PHINMA UNIVERSITY OF ILOILO

SENIOR HIGH SCHOOL

Iloilo City

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The Transition of a Non-Smoker from a Chain Smoker: A Narrative Study

A Qualitative Research Proposal

Submitted to the
Senior High School
PHINMA University of Iloilo
Iloilo City, Philippines

A Final Requirement in
APP 005 – Practical Research 1

Presented by

ALEAH LENRA
GIETHER G. PINEDES
JOSHUA Z. PANIZA
XAVIER BENEDICT RUEGO
HERNEL PANGANTIHON
JHANEL PANERIO
UI-FA1-STEM11-7

April 2023
TABLE OF CONTENTS

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SENIOR HIGH SCHOOL
Iloilo City

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CHAPTER 1. INTRODUCTION

Cigarette is one of the gateway drugs that uses nicotine and can lead to addiction.

The physical and psychological signs of nicotine withdrawal occur when your body stops

absorbing nicotine. A few signs are the need for nicotine, irritability, impatience,

difficulty falling asleep, and difficulty concentrating. Together with other drugs, non-

drug treatments, and coping mechanisms, treatment may also involve nicotine

replacement therapy. In the Philippines, there are 19.9 million smokers, including 3

million (or 16% of the total) women. Men (40.9%) smoke more frequently than women

(8.2%) in the Philippines. From 8.9% in 2011 to 10.8% in 2019, the prevalence of

smoking among adolescents (13–15 years old) has marginally increased.

1.1 Background of the Study

Chain smoking is the act of lighting up numerous cigarettes consecutively,

occasionally using the ember from the previous cigarette to start the next. The phrase
"chain smoker" is frequently used to describe someone who smokes frequently, while not
necessarily chaining each cigarette. Although it can also be used to refer to vaping, the
phrase is most often used to refer to smoking cigarettes. It frequently serves as a sign of
addiction.

1.2 Objectives and Statement of the Problem

Due to the negative experiences of chain smokers from rehab centers, an

increasing number of smokers are questioning the efficiency and effectiveness of
smoking cessation programs.

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˹ General Problem: ˺
The objective of the study is to determine the signs and symptoms of smoking
withdrawal syndrome in smokers who are struggling to quit.

1.3 Definition of Terms

A
Abstinence - the practice of abstaining from something: the practice of not doing or
having something that is wanted or enjoyable
Anticipatory - characterized by anticipation
C
Cessation – a temporary or final ceasing (as of action): to stop
Consecutively - in a consecutive manner: with each following the other without
interruption: with consecutive numbers or in consecutive occurrences
E
Episodic - made up of separate especially loosely connected episodes
T
Transition - a change or shift from one state, subject, place, etc. to another.

1.4 Conceptual Framework

1.5 Theoretical Framework

1.6 Significance of the Study

As the Department of Health conducted a smoking cessation program many

of the smokers are convinced to quit smoking due to the practices that they
propose. The program was conducted through social media and products. They
use social media to provide awareness of the effects of smoking.
Also, they use cigarette packs to show the bad effects of tobacco in our body.
This program helps create an enabling environment to help chain smokers quit.
Protecting non-smokers from secondhand smoke and prevent young people from
taking up the habit.

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˹ 1.7 Scope and Limitations of the Study ˺

This study aims to provide information to readers about the journey of chain
smokers and how they manage to become a non-smoker.

CHAPTER 2. REVIEW OF RELATED LITERATURE..................................9

2.1 Reading, Anxiety, and Reading Anxiety.......................................................9

2. Second Language Reading Anxiety and Research........................................11

2.3 Reading Anxiety Studies in 2010's.............................................................13

CHAPTER 3. METHODOLOGY......................................................................26

3.1 Research Design..........................................................................................26

3.2 Research Locale..........................................................................................27

3.3 Participants of the Study.............................................................................27

3.4 Ethical Considerations................................................................................28

3.5 Data Gathering Instrument .........................................................................28

3.6 Data Gathering Procedure...........................................................................28

3.7 Data Analysis Procedure.............................................................................31

REFERENCES.....................................................................................................37

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SENIOR HIGH SCHOOL
Iloilo City

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CHAPTER 1

INTRODUCTION TO THE STUDY

Chapter 1 consists of seven (7) parts: (1) Background of the Study, (2) Objectives

and Statement of the Problem, (3) Definition of Terms, (4) Conceptual Famework, (5)

Theoretical Framework, (6) Significance of the Study, and (7) Scope and Liimitations of

the Study.

Part One, Background of the Study, presents the overview of the study.

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˹ Part Two, Objectives and Statement of the Problem, expresses the general ˺
problem and specific research questions that this study is designed to answer.

Part Three, Definition of Terms, includes the conceptual and operational

meanings of the significant terms used in the study.

Part Four, Conceptual Framework of the Study, presents the necessary items and

their relationship in the course of the conduct of the study.

Part Five, Theoretical Famework of the Study, lays down the theoretical

foundations and supports to the existence of the research problem.

Part Six, Significance of the Study, enumerates the significance to which this

study is proven beneficial through its findings.

Part Seven, Scope and Limitations of the Study, lays down the coverage of the

study.

1.1 Background of the Study

In the teaching and learning of English as a Second Language (ESL) or Foreign

Language (FL), the acquisition of the four language skills of reading, writing, listening

and speaking are considered important. However, reading is by far one of the most

important skills for many second language (L2) students (Carrell, 1998; Eskey, 1973)

particularly for higher level students.

Reading is an active process. It involves efforts from the readers to understand a

text, to come up with new meaning based on what is being read and tailor fit it with what

is already known or one’s schema and according to Akyol (2007: 15), it is an opinion

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exchange between a reader and a writer which takes place in a suitable environment. ˺
Reading is a process more than just making s mense of the letters which symbolize

sounds in the brain (Kilinc, H. & Yenen, E., 2015). It is a demanding process requiring

the readers to submit to different kinds of mental processes such as attention, perception,

or understanding of the reading materials. Additionally, embedded also is that they are

not only needed to give extra attention to the knowledge of the foreign language, but also

to the cultural background of the target language community.

1.2 Objectives and Statement of the Problem

Generally, this study aims to describe the reading anxiety of SHS Grade 11

Adolescent Struggling Readers and to determine which of the three domains (linguistics

factors, personal factors and cultural items factors) contributed most towards the learners’

anxiety.

Specifically, this study is sought to answer the following research questions:

1.) What is the reading biography of each of the research participants?

2.) What is the reading anxiety level of the research participants who are

adolescent struggling readers in terms of linguistic, personal, and cultural items domains?

1.3 Definition of Terms

To achieve clarity and precision in the key terms to be used and for

comprehensive understanding of the study, the following terms are conceptually and

operationally defined.

Reading. Reading is a process of thinking actively in order to unlock or

understand the idea an author portrays (Shihab, 2011). It involves connecting an author’s

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idea to what one already knows and appropriately coordinating all the ideas for usage. ˺
Interpreting, connecting and organizing both the author and reader’s ideas require skills

and ability on the part of the reader. Reading therefore, could be defined as a receptive

skill, which involves the ability to interpret or decode, printed symbols (Akubuilo, 2015).

This may be what McGrath (1995) highlights in subscribing to reading as the active

thinking process of understanding an author’s ideas, connecting those ideas to what you

already know, and organizing all the ideas so you can remember and use them.

In this study, reading refers to the the kind of activity given to Grade 11 SHS

students wherein recognition and interpretation of words, content and meaning in a given

passage will be observed to check on indicators of reading anxiety.

1.4 Conceptual Framework of the Study

The study will operate on the investigation of the emergence of reading anxiety

among learners, the roots and causes, and the perceptions of the struggling learners

towards their anxiety. It may lead to discover and define approaches on how to deal with

the phenomenon inside a second language classroom. Through the research’s data source

and focus with a certain degree of interest and weight for discussion relating to the

chosen theory and approach, these data will then be intensively examined and analyzed.

Further, the analysis will then be guided by a research framework to attain the outcome or

the end result.

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Figure 1. Relationship of Variables of the Study

1.5 Theoretical Framework of the Study

There are several proofs about the emergence of reading anxiety. They

deliberately explained it profoundly. Hinton, Miyamoto, and Della-Chiesa (2008)

discussed that the creation of reading anxiety undergoes the process of classical

conditioning between reading and fear. In detail, an initially neutral stimulus is paired

repetitively with a negative unconditioned stimulus (e.g., teacher judgment, peer

ridicule). Consequently, the learner develops an association between reading and negative

emotions. As an example, in an English class, a child who is still not proficient in reading

is called up by the teacher to read a certain passage. Hinton et al. (2008) explained that

the task activates the amygdale, the part of the brain which elicits an immediate sense of

fright. At the same time, a “slower, cortically driven cognitive appraisal of the situation is

occurring: various thoughts converge to a cognitive confirmation that this is a threatening

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situation,” (p. 91) which, according to them, causes a rising sense of alarm. Clearly, this ˺
first source of reading anxiety involves the contribution of the social surrounding of the

child. The learning and reading environment itself feed negative emotions which in turn

creates a phobia.

1.6 Significance of the Study

The findings of the study will benefit the following:

Struggling Learners. This study may provide struggling learners the explanation

of their current state about participating in a reading task and to cope with their issues on

reading anxiety.

Language Teachers. It is through this study that language teachers may become

aware of the phenomenon of reading anxiety in their respective language classrooms and

its different causes and the perceptions of students on how should a particular reading

task be administered. They will be provided with insights on how to deal with it and

devise friendly learning plans and reading tasks in the aim of reducing anxiety among

the learners.

1.7 Scope and Delimitation of the Study

This study will concentrate on the reading biographies, reading anxiety, and

perceptions on recommended approaches on how should language teachers teach reading

to students to reduce anxiety. These students who will be the subject for this study are the

SHS Grade 11 STEM learners who are at the same time considered to be struggling

readers taking the subject Reading and Writing Skills at PHINMA University of Iloilo.

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SENIOR HIGH SCHOOL
Iloilo City

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Chapter 2 consists of conceptual and related literature relevant to the study. It is

divided into three (3) parts:

Part One, Reading, Anxiety, and Reading Anxiety, presents the elaboration of the

three significant concepts that this study concentrates on.

Part Two, Second Language Reading Anxiety and Research, presents reseach

highights about second language reading anxiety.

Part three, Reading Anxiety Studies in 2010's, deliberately discusses in detail

underlying recent volume of interests about reading anxiety as a subject.

2.1 Reading, Anxiety, and Reading Anxiety

The concept of reading anxiety has been seriously and carefully studied by

educational researchers. Hence, this section adopts current perspectives on reviewing

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reading anxiety studies relevant to this research and due to the recency of the ˺
phenomenon. However, in order to grasp the pattern of researches done so far, the

previous studies are classified accordingly as reading anxiety in 2010's as the very

highlight of this section. Foreign language reading anxiety will be introduced initialy to

rationalize the research topicand eventually will transition to reading strategies use to

incorporate views on how to deal with the phenomenon.

2.2 Second Language Reading Anxiety and Research

2.3 Reading Anxiety Studies in 2010's

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CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

Chapter 3 includes seven (7) parts: (1) Research Design, (2) Research Locale, (3)

Participants of the Study, (4) Ethical Considerations, (5) Data Gathering Instrument, (6)

Data Gathering Procedure, and Data Analysis Procedure.

Part One, Research Design, states the details of the research design to be

employed in the study.

Part Two, Research Locale, provides details about the setting where the study will

be conducted.

Part Three, Participants of the Study, discusses the descriptions of the informants

of the study.

Part Four, Ethical Considerations, explains the correct and necessary measures to

be taken by the researchers to establish consent from the data sources.

Part Five, Data Gathering Instrument, presents the specific instrument that the

researchers wil use to obtain the data for analysis.

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˹ Part Six, Data Gathering Procedure, discusses the steps on how the researchers ˺
will collect the data neded in the analysis.

Part Seven, Data Analysis, explains the specific instrument to be used to analyze

the collected data and the process on how the data will be analyzed.

3.1 Research Design

3.2 Research Locale

3.3 Participants of the Study

3.4 Ethical Considerations

3.5 Data Gathering Instrument

3.6 Data Gathering Procedure

3.7 Data Analysis

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REFERENCES

Abdulwahed, A. and Ismail, A. (2015). “Secondary School Students’ Reading Anxiety in

a Second Language English Language Teaching.” Canadian Center of Science

and Education. Vol. 8, No. 11; 2015 ISSN 1916-4742 E-ISSN 1916-4750.

Retrieved from http://dx.doi.org/10.5539/elt.v8n11p28.

Ahar, M. (2012). “An Instrument for EFL Reading Anxiety: Inventory Construction and

Preliminary Validation.” The Journal of Asia Tefl. Vol. 9, No. 1, pp. 31-56,

Spring.

Akubuilo, F. (2015). “Reading Readiness Deficiency in Children: Causes and Ways of

Improvement.” Journal of Education and Practice

www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.24.

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