Sr. Flordeliza Deza, SPC - St. Paul University Manila

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A few stated learning more about themselves which raises them to a higher consciousness level necessary in achieving. I am able to do every challenge even though it looks difficult. I was able to teach them and I could also learn from my students. I realized that I could use some background information from my country .” The above statements signify that while the numbers don’t speak well about their teaching aptitude, their narratives talk about new learnings and skills related to teaching that bring them to a level better than where they were when they started. Hence, their language learning seemed to be more progressive than their teaching skills but the latter seems to be improving as a result of greater confidence in performing it. As such, Kf is considered to be positive overall.
“Kp” or knowledge and skills prior to language learning. The test results in TOAL–3 reveal below average to, mostly poor and very poor general marks, specifically in the area of listening vocabulary and speaking grammar. This indicated that opportunities to listen to English words and to speak in English, were barely provided in their own country. If any, they were more competent reading the grammar and writing the words – indicating more passive and leisurely language learning activities.
Page 1 and 2: THE CHILE EXPERIENCE Documenting an
Page 3 and 4: HON.CONSUELO PUYAT-REYES AMBASSADOR
Page 6 and 7: Purpose of this study: To look back
Page 8 and 9: Individual factors affecting langua
Page 10 and 11: Study Framework Bernard Spolsky’s
Page 12 and 13: Kf = Kp + A + M + O Kf : end-of-ter
Page 14 and 15: Meanwhile, attitude, consists of (1
Page 16 and 17: Thus, orientation to language study
Page 18 and 19: Results and Discussions Kf or Knowl
Page 20 and 21: “ I enjoyed knowing how teachers
Page 24 and 25: Table 1. TOAL-3 Scores at the begin
Page 26 and 27: In the area of teaching, the aspect
Page 28 and 29: A few indicated a desire to belong
Page 30 and 31: Interest in foreign languages … w
Page 32 and 33: In the case of non-classroom learni
Page 34 and 35: Still another felt not being unders
Page 36 and 37: Thus, this aspect is more positive
Page 38 and 39: Classroom-based Opportunities Speec
Page 40 and 41: Some of the Chilean students’ com
Page 42 and 43: Thus, classroom provisions were see
Page 44 and 45: Conclusions: The high points of the
Page 46 and 47: This requires that sending countrie
Page 48 and 49: Interaction with Paulinians and oth
Page 52 and 53: LANGUAGE LEARNING - Where East Meet

Sr. Flordeliza Deza, SPC - St. Paul University Manila

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