Chapter 2

Review of Related Literature

This chapter is a discussion of the literatures and the

result of other related researches to which the present

study is related or has some bearing or similarity. This

gave the author enough background in understanding the

study.

Chapter 2 is divided into 4 parts, namely :(1) E-

Learning, (2) Conventional classroom learning, (3) English

Achievement; and (4) Synthesis.

The first topic, E-Learning, is a discussion of related

literatures about E-Learning. Likewise, it discusses the

previous studies that strengthen and supports the E-

Learning.

The second topic, Conventional classroom learning,

discusses the related literatures about Traditional

Classroom Teaching. Likewise it enumerates the factors

affecting the Traditional Classroom Teaching.

The third topic, English Achievement, discusses the

related literatures about English achievement. Likewise it

enumerates the factors affecting the English Achievement of

the students.

The fourth topic, Synthesis, summaries the literature

reviewed which serve as basis for the present study.

E-Learning

The term e-learning came into use in the mid-1990s

along with developments in the World Wide Web and interest

in asynchronous discussion groups. The goal of e-learning

described here is to create a community of inquiry

independent of time and location through the use of

information and communications technology. An educational

community of inquiry is a group of individuals who

collaboratively engage in purposeful critical discourse and

reflection to construct personal meaning and confirm mutual

understanding. This perspective, of course, reflects a

particular educational approach using the possibilities of

new and emerging technologies to build collaborative

constructivist learning communities. E-learning is formally

defined as electronically mediated asynchronous and

synchronous communication for the purpose of constructing

and confirming knowledge. The technological foundation of e-

learning is the Internet and associated communication

technologies. Beyond the general description of e-learning,

the two primary applications that constitute e-learning are

online and blended learning. Fully online learning is a form

of distance education that had its genesis apart from

mainstream distance education. However, because of its

interactive nature, online learning is very different from

traditional distance education with its historical focus on

content delivery and independent learning. On the other

hand, blended learning is the most prevalent form of e-

learning in traditional higher education institutions.

Somewhat counter-intuitively, the reality is that much of

“e-learning innovation has taken place on-campus” (E-

learning in Tertiary Education, 2014, p. 69).

E-learning in the context of blended learning has

shifted the thinking of educators in higher education in

terms of transformative course and program redesign. As

alluded to previously, e-learning is not an industrialized

form of distance education. E-learning in higher education

is first and foremost about providing a quality educational

experience. While e-learning has an element of distance

education, it has evolved from a different field of theory

and practice. Distance has become but a relatively minor

structural constraint in providing a quality, highly

interactive learning experience. E-learning represents a

true paradigm shift with regard to distance education. It

represents a shift from the ideal of autonomy and the

industrial production of prepackaged study materials

characteristic of mainstream distance education. E-learning

represents a distinct educational branch with its roots in

computer conferencing and collaborative constructivist

approaches to learning. This shift in pedagogical

assumptions and approaches reflected in the theory and

practice of e-learning is a new era of distance education.

E-learning in the form of online learning represents the

post-industrial era of distance education marked by a return

to a craft model of designing context specific collaborative

educational experiences (Garrison & Cleveland-Innes, 2010).

Online learning integrates independence (asynchronous

online communication) with interaction (connectivity) that

overcomes time and space constraints in a way that emulates

the values of higher education. In particular, online

learning goes beyond the technology and tools to access

information. The focus is shifted to the educational

transaction in the form of a virtual community of learners

sustainable across time (Garrison, 2010). At the same time,

for e-learning to be fully integrated in the mainstream of

higher education, we must not undermine or discount the

enormous value of face-to-face educational experience. E-

learning should not be viewed as replacing these

experiences. Nor should we, however, ignore or resist the

obvious advantages of e-learning technologies to access

information and sustain educational discourse. The

integration of e-learning technologies should not be seen as

creating winners and losers. The power of blending online

and face-to-face experiences is that it respects the

distinct advantages and preferences associated with face-to-

face learning communities while recognizing and integrating

the enormous strengths of online learning to provide

sustained, rigorous discourse. The potential of e-learning

to merge verbal and written discourse, unconstrained by

time, has caused educators to rethink the possibilities for

engaging campus-based students in face-to-face and online

environments. This thoughtful blending of complementary

face-to-face and online approaches to meet specific

educational goals has been termed blended learning (Garrison

& Vaughan, 2010).

 E-learning in the form of blended learning integrates

the best features of online and face-to-face education.

Blended learning, however, is not benign. It will inherently

precipitate a fundamental rethinking and questioning of

current approaches to teaching and learning. Approaches such

as the lecture are critically examined in terms of its

ability to engage students in critical discourse. To this

point, e-learning has been described in terms of online and

blended learning. It has also been argued that e-learning is

not a synonym for distance education. With the proliferation

of Internet technologies, distance has become relatively

meaningless. In an e-learning scenario communities of

learners are able to sustain themselves productively across

time and space and be enriched immeasurably through the

Internet. But this does not just happen by adopting e-

learning technologies. It is the ideas that drive this

vision, and the core concept here is the community of

inquiry. It is this vision and theoretical framework that

provide the principles and guidelines that make e-learning a

viable reality in higher education. (Retrieved July 29, 2010

from http://www2.ed.gov/ rschstat/eval/tech/evidence-based

practices/finalreport.pdf)
 E-learning is hot. And for good reason. If done right,

it can produce great results by decreasing costs and

improving performance. Also, unlike a onetime classroom

session, the e-learning course is available for others.

This includes the static e-learning course as well as any

ongoing conversations in networked communities. Here are the

following advantages of e-learning:

Improved training costs- Producing learning content is

time consuming whether it’s online or not. With e-learning,

each time the course is accessed your return on investment

improves because you are dividing the fixed production costs

by number of uses. You also have savings through decreased

travel, reduced material, and hopefully improved (and more

efficient) performance.

Decreased material costs- Let’s say you have to train

how to arrange equipment in a sterile environment like an

operating room. If you had to use the real environment, it

would be costly. Even setting up a fake environment has

material costs and labor. By creating the environment

online and letting the learner practice, you never have to

worry about the costs associated with set up, use, and clean

up.
 Increased productivity- Because e-learning is not bound

by geography or time, you can control training’s impact on

production by training people during down times. In

addition, with the current economy, you’re asking people to

do more with less. So e-learning is a great way to give

them the tools and skills needed to enhance their

performance.

Standardization- You may have a great facilitator, but

that’s no guarantee that the courses are presented the same

across sessions. E-learning allows you to create a

standardized process and consistency in the delivery of

content. It also compresses delivery time. I’ve combined

e-learning courses with facilitated sessions. E-learning

delivered consistent content. Live sessions were

interactive case studies that applied the information.

Real-time access- Live learning events require that

those who participate align their schedules to the training

calendar. E-learning eliminates this because the course can

be accessed anytime, anywhere. This can also happen without

Internet access. I saw a Red Cross demo where the learners

accessed the content on a PC out in the field and uploaded

their results when they were back online.

 Freedom to fail- Let’s face it, real learning requires

some failure. But no one likes to fail in a classroom full

of other people. E-learning lets you fail without fear.

This encourages exploration and testing of ideas. With the

right feedback you create a great learning environment.

Worst case, you can always start over. Something you can’t

always do in class.

Improved retention- The combination of multimedia and

instructional design can produce a very rich learning

experience that is repeatable. Throw in some good practice

activities with feedback and you have a learning environment

that’s going to help your learners retain the course content

which will produce results.

Personalized learning- Look out the window at your

parking lot. My guess is that you’ll see a dozen or more

different cars. They all do the same thing, yet we have

personal opinions about what we want to drive. The same for

learning. Learners want control. E-learning allows you to

offer control to the learners in a way that classroom

learning doesn’t.

Ongoing access to resources- If you take a class in the

real world and need a refresher, you better hope that you

took good notes. Otherwise, you’re out of luck. That’s not

the case with e-learning. Ideally, you continue to have

access to the online content and resources to brush up on

what you learned.

Knowledge management- Many people see e-learning as

only the authored courses. But e-learning includes all sort

of online technologies. If you incorporate some of the

tools that allow collaboration and conversation, you can

capture organizational knowledge that is available for

future learners.

Encourage sharing- The foundation of a learning

community is built on sharing what you know with others.

This is where incorporating a forum or wiki really adds

value to your e-learning. Depending on how the course is

structured, you can encourage sharing of resources and

insight gained from the course.

Employer of choice- People want opportunities to grow.

A cafeteria with high fat foods is one way. Another is a

catalog with all sorts of e-learning courses. This allows

them to explore other opportunities in the organization.

During downtime, it would be great to spend fifteen minutes

learning to better manage meetings or improve working with

peers. Offering these opportunities to learn makes you a

place people want to stay.

 Conventional Classroom Learning

Conventional classroom learning is defined as teacher-

centered delivery of instruction to classes of students who

are the receivers of information. Traditional schools

generally stress basic educational practices and expect

mastery of academic learning in the core subjects of math,

reading, writing, science and social studies. Public schools

generally follow this educational model, although charter

schools can offer a more flexible educational approach.

Other alternatives to the traditional public school include

independent schools that operate outside the public school

jurisdiction, religious schools, homeschool and online

learning. Since many factors come into play when choosing a

school, it's wise to look not only at the educational

program, but also at social atmosphere and availability of

support services. Traditional schools are most common

nationwide and can offer quality instruction along with the

benefits of federal- and state-mandated regulations and

laws.

Traditional classes are more suitable for young

children, teenagers, and young adolescents who are yet to

join the workforce. Regular attendance in classes helps them

interact with other individuals of their own age, be better

disciplined, follow a regular schedule, and improve their

physical fitness and mental alertness.

Classroom learning helps students and teachers know

each other in a better manner. This allows teachers to know

the students and evaluate their strengths and weaknesses

better, act as mentors, and guide students in their career

possibilities.

In a traditional classroom, students can directly share

their views and clarify their own queries with the teacher,

thus getting their questions answered right away.

Most of the time books and classroom notes are very

useful for studying and passing exams. Understanding the

Question & Answer pattern, and with suggestions provided by

experienced teachers, students can find it more helpful to

learn than when using generalized online notes and

suggestions available on the internet.

Also, classroom learning is more helpful due to a

continuous interaction between students and teachers, as it

helps students to get rid of their fears regarding exams,

which can rarely happen with online guidance.

 Lastly, interactions with good teachers help motivate

students to achieve higher marks. Retrieved,

(https:/elearning industry.com/ traditional-learning-vs-

online-learning)

Traditional classrooms have been competing with the

increasingly popular virtual classrooms ever since

information technology started to develop. Online courses

are an alternative to regular classrooms for students who

want to obtain a degree cheaper and faster. In a year or

two, students can earn a diploma without even knowing their

teachers or colleagues. Still, many students consider

traditional classrooms a more efficient way of learning and

improving social skills.

Interactive- Most students consider the traditional

classroom environment beneficial for learning because they

can interact with the teacher and their classmates.

Especially for people who learn better through cooperative

activities and group work, the possibility of asking

questions and receiving immediate answers is important. Many

students prefer face-to-face interactions to technology-

mediated conversations. Some students need constant

reassurance that what they do is correct and that they are

going in the right direction, so they need feedback to keep

them moving.

Motivating- Before college and university classes,

students are used to going to school and learning in a

classroom surrounded by classmates. Even if they don’t need

to do that anymore after high school, to combine a place

traditionally meant for acquiring knowledge with the

environment of their homes is confusing for them. The

learning atmosphere of the traditional classroom helps them

to stay focused and keeps them motivated; unlike virtual

classrooms, where procrastination can become a common

attitude, traditional classrooms preserve a feeling of “now

and here” all through the learning process.

Accessible- Some students don’t have access to

technological devices, so online classes are out of the

question. Some don’t know how to use them, and some don’t

care about them. In a traditional classroom environment,

learning begins with the teacher sharing his knowledge with

students, proceeds with discussions between the teacher and

the students and ends with the new information written in

notebooks. For students of specializations that have nothing

to do with technology, printed courses and books from the

library are, in most cases, enough.

 Organized- Another advantage of traditional classroom

learning is that it provides students with a fixed schedule

and specific periods dedicated exclusively to learning. Most

adults lead busy lives these days, whether they have a

demanding job or children in school. It’s difficult to find

time for personal study between working hours and PTA

meetings, and there is always something more important to

do. Students in this situation prefer to be “forced” to

schedule classes first and then plan other activities around

them. Retrieved,

(https://classroom.synonym.com/effectstechnology-study-

habits-students-7922962.html)

The Social Advantage- Private School enrollment has

declined in the past decade, which researchers believe may

be the result of more parents opting for charter schools

that have more flexibility to tailor instruction and

curriculum. Rising tuition fees and a lackluster economy are

two other possible explanations for greater numbers of

children receiving public schooling. Both charter schools

and public schools must adhere to state regulations and

cannot turn away or hand pick students. Because traditional

public schools educate all children, a diverse population

encourages children to develop tolerant and accepting

attitudes. Online schools and homeschooling, while having

the potential to deliver quality instruction, can lack the

opportunity for children to learn alongside a community of

other children. Noted education expert John Dewey stated his

belief about the importance of social interaction in 1897,

writing, "I believe that the school is primarily a social

institution."

Covering the Standards- Unlike alternatives to the

usual public school model, traditional schooling means that

state-approved standards in all the curricular areas will be

covered. Although these standards can vary some from state

to state, these are generally consistent by grade level and

adoption of these educational standards means that parents

can be assured their children are exposed to what other

students are learning. State standards can be accessed

online. The new Common Core standards adopted by 45 states

ensure even more consistency -- an important consideration

for families who might relocate during the child's

educational career.

Broad Support Services- Traditional public schools

receive funding from the state and are legally entrusted to

provide equal educational opportunities for all students.

Because of this, counseling, special education, speech

therapy and other support services are available for

students who qualify. These services, when identified, must

be provided by the district at no cost to the child, making

this a tremendous cost advantage for some families.

Independent schools generally do not provide these kinds of

supports along with the cost of tuition, and outside

professional support can be an expensive consideration for

special needs children. Retrieved,

(https://education.seattlepi.com/advantagestraditional

-schools-2140.html)

Recreational Activities- The regular recreational

activities refresh students and they get some relief from

the stress of studies. They enjoy and have fun due to these

recreational activities. These activities are useful besides

studies.

Scheduled- The best part of traditional education is

that it is scheduled and is properly carried out. The

timetable and duration of lectures are all scheduled. This

helps in making students disciplined and civilized.

Retrieved,(https://www.essaymania.co.uk/blog/5-advantages-

and-disadvantages-of-traditional-education)

Less Distraction- Online training and e-learning

methods are designed to be quick, easy, and convenient, but

does that still hold true in practice? For many employees,

e-learning is something that they can fit into their work

day but what happens when the training is interrupted by a

call or a coworker’s small talk? People become easily

distracted with e-learning. Traditional classroom training

is designed to have the learners engaged with the curriculum

with minimum distractions. This type of training forces

learners to flex their focus and pay attention to the topic

at hand without e-mails and coworkers distracting them.

Human Elements- The human element also plays a role in

the way that learning material is absorbed. “Furthermore the

role of emotions is critical in adult learning as they are

closely linked with the construction of meaning and

knowledge” Dirkx (2011); Shuck (2017).

This notion that adult learners utilize their emotions

in order to obtain and retain information and knowledge is

important to the learning experience. If an employee is

going through online training, they may be missing out on

some of the human behaviors that invoke emotions connected

to learning. For example, a standard online video course may

be over-produced and lack a tone of voice that truly conveys

the message of the material. When going through classroom-

based training, the learner has cues from the trainer to use
when trying to recall the information at a later date.

Retrieved, (https://www.yourerc.com/blog/post/3-

reasonswhytraditional-classroom-based-learning-is-still-

king)

English Achievement

English Language plays a central and strategic role in

the school system because almost all the school subjects are

taught using English language. However, students'

achievement in this subject in Senior High School is

inconsolable. Therefore, the purpose of the study is to

investigate the factors influencing and affecting the

English achievement of the Senior High School students of

University of Perpetual Help System Pueblo de Panay Campus.

Factors affecting school students' language learning

achievement has been the concern of socio-linguists and

educationist since the last quarter of the twentieth

century. Ramirez, (2014) conducted a study on students in a

small rural school taught by the same teacher. It was found

that the communicative abilities of students in the rural

school were lower than those in urban schools. Moreover,

urban school students produced more descriptions and speech

acts. The issue has gained more interest with the beginning

of the twenty first century.

Genc and Aydin (2011) examined some factors affecting

the motivation level of the preparatory school students in

using a web-based computer-assisted language-learning

course. The sample group of the study consisted of 126

English-as-a-foreign-language learners at a preparatory

school of a state university. It was found that there were

no statistical differences between such selected demographic

variables as learners' age, gender, grades, compulsory and

optional status, type of high school, parents' educational

status, the period of the participants' language-learning

process, and experience of computer use. The only variable

found to be statistically significant was the degree of

importance of learning English for the participants; more

than half the participants possess moderately high

motivation level.

Jurkovic (2010) examined the effect of two factors on

achievement test scores in English as a foreign language for

specific purposes in higher education: preexisting

linguistic competence and frequency of use of language

learner strategies. The results of this study indicated a

statistically significant positive effect of general

linguistic competence on achievement test scores. Among the

constructs of language learner strategies, however, the only

construct having a statistically significant effect on

achievement test scores was metacognitive strategies.

Suh (2010) investigated the effectiveness of massive

multiplayer online roleplaying game (MMORPG)-based (massive

multiplayer online role-playing game) instruction in

secondary English education. The results indicated that

students studying English utilizing online role-playing

games showed higher scores in areas of listening, reading,

and writing than those who attended face-to-face instruction

classes. It was also found that prior knowledge, motivation

for learning, and network speed were factors affecting

achievement in English learning.

Hungi and Thuku (2010) employed a multilevel analysis

procedure in order to examine the pupil and school levels

factors that contributed to variation in reading achievement

among Grade 6 primary school pupils in 14 southern African

school systems. The most important factors affecting

variation in pupil achievement across most of these school

systems were grade repetition, pupil socioeconomic

background, speaking the language of instruction at home,

and pupil age. South Africa, Uganda and Namibia were among
the school systems with the largest between-school variation

while Seychelles and Mauritius had the largest within-school

variation. Low social equity in reading achievement was

evident in Mauritius, Seychelles and Tanzania.

Small (2010) reported that children whose parents are

involved with their education tend to perform better in

school. Students demonstrate higher academic and behavior

levels, have higher aspirations, and display other positive

school behaviors when parents are knowledgeable,

encouraging, and involved. It is agreed that parental

involvement can positively impact student achievement in

urban schools. Findings indicate that two significant

factors affecting parents' active involvement are the time

school events or interactions are scheduled, and direct

communication from the school, such as personal invitations

to attend events. The study also identifies effective

strategies to increase parental involvement applicable to

similar urban school settings.

Woo (2012) investigated the multiple factors affecting

English language learners' (ELLs) low reading achievement in

standardized tests by exploring the complex, hierarchical

relation in student, classroom, and school levels.

Specifically, this study (a) identified the impact of

student-, teacher-, and school characteristics on ELLs and

non-ELLs' standardized reading achievement and (b) examined

how these characteristics impact on their reading

achievements differently for ELLs and non-ELLs. The HLM

(hierarchical linear modeling) analyses determined that some

factors were related to English language learners' (ELLs)

and non-ELLs' reading achievement differently after

controlling for student, teacher, and school variables.

Specifically, the frequency of a language other than English

spoken at home yielded different results for English

language learners' (ELLs) and non-ELLs. The frequency of a

language other than English spoken at home was a

significant, positive predictor of reading achievement for

ELLs. Meanwhile, it was a non-significant, negative

predictor for non-ELLs. Positive influence of the frequent

uses of a language other than English at home on English

language learners' (ELLs') reading performance implied a

positive effect of first-language speaking on English

language learners' (ELLs) reading. Another implication that

this study brought was the importance of providing equal

opportunity to learn to all students.

Huang and Brown (2013) discussed the cultural factors

that affect Chinese students' academic learning at North

American universities. They found that university classrooms

are failing to meet the educational expectations of Chinese

students. Students mentioned six areas where they feel

discomfort: (1) They feel uncomfortable with the classroom

behavior of North American students; (2) They question the

value of a professorial focus on discussion rather than

lecture; (3) They query the professor's failure to follow

the textbook; (4) They feel there is too much emphasis on

group work; (5) They note a lack of lecture summaries along

with an apparent lack of organization; and (6) They share no

common interests (e.g. sports, religion) with their North

American counterparts.

Harb and El-Shaarawi (2012) found that the most

important factor which affected student performance was

their competence in speaking English. The sample was a group

of 864 business and economics students in The United Arab

Emirates. The authors used regression analysis for the

study. The results of the study showed that students who

participated in class discussions and who were on leave from

their jobs outperformed other students. Missing many

lectures and living in a crowded household negatively

affected student performance. The results of the study also

showed that non-national students outperformed national

students, and female students outperformed their male

counterparts. Helm (2016) reviewing several related

research suggested that if a model could be developed to

guarantee student success it would include a teacher who:

(1) is highly qualified; (2) possesses the proper teaching

license for their area; (3) possesses the dispositions of

caring and empathy; (4) has a strong work ethic and critical

thinking ability; (5) has supportive classroom parents; (6)

has an eighteen to one pupil-teacher ratio; and (7) has

adequate funding. Kang (2010) examined factors that affected

a Korean physician's learning and use of ESL in an English-

speaking country. Data from interviews, observations,

notebook memos and e-mails were used. The findings indicated

that individual factors: personality (perfectionism and

extroversion), occupation, beliefs, and motivation, and

social-contextual factors: lack of contact with native

speakers and insecurity about speaking English in the

presence of other Koreans, influenced the participant's

learning and use of ESL. The findings also revealed that the

participant's motivation and extroversion played a role in

overcoming the social contextual obstacles limiting learning

opportunities, which illustrates interactions between

individual and social-contextual factors. In another study,

Aduwa-Ogiegbaen and Iyamu (2011) examined the factors

responsible for the poor quality of the teaching of English

as a second language in public secondary schools across the

six geopolitical zones in Nigeria. Three thousand senior

secondary school students were asked to respond to a

questionnaire consisting of three variables: (1) Frequency

of the use of instructional media; (2) Frequency of the use

of instructional techniques; and (3) The school learning

environment. Results revealed that English language teachers

do not frequently use modern instructional technologies and

variety of teaching techniques in their English language

lessons. It was also found that students learn under harsh

environment, which is often rowdy, congested and noisy.

Lamb et al (2015) provided an overview of the major

factors and interventions affecting migrant students'

academic performance/outcomes. Factors outside the school,

such as poverty, family, and English language proficiency,

are discussed. Next, factors inside the school, such as

student records, credit accrual, and school curriculum, will

be reviewed.

May et al (2012) carried out a study with students and

staff from a college of further education in south London.

The college has a mix of male and female students from a

range of ethnic groups, the largest of which is white

British. In this article the qualitative findings from data

on the experiences and perceptions of the staff and full

-time students are discussed in the context of the variable

completion and achievement rates of the students and results

from other studies. The main themes linked to ethnicity,

gender, completion and achievement emerging from the

analysis indicate broad agreement between students and staff

over issues around learning and teaching and written and

spoken English; however, their particular perspectives led

to their having differing views on the most important

factors external to the college and those affecting student

motivation.

Abedi and Gandara (2016) studied the factors that

contribute to the performance gap between subgroups and

mainstream students. To understand and control for factors

leading to the performance gap between subgroups and

mainstream students one must clearly understand the issues

specific to each subgroup. They focus on assessment and

performance issues for English language learner (ELL)

students as a subgroup. Identifying factors affecting the

performance gap between ELL and non-ELL students may help

gain insight into assessment issues for other subgroups of

students as well as strengthen assessment of this group.

 Saeed, Gondal, and Bushra (2015) conducted a paper

which aimed to focus on achievement level of primary grade

students in different subjects taught at primary level and

the factors affecting the student achievement in this

regard. The instruments were: the achievement tests in three

subjects mathematics, Urdu (national language) and life

skills (Islamyat, social studies and science); and

questionnaires for teachers and students to know various

possible factors affecting achievement. Overall the

performance of the female students was relatively better

than their male partners. Location-wise, the rural students

performed better than the urban students. Among the factors

affecting students achievement were parental education,

their occupation and guidance, teacher guidance, social

status, transport facility, self-study, book reading and

home work all have a positive or negative correlation with

students' achievement. This paper is of use to those wishing

to understand the achievement levels of students at primary

grade in developing countries.

Andreou et al (2010) studied the affecting factors in

second language learning. They investigated the influence of

gender, among other factors, on the performance of

phonological, syntactical and semantic tasks in L2. Females

performed better than males in syntax and semantics which is

explained by the general female superiority on verbal tasks

based on differences in hemispheric specializations for

language functions between the two sexes. The factors cited

in the literature this article reviews are mainly social,

situational, socioeconomic, attitudinal, or extracurricular.

The factors cover issues such as students' age, gender,

grades, type or location of school. Student families'

situation and position, parents' education status are also

amongst the factors the literature reviews, as well as

linguistic competence and frequency of use of language

learner strategies. Students gain better achievement when

utilizing online role-playing games than those who attended

face-to-face instruction classes.

Chapter one of the proposal gives a background to the

study which shows that though tremendous research has been

done on factors influencing language studies, the influence

of these factors in rural Kenya is still unknown. The

statement of the problem that justified the study is that

for a long time, local examination averages in English have

always consistently fallen below the national averages and

therefore there is a need to discover the reasons behind

this worrying trend. The research objectives are to assess

the influence of teacher qualifications on performance in

English, to determine the extent to which the availability

of teaching and learning materials affects performance in

English, to investigate the extent to which school factors

affect performance in English and to investigate the extent

to which home factors influence performance in English in

public secondary schools in Bomet schools. Chapter two

reviewed the empirical literature related to factors that

influence students' achievement in English and it was

organized according to the research objectives that

addressed: teacher quality, teaching and learning resources,

school factors, home background respectively. The study was

guided by the Communicative Language Theory which explains

the processes and goals in language teaching and learning.

The influence of linguistic factors on achievement was

summarized by a conceptual framework. The study adopted the

descriptive survey research design .The target population

was 14,434 studentJ and 56teachers of English in Bomet

District and a sample of 26 English Language teachers and

374 students selected through stratified sampling procedure.

Questionnaires were administered to the sampled respondents.

The data collected was presented in frequency distribution

tables and analyzed using descriptive statistics. The major

findings of the study were that a majority of the teachers

of English were qualified and highly experienced to

guarantee good results in the subject. However, dismal

performance in 'English is caused by an increased work load

faced by these teachers, very large class sizes as a result

of the Free Primary Education and Free Day Secondary School

programmes initiated by the government to boost enrollment

in Kenyan schools. Inadequate teaching and learning

resources also contributed to a decline in the performance

in English .The school and home environment were also found

to be highly unconducive and unsupportive to the achievement

of excellent performance in English. The researcher

recommends that for schools to perform highly in English

language national examinations, more qualified teachers of

English should be employed urgently by the government.

School managers and parents should also provide adequate

books to both teachers and students, create conducive

environment for excellence and inculcate the value of hard

work in order to improve performance. Parents who have low

levels of education should enroll for adult education

classes and advise their children to aspire higher in order

to attain academic excellence. The results of the study are

expected to be useful to parents, students, and teachers of

English and policy makers.

 Synthesis

With the rapid development of Internet technologies,

the conventional computer-assisted learning is gradually

moving toward to web-based learning.

E-learning is a learning system based on formalized

teaching but with the help of electronic resources. Teaching

can be based in or out of the classrooms, the use of

computers and the Internet forms the major component of E-

learning. E-learning can also be termed as a network enabled

transfer of skills and knowledge, and the delivery of

education is made to a large number of recipients at the

same or different times. Earlier, it was not accepted

wholeheartedly as it was assumed that this system lacked the

human element required in learning. However, with the rapid

progress in technology and the advancement in learning

systems, it is now embraced by the masses. The introduction

of computers was the basis of this revolution and with the

passage of time, as we get hooked to smartphones, tablets,

etc, these devices now have an importance place in the

classrooms for learning. Books are gradually getting

replaced by electronic educational materials like optical

discs or pen drives. Knowledge can also be shared via the

Internet, which is accessible 24/7, anywhere, anytime.

English proficiency and English achievement are the

main goals of every teacher for their learners. Whereas it

is define to the ability to speak, read and or write in

English fluently without difficulty.

The technological advancements that have emerged in

this time like e-learning are also recognized as factors

towards English achievements. The researcher also believed

that heavy internet and online users develop a distorted

sense of reality. The ability to pay attention is part of a

more global concept of self-control that develops throughout

early childhood and that excessive internet is incompatible

with the development of self-control. Heavy internet user

might tax the limitations of a child that is already weak in

brain functions like self-monitoring.

Other examples of technological devices that most young

people commonly use are the communication devices such as

mobile phones and computers. Even though these devices ease

the process of communication, since English is commonly used

as the system language of these tools, they, in some way,

hinder their ability to explore the vast vocabulary words

they can derive from the traditional ways of communication

such as letter writing. Furthermore, the popularity of

online gaming sites and online social networking sites are

very much involved in the lives of the younger generation

these days.

In conclusion, English achievement is associated with a

vast spectrum of factors, and it is indeed important for

teachers to know of these factors in order to help the

learners appreciate the importance of the language and to

achieve global competence.

Traditional education, also known as back-to-basics,

conventional education or customary education, refers to

long-established customs that society traditionally used in

schools. Some forms of education reform promote the adoption

of progressive education practices, a more holistic approach

which focuses on individual students' needs and self-

control. In the eyes of reformers, traditional teacher-

centered methods focused on rote learning and memorization

must be abandoned in favor of student-centered and task-

based approaches to learning. The main purpose of

traditional education is to transmit to the next generation

certain skills, facts, and standards of moral and social

conduct that teachers consider to be necessary for the next

generation's material and social success.