RtICELT 2016 Conference Proceedings (Final.Ed.)

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Richards, J. (2010). Competence and performance in language Teaching, RELC Journal, 41, 2, 101-122.Rivkin, S., Hanushek, E., and Kain, J. (2000). Teachers, schools and academic achievement (working paper 6691, revised). Cambridge, MA: National Bureau of Economic Research.Siribanpitak, P. and Boonyananta, S. 2007. The Qualifications of the Teaching Force in Thailand. R. M. Ingersoll (ed.). A Comparative Study of Teacher Preparation and Qualifications in Six Nations. Philadelphia, PA, Consortium for Policy Research in Education. From http://www.eric.ed.gov.Zuzovsky, R. (2003). Teachers’ qualifications and their impact on student achievement: Findings from TIMSS 2003 data for Israel. Center for Science and Technology Education, Tel Aviv University, Tel Aviv, Israel. From http://www.ierinstitute.org.Pathumtani, Thailand, May 14, 2016 Page | 251

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” Interactional Feedback: ESL Teachers’ Perspective Roma Marian F. Guadana Master of Arts in English as a Second Language De La Salle University-Dasmariñas [email protected] Michaela Gjmae L. Sobrevilla Master of Arts in English as a Second Language De La Salle University-Dasmariñas [email protected] Nadine Emirey H. Lacsina Master of Arts in English as a Second Language De La Salle University-Dasmariñas [email protected] feedback is a technique in grammar teaching which is primarily focusedon enforcing feedback which takes place in the interaction between teachers andstudents. Moreover, the said feedback is focused on students’ utterances andnegotiation inside the classroom. This study centers on explaining interactionalfeedback in the perspective of the teachers particularly on describing the purpose ofteachers in using interactional feedback, the type of interactional feedback prevalentlyused, and how these types of interactional feedback are used in their classrooms.The study used the Basic Qualitative Research as its design. Furthermore, participantsof the study were selected through a comprehensive purposeful sampling having 13participants from Dasmarinas National High School. The study had utilized interviewas its data collection technique. The results of the study showed that the main purposeof the teachers giving interactional feedback is for the correction of errors. Moreover,the prevalently used type of interactional feedback are elicitation, recast, and explicitcorrection. Lastly, teachers use interactional feedback through a teacher-centeredapproach through the employment of question and answer which also showed thattheir experiences are directed to assessment for learning.Pathumtani, Thailand, May 14, 2016 Page | 252

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”It has been concluded in this study that teachers must be made cognizant on givinginteractional feedback to students as such unawareness may lead to the misalignmenton objectives, pedagogy, and assessment in teaching grammar. Also, teachers shouldadopt other different types of feedback in classrooms in consideration of the context.Keywords: Corrective feedback, Interactional feedback, Teaching grammar,Classroom interactionIntroductionBackgroundGrammar instruction has undergone significant development relative to the changesin theories and methods of teaching. Nassaji and Fotos (2011) classified grammarinstruction to traditional approaches and communication-based approaches which hasbeen debated on some of the researches as to their effectiveness on students’ learning.(Dur, 2013 and Spada, Tomita, Suzuki and Valeo, 2014). Among thesecommunication-based approaches is corrective feedback which according toLightbown and Spada (2006) indicates to students that their use of the target languageis incorrect. Corrective feedback mainly draws on interaction in the classroom inwhich interactional feedback is anchored.Interactional feedback is a technique in teaching grammar in which the emphasis is todraw students’ attention to a specific grammatical form in a context which iscommunicative. Nassaji and Fotos (2011) explained that “this approach is based on aninteractionist perspective to Second Language Acquisition (SLA) and the assumptionthat negotiated interaction (i.e., interactional modifications made in the course ofconversation) is essential for language acquisition” (p.71). Furthermore, learners canreceive corrective feedback on their informed utterances that takes place duringinteraction with the use of conversational strategies like clarification requests,confirmation checks, repetition, recasts, etc., through negotiation. (Nassaji and Fotos,2011).Over the last few years, the significance of feedback in teaching grammar in a secondlanguage classroom has been a focus to some of the researches. For example,feedback in classroom has been very beneficial to both teachers and students.Gurzynski-Weiss and Revesz (2012) found that in classroom feedback, the amountand type of teacher feedback has affected the task factors which includes theopportunities and incidence of the students’ output. Fujii and Mackey (2009) alsofound that cultural, contextual, and interlocutor-related factors may be used to shapethe patterns of interaction that will help in designing task-based instruction. NassajiPathumtani, Thailand, May 14, 2016 Page | 253

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”(2009) found that elicitation and recasts may be useful in second language learningdepending on their degree of explicitness.Among the researches on the significance of feedback in a second language classroommentioned beforehand, a type of feedback which is corrective in form and is focusedon the interaction in the classroom is developed that is, corrective feedback.Corrective feedback started as a process used to identify the types of feedback duringan interaction. The said feedback was first studied in French students from then, theprocess has gone further studies. One of the early researches in corrective feedback isfrom Lyster and Ranta (1997) which is also the theoretical foundation of this study.Lyster and Ranta (1997) observed the different types of corrective feedback in fourFrench classrooms wherein six feedback types were identified. Such feedback typeswere now categorized as interactional feedback.The development of corrective feedback continued to shed light on understandingclassroom interactions. Among the researches that described classroom interactionsare that of Sato (2013), Oliver and Mackey (2003), Long (1996), Pica (1994). Sato(2013) emphasized that learners have positive belief in peer interaction and peercorrective feedback. Collaborative classroom environments and positive socialrelationships were deemed to be significant factors identified in the study. Oliver andMackey (2003) investigated the role of interactional context in the exchanges betweenthe teacher and the students inside the classroom which emphasized the importanceof the interactional context in giving feedback. On the other hand, Long (1996) ascited in the book of Nassaji and Fotos (2011) explained that in interaction hypothesis,interaction plays a major role because it has positive effects on second languagelearning. Lastly, Pica (1994) as cited in the book of Nassaji and Fotos (2011) explainedthat negotiation is an important element in interaction in the classroom, “negotiationassists L2 development in three ways: by making message comprehensible, byenhancing L2 input, and by facilitating the production of modified output (learners’revisions of their erroneous output following feedback)” (p. 73).The development of corrective feedback also sheds light on the pedagogy of ESLteachers and its effectiveness in second language classrooms. Researches whichsupport this are of Ellis (2009), Mackey and Sachs (2011), Martínez Agudo (2014), andMilla and Mayo (2013). Ellis as cited in the book of Mackey (2007), conducted a studyon the effects of oral feedback on L2 language and it is underscored that the differenttypes of corrective feedback were effective and the performance of the studentsimproved. The study provided some evidence on the effectiveness of the correctivefeedback among students. Mackey and Sachs (2011) also found out that the olderlearners appeared to have higher scores based on the tests provided to them onPathumtani, Thailand, May 14, 2016 Page | 254

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”corrective feedback. Corrective feedback has also been an important element inteaching grammar based on De Dios Martínez Agudo (2014) which reported thatbeliefs about corrective feedback are primarily influenced by past experiences in thesecond language classroom. Furthermore, Milla and Mayo (2013) suggest in theirstudy that the use of corrective feedback in relation to Content and LanguageIntegrated Learning (CLIL) is primarily based on teachers’ attitude toward correctivefeedback. Lastly, Ellis (2009) emphasized that corrective feedback is significant inteacher education programs thus suggested that guidelines on the use of correctivefeedback should be considered by teacher education programs.Target types and specific type of interactional feedback also played role in thedevelopment of corrective feedback. One of the studies which partook in this was ofKartchava and Ammar (2014) which uncovered that the noticeability of the correctivefeedback was dependent on the grammatical target and corrective feedbacktechniques which push the learners to self-correct alone are more effective in bringingout the intent of the feedback. In addition to this, Mc Donough as cited in the bookof Mackey (2007) shed light on the interesting relationship among the types ofinteractional feedback and it was found out that clarification requests and recastsprovide a significant impact on the emergence of simple past and progressive verbs.Moreover, Li (2013) emphasized the importance of interactional approach inexamining the corrective feedback. It was also mentioned that explicit feedback ismore effective than implicit feedback. Furthermore, Saito (2013) also considered theAcquisitional Value of Recasts in Instructed Second Language Speech Learning, and itwas shown that learners’ attentional shift is promoted from lexical units to wholephonetic aspects of the second language speech. Rassaei (2014) also reported thatrecasts, when used with scaffolded feedback shows a higher development in students’classroom tasks. Lastly, Sheen (2008) reported that recasts produce significant higherlevels of modified output when given to students with low-anxiety level.Meta-analysis and synthesis of corrective feedback has also been done in the latteryears. A synthesis of classroom interactional research has been done by Lyster andSaito (2010) which reports that there is an increasing number of Second LanguageAcquisition studies which deem interactional feedback as a significant element in theimprovement of the students’ use of target language. Lyster and Saito (2010)emphasized that “empirical research has demonstrated the overall effectiveness ofinteractional feedback in classroom settings and some theoretical accounts suggestthat it may even play a pivotal role in second language pedagogy driven by oralinteraction” (p. 290). Shaofeng (2010) focused on meta-analysis which shows thatrelative to the use of corrective feedback in a second language classroom, there is amedium overall effect of the use of corrective feedback and its effect was maintainedPathumtani, Thailand, May 14, 2016 Page | 255

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”over time. Moreover, the effect of implicit feedback was maintained better than theexplicit feedback.However, with the plethora of researches in corrective and interactional feedback andits development, most of the focus of these researches has been on its effectivenessand effect on students’ learning with little emphasis on the point of view of theteachers who mainly use the approach in teaching grammar. This paper is an attemptto explain the role of interactional feedback as employed by ESL teachers,emphasizing on the purpose, types, and use of the said approach.Theoretical BackgroundInteractional feedback is anchored on the corrective feedback by Lightbown andSpada (2006) based on the study of Lyster and Ranta (1997) which states that “ascheme is developed by observing the different types of corrective feedback providedduring interaction in four French immersion classrooms with 9-11 year-old students”(p.126).Six feedback types were identified in the study which are: explicit correction, recasts,clarification requests, metalinguistic feedback, elicitation, and repetition. Based onLightbown and Spada (2006) explicit correction is a feedback in which the teacherclearly shows the incorrect statement of the student. Recast is an implicit feedbackthat involves reformulation of the student’s utterance. Clarification request isemphasized to the students that their utterance was misunderstood by the teacher andis incorrect that repetition and reformulation is needed. Metalinguistic feedbackincludes comments, information, or questions relative to the correctness of thestudent’s utterance without providing the correct form. Elicitation is used to elicit thecorrect form directly to the students. Repetition includes the repetition of theutterance of the students which is considered to be erroneous.The concept of corrective feedback and the six feedback types identified by Lysterand Ranta (1997) serve as the foundation and basis of this study on explaining anddescribing the role of interactional feedback to ESL teachers.Statement of the ProblemThis paper focuses on explaining the role of interactional feedback in teachinggrammar through the perspective of the teachers. It aims to explore how ESLteachers use interactional feedback in teaching grammar.Pathumtani, Thailand, May 14, 2016 Page | 256

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Specifically, this paper seeks to answer the following questions: 1. What type of interactional feedback is prevalently used by ESL teachers in their classrooms? 2. How do ESL teachers use interactional feedback in their classrooms?MethodResearch Design The researchers employed the Basic Qualitative Research (BQR) in accomplishingthis research. Such research design is not stipulated in the five qualitative approachesto inquiry namely: narrative, phenomenological, grounded theory, ethnographic, andcase study research as specified by Creswell (2007). However, Basic QualitativeResearch (BQR) would be more of an appropriate research design since the focus ofthe study is to reveal the common theme found in the responses of the participantsrelative to the use of interactional method in teaching grammar. Based on Merriam(2009) Basic Qualitative Study would be interested in “(1) how people interpret theirexperiences, (2) how they construct their worlds, and (3) what meaning they attributeto their experiences” (p.23).This research is concerned with how the teachers construct meaning and experiencesfrom the interactional feedback taken from their experiences with their students.Moreover, Merriam (2009) emphasized that the purpose of BQR “is to understandhow people make sense of their lives and their experiences” (p.23).ParticipantsThe participants of the study were 13 secondary ESL teachers in Dasmarinas NationalHigh School. The participants were selected by employing comprehensive purposefulsampling whereby the researchers chose an entire group using a criteria.Comprehensive purposeful sampling as Merriam (2009) explains “directly reflect thepurpose of the study and guide in the identification of information-rich cases” (p.78).Furthermore, Merriam (2009) emphasized that in comprehensive purposefulsampling, attributes should be listed thus criteria is important in selecting theparticipants. The participants were based on the following criteria: the teachers shouldbe teaching English in a public secondary school, they should be teaching or handlingGrade 9 students, and they should have at least 2 years of service in teaching.Pathumtani, Thailand, May 14, 2016 Page | 257

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” Ethical considerations were considered by maintaining the anonymity of theparticipants by assigning numbers to each of them.Data CollectionThe researchers utilized interview as a technique in the collection of data. Merriam(2009) emphasized that “interviewing is necessary when we cannot observe behavior,feelings, or how people interpret the world around them” (p. 88). This researchmainly focused on how the teachers interact with the students using the interactionalfeedbacks. Through interviews, the researchers can track down the usage of theinteractional feedback in teaching grammar.The interviews were semistructured whereas defined by Merriam (2009) is the“interview where either all of the questions are more flexibly worded or the interviewis a mix of more or less structured questions” (p.90). The researchers were “guided bya list of questions or issues to be explored, and either the exact wording nor the orderof question is determined ahead of time” (Merriam, 2009, p.90).Audio-recording of the interview was used to gather information from theparticipants. The interview was focused on the following: (1) profile of the ESLteachers, (2) interactional feedback they use in the class, (3) the purpose of giving suchinteractional feedback, (4) how interactional feedback is used in their pedagogy.Audio-recording of the interviews were transcribed through the preparation of thenecessary templates for the transcription. Such audio-recording were first transcribedmanually from the recorder then transferred the audio file to the computer for furtherverification and encoding. Such contributed to the gathering of themes found in thestudy.A letter of request was sent to the school administrators addressed to the participantsrequesting for a scheduled personal interview which would last for 15 to 30 minutes.The letter includes the background and rationale of the research.Data AnalysisGenerally, the researchers analyzed the responses of the participants by classifying thepatterns occurred in their responses to the questions raised by the researchers in theinterview. The answers were compared and contrasted by the researchers to come upwith possible themes. Such comparison and contrast was consistently done to ensurerich collection of themes. The participants’ individual responses were considered inorder to find initial themes or patterns. Analysis of data includes tabulating, coding,and categorizing the themes found in the responses of the participants. MicrosoftExcel 2010 was used in the tabulation of data.Pathumtani, Thailand, May 14, 2016 Page | 258

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” Coding the responses included open coding which includes the general themesfound in the responses of the participants. From then on, the researchers willcontinue to analyze the themes or patterns found which are coded thus will giveanswers to the research questions relative to the teachers’ use of interactionalfeedback.Intercoder ReliabilityThemes in the responses of the participants were ensured objectively through anintercoder. The purpose of an intercoder is to provide congruency between thethemes gathered by the researchers and himself. Through this, reliability of the datawill be ensured. An intercoder was hired by the researchers. The intercoder was giventranscripts of the interviews of the thirteen (13) ESL teachers who are the participantsof the study. The themes were first gathered and interpreted by the researchers whichwere immediately followed by the intercoder. The themes that the intercoder came upwere also tabulated and compared to see whether there is congruency on the codingand categorization of themes.Results and DiscussionResultsThe study on the role of interactional feedback through the perspective of ESLteachers focuses and limits on the analysis of the participants’ responses oninteractional feedback they use in the class, the purpose of giving such interactionalfeedback, and on how interactional feedback is used in their pedagogy. A thoroughanalysis of the participants’ responses in the interview resulted in varied themes whichare presented in this section.Research Question No. 1. Type of Interactional Feedback used in ESL Classroom(Purpose)The dominant purpose of ESL teachers in giving interactional feedback on their dailyteaching activities mainly highlights teachers’ assessment specifically, correction oferror and learning assessment strategy. As what Interviewee E responded, “Myobjectives in giving feedback to my students are to correct them right away and…lessen the repetition of the mistake that they had used or done.” The result showsaffirmation with the study of Lyster and Saito (2010) wherein it was suggested thatinteractional feedback plays a very significant role in interactional input and classroomsettings. Moreover, it also affirms to the study of Bassiri (2011) stating that interactionPathumtani, Thailand, May 14, 2016 Page | 259

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”plays a very significant part in feedback and comprehensible input and output when itcomes to learners.Relative to the purposes given by the participants, it was also emphasized in theinterview that such purpose of giving interactional feedback is mainly given duringclass discussions of a certain lesson. Interviewee E responded that “I usually useinteractional feedback whenever we have class discussions…Most of the time, thestudents are required to explain concepts, give examples, and share ideas.” Moreover,the participants noted that interactional feedback is a useful tool in their pedagogymainly because it helps in the improvement of the students learning and awareness ona certain lesson. Interviewee F responded that “It is very useful (interactionalfeedback) because these feedbacks…kasi… somehow give them encouragements andchallenge them to do their work better.Research Question No. 1. Type of Interactional Feedback used in ESL Classroom(Type of Interactional Feedback)Such result is followed by another focus of the study which draws mainly on the typeof interactional feedback prevalently used in the teachers’ pedagogy. The gatheredthemes highlighted the use of elicitation, recast, and explicit correction as theprevalently used types of interactional feedback. Lightbown and Spada (2006)explained that recast is an implicit feedback that involves reformulation of thestudent’s utterance while elicitation is used to elicit the correct form directly to thestudents and explicit correction involves showing of the incorrect response of alearner. In the interview, Interviewee D emphasized that “I let them speak and…askthem to reformulate their sentence if there are errors.” On the other hand,Interviewee C explained that “I give verbally and… on written note in their papers. Isay what should be there or what much better word to appear.” This affirms to thestudy of Nassaji (2009) which had identified elicitations and recasts as beneficial andeffective types of interactional feedback in second language learning.In relation to this, the participants were also asked on what they do in classroominteraction that requires teaching of a specific grammar lesson. The responses of theparticipants focused on giving classroom interactions through speaking activities.Interviewee I said that in classroom interactions, “I would ask them to speak in frontof the class in order to use and apply the grammar lesson. I would become thefacilitator while the students do the peer checking and correction.”Pathumtani, Thailand, May 14, 2016 Page | 260

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Research Question No. 2. Interactional Feedback as used in ClassroomAnother focus of the study is on how teachers facilitate classroom interactions inteaching grammar and the experiences in giving such. The gathered themesemphasized the use of interactional feedback that is mainly directed to teacher-centered approach through question and answer. Interviewee M emphasized that “Istart with a question that was the talk of the school and let them explain what it isabout. Just keep on asking about the point and then by and by, let them correct theerrors through performing side discussions about grammar points.”The experiences of the teachers in using interactional feedback mainly focused onproviding assessment to the learners. As what Interviewee I said, “I find interactionalfeedback ano… a meaningful strategy because ahm… the students are given thechance to know their achievement in each lesson and that they are more motivated toattain more skills because the teacher give them that opportunity inside theclassroom.” These results however appear to be in contrast with the study ofGurzynski-Weiss and Révész (2012) stating that interactional feedback suggested theimportance of task-related variables in the classroom feedback in relation to thedecisions the teachers make in their classrooms.DiscussionThe qualitative study on the use of interactional feedback in the perspective of theteachers has established three major themes relative to the specific questions cited inthe study. Such major themes are focused on the purpose of the ESL teachers in usinginteractional feedback, prevalently used types of interactional feedback, and howteachers use interactional feedback in their classrooms.In the study, it is emphasized that the main purpose of teachers giving interactionalfeedback is for the correction of errors in classroom discussions. Lightbown andSpada (2006) had enumerated six (6) types of corrective feedback namely explicitcorrection, recast, clarification request, metalinguistic feedback, elicitation, andrepetition. With these types of interactional feedback, elicitation appeared to be themost prevalently used type of interactional feedback. Moreover, teachers useinteractional feedback in a teacher-centered manner through question and answer andsuch experiences in the use of interactional feedback is directed to assessment forlearning.The purpose of the teachers in using interactional feedback which is the correction ofstudents’ errors in using the target language may be attributed to Long’s (1991) Focuson Forms (FonFS). According to Long, FonF is an “approach in which attention toform occurs incidentally and in the context of communication and meaningfulPathumtani, Thailand, May 14, 2016 Page | 261

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”interaction. FonF occurs either reactively in response to learners’ errors or proactivelyin a pre-planned manner” (p.73). The result of the study which is the correction oferrors indicates that the purpose of the teachers in giving interactional feedback isparallel to the objective of the concept of interactional feedback and Long’s FonFapproach and Lightbown and Spada’s Corrective Feedback (2006) which underscorescorrection of error and use of communicative context.The study also shows that the prevalently used types of interactional feedback areelicitation, recasts, and explicit correction. Elicitation is a type of interactionalfeedback which is used to elicit the correct form directly to the students (Lightbownand Spada, 2006). This result may be relative to the study of Nassaji (2009) which hadfound that elicitation and recasts may be useful in second language learning dependingon their degree of explicitness. However, the result of the findings may also show thatthe prevalence of using elicitation may impact on teachers’ pedagogy.Based on Lyster and Saito (2010) “it has been recommended for teachers to adopt awide variety of interactional feedback techniques in accordance with a range ofcontextual, individual, and linguistic variables” (p.276). Moreover, the prevalence ofelicitation on teachers’ use of interactional feedback may also be advantageous as it isbeing favored by most of the participants based on their responses. This resultindicates that the use of elicitation may be beneficial which affirms the study ofNassaji (2009) which emphasizes that both elicitation and recasts are beneficialbecause of its effectiveness in the use of language. However, it is important toconsider the level of explicitness.The final focus of this study is on how teachers use interactional feedback in theirclassrooms. Based on the result, teachers use interactional feedback through a teacher-centered approach using question and answer. Also, the experiences of the teachers inusing interactional feedback mainly focuses on assessment. Such teacher-centeredapproach through question and answer is aligned on the use of interactional feedbackas a communicative and negotiated type of approach in teaching grammar (Nassajiand Fotos, 2011). This assessment may be relative to the correction of errors whichposes an essential question as to what type of assessment is being employed and howsuch errors are treated. Based on Nassaji and Fotos (2011) it is important to knowthat “Errors occur because of lack of knowledge but mistakes are simply performanceerrors” (p.80). In this case, the result of the study on the use of interactional feedbackas an assessment highlights correction of error through an assessment for learning.According to Goode, Kingston, Grant and Munson (2010) “Assessment for learningdirectly influences student learning by reinforcing the connections betweenassessment and instruction. Assessment for learning occurs as a part of everydayPathumtani, Thailand, May 14, 2016 Page | 262

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”teaching and learning and uses information from ongoing assessment to shapeclassroom teaching and learning” (p.21). This result may indicate the significance ofthe alignment of teachers’ purpose, pedagogy and assessment in teaching grammar.ConclusionThis study limited on explaining interactional feedback through teachers’ perspectiveprimarily on the purpose of the teachers in giving interactional feedback, theprevalently used type of interactional feedback, and on how teachers use interactionalfeedback in teaching grammar. It is concluded in this study that teachers should bevery cognizant on giving interactional feedback to students for such unawareness mayresult to the misalignment of objectives, pedagogy, and assessment in teachinggrammar. Moreover, teachers should consider the different types of interactionalfeedback in teaching grammar for the varied contexts in ESL classroom.RecommendationsThe study recommends further studies focusing on other areas such as effectivenessof a certain type of interactional feedback, context of giving interactional feedback,and relationship of interactional feedback in assessment.ReferencesBassiri, M. (2011). Interactional feedback and the impact of attitude and motivation on noticing L2 form. English Language and Literature Studies, 1(2), 1-13. doi:10.5539/ells.v1n2p61Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks: Sage.de Dios Martínez Agudo, J. (2014). Beliefs in learning to teach: EFL student teachers' beliefs about corrective feedback. Utrecht Studies In Language & Communication, 27209-230.Dur, V. (2013). Modern communicative methods of teaching english grammar to intermediate level students. Journal Of Linguistic Intercultural Education, 689-106.Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.Fujii, A., & Mackey, A. (2009). Interactional feedback in learner-learner interactions in a task-based EFL classroom. IRAL: International Review of Applied Linguistics in Language Teaching, 47(3/4), 267-301. doi:10.1515/iral.2009.012Goode, K., Kingston, T., Grant, J., & Munson, L. (2010). Assessment for learning. Learning together: Successful teaching in combined grades, 21-24. RetrievedPathumtani, Thailand, May 14, 2016 Page | 263

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” fromhttp://www.etfo.ca/Resources/ForTeachers/Documents/Assessment %20for%20Learning.pdfGurzynski-Weiss, L., & Révész, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(3), 851-879. doi:10.1111/j.1467-9922.2012.00716.xHendrickson, J. (1978). “Error correction in foreign language teaching: Recent theory, research, and practice.” Modern Language Journal, 62, 387–98.Kartchava, E., & Ammar, A. (2014). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428-452. doi:10.1177/1362168813519373Li, Shaofeng. (2013). The interface between feedback type, L2 proficiency, and the nature of the linguistic target. Language Teaching Research, 18 (3), 373-396. doi: 10.1177/1362168813510384Lightbown, P., & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins.Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction & Acquisition, 1(2), 276-297.Mackey, A. (Ed.) (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.Mackey, A., & Sachs, R. (2012). Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development. Language Learning, 62(3), 704-740. doi:10.1111/j.1467-9922.2011.00649.xMerriam, S. B., & Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.Milla, R., & Garcia Mayo, M. P. (2014). Corrective feedback episodes in oral interaction: a comparison of a CLIL and an EFL classroom. International Journal Of English Studies, (1), 1.Pathumtani, Thailand, May 14, 2016 Page | 264

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Nassaji, H. (2009). Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness. Language Learning, 59(2), 411-452. doi:10.1111/j.1467-9922.2009.00511.xNassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.Oliver, R., & Mackey, A. (2003). Interactional Context and Feedback in Child ESL Classrooms. Modern Language Journal, 87(4), 519-533. doi:10.1111/1540- 4781.00205Rassaei, E. (2014). Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective. Modern Language Journal, 98(1), 417-431. doi:10.1111/j.1540-4781.2014.12060.xSato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. Modern Language Journal, 97(3), 611-633. doi:10.1111/j.1540-4781.2013.12035.xShaofeng, L. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta- Analysis. Language Learning, 60(2), 309-365. doi:10.1111/j.1467- 9922.2010.00561.xSheen, Y. (2008). Recasts, Language Anxiety, Modified Output, and L2 Learning. Language Learning, 58(4), 835-874. doi:10.1111/j.1467- 9922.2008.00480.xSpada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A. (2014). Isolated andIntegrated form-focused instruction: Effects on different types of L2knowledge. Language Teaching Research, 18(4), 453-473.doi:10.1177/1362168813519883Pathumtani, Thailand, May 14, 2016 Page | 265

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” DIGITAL MEDIA AND READING Gloria Capacia Salazar [email protected] La Salle University-Dasmariňas/Dacanlao Gregorio Agoncillo NHS Cavite, PhilippinesAbstractEmploying technology-aided instruction has been a common practice in mosteducational institutions all over the world. This study deals with the ways teachers andstudents use digital tools in acquiring skills, emphasizing the notion of keeping abreastwith the demands of 21st C education.As a qualitative inquiry, this study aims to investigate the ways teachers and learnersperceive and apply utilization of digital tools in reading. This study is grounded onthree different conjectures but interrelated theories: (1) Dewey’s experiential learningtheory, (2) Piaget’s cognitive learning theory, and (3) Mayer’s Cognitive Theory ofMultimedia Learning.Participants for this study are selected through purposive sampling, comprising of 5teachers and 10 students who have at least two-year teaching and learning experiencesunder K-12 curriculum. In this paper, raw data are treated through content analysiswhich required initial coding analysis and final coding analysis. The transcribed dataand written responses of the interviewees are reduced to be able to come up withrecurring themes.Qualitative data revealed that both teachers and students use digital media inenhancing comprehension and in sustaining students’ interest and focus towardreading topics. Viewing, as a newly appended macro-skill, is also accentuated in thestudy as to buttress utilization of digital media in the teaching of reading.Keywords: Digital Media, Reading, New Literacies, Multimedia LearningIntroductionEmerging literacies in the 21st century emancipated the necessity of utilizing digitalmedia in promoting lifelong learning skills among students. Manasia and BozonPathumtani, Thailand, May 14, 2016 Page | 266

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”(2014) posited that lifelong learning requires learners to be efficiently equipped withkey competences such as linguistic skills, mathematical abilities and digital literacies,also termed as New Literacies. Leu (2002) (as cited in the study of Carroll (2011), statedthat New Literacies include skills, strategies and insights needed to successfully exploitthe rapidly changing information and technologies (ICT) that continuously emerge inour world.With a plethora of digital media that can be used in assisting learners in their‘scaffolding’, some researchers asserted that educators need to adapt with the new wayof ‘importing’ and ‘imparting’ information and skills to 21st century learners in asensible way. Additionally, technological advancements have led educators toincorporate digital tools in pedagogy since there are studies which support theproposition that digital media such as computers, mobiles, and other technologicaltools can help students learn more efficiently. In the study of Hung, Hwang & Huang(2012), students’ feedback regarding the application of digital storytelling to project-based learning revealed that learners find themselves improving their attitude,accentuating their performance, and enhancing their problem-solving competencebecause DST (digital storytelling) provides an interesting way to learn. In spite of this,the complexities of using digital media as learning tools are one of the challengesfaced by educators nowadays.Watson and Pecchioni (2011) mooted that the challenges faced by educators vis-a-visdigital learning instigated from the assumption that “technology inherently creates aricher learning environment.” The impact of technology is becoming more prevalentin education; however, some researchers conducted studies which showed thatutilization of digital media does not considerably guarantee student achievement.According to Säijö (2010), “The impact of technology depends on a positiveconfluence of several variables such as student engagement, group participation,frequent interaction and feedback from mentors, and connections to real-worldcontexts” (p. 55).Theoretical SupportBuilding on Dewey’s experiential theory that “every experience modifies the one whoundergoes it and this modification affects the qualities of the subsequent (followingexperiences)”, it clearly implies that every individual can learn by adapting himself tothe incurring changes brought on by the environment. Dewey mooted thatenvironment is important as learning can’t happen to the person acting alone. Due totechnological advancements experienced by students nowadays, it can be inferred thatstudents begin to process reading and learning with the help of digital media. SmithPathumtani, Thailand, May 14, 2016 Page | 267

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”and Dechant (as cited in Tejero, 2010) even stressed that ‘experience’ is a prerequisiteto reading. Therefore, in order for printed symbols to arouse meaning, readers mustrecognize and perceive them, thus making reading an interactive process (Tejero, 2010)wherein learners respond and react to certain physical conditions. In this context,learners can negotiate meaning with the text based on what he knows of the outsideworld and constructs new meanings for himself; thus eliciting an independent readingand learning skill. Cambourne (1988, 1995) (as cited in the work of Carroll (2011)even emphasized engagement as central to language learningIn this paper, acquisition of New Literacies is also discussed since it entails successfulendurance of 21st century learners in the digital age. Carroll (2011) specified the skillsand strategies learners (specifically middle school students) are required of: (1)identifying important questions, (2) locating information, (3) critically evaluatinginformation, (4) synthesizing information, and (5) communicating their answers.Majority of the aforementioned skills require reading. On this account, this paper alsomakes use of Piaget’s cognitive learning theory as one of the bases in the development ofthe research. Piaget’s cognitive theory (as cited in Zekan and Peronja, 2012) states thatlearners in their acquisition of literacies involve these two major processes:1) Assimilation – in which new information is integrated into existing structures. It means that the new experience is consistent with one’s cognitive structures and experience is easily integrated into it.2) Accommodation - challenges establish perceptions. Existing knowledges are challenged and we seek new ways of understanding our experience. So, learning occurs through reorganization of our cognitive structures.Another theory which best explicates how students process information during thereading act using digital media is Mayer’s Cognitive Theory of Multimedia Learning. Histheory was founded on his multimedia principle from which he asserted that “Peoplelearn more deeply from words and pictures than from words alone” (Mayer, 2005,p.3) (http://tlloyd-portfolio.com/edtechsite/504/cognitive_theory_of_multimedia_learning_by_tracy_lloyd-Ching.pdf). His theory geared towards understanding multimediainstruction and how this can be used to produce meaningful learning experiences.Ritchell’s and Lloyd’s review of Mayer’s cognitive multimedia learning theoryprovided a concise summary as follows: Mayer theorized that five internal processes take place when a learner is presented with visual and auditory information during multimedia instruction (Mayer, 2005 p.38). The first process involves attending to and selecting relevant words to process in verbal working memory. The second processPathumtani, Thailand, May 14, 2016 Page | 268

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” involves attending to and selecting relevant images or text to process in visual working memory. The third process involves organizing selected auditory information into a verbal model, and the fourth process involves organizing selected visual information into a pictorial model. The fifth and final stage or process involves integrating the auditory and visual information with each other and with the learner’s prior knowledge (p. 38).These three theories, albeit different, stress that “learning is a continual process ofconfronting and resolving conflicts between ‘theories-in-use’ and experience.Experiential learning consists of ideas and concepts being formed, challenged and re-formed in multipled, often linked, experiences” (Zekan & Peronja, 2012, p. 133).Statement of the ProblemIn this paper, I investigated teachers’ and students’ perceptions in using digital mediaand their utilization vis-a-vis the reading process. Moreover, this paper aims toscrutinize students’ reading experiences with the aid of digital media. Specifically, thispaper seeks to answer the following questions: (1) How do digital media assist students in reading?(2) How do teachers utilize digital media when teaching reading?MethodParticipants and ProceduresThe participants in this study are K-12 secondary teachers and secondary students ofDacanlao Gregorio Agoncillo National High School located at Dacanlao, Calaca,Batangas. Since K to 12 Basic Education Curriculum (BEC) Program in thePhilippines advocates utilization of digital technology in pedagogy, I opted to selectparticipants who have at least two-year teaching and learning experiences under Kto12 curriculum. In this case, I employed purposive sampling. Patton (1990) (as cited inTsai, Yu, Hsiao, 2012, p.241) noted that “Purposeful sampling seeks information-richcases that can be studied in-depth.” The participants are comprised of individualschosen through the two-phase filtration procedure. The procedure includes the profiling andthe final phases which are both considered essential in screening the participants.The first phase involves selection of the teacher-participants of the study. For me toarrive with the specific participants who can provide me with necessary data, I did theprofiling phase based on the following criteria: (1) they should be teachers with the mostfrequent contact with digital media (should use any digital tools for at least two timesa week), and (2) they should be teachers who use digital media in their readingPathumtani, Thailand, May 14, 2016 Page | 269

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”instruction. This profiling phase involved informal interviews with every subjectteacher from Grades 7 to 8 under K-12 curriculum. The purpose of this phase is forme to filter the participants I need for the study. I asked each subject teacher howfrequent their usage of digital tools is in their instruction. Since I need to come upwith recurring themes, I decided to choose teachers with the most frequent contact inusing digital media. These teachers should be using any digital tools for at least twotimes a week in their classroom instruction. After coming up with a vast number ofqualified participants, I employed the second-filtration phase. Informal interviewswere conducted wherein I eliminated teachers who do not use digital media in theirreading instruction. After subsequent conduct of interviews, I finally arrived with fiveteachers who qualified based on my criteria. The teacher-participants are comprised ofthree Grade 7 English teachers and two Grade 8 English teachers.In selecting student-participants for this study, I decided that the participants shouldshare the similar experiences to that of the select teacher-participants’ so as to confirmthe data they will be providing me. In this sense, I employed the two-phase filtrationprocedure again from which I devised two criteria that student-participants for thisstudy should meet or possess: (1) the students must display frequent contact withdigital media in learning contexts, and (2) the student must be interested in readingprint and non print media. Out of the filtration process and through the help of myteacher-participants’ recommendations, I arrived with 10 student-participants whobest exemplified the qualities cited in the criteria.In this paper, I employed a two-scheme interview method: an individual interview anda focus group discussion/interview (FGD). I used an interview protocol (see Appendix1) which elicits questions mainly concerned on students’ and teachers’ reasons, waysand experiences in using digital media in reading. Before the conduct of the formalinterview, I conducted a brief orientation with my participants of their roles in mystudy and even asked for their convenient time in order for the interviews tomaterialize.Before conducting the interview wherein I informed my participants that I will audio-record our conversation, I gave them the interview questions three days before. Iintended to make my participants prepare for their responses to the questions byhaving them write their answers down so I could collect ample and substantialresponses. Then, I conducted an individual interview with the teacher-participants anda focus group discussion with the select student-participants. In spite of the writtenresponses the participants provide, I still conducted an interview [which I recorded]so as to clarify and substantiate their responses.Pathumtani, Thailand, May 14, 2016 Page | 270

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”To further investigate the reasons and ways of teachers and students in using digitalmedia vis-à-vis reading, their oral and written responses were documented. The tablespresented below are the transcribed data and the written responses from theinterviews I conducted with the participants. Table 1 reveals the data collected out ofthe interviews I conducted with the participants whereas Table 2 shows the responsesstudents provided out of the interviews I conducted with them.Table 1Teacher-Participants’ Responses in Using Digital Media in ReadingCategories/Ma T1 T2 T3 T4 T5jor Themes computer,Useful Digital DLP, laptop, computer, DLP, laptop, LEDTools/Media laptop, cellphone laptop laptop tv Internet -ImprovesApplication of -Heightens - -Heightens -Heightens languageDigital Media in visual Encourage visual impact visual and skillsTeaching impact of s student of audio -DevelopsReading teaching/ engagemen teaching/lea impact of reading and learning t rning teaching/le comprehensi materials -Develops materials arning on skills -Develops reading -Improves materials -Ameliorates reading and writing reading -Develops pronunciatio skills skills comprehensi reading n skills, self- (pronunciat -Improves on skills and skills correction ion of pronunciat writing skills -Provides -Motivates words) ion skills (noting vocabulary students to -Helps in -Aids in details) enrichment read teaching recording -Aids in -Reinforces literature group teaching the comprehen Meets -Helps in discussions macro-skills, sion students’ teaching -Promotes particularly interests noting exploratio viewing details n of -Reinforces multimedia comprehensi presentatio on nsReason/s in - Depends Motivation ProlongatioUsing Digital Restoration on provided to n ofMedia purposes of teacher’s learners in students’ teaching goals and dealing with attention materials lesson the topic, towards the objectives most lesson especially in readingPathumtani, Thailand, May 14, 2016 Page | 271

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Table 2Student-Participants’ Responses in Using Digital Media in ReadingParticipan Reason/s in using Application of Digital Media in Useful Digitalts Digital Media Reading and in Teaching Tools/Media ReadingS1 Accessibility; Visual *Broadens and improves Powerpoint Impact vocabulary Presentation *Helps in identifying the meaning of a wordS2 In collecting data; In *Broadens and improves laptop learning how to do vocabulary digital presentations *Enhances comprehension skills *Helps in research worksS3 Improves reading *Broadens and improves laptop/computer speed; Flexibility in vocabulary fonts *Enhances comprehension skills *Helps in research worksS4 Easy to use; Lessons *Broadens and improves laptop are clearer vocabulary *Enhances comprehension skills *Helps in research worksS5 Increases enthusiasm *Improves memory/recalling laptop skills *Helps in research worksS6 Captures and *Enhances listening and reading Powerpoint prolongs attention comprehension skills Presentation *Makes classroom activities livelyS7 Readability; Flexibility *Broadens and improves laptop in fonts vocabulary *Improves speaking skills *Helps in research works *Promotes collaborative works *Provides school updatesS8 Readability *Expands digital resources LED tvS9 Readability; *Improves comprehension skills DLP Flexibility; Sustains *Helps in identifying the meaning reading interest of a wordS10 Readability; *Increases learning motivation laptop, DLP Flexibility; Sustains *Helps in comprehending a text readers’ focusPathumtani, Thailand, May 14, 2016 Page | 272

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Analysis of DataQualitative data analysis involves processes which help researchers reveal a “rich” or“deep” picture about human experiences (Mackey & Gass, 2012). To perform an in-depth analysis of the transcribed data, I employed coding and content analysis. Baralt (ascited in Mackey & Gass, 2012) noted that:Coding in qualitative research is the analytical process of organizing raw datainto themes that assist in interpreting the data. Coding is the activity that theresearcher engages in, while codes are the “names or symbols used to stand for agroup of similar items, ideas, or phenomena that the researcher has noticed inhis or her data set” (LeCompte & Schensul, 1999, p.55).In doing the content analysis of the data, I performed initial coding analysis wherein Ilisted the recurring patterns from teachers’ and students’ responses individually. Therecurring themes were categorized using Microsoft Word. After classifying them intocodes using the three categories: (1) useful digital tools in teaching reading/reading,(2) application of digital media in teaching reading/reading, and (3) reasons in usingdigital media in teaching reading/reading, I employed data reduction. Miles andHuberman (1994) (as cited in Tsai, Yu & Hsiao, 2012) stated that data reduction is theprimary step to be considered in qualitative data analysis. I eliminated the data whichappeared to be least frequent from my participants’ responses. The tables presentedbelow (Table 3 and Table 4) clearly indicate the recurring themes with the highestnumber of frequencies from my teacher-participants’ responses and student-participants’ responses.Table 3Teacher-Participants’ Responses in their Perception of Digital Media and Its UsesCategories Recurring Themes Frequency -Heightens audio-visual 4 impact of teaching/learning materials and lessonsFunction/s of Digital Media -Develops reading skills, such as pronunciation skills 4 -Improves reading comprehension skills 3Reason/s in Using Digital -Sustains students’ interest and 2 Media focus on the topicPathumtani, Thailand, May 14, 2016 Page | 273

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Table 4Student-Participants’ Responses in their Perception of Digital Media and Its UsesCategories Recurring Themes Frequency -Broadens and improves 5 vocabulary knowledge 5 5Function/s of Digital Media -Enhances reading 5 comprehension skills 2Reason/s in Using Digital -Helps in accomplishing Media research works -Ensures readability of the material because of flexibility in fonts in digital texts -Sustains students’ focusIn the final coding analysis (see Table 5), I compared the teachers’ responses with thatof the students’ responses. I looked for similar themes and tabulated the rate ofrecurrences for every response. Consequently, I found out that the key functions ofdigital media vis-à-vis reading are: (1) they really help in intensifying thecomprehension skills of readers, and (2) they extend students’ interest and focus.Further explications of this claim will be discussed in Chapter 3.Table 5 FrequencyKey Functions of Digital Media in Reading Recurring Themes from Teachers’ and Students’ ResponsesImproves reading comprehension skills 8Sustains students’ interest and focus on the topic 4Results and DiscussionIntensive analysis of transcripts and written documents are performed from theinterviews conducted with five teacher-participants and ten student-participants. InTable 3, one of the recurring themes i.e. the main functions of digital media inPathumtani, Thailand, May 14, 2016 Page | 274

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”teaching reading are: (1) to intensify the visual impact of teaching/learning materialsand lessons and (2) to improve the reading skills of students particularly students’pronunciation skills. The first function adheres to what was posited by Mayer in hisCognitive Theory of Multimedia Learning that learners tend to attend first to what they seeand therefore select important information (visual information processing) and thesounds they hear from the material viewed digitally will be processed in their memory(verbal information processing). Thus, lessons which are presented with visualrepresentations and audio information engage the learners to make sense of what theyare reading; hence, resulting in what Mayer termed as multimedia effect. This is testifiedby the following teacher-participants’ transcribed data as shown below on how digitalmedia work in boosting the audio-visual impact of presenting their lessons in reading: Teacher 4: Students learn best through mimicking what they see and hear from what is presented to them digitally. Teacher 1: Students get curious to what comes next so they pay attention to what is shown to them. Also, instructions appear to be clearer on the part of the students because I can easily adjust the font size and go back to the previous slide. Teacher 5: Digital media enrich students’ word and story prediction.Likewise, one of the main functions of digital media in their teaching of reading is thatthey help in developing the reading skills of students, particularly students’pronunciation skills. In the proposition mentioned above using Mayer’s CognitiveTheory of Multimedia Learning, he emphasized the fact that learners process what theyhear in their audio information processing and build connections with what theyabsorbed in their visual system. Hence, when learners are encouraged to watch a film,their exposure to the phonological aspect of language is accentuated. This is why mostof the teacher-participants believe that digital media are helpful tools in improving thefluency and articulation skills of students. The following transcribed data from one ofthe teacher-participants will highly buttress this claim: Teacher 5: Subtitles help a lot because it shows students how a certain word should be pronounced correctly.By further analyzing the responses of my teacher-participants, it was found that mostK-12 teachers advocate in permeating viewing among K-12 learners as a macro-skill.Through the use of digital media, teaching reading becomes undemanding. Most K-12teachers prefer to present their lessons with visual and audio representations, cateringto their students’ individual needs and interests. This is one advocacy of the K-12curriculum in appending viewing as a macro-skill, which is inseparable from listeningPathumtani, Thailand, May 14, 2016 Page | 275

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”skill (grounding on Contiguity Principle from Mayer’s Cognitive Theory ofMultimedia Learning). This principle posits that students learn better when they areprovided with visual and audio information at the same time (Mayer & Moreno)Moreover, developing students’ comprehension skills is the other perceived functionof digital media by teachers. 3 out of 5 teacher-participants claimed in their writtenresponses and from the interview conducted that they use digital media for theirlearners to further understand a text or a reading material. For example: Teacher 3: I am also downloading videos or movies to be watched by students. Videos presenting similar theme to the text to be read is viewed beforehand, but movies of the text read is shown after reading the text. This is for better understanding of the reading text. Teacher 4: Students can easily understand the flow of the story if the story is presented with animation because they depict the characters clearly. Teacher 5: What I usually do is I look for videos which are related to the text, let them watch and then later compare the text from the video…Based on their responses, digital media are also used in boosting intertextuality.Establishing connections between the material viewed or heard and the text itselfentails that learners are taught on how to connect or relate ideas and concepts; thus‘assimilation process’ (grounding on Piaget’s cognitive learning theory) is activated.When students are provided with different means on how to comprehend a text, theytend to process information on their own, making them more engaged in the learningprocess all by themselves. T2 (Teacher 2) even added: Teacher 2: Digital media create opportunities for students by changing the way information is absorbed.It can be evoked how Mayer (1994) stressed two processes involved in multimediainstruction: visual information processing and verbal information processing whichclearly elucidate the consideration of students’ different learning styles (as cited inMayer and Gallini, 1991; Mayer, Steinhoff, Bower & Mars, 1995). This gave anotherprobable reason why the last perceived function of digital media (as cited by two ofmy teacher-participants) is that they help in sustaining students’ interest and focus onthe topic. Through applying digital media in classroom instruction, it enables teachersto cater to the needs of their learners with distinct individual needs and interests. Forexample:Pathumtani, Thailand, May 14, 2016 Page | 276

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” Teacher 2: DLP, laptop and Internet are the tools that I think are most helpful in teachingstudents how to read, especially for Grade 7 students because students enjoy and appreciate colorfulmaterials, effects and animations. Also, the teachers can easily adjust the font size of the text.From T2’s response cited above, readability of a material plays an important role inthe comprehension of students. This proposition appears to be unequivocal sincemost of our learners nowadays engage themselves more in reading digital texts thanprinted texts. The probability in students’ preference of reading a digital text may bedue to what Prensky (2001) argued that students develop hypertext minds due to theirexposure to technological resources. Thus, the readability of the material providesmotivation for learners to focus on what they are reading. Consequently, this might beone of the core reasons why ‘readability’ appeared more frequently in my student-participants’ responses.Similarly, improving comprehension skills showed to be one of the most frequentresponses I gained from my student-participants in this study. Most of their responsesimply the correlation between readability and comprehension. For example: Student 8: Digital media, just like LED television, are very helpful in understanding a text because I can easily read the words because of the font of the text. I understand what I read because letters of words are bigger. Student 10: I find laptop and DLP as helpful digital tools because font sizes can be adjusted so words can be read clearly by students.Students become more engaged in the reading act when they understand the wordsclearly. Hence, it increases motivation that leads to ‘engagement’ which is a significantfactor in reading. Readers must be able to perceive and process meanings on theirown resulting in interaction between the text and the reader. This proposition istestified by these student-participants’ responses as shown below: Student 5: I benefit from teachers who are using digital media in their teaching because it increases my enthusiasm to listen to him/her because the texts are not presented alone but it comes with graphs and pictures which help me understand what I am reading. Student 10: Yes, texts with pictures help us comprehend a text because images activate our imagination.Dewey stressed that in order for learning to take place, it must be experienced. In thiscontext, students get to picture the events of a story, for instance, involvingthemselves in meaning-making process and can therefore enhance their ‘predicting-of-the-outcome-skills’. Learning and reading become an interactive process as studensPathumtani, Thailand, May 14, 2016 Page | 277

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”learn how to negotiate by aiding their own difficulties in reading through imagining orpredicting.In addition, students prefer to use digital media in accomplishing their research works.This evokes of what is proposed to be acquired by students nowadays as New Literaciesskills. Students develop their ability to locate the information they need, thusenhancing their critical thinking skills in identifying and synthesizing usefulinformation (as indicated in Student 5’s response). Students also reveal self-direction(as indicated in Student 8’s response) as they manage to choose their own way ofpresenting their outputs. Student 5: One of the activities asked by our teachers where I frequently use digital media is in doing my research assignments. I prefer to use it whenever some topics are not covered by the book. In situations like this, I will go directly to my laptop and browse the Internet. The Internet also provides a wider scope of the information I am looking for. Student 8: I prefer using digital media whenever my teacher assigns me to report a lesson or topic to be discussed. It is easier to make a powerpoint presentation than to make a handwritten paraphernalia.Furthermore, most of my student-participants also mentioned that their vocabularyknowledge has also enhanced as they use digital tools, such as mobile devices, for theyquickly provide meanings of certain unfamiliar words. For instance: Student 1: I use my dictionary in my cellphone whenever I encounter unfamiliar words in reading.The accessibility of the digital tools just like cellphones also generated a hugepossibility for students to sustain their focus and interest in reading. Since learnerscontinue to find ways on how their reading difficulties can be aided, it can be inferredthat digital media also pervades students to become strategic readers as well.Conclusion and RecommendationsThis study aims to provide educators, particularly English teachers, a patent view onhow digital media function in the lives of our learners nowadays by influencing theirreading styles and the way they acquire information with the aid of digital technology.Through the responses provided by the participants in this study [via individual andgroup interviews], I arrived with a list of stages (in connection with Mayer’s (2005)CTML) learners probably undergo vis-à-vis reading digital texts which might behelpful for teachers to consider when it comes to choosing certain strategies inPathumtani, Thailand, May 14, 2016 Page | 278

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”reading instruction with the use of digital technology. These stages highly advocateviewing as the topical macro-skill in teaching reading: a. attending to audio-visual information presented digitally; b. visualizing and verbalizing symbolic units and systems to formulate meanings; c. remembering by using one’s schema (schematizing); d. integrating new knowledge presented digitally to that of the existing knowledge to find relationships and connections; e. comprehending digitally presented material through using concepts formulated during the integration process; f. producing new meaning imposed by assimilating and accommodating bits of information (merging digitally-presented information and printed texts); g. negotiating by exploring and exploiting other resources to validate and assess newly acquired information. The aforementioned stages are mere extrapolations of the findings presented inthis study. Further studies on cognitive processes concerning multimedia readinginstruction will best derive the forethoughts on using digital media more effectively inthe reading per se. Additionally, viewing, as a new macro-skill in obtaining literacy, must bedeveloped by teachers among learners by providing digitally authentic learningopportunities and careful placement of materials, such as digital tools. Likewise,teachers must reasonably utilize digital media in their most beneficial use sincematerials can be utilized in different ways (may be engaging, instructional, orremedial). In this sense, digital media can both serve as engaging and instructionalbecause they arouse and activate learners’ potential in utilizing their viewing skill as achannel to learn new knowledge. Furthermore, viewing might enable learners to adaptin this fast-changing society by learning how to process and produce digitalknowledge and information which is the primary concern of K-12 education – toequip Filipino learners with digital skills. As 21st century educators, it is imperative that we plan, devise, and employvaried teaching techniques and strategies that will help learners develop their 21stcentury skills for lifelong learning. Teaching reading in the digital age entails selectiveexploitation of tools that will benefit 21stC learners. And this can be probably attainedPathumtani, Thailand, May 14, 2016 Page | 279

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”by giving orientations/trainings/seminars to teachers and students regardingproductive and responsible usage of digital media in education.Appendix 1 INTERVIEW PROTOCOL (INDIVIDUAL INTERVIEW—teacher-participants)Project: ___________________________Time of Interview: __________________Date: ______________Place: _____________________________Interviewer: ___________________________Interviewee/s:_______________________________________________________Position of theinterviewee/s:___________________________________________(Brief description of the project): This study aims to probe the ways teachersperceive and use digital media in their reading instructions as they cater to the needs ofthe 21stC learners.SPECIFIC RESEARCH QUESTIONS 1. H ow do digital media assist students in reading? 2. H ow do teachers utilize digital media in teaching reading?INTERVIEW QUESTIONS: Page | 280First Question: What particular digital tool/s do you find most helpfulin teaching students how to read? How do you say that this digital tool(in particular) is effective in teaching reading?Second Question: Under what circumstance/s do you prefer usingdigital tools in teaching reading?Pathumtani, Thailand, May 14, 2016

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Third Question: Do you find using digital media effective in helping Source:students aid their difficulties in reading? How do you address individual Walkingreader’s needs using digital media? YouFourth Question: What specific learning tasks or activities do you find Throughusing digital media viable? Research © 2014Fifth Question: Would you advise other teachers to use digital media inreading? If yes, specify the upside of using digital media? If not, specifythe downside of using digital media.End: Thank you for rendering your time and effort in this interview. Iassure you the confidentiality of your responses.Pathumtani, Thailand, May 14, 2016 Page | 281

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Appendix 2 INTERVIEW PROTOCOL (INDIVIDUAL AND GROUP INTERVIEW—student-participants)Project: ___________________________Time of Interview: __________________Date: ______________Place: _____________________________Interviewer: ___________________________Interviewee/s: _______________________________________________________Position of the interviewee/s:___________________________________________(Brief description of the project): This study aims to probe the ways students perceive and usedigital media in the reading process as they equip themselves with New Literacies skills needed forthem to thrive in this digital age.SPECIFIC RESEARCH QUESTIONS (1) H ow do digital media assist students in reading? (2) H ow do teachers utilize digital media in teaching reading?INTERVIEW QUESTIONS:First Question: What particular digital tool/s do you find most helpful? How do yousay that this digital tool (in particular) helps you in reading?Second Question: Under what circumstance/s do you prefer using digital tools inreading?Third Question: Does using digital media help you become a good reader?Follow-up: How do you help yourself become a good reader through using digitalmedia?Pathumtani, Thailand, May 14, 2016 Page | 282

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Fourth Question: Do you think you are benefitting from teachers who use digitalmedia in teaching?Follow-up: Do you find teachers using digital media in their instruction moreinteresting or not?Fifth Question: Would you advise students your age to use digital media in reading?If yes, why? If not, specify your reasons.End: Thank you for rendering your time and effort in this interview. I assure you theconfidentiality of your responses.Source: Walking You Through Research © 2014ReferencesAkour, I. (2012). An analysis of e-learning adoptability in the developing countries: The case of the kingdom of Bahrain. International Journal of Business, Marketing, & Decision Science, 5(2), 60-70. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=87df1e62- 3d7a-450b-92c2-02928046b12f%40sessionmgr113&vid=10&hid=116.Carroll, J. (2011). From encyclopaedias to search engines: Technological changeand its impact on literacy learning. Australian Journal of Language& Literacy, 34(2), 27-34. Retrieved from:http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d7198839-a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&vid=15&hid=4105.Chirimbu S., & Tafazoli D. (2013). Technology & media: Application in language classrooms (TEFL, TESL, & TESOL). PCTS Proceedings (Professional Communication & Translation Studies), 6 (1/2), 187-194. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d7198839- a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&vid=15&hid=4105.Flottemesch, K. (2013). Learning through narratives: The impact of digital storytellingon intergenerational relationships. Academy of Educational Leadership Journal,17(3), 53-60. Retrieved from:http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=87df1e62-3d7a-450b-92c2-02928046b12f%40sessionmgr113&vid=8&hid=116.Pathumtani, Thailand, May 14, 2016 Page | 283

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Grbich, C. (2007). Qualitative data analysis: an introduction. London: SAGE Publication.Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytellingapproach for improving students' learning motivation, problem-solvingcompetence and learning achievement. Educational Technology & Society, 15 (4),368–379. Retrieved from:http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=87df1e62-3d7a-450b-92c2-02928046b12f%40sessionmgr113&hid=116.Kay, K., & Churchill, D. (2013). The framework of viewing and representing skillsthrough digital text. Journal of Educational Technology & Society, 16 (3),246-258. Retrieved from:http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d7198839-a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&vid=11&hid=4105.Kong, S. C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., Norris, C., Nussbaum, M., Sharples, M., So, W. M. W., Soloway, E., & Yu, S.(2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical Research Issues and Policy Implications.EducationalTechnology & Society, 17(1), 70–78. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=87df 1e62-3d7a-450b-92c2-02928046b12f%40sessionmgr113&hid=116.Lee, M., Ballena, C., Pareja, T., Gochuico, J., Puzon, B. (2014). Walking you through research. Mandaluyong City: Anvil Publishing Inc.Littlejohn, A., Beetham, H., & Mcgill, L. (2012). Learning at the digital frontier: areview of digital literacies in theory and practice. Journal of Computer AssistedL e a rni ng , 28(6), 547-556. Retrieved from:http://eds.b.ebscohost.com/eds/detail?sid=87df1e62-3d7a-450b-92c2-02928046b12f%40sessionmgr113&vid=11&hid=116&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=a9h&AN=82891402.Loon, A.-M., Ros, A.,R., & Martens, R. (2012). Motivated learning with digital learning tasks: what about autonomy and structure?. Educational Technology Research & Development, 60(6), 1015-1032. doi:10.1007/s11423-012-9267-0.Mackey, A. & Gass, S. (2012). Research methods in second language acquisition. UK: Wiley-Blackwell Publishing.Pathumtani, Thailand, May 14, 2016 Page | 284

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Manasia, L. D., Bozon, A. (2014). The effective triad: Impact, digital content and adult education. A case study approach. Scientific Research & Education in the Air Force – AFASES, 2, 591-598. Retrieved from: http://eds.b.ebscohost.com/eds/detail?sid=87df1e62-3d7a-450b-92c2- 02928046b12f%40sessionmgr113&vid=4&hid=116&bdata=JnNpdGU9Z WRzLWxpdmU%3d#db=mth&AN=96435152.Mayer, R., Moreno, R. A Cognitive Theory of Multimedia Learning: Implications for DesignPrinciples. Retrieved from: http://tlloyd-portfolio.com/edtechsite/504/cognitive_theory_of_multimedia_learning_by_tracy_lloyd-Ching.pdf.Novakovich J., & Long, E. C. (2013). Digital performance learning: Utilizing a courseweblog for mediating communication. Educational Technology & Society, 16 (4),231-241. Retrieved from:http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=d7198839-a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&hid=4105.Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44 (2), 314-327. doi:10.1111/j.1467- 8535.2012.01304.4..327Prensky, M. (2010). Teaching digital natives. USA: Marc Prensky.Säljö, R.(2010).Digital tools and challenges to institutional traditions oflearning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26 (1), 53-64. doi: 10.1111/j.1365- 2729.2009.00341.Stokes, K. (2012). Decoding learning: the proof, promise and potential of digital education. Education Journal, 8-12. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d7198839- a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&vid=17&hid=4105.Suryaningrum, D., Wuryani, E., & Purbasari, I. (2014). The effectiveness comparision between mobile-based learning technology with face-to-face as a teaching method of accounting information system. Global Conference on Business and Finance Proceedings, 9 (1), 570-576. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=4&sid=d719 8839-a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&hid=4105.Pathumtani, Thailand, May 14, 2016 Page | 285

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Tsai, F.-H., Yu, K.-C., & Hsiao, H.-S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Educational Technology & Society, 15 (3), 240–250. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d7198839- a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&vid=15&hid=4105.Watson, J., & Pecchioni L. (2011). Digital natives and digital media in the college classroom: assignment design and impacts on student learning. Educational Media International, 48 (4), 307-320. doi: 10.1080/09523987.2011.632278.Yeung, A., Taylor, P., Hui, C., Lam-Chiang, A., & Low, E. (2012). Mandatory use of technology in teaching: who cares and so what? British Journal of Educational Technology, 43 (6), 859-870. doi: 10.1111/j.1467-8535.2011.01253.Zekan, S., & Peronja, I. (2012). Using digital media and various forms of technology in teaching. Economy Transdisciplinarity Cognition, 15 (1), 132-136. Retrieved from: http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=5&sid=d719 8839-a569-4ead-9706-cfe48787dc6f%40sessionmgr4005&hid=4105.Pathumtani, Thailand, May 14, 2016 Page | 286

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” Lexicographic and Translation Studies in the Philippines: Trends and Future Perspectives Christian George C. Francisco, PhD [email protected] De La Salle University-Dasmariñas, PhilippinesAbstractThe fields of lexicography and language translation have become widely exploredresearch topics by many post-graduate students in language, language centers, andlanguage organizations in the Philippines. This phenomenon has started as the 21stcentury language education in the country introduced the concept of mother tongue-based approach as an effective tool for learning. With this, the creation ofstandardized Filipino lexicons through translations in various controlling disciplinesgave way to language scholars in producing textbooks, reference materials, anddictionaries.This paper will thoroughly discuss the following objectives: 1. Discuss the currentstate of lexicographic and translation studies in the Philippines; and 2. Develop aprocedure to facilitate a scholarly lexicographic work.This paper has made use of qualitative-descriptive research. Fraenkel & Wallen (2008)define this as a given state of affairs or a phenomenon that should be carefullydescribed and studied through data gathering. The researcher gathered various thesesand dissertations from the major universities in the Philippines to check the veracity,landscape, and even the extent of researches conducted which are related tolexicographic and translation studies.As regards the results, lexicography is considered as an active and dynamic disciplinein the Philippines along with language translation. Presently, there are a good numberof works evident in many theses and dissertations across all academic institutions inthe country that are yet to be consolidated, audited, and evaluated thematically.Hence, language scholars have become intensified in producing dictionaries for theyalso believe that there is a need to fast forward the standardization andintellectualization of the national and local languages.Pathumtani, Thailand, May 14, 2016 Page | 287

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”IntroductionDictionary making in the Philippines has become a vastly explored research area inthe fields of linguistics and translation studies. This can be seen in various theses anddissertation works that have been completed in major institutions in Manila and innearby suburban universities (Francisco, 2010). Fields in humanities and socialsciences such as psychology, philosophy, mass media, theatre arts, education,criminology, and many others are the most common disciplines that are of interest tolexicographers.As the English language evolves in the powerful domains of mainstream education inthe Philippines, many Filipino language scholars, including language centers, havecome together and carried out strategic measures to preserve the prestige of theFilipino language as it competes with other languages of wider communication.Through this, translation studies have taken their place in the forefront of manyscholarly researchers in the Philippines.This paper shall address the following objectives:1. Discuss the current state of lexicographic and translation studies in the Philippines.2. Develop a procedure to facilitate a scholarly lexicographic work. Despite the fact that the Philippines is a multilingual society composed ofhundreds of languages, with eight as solely recognized, its 1987 PhilippineConstitution clearly mandates that Filipino is the national language of its people. Thislanguage is expected to undergo a series of developments as it contacts with otherlocal and foreign languages. Developments such as direct borrowing and translationare mostly considered. While it is true that the English language is perpetuated in thePhilippine educational system, it is correct to say that Filipino language is also beingused for academic and intellectual discussions. This only sheds light to the argumentthat Filipino and English are the official languages of the Filipinos - languages that areemployed in education, business industries, political and economic discussions, massmedia and other social domains.The present situation of the Filipino language led the researcher to conduct atranslation study in making a dictionary, known as lexicography. Newell (1995)defines lexicography as the art of recording the results of lexicographical research inthe form of a dictionary. He also pointed out that dictionary making involves listing ofPathumtani, Thailand, May 14, 2016 Page | 288

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”the lexical forms of semantic units of the language, usually in alphabetical order.Zgusta (1971), on the other hand, believed that lexicography is a very difficult sphereof linguistic activity. Its difficulties, as he continues, lie on the following reasons: 1)the lexicographer should know everything; 2) the fact that it is precisely the meaningof the lexical units upon which the lexicographer concentrates on his attention,presents very special difficulties of its own; and 3) the lexicographer is doing scientificwork but that he publishes it for users whose pursuits are always more practical, atleast as regarded from his own point of view. Despite these complications, two majorconsiderations should be looked into in doing a dictionary: first is the linguistic natureof language and second, the culture that underpins the language.MethodologyThis paper has made use of qualitative-descriptive research. Fraenkel & Wallen (2008)define this as a given state of affairs or a phenomenon that should be carefullydescribed and studied through data gathering. The researcher gathered various thesesand dissertations from the major universities in the Philippines to check the veracity,landscape, and even the extent of researches conducted which are related tolexicographic and translation studies. Following the qualitative-descriptive approach,the researcher described the current state of lexicographic and translation studies inthe country. Collected studies were included in the results and discussions of thisstudy.Results and Discussion1. Discuss the current state of lexicographic and translation studies in the Philippines.The Philippines has its two official languages: Filipino as its national language andEnglish as language of power domains. Having this scenario, it can be categoricallysaid that the use of these languages have been very dynamic and active in varioussocial settings. Filipino language is widely used in mass media, academe, and localbusinesses, among others. On the other hand, English is evident in business domain,international affiliations, education, law, and many others. This dictates languagescholars and experts to bank on translation and lexicographic works so as to addressconflicts in language use.All these have led the local dictionary makers to pursue lexicographic works. Escoto(2015) finished her dissertation on the bilingual dictionary for Hotel and RestaurantManagement having more than a thousand entries collected from various instructionalPathumtani, Thailand, May 14, 2016 Page | 289

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”materials. Profeta finished his master’s thesis in 2014 centering on bilingual glossary inTourism. He had collected 1113 terms which all underwent seventeen steps inglossary making that he created. In 2011, Amoncio’s master thesis centered onneologism of the Filipino morphology with more than one hundred entries takenfrom print and broadcast media. All these have been gathered and validated bylanguage and translation experts.Francisco (2010) had finished his dissertation on print and broadcast media bilingualdictionary having no more than 900 entries. In Bernardo’s research (2006), he made abilingual dictionary on religious education. Following a nine-point stage, he was ableto gather one thousand sixty six (1066) entries coming from books and materialsbeing used in the teaching of religion. Involvement of experts and students wereincluded to validate his entire study. Another paper by Rolle (2006) has completedfour hundred ten (410) entries in her study on Development of Bilingual Glossary inPsychology. She made use of various psychology books, journals, encyclopedia andother materials to generate terms.Moreover, Ballena’s dissertation, focused on the Development and Validation ofBilingual Dictionary in Philosophy and completed in the year 2005, was able togenerate one thousand four hundred thirty five (1435) entries. In his work, he hadscientifically and systematically selected philosophy terms which were all validated byexperts and students. Mojica’s master’s thesis (2005) produced an English-FilipinoGlossary of Criminology Terms.The dictionary has a total of three hundred sixty three (363) entries that go throughvalidation and evaluation stages among students and professors for acceptability andusability purposes. Rozul’s dissertation (2004) centered on the collection ofobsolescent words used in upland Cavite province. Entries collected have reached1110 which were compiled in the form of a monolingual dictionary. Glossary inEducation was another research finished by Otero et. al. (2002), a commissionedresearch funded by the Sentro ng Wikang Filipino at the University of the Philippines-Diliman. The bilingual glossary has reached three thousand five hundred seventeen(3517) validated entries. Francisco (2001), was able to collect more than a hundred ofgay lexicons in his research on Dictionary of the gay Lingo. The work has a completefeatures of a dictionary as he conducted his research through personal interviews.Casanova (1998) developed a monolingual dictionary focusing on drama and theatrearts. He was able to produce 4132 lexical items which were all evaluated by forty eightcritics.Pathumtani, Thailand, May 14, 2016 Page | 290

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”The studies presented are evidences that translation and lexicographic works in thecountry are emerging fields which are given an utmost interest. On the other hand,said studies, as seen, centered on humanities and social sciences. There is still a bigchallenge for dictionary makers and translators to penetrate hard sciences so that theFilipino language will develop even more, and attain its fully intellectualized status.Zgusta (1971) made three categories in dictionary making: big, medium and smalldictionaries. Each category differs from the number of entries the dictionary contains.Dictionaries with four Four hundred thousand entries and beyond for big dictionaries.Those with entries not fewer than forty thousand may be called as mediumdictionaries. Lastly, below forty thousand entries are categorized as small dictionaries.If the lexicographic work, however, is less than four thousand entries, this may betermed as glossaries or special dictionaries. Looking at the studies cited, many Filipinolexicographers focus their works in the development of medium dictionaries. It shallstill be a big task to produce extensive dictionaries that are highly specialized in aparticular discipline.2. Develop a procedure to facilitate a scholarly lexicographic work.The researcher’s utmost contribution to the field of lexicography is enumerated usingan eighteen-point procedure: (1) Collection of Entries, (2) Preliminary Selection ofEntries through Elimination, (3) Concretization of Entries, (4) Translation of SelectedLexemes in the Target Language, (5) Identifying Entries’ Part of Speech, (6) CarefulApplication of the Source Language’s Definitions, (7) Actual Translation of theDefinitions into the Target Language, (8) First Electronic Database Assessment, (9)Evaluation of Translation, (10) Reading of the Translated Work by a Lexicographer,(11) First Revision of the Dictionary, (12) Experts’ Validation, (13) Second Revisionof the Dictionary, (14) Students’ Validation, (15) Third Revision of the Dictionary,(16) Readability Test through Voice Recording, (17) Preparation of the Final Output,and (18) Final Electronic Database Assessment. These procedures shall aid emerginglexicographers develop glossaries or dictionaries.To shed light on the lexicographic procedures, this paper will discuss each pointextensively in the succeeding paragraphs.(1) Collection of EntriesA step where a lexicographer could make use of any sampling procedures ingathering terminologies to be included in the dictionary. One example is byPathumtani, Thailand, May 14, 2016 Page | 291

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” using the convenience sampling technique in which the lexicographer can freely identify the materials such as books, magazines, interviews, etc. in obtaining the terms. Other techniques may also be employed like purposive sampling and random sampling, among others.(2) Preliminary Selection of Entries through EliminationAfter obtaining terminologies from the total collection of entries, thelexicographer shall seek assistance from discipline experts. All collected entriesshall be presented to them in the form of a checklist for the preliminaryselection based on terminology’s usability.(3) Concretization of EntriesTo further strengthen the selection done by the field experts, the entries shallundergo another set of elimination procedure. A set of experts from theacademe, specifically language and discipline experts, should look into the listwith the primordial concern for validation, acceptability. Practicality, andusability.(4) Translation of Selected Lexemes in the Target Language(applicable for bilingual dictionaries and glossaries)After a thorough and careful selection of the entries, the lexicographer mayconduct translation of terminologies as well as their meanings. Technical termsshall be retained unless there are available equivalent.(5) Identifying Entries’ Part of SpeechThis is the stage where all entries shall be labelled with the corresponding partof speech: lexical category.(6) Careful Application of the Source Language’s DefinitionsThrough a computer-assisted program, all entries may be securely arrangedalphabetically. Entries shall be given definitions based on the meaningspresented in books’ glossaries and any other source materials. Entries thatcontain multiple definitions shall be given considerations to help the end userschoose the suitable meanings carried out by the lexemes.(7) Actual Translation of the Definitions into the Target Language(applicable for bilingual dictionaries and glossaries)In this phase, the lexicographer can make use of any translation model basedon the need to help the dictionary become reader-friendly. In doing so, thePathumtani, Thailand, May 14, 2016 Page | 292

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” lexicographer should center on the form of the source language rather than its technicalities so that the end users will clearly understand the meaning of each entry. (8) First Electronic Database Assessment The MS Office tool CTRL + F may be used to assess the consistency of the spelling of the entries as well as their definitions. This is to ensure that all entries have standardized spellings. The operation of this tool needs only encoding of the lexeme repeatedly seen in the dictionary and have it replaced by its original spelling. Through this, spellings of lexemes could be easily corrected as it checks the dictionary’s entries. (9) Evaluation of Translation (applicable for bilingual dictionaries and glossaries) After the use of CTRL + F, a manual evaluation may be done in the form of re-reading the entries, including the checking of possible typographical errors and partial readability of the dictionary. (10) Reading of the Translated Work by a Lexicographer To partially validate the first few phases of the dictionary, the lexicographer can seek the assistance of another lexicographer to read the initial manuscript. The second lexicographer should take some time to read the material and check its readability, comprehensibility and reader-friendliness. Corrections and suggestions are expected to be addressed and considered. (11) First Revision of the Dictionary The lexicographer may now start incorporating all the suggestions made by another lexicographer. This may be done to summarize the work of other evaluators of the manuscript. (12) Experts’ Validation At this phase, the lexicographer may tap a group of experts coming from the domains of discipline, lexicography, and language. It is recommended that a scale should be used. Said scale should center on the degree of acceptability, from highest to lowest, of the translation of lexemes and definitions.Pathumtani, Thailand, May 14, 2016 Page | 293

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity” (13) Second Revision of the Dictionary This is the stage where all comments are expected to be well-incorporated. Commentaries among experts must be considered since they are from the discipline who know very well their domains. A thorough re-reading should be conducted by the lexicographer to check language’s fluidity. (14) Students’ Validation This stage shall be given premium since students are the major end users of the dictionary. Also, experts’ validation may be different from students’ understanding of the material. With this, it is meritorious to have them considered in the process of making dictionaries. It is deemed necessary to validate the comprehensibility of the dictionary from the point of view of the students, the expected users of the material. (15) Third Revision of the Dictionary This stage is designed for incorporating student evaluators’ comments and suggestions as deemed important. Comments coming students as end users should be given a high priority. (16) Readability Test through Voice Recording This test is designed to check whether the entries and their definitions are clearly understandable and readable. Using a voice recording technique, individual closed-door reading of select end users shall be conducted. Instructions may be given before the recording commence for the purpose of clarity and comprehensibility. If found problematic as far as reading of the manuscript is concerned, the lexicographer may modify the meaning based on syntactic rules. (17) Preparation of the Final Output In this stage, the lexicographer may layout a sample that is expected in a dictionary or glossary. This will help the lexicographer see the finality, language consistencies, order of entries, part of speech and other pertinent matters in dictionary making. The sample output is presented using the format below.Pathumtani, Thailand, May 14, 2016 Page | 294

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Entry Part of Speechdirector (1) Taong namamahala sa mga kawani ng bidyo.n. Pinipili niya kung aling kamera at awdiyo angdirektor gagamitin sa live o naka-tape na programa, gayundin ang kabuuang gawain ng mga tagapagtanghal. (2) Sa isang istudyo, siya ang may kontrol sa transmisyon ng mga pangyayari. (3) Sa lokasyon, siya ang namamahala sa kung ano ang maaaring ipalabas.Translation in Filipino Translated Definitions in Filipino(18) Final Electronic Database AssessmentThis last stage is designed to back check the spellings, word consistencies andword arrangements of the entire lexicographic work. Again, the software toolCTRL + F may be employed to finalize the dictionary before having itpublished.It is found in this paper that lexicographic and translation studies are considered as anemerging area of research interest among language scholars in the Philippines. Thegovernment, through the Commission on the Filipino Language has been in theforefront of these initiatives along with major universities, language centers, andorganizations. It is believed that through lexicographic works, propagation andpreservation of language shall commence. On the other hand, translation works helpincrease the global presence of the language.There are a good number of works evident in many theses and dissertations across allacademic institutions in the country that are yet to be consolidated, audited, andevaluated thematically. However, most of the works are aligned with humanities andPathumtani, Thailand, May 14, 2016 Page | 295

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”social sciences as they could be easily done as compared with hard sciences where lackof equivalents is the biggest challenge.The Philippines, as it belongs to the umbrella of the outer circle of English language,still believes that world knowledge is articulated in English. With this framework,there is a serious call for coming up with translation works, from English to Filipino,specifically in the power domains such as mass media, medicine, education, law,politics, and economics, among others. Generally, lexicographic and translationstudies in the country are dynamic research fields and growing disciplines that theybank on.ReferencesBallena, C.T. (2005). Development of an English-Filipino dictionary of Philosophy. Unpublished Dissertation. Manila: PNU.Bernardo, H. (2006). Debelopment at ebalwasyon ng isang glosaryong Ingles-Filipino sa edukasyong panrelihiyon. Unpublished dissertation. Manila: DLSU.Casanova, A. P. (1998). Debelopment at ebalwasyon ng isang monolingguwal na diksyonaryong Filipino sa drama at teatro. Unpublished Dissertation. PNU.Escoto, M. (2015). Debelopment at Balidasyon ng Teknikal na Glosaryosa Kursong HRM. Unpublished dissertation. PNU.Fraenkel, J. & Wallen, N. (2008). How to design and evaluate research in education. Manila: National.Francisco, C.C. (2010). Isang ispesyal na diksyonaryong bilingguwal sa print at brodkas midya. Unpublished Dissertation. PNU.Francisco, C. (2001). Diksyunaryo ng mga salitang bading. Unpublished thesis. DLSU- D..Mojica, M.L. (2005). Pagbuo ng glosaring Ingles-Filipino ng mga terminong pang- Criminology. Unpublished master’s thesis. Cavite: DLSU-D.Pathumtani, Thailand, May 14, 2016 Page | 296

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Newell, L. E. (1995). Handbook on lexicography: For Philippine and other languages. SIL.Manila.Otero, M.R. et al. (2002). Glosari sa edukasyon. QC: UP Sentro.Rolle, E.B.(2006). Development ng isang glosaring bilinggwal sa Sikolohiya. Unpublished master’s thesis. Cavite. DLSU-D.Rozul, R. H. (2004). Developing a monolingual dictionary of obsolescent Tagalog words in Tagaytay City, Amadeo, and Indang Cavite. Unpublished dissertation. Manila: DLSU.Zgusta, L. (1971). Manual on lexicography. Czech: Academia.Pathumtani, Thailand, May 14, 2016 Page | 297

The 1st Rt International Conference on English Language Teaching (RtICELT) 2016 Proceedings “Diversity our Identity”Copyright © 2016 the Department of Western Languages, Faculty of Liberal Arts at Rajamangala University of Technology Thanyaburi (RMUTT) – Thailand and Authors/Contributors.Pathumtani, Thailand, May 14, 2016 Page | 298