Analysis of library resources and services in developing confidence for language use

Authors

  • Marivic R. Estoque

    Zamboanga State College of Marine Sciences and Technology

DOI:

https://doi.org/10.59400/fls.v5i2.1709

Abstract

Reading is a form of social activity that connects the readers to transformational learning. Library resources offer an opportunity to build competence in language use. In essence, the library resources can impact how students perceived reading as a channel to academic success, which in turn—develops a lifelong learner. This study was an exploratory study that analyzed how library resources and services develop confidence in language use. Eight (8) college students were purposively selected for one-on-one interview. The data gathered were narrative from college students on how they utilized resources from their local library. The findings suggested that college students considered their local library as a reliable site to search for information. In-depth analysis showed that students were confident in language use because their resources were reliable and accurate. Language use covered mostly phonological and morphological aspects of language, including lexicons, writing styles, and writing formats. Librarians had the role of encouraging the students to read contents from the library and assisting them in utilizing in-print and online contents. Library assistance enabled the students to build their ideas into meaningful developmental contents. This study provided an angle for language confidence, language success, and language competence. These components of language learning were essential in predicting the linguistic capacity of students.

Keywords:

directional assistance, language confidence, language use, library resources

References

[1] Adkins D, Brendler BM (2015). Libraries and reading motivation: A review of the Programme for International Student Assessment reading results. IFLA Journal 41(2): 129–139. doi: 10.1177/0340035215578

[2] Ard SE, Ard F (2019). The library and the writing centre build a workshop: Exploring the impact of an asynchronous online academic integrity course. New Review of Academic Librarianship 25(2–4): 218–243. doi: 10.1080/13614533.2019.1644356

[3] Bordonaro K (2010). Is library database searching a language learning activity? College & Research Libraries 71(3). doi: 10.5860/0710273

[4] Chavez JV (2023). Assessing online academic integrity and humanized teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences 19(1): 9–17.

[5] Chavez JV, Lamorinas DD (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education 10(1): 160–174.

[6] Chun CW (2009). Critical literacies and graphic novels for English language learners: Teaching Maus. Journal of Adolescent & Adult Literacy 53(2): 144–153.

[7] Clément R (1980). Ethnicity, contact and communicative competence in a second language. In Language. Pergamon. pp. 147–154.

[8] Clément R, Dörnyei Z, Noels K (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning 44: 417–448.

[9] Conboy BT, Thal DJ (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development 77(3): 712–735.

[10] DelGuidice M (2015). The role of the library in fostering research skills. Computers in Libraries 35(7): 20–23.

[11] Delos Reyes ER (2023). Philippine conference in graduate school education research. Available online: http://zscmst.edu.ph/2023/05/philippine-conference-in-graduate-school-education-research/ (accessed on 12 July 2023).

[12] Dickinson DK, Tabors PO (2001). Beginning Literacy with Language: Young Children Learning at Home and School. Paul H Brookes Publishing.

[13] Dickinson DK, Griffith JA, Golinkoff RM, Hirsh-Pasek K (2012). How reading books fosters language development around the world. Child Development Research. doi: 10.1155/2012/602807

[14] Dixon JA, Marchman VA (2007). Grammar and the lexicon: Developmental ordering in language acquisition. Child Development 78(1): 190–212. doi: 10.1111/j.1467-8624.2007.00992.x

[15] Donato R, McCormic D (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal 78: 453–464.

[16] Fagan JC, Ostermiller H, Price E, Sapp L (2022). Faculty perceptions of academic librarians: Experts, connectors, and resource stewards. New Review of Academic Librarianship 28(1): 79–116. doi: 10.1080/13614533.2020.1819354

[17] Gao X (2008). ‘Forget Chinese—Let’s think only in English!’ Chinese netizens debating the best ways to learn English in China. Changing English 15(4): 435–444. doi: 10.1080/13586840802493084

[18] Ghanbarpour M (2016). Willingness to communicate, linguistic self-confidence, and language-use anxiety: The Iranian EFL context. Theory and Practice in Language Studies 6(12): 2265. doi: 10.17507/TPLS.0612.05

[19] Greenberg D, Gilbert A, Fredrick L (2006). Reading interest and behavior in middle school students in inner-city and rural settings. Reading Horizons 47(2): 159.

[20] Haliso Y, Aina RF (2012). Quality collection of library resources in meeting users’ needs in academic institutions: Competitive intelligence approach. Global Journal of Human Social Science 12(12): 25–31.

[21] Hart B, Risley TR (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Publishing.

[22] Hassan M (2022). Purposive sampling—Methods, types and examples. Available online: https://researchmethod.net/purposive-sampling/ (accessed on 25 July 2023).

[23] Hess AN (2019). Academic librarians’ educational factors and perceptions of teaching transformation: An exploratory examination. Evidence Based Library and Information Practice 14(3): 52–76. doi: 10.18438/eblip29526

[24] Hu Y, Ocepek MG, Downie JS, Barker L (2022). Listen to librarians: Highlighted core competencies for librarianship from the perspectives of working librarians. College & Research Libraries 83(6): 994. doi: 10.5860/crl.83.6.994

[25] Hurley T, Hegarty N, Bolger J (2006). Crossing a bridge: The challenges of developing and delivering a pilot information literacy course for international students. New Library World.

[26] Huttenlocher J, Haight W, Bryk A, et al. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology 27(2): 236.

[27] International Federation of Library Associations and Institutions (2002). The IFLA/UNESCO school library resources. Available online: https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/school-library-guidelines/school-library-guidelines.pdf (accessed on 28 January 2023).

[28] International Federation of Library Associations & Institutions (IFLA) (2014). Guidelines for library services for young adults. Available online: https://www.ifla.org/files/assets/librariesfor-children-and-ya/publications/ya-guidelines2-en.pdf (accessed on 27 January 2023).

[29] Ivey G, Broaddus K (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly 36(4): 350–377.

[30] Lochmiller LR (2021). Conducting a thematic analysis with qualitative data. The Qualitative Report 26(6): 2029–2044. doi: 10.46743/2160-3715/2021.5008

[31] Lou NM (2021). Acculturation in a postcolonial context: Language, identity, cultural adaptation, and academic achievement of Macao students in Mainland China. International Journal of Intercultural Relations 85: 213–225. doi: 10.1016/j.ijintrel.2021.10.004

[32] Lou NM, Noels KA (2018). Western and heritage cultural internalizations predict EFL students’ language motivation and confidence. International Journal of Bilingual Education and Bilingualism 24(5). doi: 10.1080/13670050.2018.1508277

[33] MacIntyre PD, Clément R, Dörnyei Z, Noels KA (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal 82(4): 545–562.

[34] Murphy L, Babaei-Rad R, Buna D, et al. (2018). Guidance on opioid tapering in the context of chronic pain: Evidence, practical advice and frequently asked questions. Canadian Pharmacists Journal/Revue des Pharmaciens du Canada 151(2): 114–120. doi: 10.1177/1715163518754918

[35] Nowell LS, Norris JM, White DE, Moules NJ (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods 16(1). doi: 10.1177/1609406917733847

[36] Olaojo PO, Akewukereke MA (2006). Collection development policies: Ground rules for planning university libraries. Library Philosophy and Practice 9(1): 1–5.

[37] Öz H, Demirezen M, Pourfeiz J (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences 37: 269–275.

[38] Peng JE, Woodrow L (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning 60(4): 834–876.

[39] Pitcher SM, Albright LK, DeLaney CJ, et al. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy 50(5): 378–396. doi: 10.1598/JAAL.50.5.5

[40] Riessman CK (2011). What’s different about narrative inquiry? Cases, categories and contexts. Qualitative Research 3: 310–330.

[41] Rodriguez ET, Tamis-LeMonda CS, Spellmann ME, et al. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology 30(6): 677–694.

[42] Saint Léger D, Storch N (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System 37: 269–285.

[43] Sampasivam S, Clément R (2014). The dynamics of second language confidence: Contact and interaction. In: Mercer S, Williams M (editors). Multiple Perspectives on the Self in SLA. Multilingual Matters. pp. 23–40.

[44] Yashima T (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal 86(1): 54–66.

[45] Yazzie-Mintz E (2010). Charting the path from engagement to achievement: A report on the 2009 High School Survey of Student Engagement. High School Survey of Student Engagement. Center for Evaluation & Education Policy, Indiana University.

[46] Young DJ (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals 23: 539–553.

[47] Zhang Y, Wildemuth BM (2009). Unstructured interviews. In: Wildemuth BM (editor). Applications of Social Research Methods to Questions in Information and Library Science. ABC-CLIO. pp. 222–231.

[48] Zimerman M (2012). Plagiarism and international students in academic libraries. New Library World 113(5/6): 290–299. doi: 10.1108/03074801211226373

[49] ZSCMST (2020). CSC recognizes ZSCMST-HRMO. Available online: http://zscmst.edu.ph/2020/11/csc-conferred-by-the-csc-with-bronze-award/ (accessed on 12 July 2023).

[50] ZSCMST (2023). About section. Available online: https://zscmst-library.weebly.com/about.html (accessed on 12 July 2023).

Downloads

Issue

Vol. 5 , Iss. 2 (September 2023)

Article Type

Article

License

Copyright © 2023 Marivic R. Estoque

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.