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CHAPTER 1

The Problem and Its Setting

Rationale

Games have existed for many years. The history of video games goes as far as

back as the early 1950s and conquered its incessant popularity in the 1970s and 1980s

until at the present. With the emergence of digital technology and convergence of new

media, gaming has enabled as a social practice and become a common place on

different devices such as game consoles and computers that allows a vast range of

contents, such as mobile user-generated content and mobile gaming. Along with these

is the explosion of new mobile devices and smart phones, in which gaming has become

more handy and practical. The upsurge of new mobile devices has created a new

standard for gaming which provides users an array of mobile games to select from.

Electronic games, also referred to as e-games, are any computer or device

programs that provide entertainment by challenging a person’s eye-hand coordination

or mental abilities. E-games are marketed in various formats, such as hand-held one-

player models, cartridges or compact discs that are inserted in modules attached to

television sets, computer programs, tablets, or network computers or on smart phones.

The main idea of e-games is playing in a virtual environment through two-dimensional

graphics. Elements that are involve in e-games such as realistic imagery, convincing

storylines, game play systems and simulation of social interactivity among gamers

enable them to involve in learning and acquiring various knowledge and at the same

time in a semi-authentic context, and in a non-systematic way, promoting the autonomy

of learning (Chik, 2014).

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In the Philippines, e-games are being widely recognized and exploited among

people of different ages, including students and children. Some of the e-games that

have dominated the gaming scene include DOTA2, Mobile Legends, Counter-Strike,

and COC. The popularity of these games commonly lies in PC gaming or LAN gaming,

which is extensive among students who spend time in internet cafes and computer

shops. However, the constant engagement of students on e-games also allows them to

have opposition among individuals, leading to insult often used to intimidate the

opponents, or the so-called “trash talk”. In connection to that, accounts of the language

acquisition process also come from cognitive or psychological perspectives, which view

language learning as primarily a process or that emphasize the influence of the

learner’s social environment (Blumenthal, 2014).

Recent studies worldwide (Briody, et al, 2011) have recognized that students

actively play e-games and have benefits to them in learning English. In line with this,

playing e-games, being a social practice, relates to Stephen Kashen’s Theory of

Second Language Acquisition and Second Language Learning, given that the gamer

approaches the language in real context. Gaming also facilitates the interaction

between gamers and the games being played. Some games also allowed (or even

require) interaction among multiple players, allowing an extensive use of the target

language in an informal environment, which can contribute to reduce or eliminate

negative emotional factors (Albini, et al, 2013). Other games, multi-player games for

instance, allow groups of gamers to participate and achieve a common goal in

collaborative process wherein communication is an influential factor. Hence, it can be

inferred that e-games can provide input to challenge the gamer to advance in the game
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and consequently develop language acquisition, since it is essential element for this

progression to occur (Albini, et al, 2013).

According to Tomasz Szynalski, e-games can not only increase learners’

motivation but help them improve their English listening and speaking skills. Within the

past several years, the quality of e-games has improved significantly.

The target respondents of this study include students from Calbayog City

National High School. The researchers determined the effects of playing games to their

language proficiency. Over the past three consecutive years, Calbayog City National

High School showed its performance on the English subject, based on the results of the

National Achievement Test (NAT). In the year 2014-2015, the NAT results showed a

mean percentage score (MPS) of 41.45. In the year 2013-2014, NAT resulted a 61.39

MPS. Whereas in the year 2012-2013, NAT resulted an MPS of 67.29. Based on these

results, CCNHS showed a decrease in its performance in the NAT results for the

English subject for the past 3 years.

Consistent with the premise above, the effects of e-games on language

acquisition and proficiency are worthy of further investigation. Thus, this study aimed to

determine the impact of playing e-games on the language proficiency of STE Students

in Calbayog City National High School, associating them to the constant exposure to E-

games and the ways and methods they adopt in language through these.
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Theoretical Framework

Video games have been very popular for several decades; the Entertainment

Software Association (2008) reported that 65 percent of all Americans play video

games. Some research conducted in the field of computer and video games has shown

that a type of gaming does in fact help to improve students’ language abilities.

According to Reinders (2012) employing technology, such as interactive games in

education, allows teachers to solidify the connection between learning that occurs inside

the classroom with that which occurs outside the school environment.

Investigations have been made of second language learning in multiplayer

games. Piirainen-Marsh and Tainio (2009) studied small groups of players interacting

with (i.e., repeating, analyzing, and using language from) a console roleplaying game,

Sykes, Oskoz, and Thorne (2008) described meaning-making and pragmatic

development among players in massively multiplayer online games, and Zheng, Young,

Brewer and Wagner (2009) found that language learners’ attitude and self-efficacy

towards their second language improved through the use of tools to communicate with

native speakers to complete quests in a Jonathan deHaan, W. Michael Reed, and

Katsuko Kuwada The Effect of Interactivity with a Music Video Game Language

Learning & Technology 75 game-like virtual world. These studies have high ecological

validity and pedagogical and practical significance, but they did not investigate how a

second language video game might be played by only one individual.

Theories of different well known authorities which are relevant to the researcher’s

study will serve as guide to distinguish the effect of e-games on linguistic proficiency of
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STE students. These theories may somehow support this study to be more relevant,

valid and significant.

The main theory present in this study is the Theory of Experiential Learning of

David A. Kohlb is based on ideals of active and reflective learning through the personal

involvement of the learner which is their experiences itself. It is deeply rooted in works

of John Dewey, Kurt Lewin, Jean Piaget and Vygotsky who argue that human beings

generate knowledge and meaning from their own experience. Knowledge is actively

constructed by learners, but not passively received from the environment that surrounds

them or from their teachers. Experiential learning explores the cyclical pattern of

learning from experience through reflection and conceptualizing to action and on to

further experience. Experiential learning encourages personal input, initiative, and self-

direction in the language learning process. In practice, experience-based, project-

based, task-based learning and game-based learning become experiential when

elements of reflection, support, and transfer are added to the basic experience,

transforming a simple activity into an opportunity for language learning.

Another theory which supports the main theory is Theory of Second Language

Acquisition was formed by Stephen Krashen who was an expert in the field of

linguistics, specializing theories of language acquisition and development. In Krashen’s

theory, there are two independent systems of second language performance: ‘the

acquired system’ and ‘the learned system’. The ‘acquired system’ or ‘acquisition’ is the

product of a subconscious process very similar to the process children undergo when

they acquire their first language. It requires meaningful interaction in the target language

– natural communication – in which speakers are concentrated not in the form of their
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utterances, but in the communicative act. The ‘learned system’ or ‘learning’ is the

product of formal instruction and it comprises a conscious process which results in

conscious knowledge ‘about’ the language, for example knowledge of grammar rules.

Second language acquisition theory delineates the importance of noticing

linguistic information in a media environment (Chapelle, 1998; Schmidt, 2001), and

video games seem to be a medium with various features that can support the language

acquisition process (deHaan, 2005). Cognitive load theory (Paas et al., 2003) and

research seems to suggest that physical interactivity will increase mental effort

(Pellouchoud et al., 1999) and hinder noticing and vocabulary acquisition (Brett, 2001;

deHaan, 2005).

The third theory utilized in this study is the Cognitive load theory (Paas et al.,

2003) provides a framework for understanding the effect of interactivity on the language

learning process. Since human cognitive architecture consists of a limited short-term (or

working) memory (Baddeley, 1992; Miller, 1956), and a game’s complex elements (e.g.,

music and subtitles) can create an unalterable high demand on working memory

(intrinsic cognitive load), it is important to understand whether a media feature, such as

interactivity, presents a student with unnecessary extraneous cognitive load, which

interferes with learning, or germane load, which enhances learning.

Plass and Jones (2005) also presented an interactionist and cognitivist model of

language learning with multimedia by synthesizing Gass’ (1997) second language

acquisition model and Mayer’s (2001) cognitive theory of multimedia. Plass and Jones

reviewed examples and studies of second language instructional multimedia that assist

language learning: (a) glosses: text and/or images that provide additional information for
 |7

unknown lexical items (e.g., Chun & Plass, 1996; Laufer & Hill, 2000) and (b)

simultaneously-presented aural and video information (e.g., Hernandez, 2004). When

language students watch a video with subtitles, they are required only to attend to input,

and their cognitive resources may not be so taxed as while playing a video game.

Players of a video game in their second language must perform additional playful and

spontaneous tasks (dependent on the specific game genre, for example, pressing a

button in time with music, such as the game used in this study) while simultaneously

attending to aural and textual language.

Reinders (2012) sees a link between the development of gameplaying skills and

that of the development in language learning and he identifies a dual-system model of

language with lexicon and grammar being a part of declarative and procedural memory.

This viewpoint is also shared by Hulten, Laaksonen, Vihla, Laine and Salmelin (2010)

who claim that acquiring new words and successfully maintaining this new vocabulary

involves the memory system. Thus we can draw the conclusion that there are various

factors to consider in determining the reasons underlying success in language learning

through the use of interactive games.

Yip and Kwan (2006) have also looked at some educational games in their study.

They argue that vocabulary learning is often seen as tedious by learners. Learning

vocabulary in traditional ways is perceived as uninteresting by the learners, mainly

because it only consists of memorizing unfamiliar words and spelling. Thus learners find

it hard to become engaged in these kinds of lessons.

According to Yip and Kwan (2006) in investigating the effectiveness of online

games with regard to vocabulary learning various studies were considered. In one
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study, three teachers and 100 undergraduate engineering students participated in an

experimental study on the usefulness of computer games. The students were divided

into two groups, where one of the groups learned some vocabulary through two

selected game websites, while the other group learned the same vocabulary through

ordinary lessons. The students of both groups had to conduct a pre-test and a post-test.

The results of the tests indicated that the group that learnt vocabulary through computer

games outperformed the group who had learnt through ordinary lessons.

The following theories, models, studies and evidences offer a more detailed look

at the theoretical issues and phenomenological presentation of the syntactic analysis on

how people can acquire second language through interaction, experiential learning and

on how video games or electronic games can affect one’s language proficiency. Upon

gathering the data, we can entail that language learning benefits could be attained

through gaming but that the contexts within which these games are used need to be

monitored and supervised by individuals. These data gathered will serve as the basis

for the representation of the focus of this study, which is e-games on language

proficiency of STE students in CCNHS.

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Conceptual Framework

This diagram illustrates the flow of the whole research study.

Profile of the
Respondents
Proposed
a. Sex
b. Age Training
c. Grade Level Designed to
d. Types of Effects of E-games to Students’ Integrate E-
Electronic Language Proficiency through English
Games that Proficiency Test
games as Vehicle
they play in Teaching
English
Extent of use of
playing E-games Language

Figure 1. The focus of this study was undertaken by the following conceptual

framework shown above. It is composed of three parts. The first box contains the profile

of the respondents including sex, age, the grade level of the STE students and type of

games they usually play. It also includes the extent of use of the students in playing

games. In the second box, this includes the effects of E-games to students’ language

proficiency through a language proficiency test. The third box includes the output of the

study that is to propose an enhancement program, which is the proposed training

designed to integrate e-games as vehicle in teaching English language.

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Statement of the Problem

This study aimed to determine the impact of playing Electronic Games to the

language proficiency of the STE Students of Calbayog City National High School.

Specifically, it sought to answer the following questions:

1. What are the profile of the respondents in terms of:

1.1 Sex;

1.2 Age;

1.3 Grade Level;

1.4 Type of e-games they engage in?

2. What is the extent of use of the students who play Electronic Games?

3. Is there a significant difference on the language proficiency of the respondents

who play E-games?

4. Is there a significant relationship between the profile of the respondents and their

language proficiency?

5. Based on findings of the study, what enhancement program could be proposed?

Statement of Hypothesis

1. There is no significant difference between the language proficiency of the

respondents.

2. There is no significant relationship between the profile of the respondents and

their language proficiency.

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Statement of Assumption

1. There is a significant difference between the language proficiency of the

respondents.

2. There a significant relationship between the profile of the respondents and their

language proficiency.

Scope and Limitation

This study was conducted by the researchers for them to determine if E-games

really do help the students’ language proficiency and learning. The targeted subjects of

this study were the STE students who are most likely to be inclined at playing electronic

games that are commonly played here in Calbayog City such as the Clash of Clans or

COC, DOTA 2, Counter Strike, and Mobile Legends.

The study focused on finding out if there is an effect to the gamers’ language

proficiency by playing the said games and on how the respondents apply their language

obtainment in their daily and/or academic life.

The researchers aimed to fulfill the study within the locality of Calbayog City

National High School with the STE students as the accentuated respondents of the

research. Also, the researchers intended to finish the research study within seven to

eight months, from July to February during 1st and 2nd semester of academic year 2017-

2018.
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Significance of the Study

The goal of the study was to measure the usefulness of the Electronic Games in

the language proficiency of the STE students. Interest in learning through Electronic

Games has intensified in recent years, and researchers and teachers have been keen

to harness the pedagogical benefits in classroom contexts. Primarily, the researchers

believe that this study will be a big help to the following:

Department of Education. Which is concerned with the development of young minds

which continuously shape the country’s future. In this study, the DepEd is benefited for it

will gain wisdom as to how E-games affect the proficiency of language among its

learners. The findings of this study will serve as basis as to what programs could be

implemented for the betterment of the learners’ and the country’s future.

School Administrators. They will be gaining insights as to what measures are

appropriate to help the students further improve their language proficiency and

academic performance.

Teachers. The findings of this study will help them generate a more effective and

efficient teaching strategy. The results would serve as foundation for the betterment of

their pedagogical ventures.

Parents. They will gain awareness as to how e-games can affect their children’s

language proficiency and they will be provided with better understanding about the pros

and cons that electronic games bring to the lives of their children.

Students. This study will be beneficial to the subjects to let them know the possible

advantages and disadvantages of playing e-games in the proficiency of their language.

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This will also help them to better understand if playing electronic games really is

beneficial or if it’s just an auxiliary hindrance for their better futures.

Researchers. This refers to the students conducting the study. They will find self-

fulfillment in this study. This study will help them to get information and use the gathered

data as for reference.

Definition of Terms

For a clearer understanding of the study and to build a common frame of

reference among the researchers and readers, the following terms were defined

operationally and conceptually:

Age. A period of human life measured by years from birth, usually marked by a certain

stage or degree of mental of physical developments and involving legal responsibility

and capacity. In this study, the term is one of the predictors for the profile of the

respondents to determine its effect to students’ language proficiency.

Electronic Games (E-games). Any computer or device programs that provide

entertainment by challenging a person’s eye-hand coordination or mental abilities. This

term plays a great role in the study as it is the main subject that will be encountered by

the researchers.

Grade Level. A step or stage in a course or process and a single division of the school

classified according to the age or progress of the pupils. In this study, the term signified
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as one of the predictors for the profile of the respondents to determine its effect to their

language proficiency.

Language Proficiency. Advancement in knowledge or skill; the quality or state of being

proficient. In this study, it refers to the language test given to the respondents to

determine the impact of e-games on their language acquisition.

Sex. Is the state of being male or female (Merriam Webster, 2017). In this study, the

term was denoted as one of the predictors for the profile of the respondents to

determine its effect to students’ language proficiency.

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CHAPTER 2

Review of Related Literature and Studies

This chapter presents a review and summary of literature and studies related to E-

Games and Language Proficiency. The researchers have gone through intensive

readings of materials downloaded through the internet which has a great significance to

problem during the course of research writing.

Related Literature

In a study published in Nov 23 2007 by John Kirriemuir and Ceangal Angela

McFarlane. Computer games are today an important part of most children’s leisure lives

and increasingly an important part of our culture as a whole. Today, however,

researchers, teachers and designers of learning resources are beginning to ask how

this powerful new medium might be used to support children’s learning. Rather than

shutting the door of the school against the computer game, there is now increasing

interest in asking whether computer games might be offering a powerful new resource

to support learning in the information age. Games can be viewed as being authentic

learning environments because players are positioned in contact with practical

situations, which are closer to real life situations than those experienced in a school

environment (Galarneau, 2005; Steinkuehler, 2004; Williamson, 2009). Even though

some authors state that games can increase problem resolution capacities and critical

thinking (Steinkuehler, 2004; Williamson, 2009), Squire (2002) believes that there is not

sufficient evidence to suggest that students are able to transfer abilities learned in the

gaming environment to solve real life problems. This is due to the fact that the problems
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presented in games are placed in an entirely different context in comparison to those

experienced in real life. The game environment becomes exceedingly motivating as

described by Goldstein (2005). Players normally begin playing as a result of a personal

choice thus; they do not need any type of exterior power that would entice them to

initiate this activity.

This review is intended as a timely introduction to current thinking about the role

of computer games in supporting children's learning in and out of school. It is related

and useful to our study in ways where in it highlights the increasing interest in

pleasurable learning through collaboration that games seem to offer. At the same time,

the review takes a measured tone in acknowledging some of the obstacles and

challenges to using games within our current education system and within our current

models of learning. From this review, the researchers also found out that there are few

opposing studies made by past researchers who claims e-games to be irrelevant in the

learning acquisition of students who play. Yet, much research evidence contradicts this

arguing that children do enjoy learning when they have a sense of their own progression

and when the learning is relevant and appropriate.

According to Squire (2002), the immersive and motivating environments

portrayed in games and simulations promote productive gaming. This way, learning

occurs through the construction of micro universes, the manipulation of simulations as

well as the physical act of playing. Persuasive environments are produced. These are

capable of transmitting ideas, manners of acting, and generating a sequence of

collateral. In addition to this, Pivec (2009) affirms that games such as RPGs or real-time

simulations are highly motivational and promote an ideal scenario for cognitive
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development because they possess immediate feedback with regards to players’

actions.

The researchers believe that this review would be conducive in guiding the study

with regards to the language proficiency of students from playing electronic games.

This research investigates the potentials of the medium to support learning, the design

of game based learning environments, the cognitive impact of participating in such a

program and suggests models for how an educational system for the interactive age

might look. Likewise, the goal of the researchers is not only to know if e-games affects

the language proficiency of players but also to know if the students take interest in how

gaming might help in solving real life problems.

According to Kerka (2000), incidental learning is unintentional or unplanned

learning which involves no deliberate intention to learn or to analyze language, an

explanation which might include implicit learning in the psychological sense. Huckin and

Coady (1999) defined incidental vocabulary acquisition as learning new words through

some communicative activities while focus is on meaning, such as interaction, reading

or listening. According to this definition, learning takes place through multiple exposures

to a word in different contexts‟ Huckin and Coady (1999). Foreign language learners‟

mechanism for learning new words has generally been assumed to be much like small

children as they acquire the vocabulary of their L1 through picking up most of their new

words and expressions incidentally (Nation & Waring 1997). As a result, the best way of

improving vocabulary learning is considered to be through inferring word meanings from

the meanings of constituent morphemes and from contexts. In cases of not being able

to infer the meaning, students have often been supposed to simply tolerate the
 | 18

vagueness and wait for richer contexts to clarify the meaning for them. The non-

recurrence of an un-guessed word has simply meant that the word is too infrequent to

be worth learning anyway.

This study supports the flow and result of our investigation because it underpins

the idea that games stimulate students and provide them with opportunity to play an

active role in their own learning. According to this review, in order to acquire learning,

the students must also have some motivation to learn in what they play. This is in

contrast to what is called the incidental learning in which an activity is intended to be

retained by the memory of the player. As a result, the best way of improving vocabulary

learning is considered to be through inferring word meanings from the meanings of

constituent morphemes and from contents. For students who do not infer to know the

word meanings, they have been supposed to simply tolerate the vagueness and wait for

the richer contexts to clarify the meaning for them.

According to Danielle Ordenez,(2013) Here in the Philippines, when you say

games, most often than not you’ll find people that will answer you with “DotA”, which is

the most popular game around the Metro as of the moment if not the entire country.

Warcraft III DotA (WC3 DotA). League of Legends (LoL). Heroes of Newerth (HoN).

DOTA 2. Dragon Nest. CABAL Online. Continent of the Ninth Seal (C9). Counter-Strike.

Mercenary Online. Point Blank. CrossFire. Special Force (SF). Left 4 Dead (L4D) are

some of the prominent games here in the Philippines. The popularity of PC gaming,

specifically MMO or LAN gaming, is evident. Almost every school is surrounded by net

cafes where you’ll find groups of high school or college students screaming at the top of

their lungs in mid-game. Planning for the next game night is also a norm between co-
 | 19

workers during break time. There are also a number of local competitions held every

year catering mostly to PC games. Basically, the trend in the Philippines lies in PC

games, much like the gaming culture in Korea. The reason that Filipinos would go out to

a net cafe and play with friends is because it’s accessible anywhere at any time, not to

mention that it’s much more affordable than buying a console. It’s easy entertainment.

Playing games in net cafés has been so popular these past few years that some even

have dividers to separate the gamers from everyone else. Even without a net café in

sight, all you really need is a PC. Sure the net connection is not the best here in the

Philippines, but it’s decent enough for people to still keep on playing. Even if every

Filipino gamer had the resources to get a console, most would only go so far as to buy

games that they’re comfortable or familiar with.

That means games that are common and popular like the MGS series, NBA

2k13, not to mention the usual FPS games. Of course there are several Filipino gamers

who would love to get out of their comfort zones and play something new like Mass

Effect, Catherine or Yakuza, but again, these games are too pricey for the majority, that

or too experimental for their taste, which is why they lean towards the comforts of PC

gaming. Another plus worth mentioning is that generally Filipino gamers love playing

with a friend, which is why MMO or LAN games are such a hit. Filipinos love playing

with other Filipinos. Filipino gamers call out to each other, even in non-Asian servers,

and find instant connection and team up, even just temporarily. Of course, there’s no

doubt that there are Filipinos that love to play solo, but you can never discount the fact

that Filipinos would always want to play as a group and rarely by themselves. If ever

they’re going to play a game like NBA 2k13, they’d be scheduling the night between

friends.
 | 20

This review of related literature gives furtherance to our study by giving

substantiated data as to what types of games are mostly played by players here in the

Philippines. This only shows how Filipinos are very interactive when it comes to playing

electronic games and that they've managed to spend long hours on playing games.

Also, they have contributed to the domination of the use and entertainment brought by

the popularity of those ever growing and engaging PC and mobile games. From this

review, the researchers are able to know the most enjoyed games played by the main

respondents of this study.

According to Reinders (2012) employing technology, such as interactive games

in education, allows teachers to solidify the connection between learning that occurs

inside the classroom with that which occurs outside the school environment. This view

is in line with sociocultural and interactionist perspectives on language learning. James

Paul Gee (2007) recognizes that there are language learning benefits for students who

engage in playing interactive games simultaneously as he makes us aware of the

critique that this field as a semiotic domain has attracted. According to Gee (2007) a

semiotic domain is “An area or set of activities where people think, act and value in

certain ways - an area like video gaming” (Gee, 2007, p. 19). An example of such a

semiotic domain is a first person shooter game as it contains a certain type of content.

Thus, when we are referring to a semiotic domain, we refer to an interactive gaming

platform where people are behaving, acting and valuing according to how one is

expected to behave in this particular setting.

Based from this review, the researchers found that there are processes involved

in language learning through the engagement in interactive games as well as through

 | 21

the use of traditional learning practices. This includes the concept of neurological

processes, language learning, sociocultural perspective, interactionist perspective and

gaming. The concept of language learning has been defined by Lightbown and Spada

2011 as the developmental process of an individual’s knowledge of the target language.

Learning is more than the acquisition of the ability to think; it is the acquisition of many

specialized abilities for thinking about a variety of things. According to Reinders,

learning is defined as behavioral changes as a result of experiences one encounters.

From a neuroscientific perspective, areas responsible for language learning in the brain

can be identified to provide an understanding of the processes involved in language

learning.

Gee (2007) argues that the skills gained through playing these interactive games

include skills such as active learning, critical thinking and problem solving. According to

Psychology, these are skills we acquire through highly complex processes that occur in

the brain, the human’s most important physical organ (Passer, Smith, Holt, Bremner,

Sutherland and Vliek, 2009). Passer et al., (2009) claim that although one cannot single

out one specific area of the brain where learning takes place, it is possible to identify

which parts of the brain are most heavily activated for example during the performance

of a reasoning task. Gaming also elicits complex neurological processes in the brain

associated with skill learning that have been explored in psychology.

According to this study of Gee 2007, the age range of gaming is extended. Not

only is it played and evident among teenagers but also to adult ones. This researcher

claims that video games are actually popular amongst people of different ages. From

this claim, the researchers believe that people all over the world engage in gameplay.
 | 22

The study also conducted data gathering process through which the researchers found

that the responses of the learners that participated in the study indicated that about 68%

of the respondents preferred the use of interactive games in the websites for vocabulary

learning as opposed to traditional face language learning lessons.

According to Rafael Castillo (2016), a lot of children in the Philippines and

worldwide are crazy about video game play (VGP). Some parents even encourage it

with the belief that it can increase their children’s dexterity and could even improve their

IQ. We now have robust scientific data indicating this impression to be erroneous.

Although some scientific studies suggest that VGP may improve certain types of visual

agility skills, negative effects of VGP outweigh them, with unfavorable effects on verbal

memory, attention, sleep, learning and comprehension. Most children regularly

engaging in VGP have demonstrated by sophisticated imaging studies that the release

of the hormone dopamine is increased, which is associated with most types of

addiction. The high level of dopamine makes one experience pleasure. Repeated

exposure to an addictive substance or behavior such as playing video games conditions

the brain cells in key areas like the prefrontal cortex—the area of the brain involved in

planning and executing tasks—to crave and go after the substance or behavior causing

the release of dopamine. The end result is being “addicted” to the source of pleasure,

and in our children’s case—addiction to video games. Some scientists describe the

effect of video games as “hijacking the pleasure center,” which is the same reward

circuit in the brain involved with motivation and memory. Since an addictive behavior

like VGP stimulates the same circuit, this part becomes “hijacked and overloaded,”

unfavorably affecting the child’s memory, learning and motivation to acquire other
 | 23

knowledge and skills. Hence, for many children, they may prefer playing their video

games than doing their school assignments or reviewing for their exams.

From this review, the researchers reported that the more hour spent on video

gaming, the stronger the association with lower IQ, and subtle changes on brain areas

suggestive of an addiction pattern. Moreover, the scientific literature already abounds

with researches on the effects of video gameplay on children's and even adult's brains,

many of which are associated with negative psychological consequences. In relation to

our study, this claims seems to be opposing to our expected findings and result as the

researchers are eager to know the positive effects of video games to students who play.

This study gives scientific data indicating the researchers study to be erroneous.
 | 24

Related Studies

Several researchers have highlighted the potential of applying adventure video

games in second language acquisition; however, few studies have investigated the

impact of adventure games on foreign language learning.

In a study published in July 2012 by Hao-Jan Howard Chen and Ting-Yu

Christine Yang, researchers aimed to examine the effects of a commercial adventure

video game on foreign language learning and learners’ perceptions toward this game.

Twenty-two college students in Taiwan were asked to play an English adventure game

BONE. One group was allowed to take notes while playing and the other group was not.

After playing, both groups were asked to take a vocabulary post-test.

The results indicated that both groups picked up some new words after playing

the adventure game, but there was no significant difference between the two groups’

post-gaming performances.

To better understand the strengths and weaknesses of using adventure games

for foreign language learning, another study was conducted to explore 35 college

students’ perceptions toward this adventure game. The results showed that students

considered the game helpful in improving their language skills and motivation. Students

also reported they enjoyed playing the game because of the intriguing game design.

The findings in this study suggest that adventure video games such as BONE can

provide useful input to help college students enhance their English listening, reading,

vocabulary skills and learning motivation.

 | 25

In a study published in July 2012 by Hao-Jan Howard Chen and Ting-Yu

Christine Yang, researcher aimed to examine the effect of a commercial adventure

video game on foreign language and learner’s perceptions toward this game. This is

useful to our study about E-Games on language acquisition because it state that

specific game can help improve the English listening, reading, vocabulary skills and

learning motivation of a student. It proves that in playing e-games you can gain new

vocabulary plus the fact that you enjoy plating it.

Back in 2012, researchers from University of Jyväskylä, Finland, applied video

games in language learning and teaching elementary students. The researchers found

out that elementary students reported learning new vocabulary, some of which was

general and some of which was specific to the game. Secondly, one of them had

noticed different sentence structures, and thirdly, both of them had practiced their

reading skills through skimming through the text without having to know every word.

Fourthly, in addition to game vocabulary, they had learned some game literacy in

getting to know a different type of a game. These main results did not differ greatly from

other case studies discussed, and other metacognitive skills were not visible in the

present study.

However, as game-based learning is a new field in the study of language

learning and teaching, more research should be done on many possible topics. Some

suggestions could be testing learning with different game-based study programs of

different lengths or traditional teaching supported with games, with more or less teacher

guidance and involvement. In general, more studies testing learning goals and their

results through game-based teaching could be done. All these study topics have nearly
 | 26

endless variations, as the age and number of the participants, the emphasis on

independent or social gaming and the game itself, with or without modifications, can

always be varied.

A study conducted by psychologist, Mark Griffiths, found that Video games, and

Pokémon Blue in particular, seem to provide a solid comfortable environment for

children to acquire vocabulary. He concluded that the constant interactivity of Pokémon

Blue helps players acquire foreign vocabulary from rudimentary to more complex

examples. He also included that playing the video game helps in being able to facilitate

in discussing and sharing, following directions (understanding prepositions etc.), giving

directions, answering questions, and having a discussion topic with visual aides to

share with others.

Zheng (2006) reported a case study of two Chinese students working for 10

weeks with two American students in Quest Atlantis. Analyzing chat logs, she reported

that the Chinese students picked up grammar, usage, and vocabulary from chatting

through a variety of interactions, including native speakers (a) finishing the sentences of

nonnative speakers, (b) explicitly correcting grammar, and (c) providing feedback in

other forms such as continuers and confirmations. Leveraging video games to teach

language in varying forms may be the most effective use of educational computer

gaming to date. In addition to multiple studies indicating how video games can be useful

in language instruction, some researchers present data that language-based gaming is

viewed more favorably than other teaching methodologies, thus making it not only

functional but also preferable.

 | 27

This quality alone establishes language learning as being substantially different

from other academic subjects in the video gaming literature. Din and Calao (2001), for

example, found that kindergartners’ language skills (in the form of reading) increased for

students playing educational video games compared to a control group using a

standard reading curriculum, whereas math skills did not seem to improve with the

implementation of gaming in the curriculum. Even though the same manipulation and

educational video games were utilized for both skill sets, overarching language skills

were bolstered by the video game despite no change in mathematical ability. It is

important to note that the educational games were not worse than a standard teaching

curriculum for mathematics in this sample; they simply were not preferable and did not

appear to improve or add to the standard curriculum in any way.

As these studies show, video games really have a significant impact on a

person’s acquisition of language, may it be primary or secondary language.

 | 28

CHAPTER 3

Research Methodology

This chapter presents the methods and procedures of this research study. It

presents the research design, locale and time of the study, respondents of the study

and the research instrument.

Research Design

This study used the descriptive-correlational method of research. According to

Calmorin and Calmorin (1995), descriptive-correlational method is designed to

determine the relationship of two or more variables to give an indication of how one

variable may predict another.

In this study, the profile of the respondents such as age, sex, grade level, type of e-

games they engage in and the extent of use they spend in playing e-games were

correlated in order to determine their relation between the students’ language

proficiency. Through descriptive-correlational method, the researchers tested the

students’ proficiency in the English language and validate if there is a significant

difference between the scores of the ones who play electronic games and relate the

profile of the respondents with their language proficiency test.

Research Respondents

The respondents of this study focused mainly on the students under STE

Program of Calbayog City National High School. The researchers had chosen students

who are associated to playing e-games to classify how their profile and frequency of

usage affect their language proficiency in English language through taking an English
 | 29

Proficiency Test, which is the purpose of this study. Only ten (10) selected STE

students from each section and grade level will be involved in the conduct of this study.

A total of 80 students will be the desired number of respondents in this study.

Table 1. Research respondents of this study.

GRADE LEVEL SECTION FREQUENCY PERCENTAGE (%)

PUNONGBAYAN 10 12.5%
GRADE 10
PADOLINA 10 12.5%

ZAMORA 10 12.5%
GRADE 9
ZARA 10 12.5%

DEL MUNDO 10 12.5%

GRADE 8
DAYRIT 10 12.5%

ALCARAZ 10 12.5%
GRADE 7
ALCALA 10 12.5%

TOTAL 80 100%

Population and Sample

A purposive-random sampling procedure was used in selecting the participants in

this study. Among the target population of 80 students, the researchers randomly picked

10 students from each section under STE program. The researchers had chosen those

who are engaged in playing e-games to address specific purposes related to the

research questions. Each student was chosen to answer a particular set of questions in

the English Language Proficiency Test and will identify how their profile and the

frequency of usage may affect their language proficiency.

 | 30

Research Environment

The setting of the study was the Calbayog City National High School (CCNHS)-

Science Technology Engineering (STE) Building located at Purok 2 Brgy. Hamorawon,

Calbayog City. Calbayog City National High School is one of the secondary schools in

the Division of Calbayog City that offers seven (7) programs namely Regular Basic

Education Curriculum (RBEC), Science Technology Engineering (STE), Special

Program in the Arts (SPA), Special Education (SPED), Open High and Senior High

Program. From the Calbayog Sacred Heart Plaza, in front of the Sts. Peter and Paul’s

Cathedral as point of reference, the school situates three-hundred (300) meters

distance from the city proper.

The researchers chose this location as their research study site because this is

more convenient to them as CCNHS’ students. They were able to get easy access for

the communication letters and letter of approvals from the principal, school faculties and

respondents. Moreover, they were able to save money and time because they no longer

endowed with their fares for transactions.

Research Instrumentation

This study followed a systematic method of gathering data through a test

questionnaire. The impact of playing e-games on the students’ language proficiency can

be determined from the indicators such as profile of the respondents (name, age,

gender, type of electronic games that they play and their frequency of exposure to such

games).

The respondents of the study were given the questionnaires and were asked to

choose their response based on the answers specified. A language proficiency test was
 | 31

utilized by the researchers. The test contained three parts, the vocabulary, grammar,

and reading comprehension test.

This instrument was essential to the conduct of this study as it ensured the

validity and reliability of the data collected throughout the study.

Validation of Instrument

Using test questionnaires, the researchers looked for accuracy and validity of the

items found in the said instruments. It was given to the research adviser for a thorough

examination and to go through expert validity where the questions on the test

questionnaires were checked. After few revisions, the research instrument was ready

for reproduction and distribution.

Research Procedure

The following procedures were observed by the researchers in the conduct of the

study. First, the researchers identified a research title and study which is “E-games on

Language Proficiency of STE Students in Calbayog City National High School.” After

identifying the research study, the researchers asked permission from the research

adviser to conduct a survey and had been approved by the school principal. Upon

approval, the data were gathered through a test questionnaire prepared and reproduced

by the researchers. Survey questionnaires had been distributed personally by the

researchers to the selected respondents in Calbayog City National High School. After

answering, the researchers personally collected the answered questionnaire and

expressions of gratitude were extended to those who supported and cooperated in the

data gathering. After which, data gathered were tallied, tabulated, analyzed and
 | 32

interpreted based on the purpose of the study with the guidance of the statistician.

Finally, the researchers formulated the conclusions of the study and determined the

possible recommendations needed.

Data Gathering Technique

The data of this study was captured through a test questionnaire. The

researchers provided a sample of Language Proficiency Test found online.

The researchers prepared the test questionnaire and reproduced it to the desired

amount of copies based on the number of respondents. The questionnaire was

distributed to the selected STE students of Calbayog City National High School.

After the gathering of data, the researchers correlated the test questionnaires.

Responses from the test questionnaires were tallied and tabulated by the researchers

themselves.

Statistical Treatment of Data

The information and data gathered from the questionnaire were tabulated and

subjected to the following statistical treatment:

1. To determine the profile of the respondents in terms of age, sex and grade level a

frequency distribution was used.

2. To determine the extent of the use of E-games of the students, weighted mean was

used.
 | 33

3. To determine the significant difference between the scores of the respondents in the

language proficiency test, a one sample T-test was used. This treatment was used

since there was only one variable to be utilized.

4. To determine the significant relationship between the profile of the respondents and

their scores in the language proficiency test, a multiple regression analysis was

used. The treatment was used because the researchers wanted to predict the value

of the independent variable which was the language proficiency test scores based

on their profile and extent of use of E-games.

 | 34

CHAPTER 4

Presentation, Interpretation and Analysis of Data

This chapter focuses on the presentation, interpretation and analysis of the data

collected from the respondents.

Table 2. Profile of the respondents in terms of sex

Sex Frequency Percentage

Female 26 33%
Male 54 67%
TOTAL 80 100%

Table 2 shows the profile of the respondents in terms of gender. Of the 80

respondents, 54 of the respondents are males comprising the 67% of the total

population while 26 of them are female covering up the remaining 37%. This implies

that males are more engaged and fond of playing e-games than those female.

Table 3. Profile of the respondents in terms of age

Age Frequency Percentage

12 16 20%
13 10 13%
14 21 26%
15 20 25%
16 13 16%
TOTAL 80 100%

Table 3 shows the profile of the respondents in terms of their age. The age of the

respondents ranges between 12 to 15 years old. Of the 80 respondents, 16 (20%) of

 | 35

them are 12 years old, 10 (13%) are 13 years old, 21 (26%) of them are 14 years old,

20 (25%) are 15 years old and 13 (16%) of them are 16 years old. In here, we can imply

that more students, age 14 years old, play e-games frequently than those who are 15-

16 years old and 12-13 years old. It can be observed that those who are in their middle

age in high school spend more time in playing various types of games.

Table 4. Profile of the respondents in terms of grade level

Grade Level Frequency Percentage

7 20 25%
8 20 25%
9 20 25%
10 20 25%
TOTAL 80 100%

Table 4 shows the profile of the respondents in terms of their grade level. The

respondents are divided evenly into 20 students per grade level. There are 2 sections

every grade level, therefore, 10 students who play E-games had been chosen in each

section. Each grade level then composes every quarter of the total population.

Table 5. Profile of the respondents in terms of the type of e-games they engage in

Type of E-Games Frequency Rank

Clash Of Clans 33 2
Counter Strike 40 3
DOTA 41 1
Mobile Legends 25 4

Table 5 shows the profile of the respondents in terms of the type of e-games they

engage in. The selected e-games that the respondents commonly engage in are Clash

of Clans, DOTA, Mobile Legends, and Counter Strike. Forty-one (41) of the respondents
 | 36

play DOTA, 40 of them play Counter Strike, 33 play Clash of Clans, and the remaining

25 of them play Mobile Legends. This implies that DOTA ranks first as the most-played

e-game among the STE students, followed by Counter Strike, Clash of Clans, and

Mobile Legends as the least played.

Table 6. Extent of the use of e-games of the respondents

Weighted
Indicators Description
Mean

I play E-games 1-2 hours per day. 4.60 Strongly Agree

I play E-games 3-4 hours per day. 4.20 Strongly Agree

I play E-games 5-6 hours per day. 3.45 Agree

I play E-games more than 7 hours a day. 1.60 Strongly Disagree

I don’t sleep without playing E-games. 4.1 Agree

I skip meals because of playing E-games. 3.85 Agree

I don’t attend classes because of playing E-games. 3.60 Agree

I could not live without E-games. 3.5 Agree

Average:
Agree
3.61

Legend:
4.20 – 5.00 Strongly Agree (SA)
3.40 – 4.19 Agree (A)
2.60 – 3.39 Undecided (U)
1.80 – 2.59 Disagree (D)
1.00- 1.79 Strongly Disagree (SD)
 | 37

Table 6 shows the extent of the use of E-games of the Respondents. From the

findings above, table 6 cited eight (8) indicators. These were generally rated as

“Strongly Disagree”, “Disagree”, “Undecided”, “Agree” and “Strongly Agree”.

Indicators were arranged from descending order with their corresponding

weighted means. Ranked first was: I play E-games 1-2 hours per day (4.60); ranked

second was: I play E-games 3-4 hours per day (4.20); ranked third was: I don’t sleep

without playing E-games (4.1); this was followed by: I skip meals because of playing E-

games (3.85); I don’t attend classes because of playing E-games (3.60); next was: I

could not live without E-games (3.5); then: I play E-games 5-6 hours per day (3.45); and

lastly is: I play E-games more than 7 hours a day (1.60).

This implies that the respondents consider E-games as a big part of their daily

life. They tend to forget to do things that are much more important because of being too

engaged in playing such. However, since it can be observed that the respondents does

not really spend more than 6 hours of their day into playing e-games, they still have a lot

of time to study and do things that are much more significant.

Table 7. Significant difference on the language proficiency of the respondents

One-Sample Statistics
Std. Std. Error
N Mean Deviation Mean
T-Score
80 38.563 5.1110 .5714
 | 38

One-Sample Test
Test Value = 0
95% Confidence Interval of
Sig. (2- Mean the Difference
T df tailed) Difference Lower Upper
T-
Score 67.484 79 .000 38.5625 37.425 39.700

Table 7 shows the significant difference between the language proficiency of the

respondents. T-test for one sample was used for the significant difference on the

language proficiency of the respondents. Result of the analysis showed a t-computed

value of t = 6.484 and p-value of 0 which is lower than the 0.05 margin error level. The

null hypothesis is therefore rejected which means that the language proficiency of the

respondents are significantly different.

Table 8. Significant relationship between the profile of the respondents and their

language proficiency

Model Summary
Std. Error of
Mode R Adjusted R the
l R Square Square Estimate
1 .474a .224 .194 4.5896
a. Predictors: (Constant), Extent of Use of E-games,
Age, Sex
ANOVAa
Sum of
Model Squares df Mean Square F Sig.
1 Regression 462.808 3 154.269 7.324 .000b
Residual 1600.879 76 21.064
Total 2063.688 79

Coefficientsa
a. Dependent Variable: T-Score
b. Predictors: (Constant), Extent of Use of E-games, Age, Sex
 | 39

Standardize
Unstandardized d
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 11.580 6.421 1.803 .075
Age .938 .387 .247 2.421 .018
Sex .811 1.120 .074 .724 .471
Extent of Use of E-
3.560 .975 .371 3.653 .000
games
a. Dependent Variable: T-Score

Table 8 shows the significant relationship between the profile of the respondents

and their language proficiency.

A multiple regression analysis was conducted to determine the relationship

between the respondents’ language proficiency and various potential predictors i.e. age,

sex, test and extent of use of E-games. Result of the analysis from the table of model

summary above showed an R-square value of 0.224 which means that 22.4 percent of

variance in the respondents' language proficiency could be explained by age, sex and

their extent of use of E-games.

The analysis of variance showed an F-value of 7.324 with a significance value of

0.00 which is less than the 0.05 significance level. The null hypothesis therefore is

rejected which means age, sex and their extent of usage of E-games significantly

affects the language proficiency of the respondents.

Beta coefficients show that age (β = 0.938, p <0.05) and extent of use of e-

games (β = 3.560, p<0.05) significantly predicted the language proficiency of the

respondents having significant values of .018 and .000 respectively which are less than

the 0.05 margin of error level. While Sex (β = 0.811, p> 0.05) did not significantly predict

the language proficiency of the respondents having a significant value of 0.471. The
 | 40

positive relationship of age and the extent of use of e-games with the respondents’

language proficiency show a positive effect to their proficiency in the English language.

It could be implied that the older a person gets, the more proficient he becomes in using

the English language. It could also be implied that the more frequently a person

engages in playing e-games, the more adept he becomes in utilizing the English

language.
 | 41

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions and

recommendations derived from the interpretation and analysis of data.

Summary of Findings

1. Profile of the respondents. Out of 80 respondents, 54 (67%) of them are male

and 26 (33%) are female. The age of the respondents ranges between 12 to 16

years old. 16 of them are 12 years old, 10 are 13 years old, 21 are 14 years old,

20 are 15 years old and the remaining 13 are 16 years old. In terms of the

respondents’ grade level, they are divided evenly into 20 students per grade

level. Each grade level has 2 sections and 10 students from each section who

play e-games were chosen as respondents. Subsequently, the e-game that the

respondents commonly play ranked from most to least played with their

corresponding number of players was: DOTA (41), Counter Strike (40), Clash of

Clans (33) and Mobile Legends (25).

2. Extent of use of the students who play e-games. The eight (8) indicators were

ranked from highest to lowest with their corresponding weighted means, ranked

first was: I play E-games 1-2 hours per day (4.60); ranked second was: I play E-

games 3-4 hours per day (4.20); ranked third was: I don’t sleep without playing

E-games (4.1); this was followed by: I skip meals because of playing E-games

(3.85); I don’t attend classes because of playing E-games (3.60); next was: I

could not live without E-games (3.5); then: I play E-games 5-6 hours per day

(3.45); and lastly: I play E-games more than 7 hours a day (1.60).
 | 42

3. Significant difference on the language proficiency of the respondents. After using

T-test for one sample, the result of the analysis showed a t-computed value of t =

6.484 and p-value of 0 which is lower than the 0.05 margin error level.

4. Significant relationship between the profile of the respondents and their language

proficiency. The various potential predictors used in the study such as age, sex

and extent of usage of E-games of the respondents are ought to be significantly

related and that they affect the language proficiency of the respondents. The

positive relationship of age and the extent of use of e-games with the

respondents’ language proficiency show a positive effect to their proficiency in

the English language.

 | 43

Conclusions

The following conclusions were derived from the findings:

1. The majority of the respondents were males. Most of the students who play e-

games ages 14 years old. Twenty students per grade level were chosen as the

respondents of this study. DOTA is the most played e-game among the

respondents.

2. Respondents are too engaged in playing E-games and consider such as a big

part of their daily lives. However, they still have a lot of time to study and do

things that are much more significant.

3. The language proficiency of the respondents who play E-games is significantly

different to one another.

4. The older a person gets the more proficient he becomes in using the English

language. Also, the more frequently a person engages in playing e-games, the

more adept he becomes in utilizing the English language.

5. Students in today’s generation are digital natives. By training English teachers

and helping them incorporate the use of ICT and e-games to lesson plans,

students can further improve their language proficiency and enjoy learning at the

same time.
 | 44

Recommendations

Based from the findings and conclusions drawn from the study, the researchers

would like to recommend the following:

1. School administration should allow and encourage students to play e-games to

enhance their language proficiency and communicative skills.

2. Teachers should utilize electronic games as a teaching tool.

3. Teachers should know how to play certain e-games so that they are able to

promote learning through these games as teaching tool.

4. School should implement an enhancement program in every classroom

regarding the use of electronic games.

5. Further studies should be conducted regarding the use of e-games among

students.
 | 45

CHAPTER 6

PROPOSED TRAINING FOR TEACHERS IN THE INTEGRATION OF ICT TO

ENGLISH TEACHING

Rationale

Based from the findings of this study, the researchers found out that electronic

games have a significant relationship to the extent of their use of E-games and their

profiles. In addition, based on the analysis of data, the researchers found out that

students who engage in electronic games are more proficient in using the English

Language.

As such, this study made by researcher does not only aim to determine the effect

of electronic games to the language proficiency of the students but also provide a way

to further improve the teaching ways of English teachers by integrating ICT and

electronic games and also help students further enjoy learning. This is through training

English teachers and helping them efficiently and effectively incorporate the use of

information communication technology and electronic games to their lesson plans.

Finally, this research study encourages STE students to not only treat electronic

games a merely a medium for satisfying their desires but also treat it as a new found

place for learning.

 | 46

PROPOSED TRAINING MATRIX FOR TEACHERS IN THE INTEGRATION OF ICT

TO ENGLISH TEACHING

April 10-12

Calbayog City National High School Senior High School Building

Bgy. Hamorawon, Calbayog City

PROGRAM MATRIX

Time DAY 1 DAY 2 DAY 3

7:00 - 8:00
Registration Registration Registration
AM

8:00 – 9:00
Opening Program Recap Recap
AM

Session 1: Introducing
the idea of integrating
ICT in teaching
9:00 - 11:00 -Experts will be
AM introducing the basic
pieces of information
about ICT and Electronic
Games to the teachers.
Session 3: Lecture
-Additional pieces of
Presentation of
information about
Outputs/OPEN
effective ICT teaching
FORUM
will be given to the
teachers

Session 2: Collaborative Session 5: Crafting

11:00 - FINAL BRIEFING and
Learning-The teachers and Writing Activity
12:00 AM COACHING
will be grouped and will -The teachers will be
 | 47

be asked to formulate a individually asked to

lesson plan integrating formulate a teaching
electronic games in their method and lesson
teaching methods plan utilizing electronic
games and integrating
ICT into their method
of teaching
.
12:00 – 1:00
End of day 1 End of day 2 End of day 3
PM

Prepared By:

GROUP 1 STEM 12-B (2017-2018)

SHS Student

Noted:

ERWIN L. PURCIA, DALL

Research Adviser

Approved:

DR. CALICK D. ARIETA Ph.D.

Principal 1
 | 48

PARTICIPANTS:

1. English Teachers

KEY PERSONS INVOLVED

Resource Speakers/Facilitators

1. Dr. Erwin L. Purcia

2. Dr. Zosimo D. Miñozo Jr.

3. Mr. June Ortiz

4. Mr. Francis Angelo Gelera Jr.

5. Ms. Rhea May T. Aniban

HRTD Core Team/TWG/Secretariat/Support Staff

1. Ms. Geraldine Lim

2. Ms. Marisse Mabutol

3. Mr. John Rey Mazo

4. Mr. Jevie Cui

Monitoring & Evaluation

1. Ms. Mary Mae C. Saborrido

Program Management Team

1. Mr. Nicko Leaño

2. Mr. Marlon Zorca

 | 49

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Castillo, R. (2016). Video games adversely affect children’s brains. Retrieved from:

http://business.inquirer.net/206733/video-games-adversely-affect-childrens-

brains

Eskelin, S. (2012). Applying Video Games in Language Learning and Teaching.

Retrievedfrom:https://jyx.jyu.fi/dspace/bitstream/handle/123456789/38299/URN%

3ANBN%3Afi%3Ajyu-201208182168.pdf
 | 52

APPENDIX A: Letter of Permission

Republic of the Philippines

Department of Education

Calbayog City National High School

Region VIII

Sir:

Good day.

The researchers from STEM 12-B of Calbayog City National High School is
conducting a research entitled “E-games on STE Students’ Language Proficiency” as
one of the requirements in the subject practical Research II.

In view hereof, we would like to ask permission from your good office to gather
data from our identified respondents in school. Rest assured then, that the gathered
data will be kept with utmost confidentiality.

Thank you and May God bless you.

Sincerely yours,

The Researchers

Noted:

DR. ERWIN L. PURCIA (Sgd.)

Research Adviser

Approved:

DR. CALICK D. ARRIETA (Sgd.)

Principal 1
 | 53

APPENDIX II: Test Questionnaire

Name (Optional): ____________________________ Gender: F M

Grade Level: 7 8 9 10 Age: ___ yrs. old

Type of E-games you engage in:

Clash of Clans (COC) Counter Strike Others, specify: ____________

DOTA 2 Mobile Legends

Frequency of Exposure to E-games:

1-2 hrs/day 5-6 hrs/day

3-4 hrs/day 7+ hrs a day

Extent of Use of E-games Strongly Agree Undecided Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
1 I use e-games 1-2 hours per
day.
2 I use e-games 3-4 hours per
day.
3 I use e-games 5-6 hours per
day
4 I use e-games more than 7
hours per day.
5 I don’t sleep without playing
e-games.
6 I skip meals because of
playing e-games.
7 I don’t attend class because
of playing e-games.
8 I could not live without e-
games.
9 I consider e-games like the
air I breathe.
10 I don’t play e-games.
 | 54

PART I (GRAMMAR I)

Instruction: Encircle the letter of the best answer.

1. Juan ________ in the library this morning.

a. Is study
b. Studying
c. Studied
d. Is studying
2. Marlon, ________ the windows please. It’s too hot in here.
a. Opens
b. Open
c. Opened
d. Will opened
3. The movie was __________ the book.
a. As
b. As good
c. Good as
d. As good as
4. John’s hobbies include jogging, swimming, and _________.
a. To climb mountains
b. Climb mountains
c. To climb
d. Climbing mountains
5. Mr. Gelera requests that someone _________ the data by fax immediately.
a. Sent
b. Sends
c. Send
d. To send
6. Who is ________, Rhea or Mary Mae?
a. Taller
b. Tall
c. Tallest
d. The tallest
7. The concert will begin __________ fifteen minutes.
a. In
b. On
c. With
d. About
8. I have only a ______ Christmas cards left to write.
a. Few
b. Fewer
 | 55

c. Less
d. Little
9. Each of the Olympics athletes _________ for months, even years.
a. Have been training
b. Were training
c. Has been training
d. Been training
10. Angel _________ never late for work.
a. Am
b. Are
c. Were
d. Is
11. The company will upgrade ________ computer information systems next month.
a. There
b. Their
c. It’s
d. Its
12. Geraldine likes apples, ________ she does not like oranges.
a. So
b. For
c. But
d. Or
13. You were _________ the New York office before 2 p.m.
a. Suppose call
b. Supposed to call
c. Supposed calling
d. Supposed call
14. When I graduate from college next June, I ________ a student here for five
years.
a. Will have been
b. Have been
c. Has been
d. Will have
15. Mrs. Gelera ________ rather not invest that money in the stock market.
a. Has to
b. Could
c. Would
d. Must
 | 56

PART II (GRAMMAR II)

Instruction: Encircle the letter of the word that is not used appropriately in the
sentence.

1. The majority to the news is about violence or scandal.

A B C D

2. Abby Venancio swimmed one hundred laps in the pool yesterday.

A B C D

3. When our vacation, we plan to spend three days scuba diving.

A B C D

4. Mr. Feinauer does not take critical of his work very well.
A B C D

5. Yvette and Rinaldo send e-mail messages to other often.

A B C D

6. Mr. Olsen is telephoning a American Red Cross for help.

A B C D

7. I had a enjoyable time at the party last night.

A B C D

8. The doctor him visited the patient’s parents.

A B C D

9. Petra intents to start her own software business in a few years.

A B C D

10. Each day after school, Jerome run five miles.

A B C D

11. He goes never to the company softball games.

A B C D

12. Do you know the student who books were stolen?

A B C D

13. Francis Angelo will spend his vacation either in Singapore nor the Bahamas.
A B C D
 | 57

14. I told the salesman that I was not interesting in buying the latest model.
A B C D

15. Frederick used work for a multinational corporation when he lived in Malaysia.
A B C D

PART III (VOCABULARY)

Instruction: Encircle the letter of the best answer.

1. The rate of _______ has been fluctuating wildly this week.

a. Money
b. Bills
c. Coins
d. Exchange
2. The bus _______ arrives late during bad weather.
a. Every week
b. Later
c. Yesterday
d. Always
3. Do you ________ where the nearest grocery store is?
a. Know
b. No
c. Now
d. Not
4. Jerry Seinfeld, the popular American comedian has his audiences _______.
a. Putting too many irons in the fire
b. Keeping their noses out of someone’s business
c. Rolling in the aisles
d. Going to bat for someone
5. The chairperson will _________ members to the subcommittee.
a. Appoint
b. Disappoint
c. Appointment
d. Disappointed
6. The critics had to admit that the ballet ________ was superb.
a. Procrastinate
b. Performance
c. Pathology
d. Psychosomatic
7. Peter says he can’t _________ our invitation to dinner tonight.
 | 58

a. Angel
b. Across
c. Accept
d. Almost
8. We were ________ friends in that strange but magical country.
a. Upon
b. Among
c. Toward
d. In addition to
9. The hurricane caused ________ damage to the city.
a. Extend
b. Extended
c. Extensive
d. Extension
10. Many cultures have special ceremonies to celebrate a person’s _________ of
passage into adulthood.
a. Right
b. Rite
c. Writ
d. Write

PART IV (READING COMPREHENSION)

Instruction: Read the selection and answer the questions that follow. Encircle the letter
of the best answer.

Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles. After
one mile, you will pass a small shopping center on your left. At the next set of traffic
lights, turn right onto Maple Drive. Erik’s house is the third house on your left. It’s
number 33, and it’s white with green trim.

1. What is Erik’s address?

a. Interstate 25
b. 2 Elm Street
c. 13 Erika Street
d. 33 Maple Drive
2. Which is closest to Erik’s house?
a. The traffic lights
b. The shopping center
 | 59

c. Exit 7S
d. A green house

Date: May 16, 1998

To: Megan Fallerman

From: Steven Roberts

Subject: Staff Meeting

Please be prepared to give your presentation on the monthly sales figures at our
upcoming staff meeting. In addition to the accurate accounting of expenditures for the
monthly sales, be ready to discuss possible reasons for fluctuations as well as possible
trends in future customer spending.

3. The main focus of the presentation will be _________.

a. Monthly expenditures
b. Monthly salary figures
c. Monthly sales figures
d. Staff meeting presentations
4. Who will give the presentation?
a. The company president
b. Megan Fallerman
c. Steven Roberts
d. Future customers

The B&B Tour:

Spend ten romantic days enjoying the lush countryside of southern England. The
countries of Devon, Dorset, Hampshire, and Essex invite you to enjoy their castles and
coastline, their charming bed and breakfast inns, their museums and their cathedrals.
Spend lazy days watching the clouds drift by or spend active days hiking the glorious
hills. These fields were home to Thomas Hardy, and the ports launched ships that
shaped world history. Bed and breakfasts abound, ranging from quiet farmhouses to
lofty castles. Our tour begins August 15. Call or fax us today for more information 1-800-
222-XXX. Enrolment is limited, so please call soon.

5. Which of the following countries is not included in the tour?

a. Devon
b. Cornwall
c. Essex
d. Hampshire
6. How many people can go on this tour?
 | 60

a. 10
b. An unlimited number
c. 2-8
d. A limited number
7. What can we infer about this area of Southern England?
a. The region has lots of vegetation.
b. The coasts often has harsh weather.
c. The sun is hot and the air is dry.
d. The land is flat.

Anna Szewcyzk, perhaps the most popular broadcaster in the news media today,
won the 1998 broadcasting award. She got her start in journalism as an editor at the
Hollsville County Times in Missouri. When the newspaper went out of business, a
colleague persuaded her to enter the field of broadcasting. She moved to Oregon to
begin a master’s degree in broadcast journalism at Atlas University. Following
graduation, she was able to begin her career as a local newscaster with WPSU-TV in
Seattle, Washington, and rapidly advanced to national television. Noted for her quick wit
and trenchant commentary, her name has since become synonymous with Good Day,
America! Accepting the award at the National Convention of Broadcast Journalism held
in Chicago, Ms. Szewcyzk remarked, “I am so honored by this award that I’m at a total
loss for words!” Who would ever believe it?

8. What is the purpose of the announcement?

a. To invite people to the National Convention of Broadcast Journalism
b. To encourage college students to study broadcasting
c. To recognize Ms. Szewcyzk’s accomplishments
d. To advertise a job opening at Hollsville County Times
9. The expression “to become synonymous with” means
a. To be same as.
b. To be the opposite of.
c. To be in sympathy with.
d. To be discharged from.
10. What was Ms. Szewcyzk’s first job in journalism?
a. She was a T.V. announcer in Washington.
b. She was a newscaster in Oregon.
c. She was an editor for a newspaper in Missouri.
d. She was a talk show host in Chicago.
 | 61

PERSONAL INFORMATION

Name: Rhea May Aniban

Address: P-4 Brgy. Hamorawon

Age: 17

Gender: Female

Date of Birth: May 24, 2000

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09352773059

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School (2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School (2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog East Central School

(2006-2012)

Brgy. Balud, Calbayog City, Samar

Affiliations:

Science Club Officer

School Publication Member

 | 62

PERSONAL INFORMATION

Name: Jevie M. Cui

Address: P-2 Brgy. East Awang

Age: 18

Gender: Male

Date of Birth: October 01, 1999

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09277716104

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School

(2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog Pilot Central School

(2006-2012)

Brgy. East Awang, Calbayog City, Samar

 | 63

PERSONAL INFORMATION

Name: Francis Angelo Gelera Jr.

Address: P-1 Brgy, Begaho

Age: 18

Gender: Male

Date of Birth: February 26, 1999

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09352542394

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School

(2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog City SPED Center

(2006-2012)

Nijaga St, Calbayog City, Samar

 | 64

PERSONAL INFORMATION

Name: Nicko M. Leano

Address: P-3 Brgy. Cag-anibong

Age: 18

Gender: Male

Date of Birth: July 19, 1999

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09197909373

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Pilar National Agricultural High School

(2012-2016)

Brgy. Pilar, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Pilar Elementary School

(2006-2012)

Brgy. Pilar, Calbayog City, Samar

 | 65

PERSONAL INFORMATION

Name: Geraldine B. Lim

Address: P-1 Brgy. Carmen

Age: 17

Gender: Female

Date of Birth: June 08, 2000

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09552148419

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School

(2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Carmen Elementary School

(2006-2012)

Brgy. Camen, Calbayog City, Samar

 | 66

PERSONAL INFORMATION

Name: Marisse Mabutol

Address: P-4 Brgy. Capoocan

Age: 18

Gender: Female

Date of Birth: October 28,1999

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09973802581

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Christ the King College

(2012-2016)

Brgy. Magsaysay, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog Pilot Central School

(2006-2012)

Brgy. East Awang, Calbayog City, Samar

 | 67

PERSONAL INFORMATION

Name: John Rey Mazo

Address: P-4 Brgy. Cabacungan

Age: 17

Gender: Male

Date of Birth: January 06, 2000

Place of Birth: Caloocan City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09453759092

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Mag-ubay National High Shool (2012-2016)

Brgy. Mag-ubay, Calbayog City, Samar

Senior High School – Calbayog City National High School (2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Cabacungan Elementary School (2006-2012)

Brgy. Cabacungan, Calbayog City, Samar

Affiliation:

Mathematics Club Officer

 | 68

PERSONAL INFORMATION

Name: Mary Mae Anjeelika C. Saborrido

Address: P-5 Brgy. Dagum, Calbayog City

Age: 18

Gender: Female

Date of Birth: August 29, 1999

Place of Birth: Calbayog City

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09269771020

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School (2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School (2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog City SPED Center (2006-2012)

Nijaga St, Calbayog City, Samar

Affiliation:

Science Club Officer

School Publication Member

 | 69

PERSONAL INFORMATION

Name: Marlon D. Zorca

Address: P-2 Brgy. Hamorawon

Age: 18

Gender: Male

Date of Birth: October 04, 1999

Place of Birth: Malolos Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Cellphone Number: 09355048784

EDUCATIONAL BACKGROUND

Secondary Level:

Junior High School – Calbayog City National High School

(2012-2016)

Brgy. Hamorawon, Calbayog City, Samar

Senior High School – Calbayog City National High School

(2016-2018)

Brgy. Hamorawon, Calbayog City, Samar

Elementary Level:

Calbayog East Central School

(2006-2012)

Brgy. Balud, Calbayog City, Samar