Notes for Research

Background of the Study

Grammar instruction and assessment in the Filipino classrooms continue to follow a rigid
and inefficient language assessment which often leads to underutilized time, resources, and effort. This
problem results in unreliable or invalid conclusions about learners’ knowledge, skills, or progress. This
issue becomes more concerning in light of news reports stating that Senior High School graduates are
not job-ready (Chi, 2023) indicating a mismatch between classroom instruction and real-world
demands.

The Department of Education through DepEd Order No. 8, s. 2015, emphasizes the importance of
formative assessment not only as a way for teachers to adjust instruction but also as a tool for students
to reflect on their progress. As outlined in this policy, formative assessment is informal, continuous, and
aims to help learners identify their strengths and areas of improvement. This study arises from the
practical need to identify and model more effective grammar assessment practices that can be
realistically adopted in Filipino group classrooms. Drawing from strategies proven effective in one-on-
one online ESL settings—specifically, the Presentation, Comprehension, Practice, and Production (PCPP)
format—this research aims to analyze assessment results from Japanese learners to inform a model of
formative grammar assessment adaptable to the Filipino context. The PCPP ESL learning model is
adapted from the Practice Production (PPP) approach, with the Comprehension phase added which
supports learners' developmental stages and promotes long-term acquisition, not just short-term
performance.

In addition, contrary to criticisms that PPP approach is seen as lacking a firm basis in second language
acquisition (SLA) theory, being too linear and behaviorist in nature (as cited by Maftoon, et. al. 2012)
(must check this), the adapted PCPP approach is a more flexible framework incorporating assessment
all through out. It applies Vygotsky’s Zone of Proximal Development (ZPD), and Scaffolding technique,
gradually reducing support as learner gain confidence. As Shabani (2010) explains, when students
complete tasks with assistance, they gradually learn to do these tasks independently. The structured
stages of the PCPP format offer increasing levels of support—from teacher-led presentation to student
production—mirroring the scaffolding process.

This approach is supported by Vygotsky’s theory of the Zone of Proximal Development (ZPD), which
highlights the importance of guided interaction in learning. As Shabani (2010) explains, when students
complete tasks with assistance, they gradually learn to do these tasks independently. The structured
stages of the PCPP format offer increasing levels of support—from teacher-led presentation to student
production—mirroring this scaffolding process. Thus, integrating PCPP as a model for formative
assessment aligns with both educational policy and learning theory, reinforcing the validity of this
study’s purpose and questions.

The department of Education through DepEd Order No. 8, s. 2015, emphasizes the importance of
formative assessment not only as a way for teachers to adjust instruction but also as a tool for students
to reflect on their progress. As outlined in this policy, formative assessment is informal, continuous, and
aims to help learners identify their strengths and areas of improvement. This study arises from the
 practical need to identify and model more effective grammar assessment practices that can be
realistically adopted in Filipino group classrooms. Drawing from strategies proven effective in one-on-
one online ESL settings—specifically, the Presentation, Comprehension, Practice, and Production (PCPP)
format—this research aims to analyze assessment results from Japanese learners to inform a model of
formative grammar assessment adaptable to the Filipino context.

By doing so, it seeks to bridge the gap between policy and practice, and ultimately improve the quality
of grammar instruction in local classrooms.

Shabani (2010) in his study of Vygotsky’s Zone of Proximal development (ZPD), summarizes that
when a learner accomplishes tasks with guidance or in collaboration with others, they eventually
develop the ability to do these tasks independently. This process occurs within the ZPD-- the space
between what a learner can do alone and what they can do with help. The tools and support used
during collaboration (called mediational means) are eventually internalized by the learner. Therefore,
the quality of interaction or collaboration not only supports learning in the moment but also shapes the
learner’s future ability to perform tasks on their own.

Expected outcome:

Prove the effectivity of the model assessment for language acquisition. Provide a rubric using deped
rubric for continuous formative assessment.

Propose an adapted assessment for or guide or model

Background/ relevant research by Griffin, P., Nava, F., Cagasan, L., Vista, A., & Care, E. (2014). Formative
Assessment Project: Phase 1 Research Report.

: Ineffective assessment in filipino classroom, data from assessments are not being used to identify
learning gaps for final evaluation of student learning.

Here is a list of relevant information from the research results you provided, which you can use to
strengthen your own study's background, rationale, and statement of the problem. Each point can help
justify the need for a more structured, individualized, and progress-oriented formative assessment model
—like the one you use in your Japanese ESL classes.

🔹 Relevant Points to Use in Your Research

🧱 1. Rigid and Inflexible Lesson Formats

 Observation: Most lessons followed a predictable structure with little flexibility.

  Use in Your Research: You can contrast this with the flexible, skills-based PPP approach used in
online ESL, which may foster more individualized engagement.

📉 2. Limited Use of Individualized Assessment

 Observation: Assessment results were rarely used to adjust instruction for individual students or
small groups.

 Use in Your Research: This supports your rationale for adapting the individualized assessment
component from the PPP model to a Filipino group classroom setting.

⚠️3. Formative Assessment Attempts Were Often Misguided

 Observation: Teachers used activities that appeared formative (e.g., class recitations) but didn’t
truly assess understanding; they mostly identified who gave correct answers.

 Use in Your Research: Highlights the need for professional development and structured
formative tools that actually promote learning—something your model aims to provide.

🚶‍♂️4. Teacher Responses Based on Behavior, Not Skills

 Observation: Teachers modified teaching based on perceived student behavior (e.g., disinterest
or confusion) rather than assessment data.

 Use in Your Research: You can argue that using structured assessments from the PPP model
(writing + speaking tasks) offers clearer data to inform instruction.

✋ 5. Use of Low-Level Questions

 Observation: Many questions were recall-based and did not probe deeper understanding.

 Use in Your Research: This underscores the need for assessments that go beyond rote memory—
your model includes application of grammar in meaningful conversations.

📝 6. Lack of Documentation or Use of Assessment Data

 Observation: Teachers often did not mark or record assessment results meaningfully.

 Use in Your Research: The practice and production tasks from your one-on-one classes are
scored and can be analyzed, offering a stronger basis for instructional decisions.

📊 7. Underutilization of Quiz Data

 Observation: While some quiz results were included in student grades, few were used to guide
real-time teaching.

 Use in Your Research: Your research aims to reposition assessment not just as an evaluative tool,
but as a formative process for guiding instruction—exactly what was missing in these
classrooms.
These points emphasize why your research is timely and necessary, especially if the goal is to introduce
a more formative, data-informed, and communicative grammar assessment strategy for group
classroom settings in the Philippines.

Would you like help writing a paragraph that integrates these points into your background or statement
of the problem?

Theory: Importance of developmental approach.

Given your study's focus on analyzing grammar assessment from Japanese one-on-one ESL learners and
adapting it into a formative model for Filipino classrooms, the IPO (Input-Process-Output) paradigm
would be the most suitable for your Theoretical/Conceptual Framework. Here's how to approach
writing this section:

🧠 Theoretical / Conceptual Framework and Research Paradigm

1. Theoretical Foundation (what legitimizes your research)

Start by discussing relevant theories that support your research goals:

 Formative Assessment Theory (Black & Wiliam, 1998)

o Supports the idea that assessment should be used to inform instruction and support
learning, not just measure outcomes.

o Justifies your focus on using Practice and Production scores to improve grammar
instruction.

 PPP Approach in Language Teaching

o The Presentation–Practice–Production model is a commonly used instructional method

in ESL.

o This validates your use of existing online ESL lesson formats as a structured method for
both teaching and assessment.

 Constructivist Learning Theory (Vygotsky, 1978)

o Emphasizes the role of social interaction and scaffolding in language development—key

when adapting one-on-one strategies to group classes.

These theories support the validity of your research questions, interpretation of learner scores, and the
design of your proposed classroom adaptation.

2. Conceptual Definitions of Variables

Explain what your key variables mean:

  Input: Grammar scores from practice (writing) and production (speaking) activities of Japanese
ESL students

 Process: Analysis and interpretation of scores to identify effective assessment strategies

 Output: A proposed formative grammar assessment model for Filipino classroom use

3. Research Paradigm: IPO (Input – Process – Output)

🔷 Input

 Grammar assessment results (scores and feedback) from one-on-one online Japanese ESL
learners

 Lesson materials used (PPP format)

🔶 Process

 Analyze effectiveness of assessment during the Practice and Production stages

 Identify patterns of student performance

 Interpret how these can inform classroom-based formative assessment

 Consider cultural and instructional differences when adapting the model to group-based Filipino
classrooms

🟢 Output

 A formative grammar assessment model tailored for Filipino ESL classrooms

 Practical recommendations for integrating PPP-based assessment in group instruction

 Sample assessment tools or rubrics

4. Diagram (Conceptual Blueprint)

You can create a simple diagram like this:

INPUT PROCESS OUTPUT

----------------- ---------------------------- --------------------------

| - ESL Scores | | Analyze grammar scores | | Proposed formative |

| - PPP Materials | → | Interpret assessment role | → | grammar assessment |

| - Student feedback | | Adapt for group classroom | | model for Filipino |

----------------- ---------------------------- | ESL classrooms |

--------------------------
Would you like me to help write this section in paragraph form based on this outline?

Data gathering procedure: Gather data to prove the effective use of the PCPP assessment of ESL in
language acquisition

Statement of the Problem: This research aims to prove the effectivity of the model assessment in the ESL
online class to be adapted in filipino classroom setting

TITLE:

"Analyzing Grammar Assessment of Japanese ESL Learners Through Practice and Production: A model of
Formative Assessment for adaptation in Filipino Classrooms.

"Assessing Grammar through Practice and Production in Japanese ESL: Toward a Formative Assessment
Model for Filipino Learners"

"Analyzing Grammar Assessment in Japanese ESL Learners: A Formative Assessment Model for Filipino
Classrooms"

"Analyzing Grammar Assessment of Japanese ESL Learners: Toward a Formative Assessment Model for
Filipino Learners"

Adaptation of Formative Assessment in Filipino Classrooms.

in Japanese ESL Students

Through Practice and Production Tasks: A mo

An ESL Model for Adaptation in the classroom

in ESL Lessons: A Model for Filipino Group Classrooms"

The lesson format follows the Presentation, Comprehension, Practice, and Production method, which is
a progress-oriented approach.

The lesson format follows the

Presentation,

Comprehension,

Practice,

Production method, which is a progress-oriented approach.

Background: Great choice of title! Here's a step-by-step guideline to help you write the Background and
Rationale section of your study, based on your focus:

🧭 GUIDELINE: Writing the Background and Rationale

1. Start with a general context

 Introduce the importance of grammar in second language acquisition (SLA), especially in ESL
education.

 Highlight the role of grammar assessment in language learning outcomes.

 Briefly mention how grammar instruction and assessment are often approached in both one-on-
one and group settings.

Example to guide you: “Grammar is a foundational skill in language learning that affects writing,
speaking, and comprehension. Effective assessment tools are critical in ensuring learners internalize and
use grammar correctly.”

2. Describe your specific teaching context

 State that you are an ESL teacher conducting one-on-one online grammar lessons with Japanese
learners.

 Explain the lesson format (Presentation, Comprehension, Practice, Production).

 Mention how assessment is integrated into practice and production tasks (with scores and
rubrics).

Guide statement: “In my online teaching experience with Japanese learners, the PPP model allows
structured input and gradual output, which creates opportunities to observe learner progress and
grammar mastery.”
3. Explain the assessment gap or issue in Filipino classrooms

 Point out that in many Filipino high school classrooms, grammar instruction is often exam-based
or focused on drills, with limited formative assessment.

 Mention the need to explore alternative, student-centered strategies to improve engagement

and performance in grammar.

Guide statement: “In contrast, grammar assessment in Filipino classrooms tends to rely on traditional
summative tests, limiting the opportunities for learners to apply grammar in meaningful
communication.”

Theoretical Foundation (what legitimizes your research)

Start by discussing relevant theories that support your research goals:

 Formative Assessment Theory (Black & Wiliam, 1998)

o Supports the idea that assessment should be used to inform instruction and support
learning, not just measure outcomes.

o Justifies your focus on using Practice and Production scores to improve grammar
instruction.

 PPP Approach in Language Teaching

o The Presentation–Practice–Production model is a commonly used instructional method

in ESL.

o This validates your use of existing online ESL lesson formats as a structured method for
both teaching and assessment.

 Constructivist Learning Theory (Vygotsky, 1978)

o Emphasizes the role of social interaction and scaffolding in language development—key

when adapting one-on-one strategies to group classes.

These theories support the validity of your research questions, interpretation of learner scores, and the
design of your proposed classroom adaptation.

2. Conceptual Definitions of Variables

Explain what your key variables mean:

 Input: Grammar scores from practice (writing) and production (speaking) activities of Japanese
ESL students

 Process: Analysis and interpretation of scores to identify effective assessment strategies

 Output: A proposed formative grammar assessment model for Filipino classroom use
3. Research Paradigm: IPO (Input – Process – Output)

🔷 Input

 Grammar assessment results (scores and feedback) from one-on-one online Japanese ESL
learners

 Lesson materials used (PPP format)

🔶 Process

 Analyze effectiveness of assessment during the Practice and Production stages

 Identify patterns of student performance

 Interpret how these can inform classroom-based formative assessment

 Consider cultural and instructional differences when adapting the model to group-based Filipino
classrooms

🟢 Output

 A formative grammar assessment model tailored for Filipino ESL classrooms

 Practical recommendations for integrating PPP-based assessment in group instruction

 Sample assessment tools or rubrics

4. Justify the adaptation

 Argue that the data and insights from your Japanese ESL lessons can be a valuable model for
adaptation in the group-class setting.

 Highlight the benefit of using formative assessment strategies that include speaking and writing
output (Practice and Production stages).

 Show how this model may encourage more interactive and reflective learning.

Guide statement: “Adapting this approach to Filipino classrooms offers a practical way to develop
formative assessments that emphasize performance, not just accuracy.”

5. End with the purpose and significance

 Restate the aim: to analyze assessment data from your Japanese ESL learners and develop a
formative grammar assessment model that can be piloted or applied in Filipino group settings.
Guide statement: “This study aims to bridge the gap between individualized ESL assessment practices
and the collective learning environment of Filipino classrooms by proposing a context-responsive
formative assessment model.”

Would you like me to help you draft this section based on the guideline next?

This is the format for the introduction of my research:

CHAPTER I: INTRODUCTION

Background of the Study

• Describes the problem situation in general terms and demonstrates logical continuity between
relevant works and the present study.
• Cites pertinent data from existing documents or findings, methodological issues, conclusions,
and recommendations from previous studies that shape and portray the problem situation.
• Gives a firm sense of the need and practical importance of the study.

Theoretical /Conceptual Framework and Research Paradigm

• Discusses the merits of the theories/concepts that legitimize the:
- validity of the research questions
- meanings of the variables in the study, the measurements employed, and the design adopted
- analytic and interpretive approaches used
• Depicts and briefly explains the conceptual blueprint that serves as the roadmap of the study
either in the form of a:
- Causal Paradigm
- IPO (Input-Process-Output) Paradigm
- Operational Paradigm (Process Flowchart)

Statement of Problems and Hypotheses

• Articulates the general problem and its logical components in the form of specific research
questions.
• States the corresponding research hypothesis after each research question
How does the current grammar assessment practice in Filipino group classrooms align with the
principles of formative assessment outlined in DepEd Order No. 8, s. 2015?
Hypothesis 1:
There is a significant misalignment between current grammar assessment practices in Filipino
classrooms and the formative assessment principles emphasized in DepEd Order No. 8, s. 2015.

Research Question 2:
How effective is the PCPP-based formative grammar assessment model when applied in an online one-
on-one ESL context with Japanese learners?
Hypothesis 2:
The PCPP-based grammar assessment model results in improved learner comprehension, participation,
and performance in grammar tasks in the online ESL context.

Research Question 3:
What aspects of the PCPP-based assessment model are most beneficial for supporting learner
development according to the Zone of Proximal Development (ZPD) framework?
Hypothesis 3:
The scaffolded phases of the PCPP model (particularly Comprehension and Practice) provide optimal
support for learner development within the ZPD, facilitating gradual independence in grammar use.

Research Question 4:
Can the PCPP-based formative grammar assessment model be adapted effectively for use in Filipino
group classroom settings?
Hypothesis 4:
The PCPP-based model, when adapted to Filipino group classroom contexts, will result in more
continuous and targeted formative assessment, leading to improved learner outcomes compared to
traditional assessment methods.

Research Question 5:
What are the challenges and practical considerations in transferring an online ESL-based grammar
assessment model to a face-to-face Filipino classroom environment?
Hypothesis 5:
Adapting the PCPP-based grammar assessment model to face-to-face classrooms will encounter
implementation challenges (e.g., class size, teacher training), but these can be mitigated through
contextual modifications and support tools.

Would you like help drafting Chapter II (Review of Related Literature) or polishing the wording for the
entire Chapter I?
Here’s a sample write-up for the Data Gathering Tools section, based on your context and the
requirements you've listed:

Data Gathering Tools

This study employed three key instruments to gather data on the effectiveness of the PCPP-based
formative grammar assessment model in an online ESL context: an Observation Rubric, a Self-Evaluation
Checklist, and a Student Reflection Prompt.

1. Observation Rubric

The observation rubric was designed by the researcher to evaluate student performance during the
Production stage of the PCPP model. It focused on four core indicators of oral language use: Range
(variety of vocabulary), Accuracy (correct use of grammar), Fluency (smooth and natural speech), and
Overall Achievement (task completion). Each indicator was rated on a 4-point scale:

 4 – Very Good: Could complete the task with ease

 3 – Good: Could complete the task with some clarifications

 2 – Fair: Could complete the task with additional instructions

 1 – Poor: Could somehow complete the task with difficulty

This tool was developed by reviewing similar speaking performance rubrics used in ESL assessment
literature and was customized for use in one-on-one online instruction. Since the tool was researcher-
made, it was piloted informally during initial classes to ensure clarity and consistency in interpretation.
Minor wording adjustments were made to better match the observed performance of adult Japanese
learners.

2. Self-Evaluation Checklist

At the end of each session, students completed a 4-point self-rating checklist aligned with the session's
learning objectives (e.g., “I can use [grammar point] correctly in a sentence”). The checklist allowed
students to assess their own comprehension and confidence. The items were phrased in simple, learner-
friendly English and refined through informal feedback from students during pilot sessions. This tool
enabled insight into learner perception of their progress and engagement in formative assessment.

3. Student Reflection Prompt

Students were also asked to answer one open-ended question after the session: “What part of the
lesson helped you the most or was difficult for you?” This qualitative tool captured spontaneous learner
feedback and helped to interpret both the rubric and self-evaluation results more meaningfully.

Instrumentation Process

All tools were researcher-made and were adapted to the specific online ESL context of adult Japanese
learners. The instruments were validated informally through trial use in earlier sessions, during which
clarity, relevance, and reliability were reviewed. Patterns of student performance and feedback were
checked against rubric criteria to ensure alignment. In terms of reliability, intra-rater consistency was
maintained by the researcher through the use of standardized examples and post-session reviews.
Validity was addressed by aligning each instrument closely with the PCPP phases and CEFR-based
descriptors relevant to the students’ existing levels.

These instruments together allowed for triangulated data collection, ensuring that observed
performance, student perception, and reflection were integrated to assess the effectiveness of formative
grammar assessment in a holistic and context-sensitive manner.

Would you like a similar section for "Data Gathering Procedure" or for a specific instrument like the self-
evaluation checklist?

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