Proposed Research Titles Review Flashcards

Vocabulary and concept flashcards covering proposed research titles, research gaps, supporting theories, legal bases, and researchers from Group 3.

Group 3 Researchers

Sarah Mae B. Dela Fuente, Randy S. Dollano, Hannah Ruth M. Martinez, Alessandra F. Paghubasan, and Ayessa O. Tasara.

Output Hypothesis

A theoretical framework by Merill Swain (1985) that serves as the supporting theory for the study on shadowing technique and English communicative competence.

Republic Act No. 10533

The legal basis supporting the research title on the relationship between shadowing technique and English communicative competence among HUMSS students at Cainta Senior High School.

Research Gap (Shadowing Technique Study)

The need to examine whether the shadowing technique is associated with students' English communicative competence, particularly their ability to independently produce and express their own ideas in English.

Input Hypothesis

A theoretical framework proposed in 1980 by Stephen Krashen that serves as the supporting theory for the study on English film viewing and English expression understanding.

DepEd Order No. 62, s. 2009

Policy guidelines titled "Guidelines in Managing existing Multimedia Materials in School" that serve as the legal basis for the study on English film viewing and English expression understanding.

Research Gap (English Film Viewing Study)

The lack of evidence on whether English film viewing is related to students' understanding of English expression.

Retrieval Practice Theory

The supporting theory for the comparative analysis of Grade 10 students' performance in recognition-based and recall-based English test items.

DepEd Order No. 8, s. 2015

Policy guidelines titled "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program" serving as the legal basis for the comparative analysis of recognition-based and recall-based English test items.

Research Gap (Test Items Comparative Analysis)

The need to determine whether the presence of answer choices in recognition-based items leads to different student performance compared with retrieving answers without choices in recall-based items.