Determinants of English Proficiency of Call Centers

8/4/2019 Determinants of English Proficiency of Call Centers

1/107

Carolina Z. Bucal, EdD


2/107

The boom in the offshore call center industry

created a demand for employees competent inthe English language. Unfortunately only about 5

percent of applicants are deemed qualified andthus hired. Because of this call center companieshired applicants regardless of age, sex andother factors. The bottom line - whether anapplicant is hired or not - is competence in theEnglish language.


3/107

Since call center employees particularly

the customer sales representatives werehired based largely on their competence inthe speaking the English language, thisstudy looked onto their competency basedon a 50-item written test. To find out ifthere are some factors or determinantsrelated to their competency, the followingaspects of their personal profile wereconsidered: age, sex, ethnic group, dialect

spoken, degree finished, type of schoolattended (private or public), and length ofservice.


4/107

Based on comparisons using thechi-square test, results indicated nosignificant differences as regards age,sex and type of school attended. Very

few significant differences were notedin some comparisons among ethnicgroups, dialects spoken, and length

of service.


5/107

In this particular study, it appeared thatthe aspects of profile considered could not beused as accurate determinants in predictingcompetency in the English language. Itimplies that its basically an effectiveinstruction in the English language that couldinfluence ones competency. Thus,interventions have to be identified to make

instruction effective.


6/107

THE PROBLEM AND ITSBACKGROUND


7/107

The quality of graduates is affected by threemajor factors the conditions prevailing in theschool where they studied, the competence of theteachers, and the personal circumstances of the

students.

As to the conditions in the school, the followingare important considerations: availability of state-of the- art facilities, books and other instructional

materials, effective curriculum, and level ofmanagement of the school.


8/107

As regards the teachers, their competencemay be measured in terms of their educational

qualifications, trainings attended, dedicationand commitment to teach their students,motivation they provide to their students andthe effective teaching strategies they bring to

the classroom.On the part of the students, personal

circumstances as age, sex, economicbackground, ethnic group, parents' support,

choice of school, desire to learn, and succeedand others may influence their proficiency.


9/107

The three cited factors all come into play interacting with each other to produce

either excellent graduates or mediocre ones.

Since the recruitment rate for call centerrepresentatives is a measly five percent of allapplicants, it implies that the quality of

graduates is generally poor. As such, there isa need to pin point where the problems lie soas to make the necessary interventions toaddress the situation. Hence, this study

attempted to find out what may be the factorsthat determine the competency in the Englishlanguage of the call center representatives.


10/107

The academe bears the burden ofproviding quality education to students interms of material resources, relevantcurriculum, and hiring of competentteachers.

The students, on the other hand, hold

the responsibility of taking advantage ofthe opportunities that the school can offer.


11/107

This study tried to look on what

possible factors determine theproficiency in the English language ofgraduates employed in call centers.

The results may help academicscome up with possible interventionsthat may enhance instruction inteaching the English language.


12/107

In the conceptual paradigm, the first boxpointing to the second box shows what the

academe provided to the graduates, The secondbox indicates the personal profile of thegraduates. What the school provided and thepersonal profile of the graduates interact

together to affect their scores in the test. Thescores obtained by the graduates can beconsidered as a reflection/indication of theirproficiency in the English language. A feedbackloop connects the proficiency of the graduates to

the academe through interventions that mayenhance instruction in order to benefit futuregraduates.


13/107

Instructional

InterventionsBetter facilitiesImproved curriculum

Competent teachers

AcademeMaterial

ResourcesCurriculumQuality of

teachers

Graduates

Age

SexEthnic group

Dialect spokenDegree

finishedType of school

attendedLength of

service

TestScore

Proficiencyinthe

EnglishLanguage

Figure 1. Conceptual Paradigm


14/107

1. How may the profile of the respondents bedescribed in terms of the following dimensions:age, sex, ethnic group, dialect spoken, degreefinished, type of school attended (private orpublic), and length of service?

2. How proficient are the call centerrepresentatives in English based on a 50-itemwritten test?


15/107

3. Are there significant differences in thetest scores of the call centerrepresentatives when they are groupedaccording to age, sex, ethnic group, dialect

spoken, degree finished, type of schoolattended (private or public), and length ofservice?


16/107

The subjects were limited to those whowere successfully recruited as call centerrepresentatives wherein one of the bases forrecruitment is on how articulate and fluent

they are in speaking the English language.The proficiency in the English language

was only measured based on a 50-itemwritten test, a two-part test in writing and

reading using the Test of English as aForeign Language (TOEFL), by MiladaBroukal.


17/107

The personal profile dimensions ofthe subjects were limited to age, sex,ethnic group, dialect spoken, degreefinished, type of school attended(private or public), and length of service.


18/107

REVIEW OF RELATEDLITERATURE AND STUDIES


19/107

At the heart of the countrys BPO successstory is the Filipino worker well-educated andwith good communication skills. However, atpresent, the huge demand cannot be metbecause of deficient skills in English. Only 5% ofthe job applicants are accepted, although there is

a very big percentage ofnearhires those whodo not quite make the grade (in English) to getthe job. It has been pointed out that these nearhires may only need some remedial/refresher

courses to upgrade their English skills for themto qualify for a BPO job.


20/107

In a global economic setting, whichever

way one looks at it, English will be a ticket togood jobs for most Filipinos whether theychoose to work in the country or elsewhere.We already have an inherent competitive

advantage in English, years ahead of othercountries that are fast catching up; hence, itis only logical for us to build on this strengthand work even harder at maintaining quality

and quantity of English-speaking skilledFilipino workers.


21/107

To maintain the country's competitive edge,

the council of the Makati Business Club and theAmerican Chamber of Commerce has undertakena join project the English Proficiency Program to improve the level of proficiency in English

among teachers and students in both formal andnon-formal sectors.

Amcham chairman of community affairscommittee John Forbes affirmed the project came

about due to increasing reports that the qualityof English among Filipino workers, teachers andstudents is deteriorating.


22/107

This jeopardizes the future of the

countrys great competitive advantage in thegrowing demand for skilled workers andprofessionals. Because of the lack ofadequate proficiency in English, the odds are

against Filipinos chances of becoming asuccessful accountant, nurse, teacher,maritime worker or IT (InformationTechnology) professional, he said during an

Amcham-sponsored forum at the WaterfrontCebu City Hotel (Makati Business Club &Amcham).


23/107

In September 2005, the Hong KongManagement Association sent a letter to theUniversity Grant Committee (UGC) regardingCommon English Proficiency AssessmentScheme (CEPAS). UGC pledged support to theCEPAS scheme and agreed in the usage of theIELTS scores to shortlist job applicants. Withits commitment of support to the CEPASScheme, member of the UGC will be updated

of the most current information to fill theshortage gap.


24/107

In May 2005, the Big Four international accounting firms(Deloitte Touche Tohmatsu, Ernst & Young, KPMG and

PricewaterhouseCoopers) sent letters to the local tertiaryinstitutions indicating their support to UGC to provide acommon framework for assessing and documentinggraduating students English proficiency and the newinitiative to facilitate students job applications. The IELTS

scores of graduating students would be taken into account intheir annual graduate recruitment programme; while in 2004,the Civil Service Bureau of the HKSAR Government has startedto recognize IELTS for civil service recruitment purpose.Results of the Academic Module of IELTS at and above over all

band of 6.5 with no subtest score below band 6 obtained inone sitting are accepted as equivalent to a pass in the Use ofEnglish Paper of the Governments Common RecruitmentExamination within two years from the date of the IELTS test.


25/107

METHODOLOGY


26/107

This chapter presents the ways and meanspertinent data essential to the study weresecured. It includes the research design,description of the subjects, sample size and

sampling procedures, research instrument,collection of data and statistical analysis ofdata.


27/107

The descriptive method of researchemploying a survey was used to find out thecurrent status of the proficiency in the

English language of Call Center employeesparticularly the Customer ServiceRepresentatives (CSRs).


28/107

Customer service representatives (CSRs) orformer CSRs who had been promoted to higherpositions were the respondents. There were

202 of them from the following call centers:AOL = 87, Data Key = 32, IRMC = 40, U Scribe= 20, and 2 Units = 23. This group was given awritten test to assess their proficiency in the

English language.


29/107

The total number of CSRs was asked from each company

and sample size from each company was determined usingSlovins formula as shown below:

N

n = ------------

1 + Ne2

where n = number of samples

N = total population

e = margin of error

After determining the sample size, CSRs who hadanswered the test were randomly selected.


30/107

A questionnaire was given to therespondents to secure data on their personalprofile specifically on age, sex, ethnic group,

dialect spoken, degree finished, type ofschool attended (private or public), andlength of service.


31/107

A 50-item test on different areas of the

English language was administered. It was atwo-part test in writing and reading using theTest of English as a Foreign Language (TOEFL)by Milada Broukal. It was pre-tested to 15

third- and fourth-year college students ofSystems Plus College Foundation who wereinterested to work in a call center. It was pre-tested to determine how long it will take

them to accomplish the test.


32/107

The respondents were grouped accordingto the data provided by them in thequestionnaire.

The test papers were checked and thescores determined and the respondentsgrouped according to the scores they got.


33/107


34/107

To compare the English proficiency of thesubjects when grouped according to profile

characteristics, chi-square test was employedusing the following formula:

where: x2 = chi-square value

Oi= an observed frequency; andEi= an expected frequency.

Statistical computations were done using

Microsoft Excel and SPSS (Statistical Package for theSocial Sciences).


35/107

PRESENTATION, ANALYSIS,AND INTERPRETATION OFDATA


36/107

This chapter presents the data gathered,their analyses, and interpretations toprovide a better understanding and

appreciation of the study.


37/107

Table 2 reveals the distribution of therespondents according to their ages andsexes. Their ages ranged from 18 to 41 yearsold and their mean age of 28.47 years old

indicates that the respondents were relativelyyoung. Since call centers started to beestablished only about five years earlier, theyattract mostly the newly graduated students.This accounts for the young age of theiremployees.


38/107

As to sex, there were more female (53%)than male employees (47%). This suggests

that the call centers may have a preferencefor female than male employees. Perhapsfemale employees are more diligent when itcomes to doing jobs that require staying in

the same place doing the same work forseveral hours of the day. The soft voice offemale employees may also be a factor inconvincing customers to buy or to soothe

bad-tempered customers particularly thosethat have complaints to make.


39/107

Category Frequency PercentageAge

18 25 74 36.63

26 33 80 39.60

34 - 41 48 23.76

Total 202 100Mean 28.47S.D. 6.46

SexMale 94 46.53

Female 108 54.47Total 202 100


40/107

Table 2 lists the different ethnic groups wherethe respondents belong. The Pampangos with 37percent dominate, which is understandable sincemost of the call centers involved in the study arelocated in Pampanga. However, the presence ofemployees from different ethnic groups as far asthe Visayas or Mindanao indicates that the callcenters were not particular of the origin ofapplicants when recruiting employees. This implies

that they are not ethnic group-centered but ratherqualification-centered.


41/107

The findings also imply that there are not

enough qualified Kapampangans to meet theneeds of call centers particularly thoselocated in Pampanga. This may be the reasonthat call centers scour the whole Philippines

just to be able to find qualified employees tofill up their manpower needs.


42/107

Ethnic Group Frequency PercentageBicolano 19 9

Cebuano 33 16

Ilocano 21 10

Ilonggo 13 6

Pampango 75 37

Tagalog 30 15

Waray 5 2

Others 6 3Total 202 100


43/107

Table 3 displays the different dialectsspoken by the respondents. Almost half of therespondents speak Tagalog and 40 percentspeak Pampango. This indicates most of themare either from Pampanga or southern Luzon.

While many of them may belong to otherethnic groups other than either Pampango or

Tagalog, they may have been in Pampanga forquite some time so that they learn to speakPampango or Tagalog.


44/107

Ethnic Group Frequency PercentageBicolano 4 1.98

Cebuano 3 1.48

Ilocano 10 4.95

Ilonggo 3 1.48Pampango 80 39.68

Tagalog 98 48.51

Waray 2 .99

Others 2 .99

Total 202 100


45/107

Table 4 enumerates the courses/degrees finishedby the respondents and the type of school theyattended. The respondents finished diverse degrees orcourses with no specific degree being favored as shownby the distribution. This finding indicates that its notso much what degree or course one has finished butmore so on what one can do as a call center customerservice representative. It also indicates that call centersare not particular of the courses finished by applicants,

which means that anybody can apply. The presence ofhigh school graduates or those who finished shortcourses attests to this.


46/107

As to the type of school attended, most ofthe respondents came from private than frompublic schools at a ratio of about 3 to 1. Thisfinding implies that applicants from private

schools may have better qualifications thatthose from the public schools that is whythey were hired.


47/107

Category Frequency PercentageBS Information Technology 26 12.87

BS Computer Science 20 9.90

BS Management 17 8.42

BS Accountancy 21 10.40

BS Education 23 11.38

BS Engineering 16 7.92

BS Business Administration 10 4.95

BS Psychology 7 3.46

BS Architecture 5 2.48

AB English 18 8.91

Fine Arts 8 3.96

Secretarial 15 7.42

Midwifery 12 5.94

High School Graduate 4 1.98

Total 202 100Type of School Attended

Private 146 72.28

Public 56 27.72

Total 202 100


48/107

Table 6 presents the distribution of the

respondents according to length of service.Almost 80 percent of the employees were in thecall centers for one year or less. This can beexplained as mentioned earlier that most of the

call centers were recently established about 5years ago. Also, the successful operations ofsome big call centers have enticed othercompanies to put up their own here in the

Philippines. Some just opened about six monthsor less accounting for the number of employeeswho have been employed for a year or less.


49/107

Length of Service Frequency Percentage1-3 months 61 30.20

4-6 months 49 24.26

7-9 months 33 16.34

10-12 months 22 10.891-3 years 15 7.42

4-6 years 12 5.94

More than 6 years 10 4.95

Total 202 100


50/107

Table 5 indicates the proficiency of theCSRs in written English based on their testscores. In a 50-item test, the highest score was48 while the lowest was 32 with a mean of

about 41. The very high mean score obtainedindicates that most of the CSRs hired are veryproficient in English. It is also an indicationthat the strict criteria imposed by the call

centers in screening applicants really see to itthat only the most qualified get hired.


51/107

The small standard deviation of 3.8indicates that the scores of the respondentsdid not differ much from each other and thatmost of their scores were clustered around

the mean. Also, it means that the CSRs werealmost homogeneous as regards theirproficiency.


52/107

Test Score Frequency Percentage32 4 1.98

33 9 4.46

34 1 0.50

35 1 0.50

36 18 8.91

37 7 3.47

38 20 9.90

39 13 6.44

40 13 6.44

41 16 7.92

42 13 6.44

43 36 17.82

44 20 9.90

45 17 8.42

46 4 1.9847 5 2.48

48 5 2.48

Total 202 100.0


53/107

Mean = 40.17S.D. = 3.8Descriptive Rating = Very Proficient

Legend:

Test Score Descriptive Rating

42 50 Excellently Proficient33 41 Very Proficient

25 32 Proficient

13 24 Slightly Proficient

0 12 Not Proficient


54/107

The test scores of the CSRs comparedaccording to age, sex, ethnic group, dialectspoken, length of service, course finished,and type of school attended is shown in Table6.

The scores differed very little among agebrackets, between sexes, among ethnicgroups, among dialects spoken, among

courses finished, and between types ofschool attended.


55/107

The implication of the findings is that theseprofile dimensions were not important

determinants to the English proficiency of theCSRs. In other words, the profile dimensionsmentioned may be considered as irrelevant as tohow well or how poor the CSRs are in the English

language.

Also, the closeness of the scores regardlessof the dimension indicates that the respondents

were very homogeneous, which can be attributedto the strict standards that call centers observe inevaluating and accepting applicants to be hired.


56/107

Category Mean Score Category Mean Score Category Mean ScoreAge Sex Course Finished

18 25 41.1 Male 40.0 BS Information Technology 43.8

26 33 40.6 Female 41.3 BS Computer Science 39.8

34 41 40.4 BS Management 41.6

Type of School Attended BS Accountancy 39.0Ethnic Group Private 41.0 BS Education 38.6

Bicolano 41.5 Public 40.9 BS Engineering 43.0

Cebuano 40.7 BS Business Administration 41.2

Ilocano 39.4 Dialect Spoken BS Psychology 43.0Ilonggo 43.9 Bicolano 43.0 BS Architecture 39.2

Pampango 40.8 Cebuano 42.0 AB English 43.2

Tagalog 40.0 Ilocano 43.0 Fine Arts 39.4

Waray 40.8 Ilonggo 45.0 Secretarial 39.9

Others 40.7 Pampango 41.0 Midwifery 41.9

Tagalog 40.8 HighSchool Graduate 40.0

Length of Service Waray 40.51-3 months 41.3 Others 39.0

4-6 months 39.8

7-9 months 40.4

10-12 months 43.2

1-3 years 41.1

4-6 years 41.6

More than 6 years 36.5


57/107

Table 7 displays the comparison of testscores along the different profile dimensions.No significant differences were noted amongthe different age brackets between sexes, and

between types of school attended. Thismeans that age, sex or type of schoolattended did not influence the scores.Another way of interpreting the results is that

the respondents performed similarlyregardless of age, sex, or type of schoolattended.


58/107

As regards the ethnic grouping, no

significant differences in the scores werenoted among the ethnic groups exceptbetween Pampango and Ilocano, and betweenIlonggo and Pampango.

As to dialect spoken, only betweenIlonggo and Waray, and between Waray and

Tagalog showed significant differences. Allother comparisons were not significant.


59/107

Considering the courses they finished, onlythe following comparisons had significant

differences in their scores: BSIT vs. BSManagement or BS Accountancy or BSArchitecture; BS Accountancy vs. BS Educationor BS Engineering; BS Education vs. BSBA; BSBAvs. Secretarial, and Secretarial vs. High School.

With regard to length of service, significantdifferences in scores were noted among thefollowing: 1-3 months vs. 10-12 months, 4-6

months vs. 7-9 months, 7-9 months vs. 10-12months, 7-9 months vs. 1-3 years, and 10-12months vs. 1-3 years.


60/107

Dimensions Scores DifferenceAge

18-25 vs. 26-33 41.1 vs.40.6 Not significant



SexMale vs. Female 40.0 vs 41.3 Not significant

Ethnic Group1Ilonggo vs. Waray 45.0 vs 40.5 Significant at 1%

Waray vs. Tagalog 40.5 vs 40.8 Significant at 1%

Course Finished1BSIT vs. BS Management 43.8 vs 41.6 Significant at 1%

BSIT vs. BS Accountancy 43.8 vs 39.0 Significant at 5%

BSIT VS. BS Architecture 43.8 vs 39.2 Significant at 5%

BS Accountancy vs. BS Education 39.0 vs 38.6 Significant at 1%

BS Accountancy vs. BS Engineering 39.0 vs 43.0 Significant at 1%

BS Education vs. BSBA 38.6 vs 41.2 Significant at 1%

BSBA vs. Secretarial 41.2 vs 39.9 Significant at 1%

Secretarial vs. High School Significant at 5%

Type of School AttendedPrivate vs. Public 41.0 vs 40.9 Not significant

Length of Service11-3 months vs. 10-12 months 41.3 vs 43.2 Significant at 1%

4-6 months vs. 7-9 months 39.8 vs 40.4 Significant at 1%

7-9 months vs. 10-12 months 40.4 vs 40.2 Significant at 1%

7-9 months vs. 1-3 years 40.4 vs 41.1 Significant at 1%10-12 months vs. 1-3 years 43.2 vs 41.3 Significant at 1%

1Only those with significant differences are presented. All other comparisons are not significantly different


61/107

SUMMARY, CONCLUSIONS,

AND RECOMMENDATIONS


62/107

This chapter presents the summary offindings, the conclusions derived based fromthe findings, and the recommendations inrelation to the conclusions.


63/107

1. How may the profile of the respondents(CSR or Call Center Agents) be described interms of age, sex, ethnic group, dialectspoken, course finished, type of school

attended, and length of service?

2. How proficient are the Customer ServiceRepresentatives (CSRs) or Call Center Agentsin English based on a 50-item written test ?


64/107

3. Are there significant differences in the testscores of the Customer ServiceRepresentatives (CSRs) or Call Center Agentswhen they are grouped according to age,

gender, ethnic group, major dialect spoken,course finished, type of school attended, andlength of service?

h f h d 28


65/107

The mean age of the respondents was 28.47from a range of 18 -41 years old with a standarddeviation of 6.46; 53% were females and 47%

males; as to ethnic group 37% were Pampango, 16%Cebuano, 15% Tagalog, 10% Ilocano, % Bicolano, 6%Ilonggo, 2% Waray, and others, 3%; as to dialectspoken, 49% Tagalog, 40% Pampango and others,

11%; of the 14 list of courses finished BSInformation Technology, BS Education, BSComputer Science, and BS Management toppedthem with 13, 11, 10, and 10%, respectively; 73%graduated from private schools and 27 % from

public schools; the length of service ranged from 1month to more than 6 years.


66/107

The CSRs were rated to veryproficient inEnglish based from their scores in a 50-itemwritten test wherein they got a mean of 40.77with a range of 32 to 48 and a standard

deviation of 3.8.

No significant differences in the test scores were


67/107

No significant differences in the test scores wereobserved among age brackets, between males andfemales, and between graduates of private and publicschools. Significant differences were noted according tothe following: ethnic group but only between Pampangoand Ilocano, and between Ilonggo and Pampango;dialect spoken but only between Ilonggo and Waray,and between Waray and Tagalog; courses finished butonly among such comparisons BSIT vs. BS Managementor BS Accountancy or BS Architecture; BS Accountancyvs. BS Education or BS Engineering; BS Education vs.BSBA; BSBA vs. Secretarial, and Secretarial vs. HighSchool; and length of service as follows: 1-3 months vs.10-12 months, 4-6 months vs. 7-9 months, 7-9months vs. 10-12 months, 7-9 months vs. 1-3 years,and 10-12 months vs. 1-3 years.


68/107

The CSRs skills were very proficient inwritten English based from their score in a50-item written test.

Age, sex, and type of school attended did

not appear to be influence proficiency inEnglish. Ethnic group, dialect spoken, coursefinished, and length of service in some casesproved to affect proficiency in English.


69/107

Since personal circumstances of therespondents did not appear to be essentialdeterminants of their proficiency in theEnglish language, the conditions in

universities and colleges and teacherscompetence are worth looking into as to theirimpact or contribution to the students orgraduates proficiency.


70/107

To improve the chances of graduates to

be employed in the call center industry, thefollowing interventions may be considered:provision of better facilities - example,speech clinics, hiring of more competent

teachers or sending teachers to trainings,seminars, conferences and the like to betterhone their skills in delivering better qualityinstruction.


71/107

Broukal, Milada and Woods, Enid-Nolan. Test of English as aForeign Language(TOEFL). Illinois, Macmillan Publishers Ltd.,1991.

Dominguez, Carol. Bridging the Gap. 2006 StudyPresentaion of John Clements Consultants, Inc., February 28,2006, pages 2-3

Philippine Business News Trade. Invest. Outsourcing.Philippine Outsourcing Industry Expected to Hit $12.2 Billionin 2010. April 2006, http//www.PhilippineBusinessNews.com


72/107

TESOL LessonsSPEAKING

Listen to Sound Combinations

In normal spoken English, sounds are often blended orlinked together.

For instance, Wont you? often sounds Wonchoo?when spoken.

This sound blending is correct, natural, and not a lazyspeech.

Pronouncing each word clearly works, but to be fluent,you must also learn how to blend these words.


73/107

Native speakers don't say Bob is on the phone, but say[bbizn the foun]. Sound units make a sentence flow

smoothly, like peanut butter never really endingand never really starting, just flowing along.

average [vr'j] family [fmlee]aspirin [sprin] finally [fynlee]broccoli [brklee] general [jnr'l]business [bizness] groceries [grossreez]camera [kmruh] interest [intr'st]chocolate [chkl't] jewelry [joolree]comfortable [k'mft'bl] mathematics [mthmdix]corporal [corpr'l] memory [mmree]

We have to go now. [we hftgo no]


74/107

g [ g ]

He went to work. [he wentwork]

They hope to find it. [they houptfine dit]

I can't wait to find out. [i cn(t)wai(t)t fine dot]

We don't know what to do. [we dont know w'(t)t' do]

Don't jump to conclusions.[dont j'm t' c'ncloozh'nz]

To be or not to be... [t'bee(y)r nt t' bee]

He didn't get to go. [he din ge(t)tgou]


75/107

If that same tofollows a vowel sound, it willbecome d'or d.

He told me to help. [he told meedhelp]She told you to get it. [she toljoodgeddit]

I go to work .[ai goudwrk]at a quarter to two [d kworder dtwo]


76/107

The only way to get it is...[thee(y)only wayd geddidiz]

You've got to pay to get it. [yoov gddpaydgeddit]

Let's go to lunch. [lets goudlunch]

The score was 4 ~ 6. [th' score w'z for dsix]


77/107

To

Looks Like... Sounds Like...

So to speak... [soda speak]

Go to page 8. [goud pay jate]

Show me how to get it. [show me hodgeddit]

Who's to blame? [hooz dblame]


78/107

Dinner's at five. [d'nnerz(t) five]

The meeting's at one. [th' meeding z't w'n]

He's at the post office. [heez(t)the poussdffs]

They're at the bank. [thr(t)th' bnk]


79/107

Andham and eggs [hmneggz]

bread and butter [bredn buddr]

Coffee? With cream and sugar?

[kffee ... with creem'n sh'g'r]

No, lemon and sugar. [nou ... lem'n'n sh'g'r]

... And some more cookies? 'n smore ckeez

Or


80/107

OrLooks Like... Sounds Like...

Soup or salad? [super salad]

now or later [n(w)r laydr]

more or less [mor'r less]

left or right [lefter right]

For here or to go? [f'r hir'r d'go]

Are you going up or down? [are you going pper dwn]


81/107

Frequently Mispronounced Wordsaegis

anyway

cache

heinous

Ilinois

i Th i thi d i d / / S EE JIS/ t / ji / I


82/107

aegis The ae in this word is pronounced /ee/. Say EE-JIS/, not /ay-jis/. Inmythology the aegis is associated especially with the goddess Athene. It is hershield with the Gorgons head on it.

anyway The problem with this word is not so much pronunciation as theaddition of an unnecessary sound. Dont add an s to make it anyways. The

word is ANYWAY.

cache The word is of French origin, but it does not end with an accentedsyllable. A cache is a hiding place or something that is being hidden: a cache ofsupplies; a cache of money; a cache of drugs. Say /KASH/, not /ka-shay/.


83/107

heinous People unfamiliar with the TV show Law and Order:

S.V.U. may not know that heinous has two syllables. (The showbegins with this sentence: In the criminal justice system, sexually

based offenses are considered especially heinous.) Say /HAY-NUS/, not /heen-i-us/.

Illinois As with Arkansas, the final s in Illinois is notpronounced. Say /IL-I-NOY/ (and /Ar-kan-saw/, not /il-li-noiz/ or

/ar-kan-sas/).


84/107

Every single day, ourstaffing personnelinterview

10-100 applicants for thecall centers. Those whodont make the cut share common mistakes:

Prepositions that one word that bridges a subject anda verb can make a huge difference in terms of givingmeaning to the sentence.

Laugh withvs laugh at
http://www.jobsdb.com.ph/PH/EN/Search/FindJobs?Key=human%20resources&SearchFields=Positions&JobCat=0&KeyOpt=ALL&JSRV=1http://www.jobsdb.com.ph/PH/EN/Search/FindJobs?AD=30&Blind=1&Career=0,1,2,3,4&Host=J&JobInd=67&JSRV=1http://www.jobsdb.com.ph/PH/EN/Search/FindJobs?AD=30&Blind=1&Career=0,1,2,3,4&Host=J&JobInd=67&JSRV=1http://www.jobsdb.com.ph/PH/EN/Search/FindJobs?Key=human%20resources&SearchFields=Positions&JobCat=0&KeyOpt=ALL&JSRV=1


85/107

TensesOne sentence starts out in the present

tense. The following then goes back to the past.And a third will swing to the future. The lack of

temporal consistency can muddle the facts andconfuse the interviewer.

Subject/verb agreement


86/107

Unfamiliarity with American idiomsThe grammar may be flawless, the syntax precise, but a

couple of applicants still blink when the interviewer throws inAmerican idioms or popular expressions their way.Its not just a question of knowing what is coolorunderstanding what is hip.

Would-be call center employees should watch out if they are stillkept inthe loop, or if a client cant make heads or tailsof aproduct, or when the demands and requirements of a particular

service are going overboard


87/107

These phrases are not just picturesque, flowerydescriptions Americans, who make up the bunk ofcall center clients, use them in their everyday lingo.

Its important not just to understand these idioms,

but to master their usage.


88/107

English Business Idioms

For better or worse, the American workplace is full of idioms.

People dont begin a project. They get aproject off theground.

They dont call each other to discuss progress they touchbase.

Later, if the project is not going well, they dont end it. Theypullthe plug.


89/107

Brownie points

Credit for doing a good deed or for giving someone a compliment (usually aboss or teacher)

Example: Sara scored brownie points with her boss by volunteering toorganize the company's holiday party.

Origin: The junior branch of the Girl Scouts is called the Brownies. Browniesearn credit to then earn a badge by doing good deeds and tasks.


90/107

dog-eat-dog world

a cruel and aggressive world in which people just look out for themselves

Example: Your company fired you shortly after you had a heart attack? Well, it'scertainly a dog-eat-dog world!

Origin: This expression dates back to the 1500's. Wild dogs were observedfighting aggressively over a piece of food. The connection was made thatpeople, like dogs, often compete aggressively to get what they want.


91/107

(to) keep something under wraps

to keep something secret; to not let anybody know about a new project or plan

Example: I'm sorry I can't tell you anything about the project I'm working on. Myboss told me to keep it under wraps.

Note: "Wraps" are things that provide cover, so if something is "under wraps"it's covered up and hidden.


92/107

my gut tells me

I have a strong feeling that; my intuition tells me

Example: It's true that I don't know him well, but my gut tells me that James isthe right person for the sales director position.

Note: The "gut" is both the intestines and stomach and also the innermostemotional response.


93/107

to) climb the corporate ladder

advance in one's career; the process of getting promoted andmaking it to senior management

Example: You want to climb the corporate ladder? It helps to beproductive and to look good in front of your boss.


94/107

(to) drum up business

to create business; to find new customers

Example: Sales have been very slow lately. Do you have any

ideas for drumming up business?

Avoiding Cliches


95/107

In real life, most of us speak in clichs. When were nervous, we

have butterflies in our stomachs. When the weather turns bad,our hands feel cold as ice, and we may talk through fog as thickas pea soup. Our enemies are hard as nails, but our closefriends are solid as the Rock of Gibraltar. In disconnectingcircumstances, we feel like a fish out of water, but were quick

as lightning when the occasion demands it. And when things gopear-shaped, our hearts sink-sometimes like lead.


96/107

The highlighted phrases are all tired old expressions. Theysounded great when they were first used, but overuse has

exhausted them. Now theyre just shorthand.

When you write that someone was as cool as a cucumber,everyone knows what you mean, but the smile is too stale to

create an image, which is, after all, the purpose of figurativespeech.

To be perfectly honest


97/107

To be perfectly honestThe fact of the matter isAmazingThinking outside the boxAt this point in timeHaving said thatTo be fair

You knowKeep in touchActuallyAt the end of the day

With all due respectId be more than happy toFor the record

acid test


98/107

acid testas luck would have itbetter late than never

bitter endbusy as a beedepths of despaireasier said than donefestive occasionfew and far betweenfiner things in lifegreen with envylast but not leastMother Natureneedless to say

ripe old agesadder but wiserslow but surewords cannot express


99/107

Making descriptionsActivities that workA.1. Collect pictures from magazines, catalogs, old books, etc.2. Have one student choose a picture and describe it to the class.3. Let all the other members of the class (including the teacher) prepare ablank sheet of paper and a set of crayons or colored pencils.4. Make everyone draw the picture based on the students description.

5. Compare the drawings first to each other and then to the original picture.6. Each student gets a chance to describe a picture.

Katherine Paxton


100/107

B.1. Prepare a handful of free real estate magazines.

2. Set up situations that could, at the very least, provide them some readingand writing experience. You have X dollars to spend on a house. You want tobe close to A school. The house has to have X,Y,Z characteristics.3. Using the supplied real estate magazine find your dream house and beprepared to write a description of the house.4. Read it to the class with appropriate questions from your classmates.A possible oral drill--You want to find a house with X,Y, Z characteristics. You are working with arealtor ( your study-partner). Ask him/her appropriate questions so it will beeasy to find the house that you want.

Bob Hall

ROLE-PLAYING


101/107

Everything went like clockwork !!!

MaryI've just popped in to thank you very much for organizing last weekend'strip to the seaside for the old folk.

JuliaThat's very kind of you. They all seemed to enjoy it.

MaryThey certainly did. Everything went like clockwork, in fact I don't thinkyou could have done it better.

JuliaI'm not sure about that, there were one or two things that could have beenimproved.

MaryIn a perfect world perhaps, but as far as I'm concerned it was a greatsuccess. So thank you again.


102/107

Explanation :

If you say that something happens like clockwork you meanthat it happens without any problems or delays, or happensregularly.

Example : He reorganized Standard Brands twice a year, likeclockwork.

TELLING JOKES


103/107

TELLING JOKES

A Good Teacher

One day, a teacher was attempting to teach the names ofanimals to a class of 5-year-olds. She held up a picture of adeer, and asked one boy, "Billy, what is this animal?". LittleBilly looked at the picture with a disheartened look on hisface and responded, "I'm sorry Mrs. Smith, I don't know.".The teacher was not one to give up easily, so she then askedBilly, "Well, Billy, what does your Mommy call your Daddy?"Little Billy's face suddenly brightened up, but then aconfused look came over his face, as he asked, "Mrs. Smith, isthat really a pig?"!pure breed" is quite correct.

www.teacherjoe.us

THE FUNNY LANGUAGE
http://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.htmlhttp://www.teacherjoe.us/Joke02.html


104/107

THE FUNNY LANGUAGE

Lets start with fox whose pluralis foxes,But the plural ofox should be oxen,not oxes.

Our fowl is a goose, but two are called geese,Yet the plural ofmouse is never meese.

You may find a lone mouse, or a whole nest ofmice,But the plural ofhouse is houses, not hice.


105/107

If the plural ofman is always men,Why shouldnt the plural offan be fen?

Cow in the plural form is cows or kine,Yet a bow, if repeated, is never bine;And the plural ofvow is vows, not vine.

And if I talk about a foot but you show me two feet,And if I give you a boot, would a pair be called beet?

If one is a tooth and a whole set are teeth,Why shouldnt the plural ofbooth be called beeth?

If the singulars graffito and the plurals graffiti,


106/107

If the singular s graffitoand the plural s graffiti,Should the plural ofstiletto be stiletti?

If in Italian, the singular ofconfetti is confetto,Should spaghettissingular be spaghetto?You talk of a brother and also ofbrethren,But though you say mother, you never saymothrenThen the masculine pronouns are he, his, andhim,But imagine the feminine she, shis, and shim!

So English, I think you will all agree,Is the funniest language you ever did see.


107/107

Thank you.

Determinants of English Proficiency of Call Centers

Documents

Transcript of Determinants of English Proficiency of Call Centers