Chapter 3
SUMMARY, FINDINGS, CONCLUSIONS, and RECOMMENDATIONS
Summary of Findings
Based on the results of the study conducted, the following results were yielded:
As per the results of the survey on reading profiles, the following are yielded: out of the 23
respondents 5 of which are males, 18 are females aged 19 to 20, a good portion of the respondent
population prefer reading textbooks, as it is also the most available reading material; the students
often read whenever they are required whenever material is available and at home; and lastly, they
are mostly influenced to read in school.
Additionally, it was found that the respondents are more exposed to the English language
at school than at their homes, as it where they communicate using English occasionally. As for
their language anxiety, majority of the class answered negatively. However, as per their narratives,
the respondents’ anxiety when it comes to speaking English often occurs during formal class
discussions, as they feel confident conversing in English with their peers in casual setting.
The most common strategies employed by the students whenever they encounter new,
unfamiliar words are the following: guessing the meaning through context, asking someone else
what it means, and writing down the word and consulting a dictionary later on, and. To remember
the meaning of new words, the most employed strategies is using it in daily conversations. To test
their vocabulary, they utilize using the word in daily conversation, guessing the meaning and crosschecking later, and conversing with someone who has better grasp of the English language.
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Conclusion
Based on the findings of the study, it is found that the factors based on Krashen’s Second
Language Acquisition theory that vocabulary as a factor affecting speaking skills of the Educ 30
students – BSED English 4th yr. of the University of San Carlos – Teacher Education Department
South Campus are learning anxiety, learning strategies, learning environment, and exposure and
perception of English as influenced by guided, explicit-instruction education. Furthermore, it is
found out that reading gives a positive impact to learners when it comes to vocabulary
development.
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