Communicative Reading Comprehension Competency Influences Written Composition Skills Performance of Faculty in English Discipline

Ma Delia G Ambulong,Allan J Abdurahman,Annie Vee M Barnido,Jazziem M Jumsali

doi:10.5430/wjel.v11n2p177

Abstract

James Britton proposed three primary language functions, which researchers tested using faculty members from Tawi-Tawi Regional Agricultural College (TRAC), for communicative reading comprehension—transactional, expressive, and poetic. Tawi-Tawi has many schools with high literacy levels, which contributes to a better society and a more peaceful country. The results revealed that the gender of the respondents had no bearing on their level of communication competency, and no significant differences were found between male and female faculty members. Additionally, there was no significant relationship found between the socio-demographic profiles and teaching performance of the faculty members in the English discipline.

Highlights

IntroductionStudents in high school are thought to have poor English skills
The results revealed that the gender of the respondents had no bearing on their level of communication competency, and no significant differences were found between male and female faculty members
Faculty members’ performance in reading comprehension and written composition skills in English as a second language (ESL) at Tawi-Tawi Regional Agricultural College's BSAgEd department was used as a definite purpose of communication discourse

Summary

Introduction

Students in high school are thought to have poor English skills. This can be attributed to a lack of instructional facilities and training seminars for students, which help them to improve their proficiency in academic and vocational disciplines. It was deemed necessary for teachers to provide the essential activities for students to improve their communicative competence in all fictions of language. This means that students will become more aware of their audience (readers) and the context in which they are speaking. Students become empowered to achieve passing goals as their awareness grows, and they learn how to use the teaching–learning register appropriately

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Conclusion