last report

Final Research Report November the 27th, 2012

University of El SalvadorSchool of Arts and Sciences

Foreign Language Department

Seminar II

Final Research Report

Why students of Modern Languages Major at the University

of El salvador do not use the English Language out of classes

Professor:

Students:

Main Campus, December the 3rd, 2012

INDEX

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Introduction 2

I. Statement Of The Problem 3 A. Research Topic B. Objectives C. Research Questions D. Rationale

Ii. Theoretical Framework 5A. Social DistanceB. The Nature Of Social StereotypesC. Personality FactorsD. Infrastructure To Use English Out Of Classes

Iii. Type Of Research 10

Iv. Statement Of Hypotheses 11Reseach Hypothesis

V. Research Design 12 Non-Experimental Design

Vi. Sample 13

Vii. Data Gathering 14 A. Elaboration Of The Instrument

B. Pilot Test C. Data Codification

Viii. Data Analysis 18 A. Univariate Analysis B. Bivariate Analysis C. Research Questions’ Answers And Validation Of The Hypothesis

A. Research Question B. Hypothesis C. Chi-Squared Test

Ix. Conclusions 61

X. Recommendations 62

Xi. Limitations 63

Xii. References 65

Xiii. Annexes 66

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Introduction

The statement of the problem is about the problem students have observed at

the foreign language department in relation to the english usage out of classes. The

research students group have realized that once english class finishes students swich

the English language to Spanish again despite the fact that they continue at de FLD

and their same class partners.

The report contains some objectives which are aim at determining why student

do not use English out of classes. Besides there are four specific objectives in relation

to social distance, stereotypes, personality factors and infrastructure.

The problem has been stated as research questions to find a solution that

allows students to realize the significance of using English not only in the classroom.

The Rationale is about some linguistics opinions in relation to English usage and how

using English just in classes is not enough. Moreover, students have to know that five

year studying English has to be profited for learning and acquiring the language by

using the language.

The Theoretical Framework contains those theories that support the research

and the stated hypothesis that the research team have formulated. The Research

Design is non-experimental, the research team will collect some data to analyze,

confirm or not the hypothesis. The Sample that is the universe out of which the

sample will be calculated. Finally there is a Timetable that explains the activities that

have been done in every part of this report, the time that has been taken during the

elaboration of it and the next activities to collect data and the instrument

administration.

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I. Statement of the problemA. Research Topic

Why students from Modern Language Department do not use The English Language out of classes at the Foreign Language Department of the University of El Salvador

B. Objectives

a) General objective To determine why students from the Foreign Language Department at the

University of El Salvador do not use English Language out of classes.

b) Specific objectives To determine if social distance between the mother tongue and the target

language that students are learning is a main reason why they do not use it out of classes.

To analyze if students do not use English due to stereotypes regarding to using this language out of classes.

To analyze if students do not use English out of classes due to personality factors.

To know if the FLD has the infrastructure and equipment for students to practice the target language out of classes at the university.

c) Research questions

Is the social distance among the mother tongue and language that students are learning a main reason why they do not use it out of classes?

Are stereotypes regarding to using the target language out of classes another reason why students do not use it?

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Are personality factors an explanation why students do not use English language out of classes?

Does the FLD have the infrastructure and equipment for using English language out of classes at the university?

d) Rationale

The use of English language constitutes the most important activity for students who belong to the Foreign Language Department at University of El Salvador. They have just five years to learn what English native speakers have acquired through the years, at least to obtain an acceptable level that allows them to unwind in a working environment totally different from their mother tongue after finishing the carrier.

During lots of investigations of the most influential scholars in the linguistics’ field (Nunan, Spada, Wudogs, et al) all of them have agreed that formal classroom instruction is insufficient. Indeed, a recent study by Green and Oxford (1995) determined a very important relationship between strategies use and language learning success. These strategies may include some activities such as conversation with English speakers in groups, finding opportunities to practice outside the class, learning with a teacher and some other ones. Above all, they found out that an active use of the target language, with a strong stress on practicing English in natural situations provides a higher proficiency in a second language.

The Foreign Language Department (FLD) of the University of El Salvador is engaged in mastering its students in English Language, it is necessary to carry out a study that provides FLD’s students and teachers strategies to foster and make it easier the Second Language Teaching-Learning Process by determining the stereotypes and barriers that deactivate students´ willingness to practicing English outside the classroom, as well as hoe to surmount them.

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II. Theoretical Framework

A. Social Distance

Social distance is, according Escandell Vidal (2005: 57), the relationship between the emitter and receiver as defined by the individual properties, both physical and intrinsic (age, sex, etc.) and the social (relative power, authority). Most characteristics of these areas are the absence of one’s presence and how you pronominalize (forms of nominal treatment are common terms such as stupid, idiot, chabón, compadre, charro, etc); the pragmatic competence AND TEACHING SPANISH AS A FOREIGN LANGUAGE; therefore, the social distance is strongly influenced by the culture shared by the interlocutors. However, that is what happens when one party does not belong to the culture.

The concept of social distance is a complex factor formed through two dimensions. Such dimensions are usually represented in two coordinate axes known as the familiarity axis and the axis of hierarchy (Escandell Vidal, 2005).

Hierarchy: This is the vertical axis and reflecting the position relative partners within the social scale, that is, the idea of power. If the transmitter and receiver share the same position on the scale social relations are symmetric. If, on the contrary, they are in different positions their relationships will be asymmetric.

There are two parameters that allow establishing this hierarchy. The first parameter is objective attributes that are visible, such as age or sex. The second is known as “tasks assigned by society to individuals in relations to each role within the group.”

Familiarity: the familiarity is the horizontal axis. Familiarity is measured on two parameters. The first is the degree of prior knowledge. Clearly not share the same two partners’ familiarity who has just met two friends. The second parameter that allows "measuring" the degree of familiarity establishing empathy between two people is mutual sympathy, sharing or not high degree of mutual understanding. The greater the understanding

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and empathy between two people, the lower the social distance that manifest in their exchanges.

B. The Nature of Social Stereotypes

Stereotype is one of the oldest and most frequently employed constructs in the domain of social psychology, “The world outside and pictures in our heads”. A stereotype is an exaggerated belief associated with a category, whose function is to justify our conduct in relation to that category.

The categorical judgment and erroneous generalization as natural and common capacities of the human mind were recognized (by Allport, G.) in 1954 and three essential aspects of stereotyping can be identified.

1. Other individuals are categorized, usually on the bias of easily identifiable characteristics such as sex, ethnicity, speech and style.

2. A set of traits, roles, emotions, abilities, interests, etc., is attributed to all (or most) members of that category. Individuals belonging to the stereotyped group are assumed to be similar to each other, and different from other groups, on this set of attributes.

3. The set of attributes is attributed to any individual member of that category.In negatives stereotypes most researchers have recognized the existence of in-

group and out-group stereotypes. The first one is referred to as “homogeneous and monolithic”; considered to have more variability, while the second one as “variegated and complex”. After that the terms auto and heterostereotypes, were used by Triandis and Vassiliou in 1967 for both groups’ images. Besides, stereotypes could be shared or defined by consensus.

Foundations and Consequences of StereotypesHamilton D. L. (1979) distinguishes three important issues in the study of stereotypes:

1. Cognitive biases that result in stereotypical perceptions of social groups;2. Cognitive biases that result from stereotypical perceptions off social groups;3. Behavioral consequences of stereotyping.

An example of a cognitive bias that results in stereotypical perception is “Illusory correlation” it has to do with how people develop correlational concepts, relating group membership to a psychological attribute. (“French speakers are intolerants”).

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Hamilton describes cognitive biases that result from stereotypical perceptions as “structural framework”: stereotypes influence information processing about persons diversely. They may lead and go beyond the information given whereby people see what is not there at all.

Individuals also appear to remember and interpret past events in ways that support current stereotypical beliefs; stereotypes are more easily noticed, more easily stored in memory and more easily activated than if the stereotypes were caused for disconfirming evidence.

In short, stereotypes generate expectancies, and perceivers appear to be that they want to see expectancies confirmed.

C. Personality factors

In recent years, there has been an increasing awareness of the necessity in second language research and teaching to examine human personality in order to find solutions to perplexing problems.

1. Self-esteem: self-esteem is probably the most pervasive aspect of any human behavior. It could easily be claimed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of you. People derive their sense of self-esteem from the accumulation of experiences with themselves and with others and from assessments of the external world around them. General, or global, self-esteem is thought to be relatively stable in a mature adult, and it is resistant to change, except by using active and extended therapy.

2. Adelaide Heyde in 1979 studied the effects of the three levels of self-esteem on performance of an oral production task by American college students learning French as a foreign language. She found that all three levels of self-esteem correlated positively with performance on the oral production measure, with the highest correlation occurring between task self-esteem and performance on oral production measures’.

3. Inhibition: all human beings, in their understanding of themselves, build sets of defenses to protect the ego. The newborn baby, in childhood and the process

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of building defenses continues on into adulthood. Some persons, those with higher self-esteem and ego strength, are more able to withstand threats to their existence and thus their defenses are lower. Those with weaker self-esteem maintain walls of inhibition to protect what is self-perceived to be a weak or fragile ego, or a lack of self-confidence in a situation or task.

4. The language ego refer to the very personal, egoistic mature of second language acquisition. It involves some degree of identity conflict as language learners take on a new identity with their newly acquired competence.

Anyone who has learned a foreign language is acutely aware that second language learning actually necessitates the making of mistakes. We test out hypotheses about language by trial and many errors; children learning their first language and adults learning a second can really only make progress by learning from making mistakes. If we never ventured to speak a sentence until we were absolutely certain of its total correctness, we would likely never communicate productively at all. But mistakes can be viewed as threats to one’s ego. They pose both internal and external threats. Internally, one’s critical self and one’s performing self can be in conflict; the learner performs something “wrong” and becomes critical of his or her own mistake.

Language learning involves a number of forms of alienation, alienation between the critical me and the performing me, between my native culture and my target culture, between me and my teacher, and between me and my fellow students. This alienation arises from the defenses that we built around ourselves. These defenses do not facilitate learning; they rather inhibit learning and their removal; therefore, promoting language learning, which involves self-exposure to a degree manifested in few other endeavors.

5. Empathy: Oral communication is a case in which, cognitively at least, it is easier to achieve empathic communication since there is immediate feedback from the hearer. A misunderstanding word, phrase, or idea can be questioned by the hearer, and then rephrased by the speaker until a clear message is interpreted.

So in a second language learning situation the problem of empathy becomes acute. Not only must learner-speakers correctly identify cognitive and affective sets in the hearer, but they also must do so in a language in which they are insecure. Then, learner-hearers, attempting to comprehend a second language, often

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discover that their own states of thought are misinterpreted by a native speaker, and the result is that linguistic, cognitive, and affective formation easily passes “in one ear and out the other”

D. Infrastructure to Use English Out of Classes

Modern language labs offer an extensive and growing range of services to users. Most of the services relate to offering a variety of modes of learning foreign languages and developing a corresponding assortment of materials for such languages. As a result, such language labs often have a developed administrative and state-of-the-art technical infrastructure. The Language Resource Center at Princeton University states that it provides “resources and facilities to support the study of foreign languages, literatures, and cultures”.

Language labs offer a broad range of learning materials and modes of language learning. This range includes the use of: CD-ROMs (Chinese University of Hong Kong), English newspapers (Sussex), general language links for students (used at Sussex), video conferencing (Michigan State), MP3s (Colorado-Boulder), language learning center blog (current awareness for students, used at Sussex), multimedia library (Colorado-Boulder), materials catalogue (Colorado-Boulder), self-access and independent learning (City University of Hong Kong), language podcasts (Washington), self-access services (Middlesex), film, video and digital media (Princeton), language buddies (Victoria University of Wellington.

“Language Buddies” are native speakers of different languages who help each other improve language skills, audio materials listing (Indiana), international television broadcasts (Indiana).

Language labs also usually offer a variety of online language links; the following labs offer a wide range of Internet language links: University of Colorado-Boulder, Indiana University, Indiana University, University of Nebraska-Lincoln, University of Houston, Washington University, John Hopkins University, Cambridge University, Oxford University, Michigan State University, Princeton University, Ohio ESL, Rice University, Yamada Centre, Washington University.

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III. Type of Research

Descriptive Research does not fit neatly into the definition of either quantitative or qualitative research methodologies, but instead it can utilize elements of both, often within the same study. The term descriptive research refers to the type of research question, design, and data analysis that will be applied to a given topic. Descriptive statistics tell what is, while inferential statistics try to determine cause and effect.

Descriptive research can be either quantitative or qualitative. It can involve collections of quantitative information that can be tabulated along a continuum in numerical form, such as scores on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or it can describe categories of information such as gender or patterns of interaction when using technology in a group situation. Descriptive research involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). It often uses visual aids such as graphs and charts to aid the reader in understanding the data distribution. Because the human mind cannot extract the full import of a large mass of raw data, descriptive statistics are very important in reducing the data to manageable form. When in-depth, narrative descriptions of small numbers of cases are involved, the research uses description as a tool to organize data into patterns that emerge during analysis. Those patterns aid the mind in comprehending a qualitative study and its implications.

Most quantitative research falls into two areas: studies that describe events and studies aimed at discovering inferences or causal relationships. Descriptive studies are aimed at finding out "what is," so observational and survey methods are frequently used to collect descriptive data (Borg & Gall, 1989). Studies of this type might describe the current state of multimedia usage in schools or patterns of activity resulting from group work at the computer. An example of this is Cochenour, Hakes, and Neal's (1994) study of trends in compressed video applications with education and the private sector.

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Descriptive studies report summary data such as measures of central tendency including the mean, median, and mode, deviance from the mean, variation, percentage, and correlation between variables. Survey research commonly includes that type of measurement, but often goes beyond the descriptive statistics in order to draw inferences. See, for example, Signer's (1991) survey of computer-assisted instruction

And at-risk students, or Nolan, McKinnon, and Soler's (1992) research on achieving equitable access to school computers. Thick, rich descriptions of phenomena can also emerge from qualitative studies, case studies, observational studies, interviews, and portfolio assessments. Robinson's (1994) case study of a televised news program in classrooms and Lee's (1994) case study about identifying values concerning school restructuring are excellent examples of case studies.

IV. Statement of Hypothesis

Research Hypothesis

Students from the Foreign Language Department do not use English out of classes because of the social distance between students’ mother tongue and the target language.

Students from the Foreign Language Department do not use English out of classes due to stereotypes (such as people will laugh of me, I still need to practice to sound better, people in my group do not use the language, they are pretenders, they think I am a pretender, they do not have a good pronunciation, etc.)

Students do not use English out of classes because of personality factors such as self-esteem, inhibition, empathy, motivation

Students do not use English out of classes at the university because the FLD does not count with an infrastructure and equipment to do so.

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V. Research Design

Non-experimental design

Non-experimental research involves variables that are not manipulated by the researcher and instead are studied as they exist. One reason for using non-experimental research is that many variables of interest in social science cannot be manipulated because they are attribute variables, such as gender, socioeconomic status, learning style, or any other personal characteristic or trait. For example, a researcher cannot randomly place individuals into different groups based on gender or learning style because these are naturally existing attributes. To do so would be important because the researcher cannot take for granted that the groups are comparable in aspects other than smoking behavior. This is in contrast to experimental groups, which, due to the process of random assignment, start out equal in all respects except for the treatment condition in which they are placed. In non-experimental research, groups based on different traits or on self-selection, such as being or not being a smoker, may differ for any number of reasons other than the variable under investigation. Therefore, in non-experimental studies, one cannot be as certain as in experimental studies that outcome differences are due to the independent variable under investigation. The researcher needs to consider possible alternative explanations, to jointly analyze several variables, and to present conclusions without making definitive causal statements.

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VI. Sample A. Universe

The universe is the active students of Modern languages at the University of El Salvador

B. SampleThe sample was 250 students from 701 that are actives studying Modern

Languages. The sample was stratified dividing it into five groups according to the year of study in the major. This stratification makes easier to collect data and a more accurate investigation. Each member was assigned to administer the instrument to a group and to ask for permission to the teachers before it was administered to avoid any inconvenient. The students did not have problems answering the survey, the questionnaire was understandable and it took no more than 10 minutes to be answered. The teachers were always willing to allow the team collects data.

The sample has been stratified according to the number of students by year in studying Modern Languages. This stratification is explain in the next chart

Sample

Academic year

Nu

mber of students

Percentage SampleResponsible to administer the instrument

First year 117 20% 50 Lidia Interiano

Second year 134 20% 50 Cecilia Lara

Third year 203 30% 75Antonio Serrano

Fourth year 137 20% 50 Justin Ayala

Fifth year 110 10% 25Florentina Alvarado

Total 701 100% 250

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VII. Data Gathering

A. Elaboration of the instrument

Variables Indicators Items or Questions

1. Social Distance Language usage

frequency

difference between Salvadorian and target language culture

English usage according to the social position

Like for English culture

Adaptation to English culture

Difficulty to use English language out of classes

1. How often do you use English out of classes?

2. Do you think that students need more sympathy to the target1 language to use it?

3. Do you consider that cultures between mother tongue and the target language are so different?

4. Do you consider that is more common to use English for people that are in a better social position?

5. Do you like English Culture?

6. Do you think that is difficult to adapt to English culture?

7. Do you think that is difficult to use English Language out of classes because there are just a few people to use it with?

2. Stereotypes English pronunciation

Use of language frequency at the classroom

8. Do other students laugh for anybody’s English pronunciation?

9. Do students use English at the classroom mostly?

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English avoidance for partners’ opinion

Pretention for using English language

Avoiding using English for making mistakes

Faultfinders partners

10. Do students avoid using English because of their partner opinions?

11. Is a partner a pretender for using the language out of classes?

12. Do students avoid using English because they think they make many mistakes?

13. Are your partner faultfinders?

3. Personality Factors

confidence using the language

usage language inhibition

English usage avoidance for critics

Self-esteem and use of language

People’s barriers

Motivation for language usage

14. Do you consider that students from the FLD need more confidence to use English out of classes?

15. Does inhibition cause that students from the FLD do not using English?

16. Do you think that students do not use English for not being criticized?

17. Do you consider that students’ self-esteem stop them using English?

18. Do people’s walls affect English usage?

4. Infrastructure

Language lab for using the language

Mp3 material for language usage

Computer lab need

Internet access

Language buddies

19. Are students motivated to use English out of classes?

20. Is a lab necessary to use English out of classes?

21. Is mp3 material important to use it out of classes?

22. Is a computer lab necessary for students

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implementation

Links as reference

from the FLD to use English out of classes?

23. Is the access to internet useful for English usage out of classes?

24. Do you think that language buddies3 are necessary?

25. Are language links necessary as an out of class support?

B. Pilot test

This part explains the different parts of a Data Gathering Instrument report. These

parts are:

A. Purpose

Testing the pilot test give the opportunity to students to evaluate different

aspects such as the time it takes to surveyed to answer the questionnaire, those

words that may represent a difficulty for understanding the questions.

B. Methodology

Methodology contains three parts: the first one is the sample. The sample is those

people that were surveyed to test the instrument at the Foreign Language

Department. Moreover, Methodology contains a description about the data

instrument administration. For example, the time it was administered, the place, how

long the surveyed lasted. The third component from Methodology is Collect feedback.

It means that the research group collects the student’s opinions in relation to the

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questionnaire, how did they feel answering the survey, if there were a question they

did not understand, etc.

This is a very significant phase:

The theory must support the hypotheses that have been stated, however, generalizing depends on the amount of collected data. It is for that reason the sample must be adequate, representative in size and reflect the structure of the universe simultaneously.

With a non-good sample is not possible to generalize and the researcher may make conclusions that not reflect the reality that he desires to reflect. Then it is important to establish what kind of instrument is going to be used, how this is going to be used, when and to whom, what instructions need to be given.

This part is about:

What universe is What a sample is and what kind of samples there are To Stratify The sample in order to obtain an accurate generalization How to obtain the sample through statistics formula Using the sample the research team save time and resources How to elaborate an instrument

C. Data codification

In this section the research team code the information by translating the information that had gathered by the data gathering instrument. It consists in assign a number to each variable, and to the answers, this way the information could be entered into the SPSS to make the analysis.

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VIII. Data Analysis

A. Univariate Analysis

Univariate analysis is a form of quantitative analysis that carried out describing a

single variable besides its attributes. This analysis differs from bivariate analysis

which analysis two variables simultaneously.

One of the purposes of univariate analysis is to describe, and to be used in the first

stages of research. The univariate data is able to present frequency distribution of

individual cases, containing the numbers of attributes of the variable studied for

each case observed in the sample. A table format or a similar form of graphical

representation In addition to frequency distribution, univariate analysis commonly

involves reporting measures of central tendency location. This involves describing

the way in which quantitative data tend to cluster around some value. In the

univariate analysis, the measure of central tendency is an average of a set of

measurements, the word average being variously construed as (arithmetic) mean,

median, mode or other measure of location, depending on the context.

Graphic 1

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The age of active students from Modern Languages has been classified in four groups from the first year to the fifth and last one in the Mayor. The first group is the range of students that are 17 to 19 years old; the number of students is the 21.46%. The second group is the range of students that are 20 to 22 years old; the number of students is 51.82%. The third group is the range of students that are 23 to 25 years old; the number of students is 17.81%. The fourth group is the range of students that are more than 25 years old; the number of students is 8.91%. This chart demonstrates that students that are 20 to 22 years old are the highest population studying Modern Languages. Students that are 17 to 19 years old are the next one. The third group having more students is those that are 23 to 25 years old, and the group with fewer students is the students that are more than 25 years old.

Graphic 2

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When analyzing the marital status of the instrument takers, it is evident that the

majority of them are single representing the 91.16%. The 6.83% is married and just

the 2.01% is in free union. So, it can be inferred that most of the Modern

Languages Mayor´s population does not have to deal with the great responsibility

of supporting their own family, in theory; thus their outlook to become proficient

in the language is higher than those who are married. This may let them have more

time to dedicate their superior studies. While it is true to say that the minority

does not have the needed time to practice in the target language.

Graphic 3

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The number of active students from Modern Languages has been classified in five different groups in relation to the academic year in which students are in the Mayor. The first group is the range of students that are studying their first year in the Mayor; the number of students is the 20%. The second group is the range of students that are studying their second year in the Major; the number of students is the 20%. The third group is the range of students that are studying their third year in the Major; the number of students is the 30%. The fourth group is the range of students that are studying their four year in the Major; the number of students is the 20%. The fifth group is the range of students that are studying their fifth year in the Major; the number of students is the 10%. Modern Languages is a five years Major. This chart illustrates the distribution of students each year having the first year the 20% of the mayor population like the second year, the third year contains the highest percentage with the 30%, the fourth year is compound with a 20% , and the fifth year which contains the smallest group is the 10%.

Graphic 4

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To know how often students of Modern languages Major use English language out of class the data gathering instrument contained the following question: how often do you use English language out of classes?, giving the options always, usually, sometimes, and never to answer it. The number of people who chose the first option was the 10.80% of people surveyed. The percentage of people who answered or chose the option number two doubled the amount in relation to the first option always with the 24. 47%. The option that people have answered the most was the option number three “sometimes” which has the 56.20%. The last one and less option chosen was “never” the 9.60%. It is important to emphasis that while all people should use the language out of classes just a 10% do it and that most students do not use the language in order to improve their macro skills; they just use the English language out of classes sometimes.

Graphic 5

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This chapter shows the answers given by the students of Modern Language Department in relation to the English language sympathy. The students were able to answer yes for those who sympathize with English language and no for those who do not. Most of the people answer the option number one which has the 91.60% and the rest who answer no was the 8%. The reason for this question was for identifying if students are learning English for sympathy or just because English is necessary to work or to study

Graphic 6

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This chart contains the percentage of students who answered yes or no to the question: do you consider that cultures between mother tongue and the target language are so different? 84% of people answered that English and their mother tongue culture are so different, 15% answered that those cultures were not so different and 0.40% did not answered the question. Differences between the language being learnt and the mother tongue may affect the English learning in students assimilation such as the way Americans talk and how Latinos talk; Americans do not move their lips and use their tongue very actively, Latinos do the opposite moving their lips more that the tongue. As a result, the pronunciation may be difficult to be articulated for students learning English language.

Graphic 7

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This chart is the result of students from the modern language department who answered the following question: do you consider that is more common to use English for people that are in a better social position? The options to answer were yes or not. 45:20% consider that is more common use English language for those people who have a better position. On the other hand, 54.80% consider that is not necessary to have a good position to use English. People with a better social position have access to a better education; they could afford a bilingual private school, or attend places where English is used. On the contrary, people who just attend a public school is not going to be likely to learn and use English language.

Graphic 8

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In this chart the question that has been represented is: do you like English Culture? The 71.20% of students surveyed answered yes, they like English culture. The 28.80% answered that they do not like English culture. This question was formulated in order to measure how many active students that are studying modern language like English culture. If students do not like English culture they are not going to use the language because it is not appealing, perhaps they learn the language just because it is necessary for the job.

Graphic 9

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In this chart is observed that the 35.60% answered yes when they were asked if it is difficult to adapt to English culture. The 64.40% do not consider that it is not difficult to adapt to that culture. The question was made to the active students from modern languages at the foreign department to know if the difficulties they have to adapt to English culture may create social distance for using the language out of classes. As it has been stated most of the students do not consider they have any problem to adapt to the target culture. However a significant group from the Modern Languages Major considers that they have difficulty to adapt to English culture. As a result students are not going to use the language.

Graphic 10

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This chart represent the results obtained to the question: do you think that is difficult to use English language out of classes because there are just a few people to use it with? The number of students surveyed was 250 from the Modern Language Department at El Salvador University. The option students had to answer this question was yes or not, according to their consideration. The 64.80% of students consider that is difficult to use the English language out of classes since there are just a few people to use it with. The 35.20% of students answered that is not difficult to use English out of classes and there are people to use it. The percentage of people who believes that is difficult to use English out of classes double to the percentage to those who sustain the opposite. These results explain why students do not use the language out of classes.

Graphic 11

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The graphic number 11 represents the results obtained from the data gathering

instrument and the question: Do other students laugh for anybody’s English

pronunciation? 68% of student surveyed believe that partners at the university

laugh for the way others pronunciation; the 32% have a different opinion and they

answered that their partners do not do it. This is a result the authorities have to

take into account in order to look for strategies that help student use English out of

classes despite the fact that others may laugh because of their pronunciation, or

do a campaign to respect each other not mocking for their partners English

pronunciation.

Graphic 12

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The graphic 12 illustrates the percentage obtained from the option yes or not to the question: Do students use English language at the classroom mostly? The 68% agree that this actually happen, students use English in class most of the time instead of using it out of classes. The 32% have a different opinion staying that student do not use the language mostly in class. The difference between the two amount is very substantial as we have to use the language not only when it is academically required at the classroom but also after finishing the class, having a free time or because there is no teacher evaluating the way students talk to does not mean that students have to leave the language aside until attending the next class.

Graphic 13

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Do students avoid using English language because of their partners’ opinions? That was

the question made to active students of the Modern Language Department. The 59.27%

consider that effectively the students avoid using the English language out of classes as a

consequence of their partners’ opinions. The other 40.73% chose the option number two

“no” to express that opinions do not avoid students to use the language out of classes;

the difference between the two percentages is not significant.

Graphic 14

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This chart illustrates the students’ opinions regarding to showing off for using the language out

of classes. The 58.63% from 701 students answered that students are pretenders and they use

the English language out of classes just to show others they are able to talk right choosing the

first option “yes”. The 41.37% choose the option number two “no”. This is a matter of

stereotyping for the fact that partners use the language to practice what they have learnt, to

improve and to speak more fluent. Thus, others think that those students who do that are just

to be observed or to demonstrate they are better.

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Graphic 15

Do other students avoid using English language out of classes because they make too many

mistakes? The answers to this question are represented in this chart and the answers are

giving in percentage for both those students who answered yes and those who answered no to

this question. The 81.93% of students have chosen the option yes and the 18.07%. Authorities,

professors and students have to pay attention to the results shown in this chart. Most of the

students agree that they do not use English language out of classes because they do many

mistake when speaking or listening… student have to realize that mistakes are inevitable and

at some point necessaries. They do not have to be severe to themselves, they have to explore

and challenge themselves to use the language and improve it through the use of in class and

out of it

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Graphic 16

The graphic 15 is in relation to the question: are your partners’ faultfinders? There

are two possible answers yes or no. the 38.87% consider that their partners are

faultfinders. It means that they pay close attention when their partners use the

language to look for those grammatical; phonetics or any other mistake to bring it

out. On the other hand, the 60.73% do not think their partners are faultfinders.

Students do not have to focus on mistakes their partners do when they use English

language to make them feel down or just to remark every mistake they notice.

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Graphic 17

The graphic 16 demonstrates one of the reasons why students do not use English language out of classes. The question from the data gathering instrument was: Do you consider that students from the Foreign Language Department who study Modern Languages need more confidence to use English out of classes? The 83.20% consider students do not have the confidence to use the language out of classes. The 16.80% students have the confidence to use English when they are not in classes. It does not make sense that student at the foreign language department do not use the language out of classes, after leaving any English class the switch the language to Spanish again. This chart shows that one reason to this phenomenon is that students need more confidence to use the language.

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Graphic 18

The difference between the percentages shown in this chart is very substantial in relation to

personality factor for not using English language out of classes. The information was gathered

at the foreign language department where students from modern language department with

the following question: Does inhibition causes students who study Modern Languages do not

use English out of classes? The 77.51% agree that inhibition causes that student do not use the

language out of classes. The 22.49% do not agree. Inhibition is defined as an inner impediment

to free activity, expression, or functioning… This is a personality factor that influence the

students behavior restraining them for they use the language out of classes.

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Graphic 19

The question which this chart represents is: do you think that students at the foreign language

department do not use the English Language to avoid being criticized? The 77.51% answered

yes to the question. The 22.09% answered no and the0.40% did not answer anything. As

shown in the chart a significant amount of students avoid using the language because they are

criticized by their partners. The difference is huge in comparison to those who answered no.

there were 11 students from 250 that did not answered this question.

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Graphic 20

The question: do you consider that students’ self-esteem stop them using English? Has been

represented in this chart, the possible answers were yes or no. There are three bars in the

chart. The first one represents the answers from those who have chosen yes, the second bar in

green color represents the answers from those who have chosen the option no, the last one

represents the amount of people who do not answer to this question. The 71.26% of students

answered that they consider that self-esteem stop students from modern language

department to use English. The 28.34% stand for the contrary, and the 0.40% did not

answered the question as said before. This question reflects that self-esteem have a close

relation with the use of English out of classes; the higher self-esteem, the more students use

the language. it could happen that when a student realize he do not speak as he wish his self-

esteem is hurt and tend to avoid to use English.

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Graphic 21

The question represented in this chart was in relation to the barriers such as abstain from

participating in a conversation for not been hurt that avoid students from Modern Languages

Major to use the English language. The chart contains to bars, the first one is a red one with

the 70.97% from people who think that personality traits influence on English language in a

negative way. The next bar is in green color. It reflects the 29.03% that have chosen the option

no. There is a high percentage of students that are influenced for personality traits which may

be caused for critics made by peers, someone laugh for a partner pronunciation, and that ends

up in students not practicing the language.

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Graphic 22

The information obtained and represented in this chart is so substantial in order to understand

why students do no use the English language out of class. The question and the answers

represented here is: are students motivated to use the English language out of classes? The

green and smaller bar has 34.14% for those who answered yes to this question. The red and

higher bar represents the 65.86% for those who answered no. The conclusion for this chart is

that the majority of students do not have motivation to use the English language despite of the

fact that is one of the two languages in the Major.

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Graphic23

This chart represents the question and answers to the question: is a language lab necessary to

use the English language out of classes? The 82.33% consider that actually a language lab is

needed at the foreign language department for using the English language out of classes. The

17.67% consider that a lab is not necessary for this purpose. It is important to mention as well

that there is a lab at the third floor at the main library that needs to be repaired. It is important

that student have a language lab for using multimedia material to improve the four macro

skills.

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Graphic 24

The 87.55% that answered the question: is mp3 material important to use it out of classes?

Consider that is beneficial for students to have mp3 material to use language out of classes

while the 12.05% of students think that kind of material is not necessary to use it. Students are

able to profit their time listening to some academic mp3 material on the way to home or

everywhere in order to improve spoken English understanding skill.

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Graphic 25

The 89.60% of students who answered the data gathering instrument consider that a computer lab is needed to use English language out of classes. On the contrary, the 10.40% consider that a computer lab is not necessary to use English language out of classes. In fact, there is a small lab at the third floor at the foreign language department that is very useful for students to have access to a computer. However, the amount of available computers is not enough for students, taking into account that only the Modern Language Department Major has 701 students. Besides, it is important to mention that there is a lab at the third floor at the main library that needs to be repaired in order to be used it in an appropriate way by students.

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Graphic 26

Nowadays the access to internet is an important tool for students. A student learning a second language is able to profit this stool by looking for information written in the target language, is useful for doing homework’s. It is an effort that authorities from the Foreign Language Department have to work on to provide this tool to the students, taking into account that not all students have the opportunity of accessing to internet in their houses. So, the 91.60% of students surveyed consider that internet is a useful tool to use English language out of classes while the 8.40% consider is not at all. As a result, it is important authorities from the Foreign Language Department work for students have access to this academic tool.

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Graphic 27

The 86.40% of students from students surveyed consider that is necessary to have video conferences or communication with English native speakers or buddies that are around them in order to use the language. On the other hand, the 13.60% consider that buddies are not needed to use the language out of classes. It can be inferred that English buddies are volunteers on internet helping students to improve the language they are learning.

Graphic 28

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The 96% of students consider that is necessary to have language links in a computer lab at the foreign language department while the 4% consider that language links are not necessary. An example of language links is to have the link of ESL, or the link of CNN on a side bar in internet explorer or Mozilla fire fox.

B. Bivariate Analysis

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Bivariate analysis consists in the analysis of two variables to determine the empirical

relationship between them. This kind of analysis is useful to test hypotheses of

association and causality. The descriptive analysis of two variables can be sometimes

seen as a very simple form of bivariate analysis (or as univariate analysis extended to

two variables). The major differentiating point between univariate and bivariate

analysis, in addition to looking at more than one variable, is that the purpose of a

bivariate analysis goes beyond simply descriptive: it is the analysis of the relationship

between the two variables.

Common forms of bivariate analysis involve creating a percentage table, a scatterplot

graph, or the computation of a simple correlation coefficient. For example, a bivariate

analysis intended to investigate whether there is any significant difference in earnings

of men and women might involve creating a table of percentages of the population

within various categories, using categories based on gender and earnings.

Graphic 29

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This chart explains the percentage obtained from the data gathering instrument which question about cultural differences between mother tongue and target language. The percentage is divided into four groups in relation to the age of students. The first group is the age from 17 to 19 years old, the 18.22% answered yes, and 3% answered no. the second group represents the age from 20 to 22 years old, the 43.32% answered yes and 8.10% answered no to the question. The third group is from 23 to 25 years old; the 15.38% answered yes and 2% chose the option no. the last group represent those who are more than 25, the6.88% answered yes and a 2% no. in all groups is observed that students consider that the difference between the two languages is significant.

Graphic 30

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This chart represents the question made to students from the Modern Languages Major according to the need of confidence to use English out of classes. The answers have been divided by the year in Major the students are. The answered have been represented with bars in the chart with five groups. The first group with the 15.20% considers that students need more confidence to use the language out of classes, the 4.80% disagree. The second group represents the students that are in the second year of their mayor; the 16% have chosen the option yes, the students need more confidence and 4% consider that students do not need more confidence. The third group has 27.20% that answered yes to the question, and 2.80% answered no. The fourth group has the 16.80% agree that students from Modern Languages need more confidence, those who chose no was the3.20%. The last group has 8% with yes and the2% no.

Graphic 31

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This chart represents how many students of different years of the Modern Languages Major avoid using English because they make too many mistakes and how many consider using it without paying attention to mistakes. The graphic has been divided into 5 levels representing the five years that takes finishing the major. The first group having the 17.27% is in agreement with the fact of avoiding using English since students feel they make too many mistakes; however, the 2.41% does not agree. In the second group 15.66% of them consider avoiding using the target language because of too many mistakes; on the contrary, the 4.42% of them consider using it. In the third group, the 24.90% believe that they do not use English since they make too many mistakes, and the rest, the 5.22%, express they do not take care about mistakes. The fourth group compiling people from the fourth year of the major agrees with the 16.06% that they avoid using English because of getting wrong, and the 4.02% disagree that making mistakes is a barrier to use the target language. The last group shows students from the fifth year of the Modern Languages Major. The 8.03% of them take into account avoiding the use of English due to the fact that mistakes are present in

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their speech; on the other hand, the 2.0% does not consider avoiding the use of this language.

Graphic 32

This chart reflects the importance of a computer lab in order to use English out of classes. The results have been organized into four groups according to the ages students are. The first group of students among the ages of 17-19 considers with the 18.22% that a computer lab is needed while the 3.24% considers it is not needed. The second group of students from the ages of 20 to 22 agrees with the 48.99% that a computer lab is necessary to use English out of classes whereas the 2.83% does not agree. The third group representing the ages of 23-25 approves with the 14.98% that the fact of having a computer lab to use English out of classes is required and the 2.83% refuses this idea. The last group composed of people being more than 25 years

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old accepts the fact of a computer lab for using English out of classes with the 7.29% and the rest does not accept with the 1.66%.

C. Research questions’ answers and validation of the Hypothesis

a. Research questions

Is the social distance among the mother tongue and language that students are learning a main reason why they do not use it out of classes?

After the data collection and the data instrument analysis, it has been demonstrated that actually the social distance is a main reason why students do not use the language out of classes. In graphic 6 84% of people answered that English and their mother tongue culture are so different, 15% answered that those cultures were not so different and 0.40% did not answered the question. In graphic 10 the 64.80% of students consider that is difficult to use the English language out of classes since there are just a few people to use it with. The 35.20% of students answered that is not difficult to use English out of classes.

Are stereotypes regarding to using the target language out of classes another reason why students do not use it?

Analyzing the answers obtained through the data gathering instruments has been confirmed that stereotypes is a higher reason at the foreign language department for students not to use English out of classes. In graphic 16 the 81.93% of students have chosen the option yes and the 18.07%. Authorities, professors and students have to pay attention to the results shown in this chart. Most of the students agree that they do not use English language out of classes because they do many mistake when speaking or listening… student have to realize that mistakes are inevitable and at some point necessaries. As shown in the chart 19 a significant amount of students avoid using the language because they are criticized by their partners. 77.51% answered yes to the question. The 22.09% answered no and the0.40% did not answer anything.

Are personality factors an explanation why students do not use English language out of classes?

Personality factors in students from Modern Languages and the use of English language out of classes has been established analyzing the answers given for people surveyed. The graphic 17 reflects that the 83.20% consider students do not have the confidence to use the language out of classes. The 16.80% students have the confidence to use English when they are not in classes. It does not make sense that student at the foreign language department do

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not use the language out of classes, after leaving any English class the switch the language to Spanish again. The conclusion for chart 22 is that the majority of students do not have motivation to use the English language despite of the fact that is one of the two languages in the Major; the 34.14% answered yes, the 65.86% for those who answered that students are not motivated. In chart 18 the 77.51% agree that inhibition causes that student do not use the language out of classes. The 22.49% do not agree.

Does the FLD have the infrastructure and equipment for using English language out of classes at the university?

Absolutely the foreign language department needs equipment to provide the tools students need to use the language, to improve in every area and have a better quality in teaching and learning foreign languages. In chart 25 the 89.60% of students who answered the data gathering instrument consider that a computer lab is needed to use English language out of classes. On the contrary, the 10.40% consider that a computer lab is not necessary to use English language out of classes. In fact, there is a small lab at the third floor at the foreign language department that is very useful for students to have access to a computer. For chart 26 the 91.60% of students surveyed consider that internet is a useful tool to use English language out of classes while the 8.40% consider is not at all.

b. Hypothesis

Students from the Foreign Language Department do not use English out of classes because of the social distance between students’ mother tongue and the target language.

The hypothesis has been confirmed by the answers obtained at the Foreign Language Department. In chart 6 is mentioned that 84% of people answered that English and their mother tongue culture are so different, 15% answered that those cultures were not so different and 0.40% did not answered the question. . The percentage is divided into four groups in relation to the age of students. In chart 29 A bivariate analyses explains the results obtained by year in the major. The first group is the age from 17 to 19 years old, the 18.22% answered yes, and 3% answered no. the second group represents the age from 20 to 22 years old, the 43.32% answered yes and 8.10% answered no to the question. The third group is from 23 to 25 years old; the 15.38% answered yes and 2% chose the option no. the last group represent those who are more than 25, the6.88% answered yes and a 2% no. in all groups is observed that students consider that the difference between the two languages is significant.

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Students from the Foreign Language Department do not use English out of classes due to stereotypes (such as people will laugh of me, I still need to practice to sound better, people in my group do not use the language, they are pretenders, they think I am a pretender, they do not have a good pronunciation, etc.)

The results obtained from the data gathering instrument and the data analysis has been that students avoid using the English language due to stereotypes such as they do not use English language for not been criticized, because they think they make so many mistakes. The first group from chart 32 having the 17.27% is in agreement with the fact of avoiding using English since students feel they make too many mistakes; the 2.41% does not agree. In the second group the 15.66% of them consider avoiding using the target language because of too many mistakes; on the contrary, the 4.42% of them consider using it. In the third group, the 24.90% believe that they do not use English since they make too many mistakes, and the rest, the 5.22%, express they do not take care about mistakes. The fourth group compiling people from the fourth year of the major agrees with the 16.06% that they avoid using English because of getting wrong, and the 4.02% disagree that making mistakes is a barrier to use the target language. The last group shows students from the fifth year of the Modern Languages Major. The 8.03% of them take into account avoiding the use of English due to the fact that mistakes are present in their speech; on the other hand, the 2.0% does not consider avoiding the use of this language.

Students do not use English out of classes because of personality factors such as self-esteem, inhibition, empathy, motivation

In graphic 30 has been represented a bivariate analysis in relation to the reason why students do not use of English language English language out of classes. It has been confirm that personality factors for using English language out of classes is one reason why student do not do it. In the chart 30 the percentage of students that agree with this is: The first group with the 15.20% considers that students need more confidence to use the language out of classes, the 4.80% disagree. The second group represents the students that are in the second year of their mayor; the 16% have chosen the option yes, the students need more confidence and 4% consider that students do not need more confidence. The third group has 27.20% that answered yes to the question,

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and 2.80% answered no. The fourth group has the 16.80% agree that students from Modern Languages need more confidence, those who chose no was the3.20%. The last group has 8% with yes and the2% no.

Students do not use English out of classes at the university because it does not count with an infrastructure and equipment to do so.

The chart 33 reflects the importance of a computer lab in order to use English out of classes. The 18.22% from the first group that represents the answers that are 17 to 19 consider that a computer lab is needed while the 3.24% considers it is not needed. The second group of students from the ages of 20 to 22 agrees with the 48.99% that a computer lab is necessary to use English out of classes whereas the 2.83% does not agree. The third group representing the ages of 23-25 approves with the 14.98% that the fact this is actually needed, the 2.83% refuses this idea. The last group composed of people being more than 25 years old accepts the fact of a computer lab for using English out of classes with the 7.29% and the rest does not accept with the 1.66%.

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D. Hypothesis test

Chi-squared Testa. Hypothesis 1

Descriptive statisticsTabla de contingencia

gerder of students

difficulty to use English language out of class

Totalyes nomale year in

mayorfirst year 13 6 19second year 15 6 21third year 19 12 31fourth year 6 9 15fifth year 5 5 10

Total 58 38 96female year in


Total 104 49 153

Inferential statistics (to generalize the observed with the expected from the sample of the entire population)

Pruebas de chi-cuadrado

gerder of students Valor glSig. asintótica

(bilateral)male Chi-cuadrado de Pearson 4,652(a) 4 ,325

Razón de verosimilitudes 4,627 4 ,328Asociación lineal por lineal 3,125 1 ,077N de casos válidos

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female Chi-cuadrado de Pearson 14,834(b) 4 ,005Razón de verosimilitudes 15,733 4 ,003Asociación lineal por lineal 10,658 1 ,001N de casos válidos 153

a 1 casillas (10,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mínima esperada es 3,96.b 1 casillas (10,0%) tienen una frecuencia esperada inferior a 5. La frecuencia mínima esperada es 4,80.

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The research team sampled two hundred fifty students, and evaluated to determine the number of students who had difficulty to use English language out of class (f= gender: male, firs year=13, second year=15, third year=19, fourth year=6, fifth year=5. Female, firs year=23, second year=26, third year=30, fourth year=18, fifth year=7) students who do not have difficulty to use the language out of classes (f= gender: male, firs year=6, second year=6, third year=12, fourth year=9, fifth year=5. Female, firs year=7, second year=3, third year=14, fourth year=17, fifth year=8). The data was analyzed using chi squared test. To accept the research hypothesis the expected frequency has to be less than the minimum expected cell frequency. Then the minimum expected cell frequency for a) is: 3.96 less than the expected frequency 5. Students have difficulty to use the English language out of classes. Then the minimum expected cell frequency for b) is 4.80. That is less than the expected frequency 5. Students have difficulty to use the English language out of classes.

b. Hipótesis 2

Tabla de contingencia

gerder of students

students avoid using english language

because they make too many mistakes





Total 125 27 152

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Razón de verosimilitudes 3,715 4 ,446Asociación lineal por lineal 1,880 1 ,170N de casos válidos

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female Chi-cuadrado de Pearson 3,109(b) 4 ,540Razón de verosimilitudes 3,348 4 ,501Asociación lineal por lineal ,034 1 ,853N de casos válidos 152


The research team sampled two hundred fifty students, and evaluated to determine the number of students who avoid using English language because they make too many mistakes (f= gender: male, firs year=17, second year=17, third year=25, fourth year=13, fifth year=6. Female, firs year=25, second year=22, third year=37, fourth year=27, fifth year=14) students who do not avoid using English language because they make too many mistakes (f= gender: male, firs year=2, second year=4, third year=6, fourth year=2, fifth year=4. Female, firs year=4, second year=7, third year=7, fourth year=8, fifth year=1). The data was analyzed using chi squared test. To accept the research hypothesis the expected frequency has to be less than the minimum expected cell frequency. Then the minimum expected cell frequency for a) is: 1.88, less than the expected frequency 5. Students have difficulty to use the English language out of classes. Then the minimum expected cell frequency for b) is 2.66. That is less than the expected frequency 5.

c. Hypothesis 3

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gerder of students

students need more confidence to use

english languageout of class





Total 129 24 153



(bilateral)male Chi-cuadrado de Pearson ,858(a) 4 ,931

Razón de verosimilitudes ,865 4 ,929Asociación lineal por lineal ,278 1 ,598N de casos válidos

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female Chi-cuadrado de Pearson 7,184(b) 4 ,126Razón de verosimilitudes 8,125 4 ,087Asociación lineal por lineal ,857 1 ,355N de casos válidos 153


The research team sampled two hundred fifty students, and evaluated to determine the number of students who need more confidence to use English language out of class (f= gender: male, firs year=15, second year=16, third year=26, fourth year=13, fifth year=8. Female, firs year=22, second year=24, third year=42, fourth year=29, fifth year=12) students who do not need more confidence to use English language out of class (f= gender: male, firs year=4, second year=5, third year=5, fourth year=2, fifth year=2. Female, firs year=8, second year=5, third year=2, fourth year=6, fifth year=3).

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The data was analyzed using chi squared test. To accept the research hypothesis the expected frequency has to be less than the minimum expected cell frequency. Then the minimum expected cell frequency for a) is: 1.88. That is less than the expected frequency 5. Students have difficulty to use the English language out of classes. Then the minimum expected cell frequency for b) is 2.35. That is less than the expected frequency 5.

d. Hypothesis 4


gerder of students

a computer lab is needed to use english

language out of classes





Total 141 12 153




Razón de verosimilitudes 5,792 4 ,215Asociación lineal por lineal ,033 1 ,857N de casos válidos

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female Chi-cuadrado de Pearson 5,225(b) 4 ,265Razón de verosimilitudes 7,038 4 ,134Asociación lineal por lineal 2,710 1 ,100N de casos válidos 153


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The research team sampled two hundred fifty students, and evaluated to determine a computer lab is needed to use English language out of classes (f= gender: male, firs year=17, second year=17, third year=28, fourth year=11, fifth year=10. Female, firs year=28, second year=29, third year=41, fourth year=30, fifth year=13) students who do not need a computer lab to use English language out of classes (f= gender: male, firs year=2, second year=4, third year=3, fourth year=4, fifth year=0. Female, firs year=2, second year=0, third year=3, fourth year=5, fifth year=2). The data was analyzed using chi squared test. To accept the research hypothesis the expected frequency has to be less than the minimum expected cell frequency. Then the minimum expected cell frequency for a) is: 1.35. That is less than the expected frequency 5. Students have difficulty to use the English language out of classes. Then the minimum expected cell frequency for b) is 1.18. That is less than the expected frequency 5.

IX. CONCLUSIONSAfter the research team obtained the information needed through the data gathering instrument administered to the active students from Modern languages Major, to answer the research questions and validate the hypothesis has arrive to the following conclusions:

A. The existent social distance in relation to the use of English language out of classes is pretty significant. Students do not have the contact with the target language as needed; there is not contact with English native speakers out of classes, not a way to be in contact with the English and use the language with partners. Everything is limited to the classroom English usage.

B. Students have stereotypes about using the language out of classes. As the research team has analyzed the information obtained from the data gathering instrument. Students do not use the English language because their partners may laugh for their accent of difficulties to articulate some English sounds. Besides, they consider that they make so many mistakes that they choose not to use it. When a student want to use the language most of the time their partners make jokes, laugh of him or her.

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C. One of the most important conclusions the research team has obtained from this research is that students are not motivated to use the English language out of classes. This is as a result of personality factors such inhibition, self-esteem and so on. The students do not feel motivated to use the English language out of classes because

D. The research team has realized that the infrastructure at the Foreign Language Department is not enough to satisfy the students’ needs to use the language out of classes. besides, the FLD needs a specialized lab to improve the quality teaching

X. Recommendations

A. Recommendations for Students

Students need to get together in order to use the English language out of classes by attending conversation clubs or any time they find any other English language student ask him to have the conversation in English.

Students need to look for opportunities to use the language out of classes, look for those who like to use the language to talk about any topic and make it a custom.

Students have to help each other to use the language. There are different level in which those students that are ahead could help to those that are having difficulties using the language or because are back. Do no mistreat to your partners by criticizing their accent, speed or their articulation. Critics do not help nor jokes about somebody English usage.

Do not be negative. Learning a second language is a process in which students make mistake, so do not be severe with yourself, just use the language and it will help to improve the language

B. Recommendations for Teachers

Teachers have to insist on English usage not only in the classroom but also out of classes. One or two hour English class per day is not enough so that students need to use it as much as they can. Teachers may create out of class activities in order to promote the English usage out of classes.

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Teachers may promote an English usage culture in and out of classes doing campaigns such as having banners at the department asking for using the languages students are learning

The teacher have to look for new method of teaching using technology such as the e-mail, social networks such Facebook, tweeter and so on.

C. Recommendations for Authorities

Authorities have to plan the construction of new ways of promoting the usage of English Language.

The Foreign Language Departments have to advise teachers to create an environment in which students are comfortable to use the language in classes, out of classes and whatever place the students are

The authorities are able to do periodical activities such as:

English Festival week Thursdays to talk only in English at the department Five cents ticket for those who do not use English out of classes

XI. LIMITATIONS

Not everything worked out as planned in the timetable:

The first three week of August were planned to work on six research points. The first point was the timetable to know the duration of each activity to be done; then a week was enough to work on the statement of the problem and its components such as objectives, research questions, and the rationale. Working on the theoretical framework lasted the first two weeks of August due to the bibliographical revision and the decision the team work had to make about what material was going to be used for the research. The time of research took less than a week.

The sample did not worked out as planned:

The sample was planned to be worked on the third week of August, being the universe the students of Modern languages from the Foreign Languages Department. The research team waited an answer from Académica Central to obtain the amount of students studying modern languages and how much they are by year. It took longer than expected; there were three weeks to obtain this information and to start with the sample stratification. As a result, the

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data collection was delayed. The data collection had been scheduled for the third week of August yet the instruments were administered the third week of September as shown in the Project Research Timetable Chart.

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XIII. REFERENCES 1. Escandell Vidal (2005)2. Allport, G. (1954)3. Triandis and Vassiliou (1967)4. Hamilton D. L. (1979)5. Adelaide Heyde (1979)6. Borg & Gall (1989)

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XIV. Annexes

Comparison timetable charts

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PROJECT RESEARCH TIMETABLE

AUGUST SEPTEMBER

week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

Timetable

Statement of the problem

Theoretical Framework

Type of research

Statement of hypothesis

Research design

Sample

Data gathering

Data analysis


AUGUST SEPTEMBER

week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

Timetable

Statement of the problem

Theoretical Framework

Type of research

Statement of hypothesis

Research design

SampleSample delay

Delay Delay Sample

Data gatheringData gathering delay

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Data gathering

Data gathering



TIMETABLEAUGUST SEPTEMBER OCTOBER

week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4TimetableStatement of the problemTheoretical FrameworkType of researchStatement of hypothesisResearch designSampleData gatheringData analysisConclusionsRecommendationsPreparing illustrations for final reportDrafting final reportRevising final reportPresenting final report

Data Gathering PlanInstrument: Questionnaire

Activity Date Time Place Responsible

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Administration of the questionnaire to the first year students

September 19th, 2012 9:30 am - 9:40 pmForeign Language

DepartmentLidia Interiano

Administration of the questionnaire to the second year students

September 19th, 2002 2:00 pm - 3:00 pmForeign Language

DepartmentAntonio Serrano

Administration of the questionnaire to the third year students

September 19th, 2012 11:00 am - 12:00 mForeign Language

DepartmentCecilia Lara

Administration of the questionnaire to the fourth year students

September 19th, 2012 2:00 pm - 3:00 pmForeign Language

DepartmentJustin Ayala

Administration of the questionnaire to the fifth year students

September 19rd, 2012 3:00 pm - 4:00 pmForeign Language

DepartmentFlorentina Alvarado


Final version of the Data Collection InstrumentUniversity of El SalvadorSchool of Arts and SciencesForeign Languages Department

Topic: What are the main reasons why students at the Foreign Language department do not use English out of classes?Objective: The objective of this questionnaire is to ask students to fill this questionnaire up in order to gather information about why students at the Foreign Language Department do not use English out of classes.

Directions: Put a check in the answer that you consider convenient. In case you cannot answer a question, or in case the question does not make sense to you, please ask the person who administered you this questionnaire.

Survey addressed to students at the Foreign Languages Department.

I. GENERAL INFORMATION1. Sex: 2. Age: __________1. Male 2. Female 3. Marital status: 4. Academic year:1. Single 1. 1st year2. Married 2. 2nd year3. Divorced 3. 3rd year4. Widow 4. 4th year5. Free Union 5. 5th year

1. How often do you use English out of classes?C. AlwaysD. UsuallyE. sometimesF. Never

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2. Do you think that students need more sympathy to the target language to use it?

Yes No3. Do you consider that cultures between mother tongue and the target language

are so different?Yes No4. Do you consider that is more common to use English for people that are in a better social position?Yes No5. Do you like English Culture?Yes No6. Do you think that is difficult to adapt to English culture?Yes No7. Do you think that is difficult to use English Language out of classes because there are just a few people to use it with? Yes No8. Do other students laugh for anybody’s English pronunciation?Yes No9. Do students use English at the classroom mostly?Yes No10. Do students avoid using English because of their partner opinions?Yes No11. Is a partner a pretender for using the language out of classes?Yes No12. Do students avoid using English because they think they make many mistakes?Yes No13. Are your partner faultfinders? Yes No14. Do you consider that students from the FLD2 need more confidence to use English out of classes?Yes No 15. Does inhibition cause that students from the FLD do not using English?Yes No16. Do you think that students do not use English for not being criticized?Yes No17. Do you consider that students’ self-esteem stop them using English? Yes No

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18. Do people’s walls affect English usage?Yes No19. Are students motivated to use English out of classes?Yes No20. Is a lab necessary to use English out of classes?Yes No21. Is mp3 material important to use it out of classes?Yes No22. Is a computer lab necessary for students from the FLD to use English out of classes?Yes No23. Is the access to internet useful for English usage out of classes?Yes No24. Do you think that language buddies3 are necessary?Yes No25. Are language links necessary as an out of class support?Yes No

“Thank you”

last report

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