Home⇛ISTRADOR: Research Journal on Education, Technology and Innovation⇛vol. 3 no. 1 (2025)

Rhetorical Functions In Science Discourse: Inputs For Developing And Evaluating Technologically Mediated English Learning Materials

Rialita A. Villareña

Discipline: Teacher Training

 

Abstract:

This study anchored on the “principle of language meaningful learning’ by H. Douglas Brown (2009), aimed to explore the recurring rhetorical functions in oral Science discourse of two Science classes in an International Business College in Cainta, Rizal during the year 2020. Its results served as inputs for developing and evaluating technologically mediated English learning materials for freshman college students. Science classes were observed since the subject is one of the domains of English instruction. The descriptive mixed methods, qualitative and quantitative with the sequential exploratory design were used. The developed materials were evaluated using the criteria of appropriacy, authenticity, automaticity, clarity, comprehensibility, and technicality based on the principles of language teaching cited by Brown. The descriptive method of research of the mixed type, quantitative and qualitative, was used with the content validated questionnaire and tape recorder as the data gathering instruments. The evaluator respondents were composed of 40 students, 15 teachers and 15 experts. The statistical tools used were percentage, ranking, weighted mean, and analysis of variance and a post-hoc test using the Fisher’s Protected Least Significance Difference (LSD) at the 5% significance level was also conducted. Salient findings and results revealed the discourse analysis of the two observed Science classes. The experts and teacher respondents evaluated the learning materials as Very Highly Acceptable while the students rated the materials as Highly Acceptable. Significant differences existed in the evaluations of the three groups of respondents thus Fisher’s Protected Least Significance Difference was computed. The study recommends discourse analysis of other Science classes to determine more rhetorical functions which could serve as bases for developing technologically mediated learning materials for English.



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