English Language Learning: Writing Process Perception, Reading Proficiency, and Exposure to Modern Technology

This study aimed to find out the students' English language learning with regard to their perception of their writing process, reading proficiency, and exposure to modern technology. The first set of data were gathered from forty-six (46) Bachelor of Arts in English Language (AB-EL) students at the Visayas State University (VSU) using a questionnaire adopted from Mohite (2014). The study followed a descriptive survey method and descriptive statistics were used. Results showed that the respondents were conscious and more focused in checking their grammar and relevance when given a writing task. This implies that they lack understanding of the compositional aspect of writing in English. Findings suggest the need to help students develop meaningful composition and that teaching syllabi in English should include and stress the importance of improving the students' ability to formulate ideas and transform information other than the importance of grammatical correctness of sentences in writing. The second set of data were gathered from forty (40) AB-EL students at VSU using a questionnaire that covered respondents' exposure to modern technology and their purpose (Muduli, 2014), and a reading proficiency test from International English Language Testing System (IELTS, 2017). Data were analyzed using descriptive statistics and Spearman Rho's for correlation analyses. Results showed that the student fell under "intermittent users" with regard to their test scores which means that they are not proficient readers. Findings further revealed that there is a significant and negative relationship between the students' reading proficiency and their use of tablets, internet, and social networking sites. The study suggests that students are to learn more on how to make use of their exposure to modern technology to enhance or facilitate their English language learning