,

that there is a natural order of acquisition of language, that there are affective filters which

inhibit acquisition, especially for adults, and that comprehensible input is very important.

Moreover, an understanding of second language acquisition can improve the

ability of mainstream teachers to serve the culturally and linguistically diverse students in

their classrooms. While significant professional development is necessary to gain a full

understanding of second language acquisition theory, some key stages, theories and

teaching strategies can be quickly understood and applied in the classroom.

Muscato (2018) cited tips on teaching and developing the secondary language to

the students may vary on its different level. The child’s learning is different on the

approach of the educators. So it is important to assessed the level of understanding of

the student and apply a method of teaching in which is comprehensible. Early introducing

of the language is found more successful. In an observation that the language will be

developed in an early stage of child’s learning. And believed that the earlier stage the

second language to be introduced to the child, the more it is easily learned and developed.

Therefore, it is important for the teachers to have access to these new media so that they

can integrate them in classroom activities.

According to Tschiner (2014), learning secondary language in the classroom

should be equipped with multimedia devices like computers and projectors so that digital

video will be used for presentation and practiced as well as the acquisition of listening

and speaking proficiency. Other features of digital media such as easy communication

like teaching and learning. That is, a foreign language classroom should be conducive for

learning.

Attitude and Behavior on the Acquisition of English Language

Attitude is considered as an essential factor influencing language performance and

received considerable attention from both first and second language researchers. Attitude

to language is a construct that explains linguistic behavior in particular. It is an opinion

and feeling that everyone has about something. Learning a foreign language is no

exception. Thus, attitude to language is a construct that explains linguistic behavior in

particular. Learners’ attitudes could incorporate in language learning because it may

influence their performance in acquiring the target language. A positive attitude will make

the acquisition of English language successful, (Gritter, 2016).

According to Todor and Degi (2016), language learners’ attitudes towards the

language (including its status and prestige) and its speakers greatly influence the

language learning process and the learning outcomes. Cited that attitude represents one

of the most important sets of variables for predicting learner efficiency and achievement.

Positive attitude towards the language and its speakers can lead to increased motivation,

which then results in better learning achievement and a positive attitude towards learning

the language.

Learners’ motivation, through complex and multifaceted, is critical for all types of

learning. Motivation affects how hard students are willing to work on a task, how much

they will persevere when they are challenged, and how much satisfaction they feel when

they accomplish a learning task. Good teaching strategies can increase students’

motivation for second language learning tasks. Value, self-efficacy and attribution are

several critical components that play a great role in second language learner motivation,

(Hong, 2008).

However, the manifestation of children that is a common second-language

acquisition phenomenon is called the silent period. When children are first exposed to a

second language, frequently they focus on listening and comprehension. These children

are often very quiet, speaking little as they focus on understanding the new language-
much, in fact, as adults do when traveling in foreign countries. The younger the child, the

longer the silent period tends to last. Older children may remain in the silent period for a

few weeks or a few months, whereas preschoolers may be relatively silent for a year or

more, (Campbell, 1996).

Related Studies on the Acquisition of Secondary Language

The study of Monteiro and Savage (2014), stated the factors of the acquisition of

English as second language. Researchers’ suggestions; to look for the different ability of

the students as well as their attitude and motivation in learning the second language.

Additional factors were suspected by the researchers, which influence the acquisition of

a new language, study will attempt to shed light on aspects such as regional differences

or the geographical area the student attends school. Social atmosphere in English

classes as well as the age of the learner when beginning to learn a new language that

may also affect the success of the acquisition. Specific scholastic standards and

principles, may also have an effect on the strategies and outcomes of language

acquisition.

Another study in Japan on the acquisition of English as secondary language in a

primary school. The result of the study is that the learners learns the syntax of the

secondary language develops faster than the morphology at the early stage. On the other

way, morphology is develop faster than the syntax at the later stage. Morphology is the

structure of the language, and syntax is the arrangement of words and phrases to create

well-formed sentences in a language, (Yamaguchi, 2010).

 According to the study of Sanchez (2017), there are factors in learning English

language in the classroom. Teachers use different methods and styles in teaching,

including different activities for the learners, giving motivations to the learners, or

classroom environment. If teachers are able to make or use of appropriate activities in

the classroom, these activities could be the mediator to increase students’ motivation and

to decrease anxiety. Activities play an important role in the process of learning in the

classroom.

The educators’ techniques and methods in teaching the secondary language will

be the great factor in influencing the ability to learn and adapt the ESL by the learners.

The study of “English as a Second Language (ESL) Students’ Perceptions of Effective

Instructors in the LEAP (Learning English for Academic Purposes) Program at Marshall

University” explores the different perception of the students in learning the secondary

language. “The female respondents in the study tended to prefer lessons to be more

detailed and organized than the males.” The study shows that the instructors respect and

cared their students, they had good knowledge about the topics they teach in the class,

the lessons were organized effectively, allowed their students practice in small groups

during class sessions for discussion or group projects. The students were encouraged to

work together in the class, the instructors explained the lessons in ways that fit the

students’ language skills to understand.

Moreover, the instructors had different activities in class to get students to

participate in the topic such as small group exercises, team competitions, and role-play.

The students were encouraged to think and to ask questions if they had any. In addition,

the homework and tests were graded and returned quickly. The students feel connected
with the teachers and their classmates thanks to the friendly classroom environment.

However, the respondents of the study observed that they did not think their instructors

pay much attention to “sets rules for classroom behavior,” “uses materials related to the

topic,” and “encourages study groups outside of class,” (Vo, 2012).

 Chapter 3

Methodology

This section of the study presents the research design, conceptual framework,

locale of the study, research respondents, research instruments, and statistical tools.

Research Design

The researcher employs a quantitative research design utilizing a descriptive

design in this study. Shuttleworth (2008) defines descriptive research design as a

scientific method that involves observing and describing the behavior of a subject without

influencing it in any way. This method use, obtain a general overview of the subject. Also,

Benjamin (2000) points out that the descriptive studies are only restricted to fact-finding

but may often result in the formulation of important principles of knowledge and solutions

of significant problems. This design will describe the acquisition of English as a second

language of Anuban Phetchaburi School pupils.

On which quantitative research generates numerical data or information that can

be converted into numbers, focuses more in counting and classifying features and

constructing statistical models and figures to explain what is observed. Furthermore,

quantitative research makes use of tools such as questionnaires, surveys, measurements

and other equipment to collect numerical or measurable data. This is to determine the

level of understanding of the pupils in respond to the second language used in

respondents’ school.
Research Locale

Anuban Phetchaburi School is a primary level government school with

approximately 1,300 students, located in the city center of Phetchaburi City. This primary

school developed their teaching methods on their aim for a “quality and a global standard

school.” They improved their facilities, building different rooms for students’ learning. They

have new building for Foreign Language, Science Laboratory, E-classroom, Computer

Room, Social Studies room, Thai Room, and more conducive for learning. Phetchaburi

City is located 130 km south of Bangkok, 15 km from the nearest beach and 40-60 km

north of Cha-am.

Phetchaburi has numerous private and public schools from K-12. Several have

English programs taught by native English speakers to ready students for higher

education. Some of the schools are Anuban Phetchaburi Primary School,

Benchamatheputhit School, Prommanusorn School, Benjamaputit Mattayom School, Wat

Don Kaitia Prathom School, and Arunpradit Prathom/Mattayom School. There are also

several universities, including Phetchaburi Ratchabat University.

Research Respondents
Respondents of the study are the grade three pupils of Anuban Phetchaburi

School. This will cover the one hundred (100) pupils randomly selected in both programs,

the regular and English program. The grade three has four sections classified

homogenously. Separately is the English Program department.

 Table 1

Distribution of the Respondents

Classroom N (population) n (sample size)

SECTION ONE 50 20

SECTION TWO 50 20

SECTION THREE 50 20

SECTION FOUR 50 20

ENGLISH PROGRAM 30 20

Total 230 100

Research Instrument

This study utilizes a survey questionnaire. The questionnaire was adapted from a

study entitled “English as a Second Language (ESL) Students’ Perceptions of Effective

Instructors in the Leap Program at Marshall University” which published in 2012. The

researcher extracted few survey questions related to the variables of her study. The

survey questionnaire was utilized to describe the acquisition of English as secondary

language of the grade three pupils.

The survey questionnaire designed to elicit responses from the one hundred grade

three pupils to determine the acquisition of English language. The variable is composed

of five items in which the respondents rated honestly on the parameter limits below:
 Table 2 : Parameters in the Acquisition of English Language

Rating Interval Interpretation Description

5 4.51-5.0 Excellent The respondents

strongly agree that
acquisition of
English language is
very favorable.

4 3.51-4.50 Very Good The respondents

strongly agree that
acquisition of
English language is
much favorable.
.

3 2.51-3. 50 Good The respondents

strongly agree that
acquisition of
English language is
moderately
favorable.

2 1.51-2.50 Fair The respondents

strongly agree that
acquisition of
English language is
less favorable.

1 0- 1.50 Poor The respondents

strongly agree that
acquisition of
English language is
never favorable.
Statistical Tools

The data gathered were tabulated, analyzed, and interpreted using the following

tools:

To determine the acquisition of English language, frequency is used for the gender.

To determine the extent of acquisition of English as secondary language, and

gender of the pupils, mean is used.

To determine the level of understanding and the extent on the acquisition of

English as the secondary language of the grade three pupils when analyzed by gender,

ANOVA is used.
 APPENDIX A

LOCAL MAP OF RESEARCH LOCALE

 APPENDIX B
SURVEY QUESTIONNARE ON THE ACQUISITION OF ENGLISH AS

SECONDARY LANGUAGE OF THE PUPILS IN ANUBAN PHETCHABURI SCHOOL

Name (Optional): _______________________________Gender:______________

Grade level: __________________________________________________

Direction: Please encircle the number of your answer based on the scale below. Please
rate honestly.

Scale Frequency Interpretation

5 Always
4 Oftentimes
3 Sometimes
2 Rarely
1 Never
The item embodied is observed at all times.
The item embodied is observed most of the
time.
The item embodied is observed some
instances.
The item embodied is observed in few
cases.
The item embodied is not observed at all.

Learning English language as a pupil, …

1. I am interested in learning English. 5 4 3 2 1

2. I participate to the activities.

3. I am attentive in the class. 5 4 3 2 1

4. I do understand the lessons given by my 5 4 3 2 1

teacher.

5. I participate during the class. 5 4 3 2 1

6. my teacher encourages me to ask question. 5 4 3 2 1

7. I find English language as useful. 5 4 3 2 1

8. my teachers explained the lessons well. 5 4 3 2 1

9. I had able to avail the multimedia materials in 5 4 3 2 1

learning like videos, audio-visual aides,

powerpoint presentations, etc.

10. My English teacher uses teaching materials 5 4 3 2 1

like flash cards, pictures, powerpoint

presentation, etc.

11. I find my English lessons difficult. 5 4 3 2 1

12. I am not afraid to use English language. 5 4 3 2 1

13. I found English interesting. 5 4 3 2 1

14. It is fun participating activities. 5 4 3 2 1

15. I study my English lessons. 5 4 3 2 1