Exploring The Perceived Impact Of 1-3-5 Rating Technique to The Language Proficiency and Confidence of The Graduates of Bachelor of Elementary Education (Beed)

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Annalyn H. Jawili-Decena


Communication skills, as one of the 21st century skills (4 C’s), has to be developed among learners. In the Philippine context, proficiency in the English language is needed to be good at communication both in written and oral activities. Many students still struggle to use English in academic contexts – in classroom recitation, in quizzes and essays, etc. Some of the BEED students in Marinduque State College, Philippines, are not an exemption to that. They lack proficiency in the English language making them timid during discussion in English classes. The researcher started to use the 1-3-5 rating technique in 2013 in oral recitation and in checking the written outputs of the students. In this technique, the highest possible rating is 1 for flawless discourses (no grammatical errors in tenses, s-v agreement, in modifiers, and spelling in written forms), 3 for a maximum of 5 errors in those mentioned, and 5 for 6 or more errors. The researcher patiently counted the errors during scheduled graded recitation and on the written outputs. Several years after the students graduated from the program, the researcher tried to know the impact of the technique as they perceive it among themselves. Through this qualitative study, the one hundred-twelve (112) graduates who participated in this research admitted that they became more confident in using English language, more proficient, and they became self-corrective as some of the impacts of the technique they had during college. They contend that they have already overcome their fear in speaking and writing using the language in their current workplaces.



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