INTRODUCTION
Rationale
In recent decades, English has emerged as the global lingua franca, serving as both a second language and an official language in numerous countries Millions of individuals worldwide also communicate in English as a foreign language, highlighting its widespread influence and importance in international communication.
English serves as a global language, facilitating communication and fostering relationships across countries in various sectors, including tourism, business, science, and technology (Ramelan, 1992:2-3).
Learning and teaching English have become increasingly essential for non-native English-speaking countries, including Vietnam, where English is a mandatory subject in schools.
Students often face challenges in learning foreign languages, and one significant factor is the teaching method employed by instructors Establishing an engaging learning environment can be difficult, yet it is crucial for effective English as a Foreign Language (EFL) instruction Utilizing effective teaching techniques significantly impacts students' learning outcomes, highlighting the importance of well-structured pedagogical approaches.
Many students today find traditional teaching methods uninspiring and seek more engaging approaches to learn foreign languages As a result, educators are exploring effective methods to enhance communication skills in language learners Communicative Language Teaching (CLT) is widely regarded as an optimal approach for achieving this goal According to Johnson (1995), developing classroom communicative competence is crucial for second language students to actively engage in and benefit from their learning experiences In the context of CLT, interaction plays a vital role in the learning process.
Classroom interaction plays a crucial role in the educational process, occurring daily between teachers and students during class activities This interaction is essential for effective teaching and learning, as it fosters engagement and understanding According to Tsui (1995), such interactions significantly enhance the overall learning experience.
Classroom language and interaction play a crucial role in education, as language serves both as the subject and the medium of learning Effective communication allows students to engage with the teacher's instructions, share their perspectives, and participate in various tasks and activities By enhancing their understanding of classroom interaction processes, teachers can significantly improve the quality of their instruction and facilitate better learning outcomes for students In the context of teaching English as a Foreign Language (EFL), four essential skills are emphasized: reading, listening, writing, and speaking.
Speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning shaped by context, participants, and purposes (Burns & Joyce, 1997) As a fundamental skill in foreign language teaching, speaking enables learners to engage in successful conversations and manage interactions effectively The teaching of English as a Foreign Language (EFL) speaking is closely linked to Communicative Language Teaching (CLT) theory, emphasizing the importance of classroom activities in facilitating interaction and enhancing speaking skills Many researchers and educators agree that students acquire speaking skills most effectively through active engagement in these activities.
Effective classroom interaction in English speaking classes relies heavily on well-chosen teaching activities Teachers should select appropriate activities that facilitate engagement and promote meaningful communication among students.
Being a teacher of English at a High School in Quang Binh province, I find that the speaking lesson is the most challenging one to both the teachers and the students.
Many students face significant challenges when speaking English, which often leads to discouragement They struggle to communicate effectively with their teachers and peers, causing reluctance to share their ideas and engage in interactions.
To enhance students' fluency and confidence in English speaking, effective teaching activities are crucial, especially for those who are shy This need for improvement inspired the research titled “A Study of Teaching Activities to Promote Classroom Interaction in English Speaking Classes at Tran Hung Dao High School in Quang Binh Province.” The aim of this study is to explore how teachers can foster classroom interaction during English speaking lessons and to propose effective activities that facilitate engagement in the English teaching and learning process (ETALP).
Aim of the study
This study investigates how teachers' instructional activities enhance classroom interaction during English speaking classes at Tran Hung Dao High School in Quang Binh province Additionally, it analyzes the impact of these teaching strategies on fostering engagement among students in English speaking sessions.
Research questions
To achieve the aim of the research, this study is going to find out the answers to the following questions:
1 What are the teaching activities that teachers currently use in the English speaking classes to promote classroom interaction at Tran Hung Dao High School in Quang Binh province?
2 What are the effects of teaching activities on classroom interaction in theEnglish speaking classes?
Scope of the study
This study involved 9 English teachers and 80 grade 10 students at Tran Hung Dao High School in Quang Binh province It aimed to explore the techniques employed by teachers to enhance classroom interaction during English speaking classes and to assess the impact of various teaching activities on fostering this interaction.
Method of the study
At Tran Hung Dao High School, a study will involve nine English teachers and 80 non-English major students, with participants selected regardless of gender Due to time constraints, the research will focus on these specific groups, utilizing questionnaires and interviews as the primary data collection methods.
Organization of the Study
This research is structured into five chapters, each serving a distinct purpose Chapter I, the Introduction, outlines the study's rationale, aims, methods, scope, and design Chapter II, the Literature Review, examines previous studies and theoretical concepts related to teachers' techniques for enhancing classroom interaction in English speaking classes Chapter III, Methodology, details the research questions, participants, materials, procedures, and results Chapter IV presents the Research Findings and Discussion, where the results are described, analyzed, and discussed Finally, Chapter V offers the conclusions and recommendations, addressing the study's limitations, implications, and suggestions for future research.
LITERATURE REVIEW
Classroom interaction
In recent years, classroom interaction has emerged as a vital strategy in education, particularly in language learning Rivers (1987) emphasizes that teachers must create environments that foster natural interaction, enabling students to apply their learning in real communication situations This interaction is crucial for effective language use in human relations and occurs daily in the teaching and learning process Both teachers and students contribute to this dynamic, with teachers playing a pivotal role in guiding and motivating learners, especially those lacking motivation Consequently, the methods employed by teachers in language classrooms are essential for facilitating effective interaction among students, ultimately providing the best opportunities for language acquisition.
Interaction is defined as reciprocal events involving at least two objects and two actions, where these elements naturally influence each other (Wagner, 1994) This concept is fundamental to understanding the communicative process.
Opportunities for receptivity arise from the interaction between at least two individuals, highlighting that it is a mutual process According to Ellis and Foto (1999), interaction plays a crucial role in language acquisition by providing negative evidence and creating opportunities for modified output Therefore, the significance of interaction in the classroom is paramount, particularly in the context of English Teaching as an Additional Language Program (ETALP).
According to Allwright and Bailey (1991:25), effective classroom interaction leads to essential outcomes such as input, practice opportunities, and receptivity To achieve these results, teachers must carefully plan their lessons, considering the syllabus, teaching methods, and classroom atmosphere This strategic planning is crucial for fostering an engaging learning environment.
Figure 1: The relation between plans and outcomes by Allwright and M.Bailey (1991: 25)
Classroom interaction plays a crucial role in the educational process, as highlighted by Roestiyah (1994) Through effective interaction, students can enhance their knowledge and skills, ultimately helping them achieve their academic goals This dynamic exchange fosters a conducive learning environment essential for student development.
According to Mackey (2007: 30), interaction that includes feedback encourages learners to focus on their errors and make necessary adjustments, highlighting that interaction is essential for learning and enhancing language skills.
Interaction is a multifaceted process that goes beyond merely constructing a message; it encompasses responding to others and selecting appropriate language for effective communication with your interlocutor (Hadfield & Hadfield, 2008) This includes engaging in turn-taking during conversations, encouraging participation, showing interest, shifting topics, and seeking clarification to enhance understanding Furthermore, Allwright (1984) emphasized that interaction is a crucial element of pedagogy, asserting that successful teaching relies on effectively managing classroom interactions.
Classroom interaction is essential for enhancing the learning process, as it allows educators to assess students' understanding effectively This dynamic engagement not only facilitates comprehension but also serves as a valuable tool for teachers to achieve their lesson objectives.
Interaction plays a crucial role in both foreign language (FL) and second language (SL) classrooms, as it involves engagement between teachers and students, as well as among students themselves, depending on the communicative context According to Thurmond (2003), interaction encompasses learners' engagement with course content, peers, instructors, and the technological tools utilized in the course, leading to meaningful exchanges of information that foster knowledge development This highlights four primary types of interaction: learner-course content, learner-learner, learner-teacher, and learner-technology For the purposes of this research, the focus will be on two main types of interaction.
This type of interaction often happens between the teacher and one student or other students The teacher is as an instructor who gives instructions to help
Figure 2: Interaction between teacher and student by Scrivener (2005, p.85)
Effective communication among students is crucial for successful learning As noted by Harmer (1998), the interaction between teachers and students plays a vital role in the educational process Thus, fostering strong teacher-student interactions is essential for enhancing the effectiveness of English Teaching and Learning Processes (ETALP).
In every foreign language (FL) classroom, language serves as the essential medium for teaching and learning, facilitating interactions between teachers and students (Johnson, 1995) Teachers typically pose questions, which students then answer, or students may inquire about various topics, receiving guidance from the teacher The use of the target language is crucial for managing classroom dynamics, as it shapes both content and structure, prompting learners to engage and respond Ultimately, students are encouraged to express their ideas, opinions, and thoughts, while the teacher plays a pivotal role in fostering effective communication within the classroom.
To show the interaction between the teacher and the students, Scrivener (2005, p.85) created the following diagram.
Teacher interacts with student Student interact with teacher Student Teacher
Learner-learner interaction is a vital component of the classroom experience, as it fosters collaboration and enhances learning According to Scrivener (2005:86), this interaction occurs between students, emphasizing the importance of peer engagement in the educational process.
Key: s'* Student-student interaction St Student
According to Johnson (1995), well-structured learner-learner interaction significantly contributes to cognitive development, educational achievement, and social competencies among students Engaging in pair or group work allows students to build relationships and practice their speaking skills through conversation Mackey (2007) further emphasizes that both peer interaction in pairs and group interaction provide essential opportunities for students to speak, practice their skills, and receive feedback by correcting each other's errors and asking questions Thus, collaborative learning in pairs and groups is beneficial for enhancing students' language proficiency and overall classroom experience.
Figure 3: Interaction between students by Scrivener (2005:86) interaction among students in classroom.
2.1.3 The role of classroom interaction
Classroom interaction between teachers and learners is crucial for effective learning, as highlighted in various educational theories Chaudron (1988) emphasizes that interaction enables learners to unpack teaching structures and extract meaning from classroom experiences Similarly, Swain (1985) notes that interaction facilitates target language practice, enhances fluency, prompts learners to recognize and modify structural forms, and encourages hypothesis testing about language structures Therefore, interaction is a key factor in language learning environments.
In second language (SL) or foreign language (FL) classrooms, interaction plays a crucial role in enhancing students' language skills by facilitating communication with teachers and peers According to Lyster (2007), such interaction allows learners to assess their communicative effectiveness through information exchange, fostering a deeper understanding of the language Rivers (1987) further emphasizes that engaging in discussions and collaborative tasks helps students expand their language repertoire by exposing them to authentic linguistic materials and the contributions of their classmates Ultimately, interaction not only aids in language acquisition but also empowers students to articulate their ideas and thoughts more effectively.
Speaking skill
Teaching and learning English as a Foreign Language (EFL) encompass four essential communicative skills: listening, speaking, reading, and writing Among these, speaking is often regarded as the most challenging skill by learners, many of whom report difficulties in expressing themselves verbally in their target language despite achieving a relatively high level of proficiency.
According to Luoma (2004), mastering speaking in a foreign language is challenging and requires significant time to develop proficiency Speaking is a crucial skill for evaluating learners' communication abilities in English language teaching and learning programs (ETALP) It is essential for demonstrating overall language proficiency Kang (2006) emphasizes that effective guidance for developing competent English speakers necessitates an examination of the factors influencing learners' speaking abilities, the components of speaking proficiency, and the specific communication skills or strategies employed.
Speaking is a vital skill that requires as much attention as literacy skills in both first and second languages, as highlighted by Bygate (1991) It is essential for learners to communicate confidently to navigate basic transactions Despite its importance, speaking often takes a backseat in language education, with teachers focusing predominantly on reading, writing, and listening, largely due to the longstanding emphasis on grammar in written form (Bueno, Madrid, and McLaren, 2006) This oversight makes speaking one of the most challenging skills for language learners to master.
According to the Oxford Dictionary of Current English (2009:414), speaking is defined as the action of conveying information or expressing thoughts and feelings through spoken language Mastering speaking is essential for language learners, as it is one of the fundamental skills necessary for effective communication in the language learning process.
In addition, Hedge (2000: 261) defined speaking as “a skill by which people are judged while first impressions are being formed.”
These definitions are to indicate speaking is an important skill that should be mastered in language learning Through speaking, learners can express their thoughts and opinions easily.
The mastery of speaking skill is necessary for SL or FL learners The success and effectiveness of language learning depend on learners’ language proficiency.
The grammar translation method, as described by Richards and Rodgers, emphasizes reading and writing as the primary skills in language learning, while neglecting the development of speaking and listening abilities This traditional approach places minimal focus on oral communication, resulting in limited opportunities for learners to practice speaking skills.
In the communicative approach to language teaching, speaking skill is prioritized as it serves as the primary means of conveying and receiving messages Ur (2000) emphasizes that among the four essential language skills—listening, speaking, reading, and writing—speaking is often regarded as the most crucial This is reflected in the terminology used, where individuals proficient in a language are commonly referred to as 'speakers,' suggesting that speaking encompasses all other forms of language proficiency.
Speaking skills are crucial in language classrooms today, as they enable learners to articulate their thoughts and opinions while enhancing their language proficiency According to Lindsay and Knight (2006), people engage in speaking for various reasons, including social interaction, expressing needs, sharing feelings, exchanging information, and referencing past, present, or future events Despite the significance of speaking, Richards and Rodgers (2001) highlight that while reading and writing receive considerable focus, speaking and listening skills often remain overlooked in language education.
2.2.3 Speaking difficulties of language learners
Many learners consider speaking skills to be one of the most challenging aspects of achieving high proficiency in a target language They often struggle to express themselves verbally, facing issues such as inhibition, anxiety, and a lack of ideas during classroom speaking activities Additionally, the tendency to revert to their mother tongue can further complicate their speaking practice.
In foreign language classrooms, learners often experience inhibition and anxiety, as noted by Littlewood (1981), who highlights that students are acutely aware of their own ignorance in the presence of a knowledgeable teacher, leading to a fear of scrutiny and criticism (p.93) Ur (2000) further emphasizes that this fear of making mistakes, coupled with concerns about losing face and shyness, inhibits students from actively participating in discussions Consequently, these emotional barriers significantly impact the speaking abilities of learners in language learning environments.
In speaking classes, learners often respond with phrases like “I don’t know” or remain silent when they struggle to express themselves This challenge frequently stems from insufficient vocabulary, grammar issues, lack of motivation, or difficulty with the topic at hand Rivers (1968) noted that teachers might select topics that are not engaging or familiar to students, leaving them with little to say in either their native or target language Additionally, Baker & Westrup (2003) highlighted that many students face obstacles when asked to speak in the target language, often due to limited ideas, uncertainty about vocabulary usage, or doubts regarding grammatical accuracy Moreover, students may find it hard to engage in discussions on topics that do not capture their interest.
Baker and Westrup (2003) highlight that barriers to learning may arise when students transfer cultural rules from their mother tongue to a foreign language, whether consciously or unconsciously Consequently, the influence of a learner's native language significantly impacts their speaking practice in the language classroom.
In conclusion, various challenges hinder learners' speaking skills, but to enhance their speaking proficiency, it is crucial for them to address these difficulties To achieve this, learners should actively seek opportunities to use English in their daily lives.
Teaching speaking skill
In the English teaching process, four essential skills are emphasized: reading, listening, writing, and speaking Speaking, as highlighted by Bygate (1987), is crucial not only for daily communication but also for language acquisition Celce-Murcia (2001) asserts that the ability to speak a language equates to knowing that language, as speech is fundamental to human interaction Additionally, Pattison (1987) identifies five characteristics of classroom oral practice: the content is predetermined by instructors or materials, learners aim to practice speaking, adhere to instructions, and achieve good grades; their extrinsic motivation is fulfilled; participants are often in large groups; and the language used by teachers or resources is tailored to the learners' proficiency level.
In the ESOL classroom, teaching speaking skill refers to many things:
* produce the English speech sounds and patterns
* use word and sentence stress, intonation patterns and the rhythm of the sound language
* select appropriate words and sentences according to the proper social setting, audience situation and subject matter
* organize thoughts in a meaningful and logical sequence
* using the language quickly and confidently with few unnatural pauses
In the realm of speaking, students utilize their language skills to accomplish specific oral tasks, driven by a genuine desire to succeed Bygate (1987) emphasizes that effective oral expression requires making appropriate language choices, adhering to correct structures, mimicking native speaker pronunciation, and conveying meanings that are clear and comprehensible to the listener.
According to Hughes (2002), the status of speech in language teaching underwent significant changes from the beginning to the end of the nineteenth century, largely due to the introduction of various teaching methods, including the grammar translation method, direct method, situational approach, audio-lingual methods, and the communicative approach However, it was in the twentieth century that teaching methods evolved even further, with a greater emphasis on natural speech and spoken communication as the primary forms of instruction.
To effectively teach speaking skills, it is essential to engage learners in interactive activities that promote communication According to Baker and Westrup (2003), proficiency in English can enhance opportunities for further education and career advancement O'Malley and Pierce (1996) emphasize that various speaking activities and assessment tasks should be tailored to different proficiency levels Therefore, regular practice through diverse speaking activities in the classroom is crucial for language development.
The meaningfulness principle emphasizes that language relevant to the learner enhances the learning experience Achieving fluency in a foreign language necessitates the development of various linguistic skills, including vocabulary, grammar, and phonology Therefore, teaching speaking is essential for helping students effectively utilize their language skills As Luoma (2004) noted, "speaking tasks can be seen as activities that involve speakers in using language for the purpose of achieving a particular speaking situation" (p.31).
M Bailey (2005) has mentioned five following principles for the teaching speaking:
Understanding the distinctions between second language and foreign language learning contexts is crucial for effective teaching Speaking skills are acquired in two main environments: foreign language settings, where the target language is not commonly used, and second language situations, where it is integrated into daily life The specific challenges educators encounter largely depend on the context in which the target language is being taught.
To enhance language learning, it is essential to provide students with opportunities to develop both fluency and accuracy Accuracy refers to how closely students' speech aligns with the authentic use of the target language, while fluency involves the ability to communicate quickly and confidently, minimizing hesitations, unnatural pauses, and other disruptions Balancing these two aspects is crucial for effective language acquisition.
To enhance student speaking opportunities in the target language, educators should implement pair and group work while minimizing teacher talk These collaborative activities allow learners to engage more actively in conversations, taking on various speaking roles typically held by the teacher By reducing teacher involvement, students can practice their language skills more effectively and gain confidence in their speaking abilities.
Planning speaking tasks that focus on negotiation for meaning is essential, as research indicates that learners advance their skills by engaging in communication in the target language This interaction requires participants to strive for understanding and to express themselves clearly, enhancing their overall language proficiency.
To enhance speaking skills, it is essential to design classroom activities that focus on both transactional and interactional speaking Interactional speaking is aimed at social communication, fostering the establishment and maintenance of relationships, while transactional speaking is centered around achieving specific goals, such as the exchange of goods or services By integrating these two aspects into classroom activities, learners can develop practical communication skills that are applicable in real-world situations.
2.3.2 General outline of a speaking lesson
Speaking skills are fundamental in the language learning process, serving as a key indicator of learners' proficiency in the target language This interactive process involves the production, reception, and processing of information, with spoken language often characterized by short, fragmented utterances and varied pronunciation (Brown & Yule, 1983) Learners may encounter challenges in developing their speaking abilities; however, effective speaking activities facilitated by teachers can provide valuable opportunities for improvement Consequently, the way teachers structure lessons plays a crucial role in enhancing students' confidence in oral communication.
In the teaching process for EFL, developing the lesson plan of speaking lesson consists of the following session activities: warm-up, pre-speaking, while-speaking, post-speaking and homework.
Warm-up activities are crucial for engaging students before a speaking lesson, as they encourage learners to focus on the topic and stimulate their minds According to Rushidi (2013), these activities serve as a preparatory stage that helps students feel relaxed and fosters a positive learning environment By starting the lesson with an interesting task, warm-up activities create a comfortable classroom atmosphere and encourage students to begin thinking about the lesson's content Typically, this session lasts around five minutes, setting the stage for effective learning.
In the pre-speaking stage, learners engage in various activities to generate and explore ideas for their speaking topics, ultimately selecting one for discussion This phase, introduced by the teacher, occurs before any actual speaking takes place and emphasizes thought and reflection Pre-speaking activities allow students to plan and organize their thoughts effectively Typically, this crucial stage lasts about seven to eight minutes.
The next stage in language learning is while-speaking, where the teacher provides examples of simple conversations and encourages learners to use expressions Students then work in pairs or groups to practice conversations based on specific topics, fostering interaction and engagement This collaborative environment allows learners to prepare for speaking confidently, giving them numerous opportunities to express personal ideas, share opinions, tell stories, and discuss various subjects This stage typically lasts about fifteen to twenty minutes, ensuring ample time for practice and interaction.
In the post-speaking stage, learners engage with the language in context, emphasizing fluency and allowing them to express their own ideas Teachers facilitate this process through various activities, enabling students to apply what they've learned in communicative tasks As learners practice speaking, they become more aware of their strengths and areas for improvement This crucial stage typically lasts between eight to ten minutes.
Teaching activities to promoting classroom interaction in English speaking classes
According to Nunan (1991), “ learning to speak in a second or foreign language will be facilitated when learners actively engaged in attempting to communicate” (p
Effective communication hinges on interaction, as it requires the involvement of multiple individuals In educational settings, classroom interaction is crucial as it allows students to receive valuable feedback from both teachers and peers, enhancing their language skills and overall communication abilities.
According to Allwright & Bailey (1984), classroom interaction is essential for effective pedagogy, as it occurs through live communication between teachers and students This interaction is facilitated by various teaching activities, which can include discussions, communication games, role plays, information gaps, interviews, storytelling, and reporting By incorporating these diverse speaking activities, teachers can enhance students' English speaking skills, providing valuable opportunities for learners to engage with the language and each other in the learning process.
In recent years, there has been a significant focus on spoken language within communicative approaches to second language teaching Educators are striving to innovate teaching methodologies, emphasizing the teacher's crucial role in motivating students and maintaining their enthusiasm for speaking With a growing preference for learner-centered strategies, teachers are increasingly implementing effective activities that promote communication among students Consequently, speaking lessons now often incorporate communicative activities designed to encourage interaction and dialogue among learners.
The teacher employs Communicative Language Teaching (CLT) strategies by encouraging students to work in pairs or groups for enhanced understanding of the lesson According to Harmer (1998), regardless of classroom seating arrangements, students can be effectively organized to collaborate as a whole class, in smaller groups, in pairs, or individually, fostering a dynamic learning environment.
In modern English speaking classes, teachers frequently organize students into pairs or groups to boost interaction According to Lindsay and Knight (2006), this collaborative approach is effective for enhancing speaking skills, allowing students to practice more effectively through peer engagement.
Pair work, as defined by Harmer (2001), involves students collaborating with a partner to complete tasks such as text analysis, dialogue writing, or gap-filling exercises, which enhances their oral proficiency through increased speaking opportunities In contrast, group work involves larger teams, typically five or more students, working together on tasks that require collective decision-making, like writing a group story or engaging in role play Harmer emphasizes that smaller groups are more effective for participation, allowing each student to contribute Both pair and group work foster interaction among students, promoting learner independence and improving language skills, particularly speaking Effective classroom interaction relies on well-structured activities, making it crucial for teachers to thoughtfully organize students into pairs and groups to maximize engagement and learning outcomes.
Effect of teaching activities on classroom interaction
Classroom interaction is significantly influenced by various factors, with teaching activities being crucial Effective management of class activities by teachers is essential for fostering student engagement According to Hedge Tricia (2000), teachers assume multiple roles, including controller, assessor, corrector, organizer, promoter, and resource, all of which are vital for facilitating interaction The teacher's ability to organize activities and support students in their collaborative efforts directly impacts the success of the lesson Therefore, the effectiveness of classroom interaction largely hinges on well-structured teaching activities.
Boredom in EFL classrooms can significantly hinder the learning process, often stemming from various factors, with a lack of engaging activities being a primary cause.
Classroom interaction encompasses all forms of communication within the educational setting, including both genuine exchanges and structured oral interactions such as formal drills This definition highlights the importance of various types of communication that occur during classroom activities.
Effective teaching methods are essential for enhancing students' language skills and classroom interaction According to Kramsch (1986), fostering communicative competence requires providing students with opportunities to engage with both their teacher and peers This interaction should include turn-taking, receiving feedback, asking for clarification, and initiating communication.
Teachers play a crucial role in equipping learners with the confidence and skills needed to effectively utilize classroom opportunities for speaking English (Parrott, 1993) Promoting interaction among students is essential in EFL speaking instruction, as engaging classroom activities facilitate this interaction However, students often face challenges in participating in these interactions To address communication difficulties, it is vital to implement appropriate teaching strategies and classroom speaking activities, which also enhance students' speaking proficiency.
Interaction plays a crucial role in both second language (SL) and foreign language (FL) classes, as it provides students with numerous opportunities to communicate effectively By employing suitable teaching activities, such as individual work, whole class work, pair work, and group work, teachers can create a more engaging learning environment These interactive classroom activities enhance students' speaking proficiency and promote fluency in language use, ultimately improving their communicative competence Therefore, selecting beneficial teaching activities is essential for fostering language development and encouraging interaction among students.
METHODOLOGY
Research questions
To achieve the aim of the research, this study is going to find out the answers to the following questions:
1 What are the teaching activities that teachers currently use in the English speaking classes to promote classroom interaction at Tran Hung Dao High School in Quang Binh province?
2 What are the effects of teaching activities on classroom interaction in theEnglish speaking classes?
Research approach
Condelli and Wrigley (1999) emphasize that the most effective research design integrates both qualitative and quantitative methods, a sentiment echoed by Bryman (1988), who advocates for their combination This study employs a mixed-methods approach, utilizing qualitative and quantitative techniques to analyze data gathered from questionnaires and interviews, which are subsequently illustrated through tables and figures This dual methodology is instrumental in deriving comprehensive insights for the research.
The qualitative method, utilizing questionnaires and interviews, captures the perspectives of teachers and students regarding classroom interaction, highlighting current interaction patterns in English speaking classes This approach not only reveals effective strategies for teachers to enhance classroom engagement but also allows researchers to analyze statistical data comprehensively Overall, combining these two methods is deemed reliable for conducting in-depth studies.
Participants
The study was carried out at Tran Hung Dao High School in Quang Binh province, involving 80 students from two grade 10 classes and 9 English teachers Each class had 40 students, most of whom had been learning English for seven years but lacked daily practice opportunities Consequently, their overall English proficiency was low, particularly in speaking skills, which were hindered by shyness and fear of making mistakes due to insufficient language knowledge Additionally, the school's focus on speaking skills was minimal The nine English teachers, all female and aged between 27 and 40, have been teaching at the school for several years.
Data collection
This research will utilize a combination of qualitative and quantitative methods to gather data, primarily through questionnaires and interviews Each methodology offers distinct advantages and disadvantages, enabling a comprehensive collection and analysis of information to ensure satisfactory and sufficient results.
Questionnaires serve as essential tools for collecting information efficiently, particularly when time is limited They enable researchers to gather valuable insights from a large number of participants while ensuring that responses are focused on specific themes In this study, questionnaires were utilized to assess the perspectives of students and teachers regarding teaching activities designed to enhance classroom interaction in English speaking classes at Tran Hung Dao High School in Quang Binh province.
The questionnaire is a vital instrument in social science research, designed to collect data on participants' social characteristics, behaviors, attitudes, beliefs, and motivations related to a specific topic (Bulmer, 2004) This research tool comprises a series of questions aimed at effectively gathering information from respondents.
The questionnaire was used to collect information from the teachers including
The study utilized a questionnaire comprising 15 questions for teachers and 12 questions for students to gather information on classroom interaction in English speaking classes at Tran Hung Dao High School in Quang Binh province The primary objective was to address two research questions: the teaching activities that promote interaction and their effects on classroom engagement To explore the first research question, responses to questions 1 to 10 from the teachers' questionnaire and questions 1 to 7 from the students' questionnaire were analyzed The remaining questions aimed to provide insights for the second research question The questionnaire proved to be an effective tool for data collection, with questions presented in both English and Vietnamese for students to ensure comprehension, while English questions were directed solely at the teachers.
In addition to the questionnaire, interviews were conducted with teachers and students to gather insights on their perspectives regarding the use of teaching activities to enhance interaction, the impact of these activities on classroom dynamics, and the identification of effective teaching strategies According to Brown (2005: 485), these methods provide valuable information for improving educational practices.
Qualitative research is often praised for its ability to generate hypotheses, with interviewing recognized as a valuable method for exploring meaning in natural settings (Cohen et al., 2007) Consequently, interviews serve as an effective data collection tool, playing a crucial role in research In this study, interviews were conducted with teachers, consisting of 10 questions (see Appendix 3), as well as separate interviews with students.
Through personal interviews with 9 teachers and 80 students at Tran Hung Dao High School, the researcher gathered valuable insights on their understanding of teaching activities designed to enhance classroom interaction in English speaking classes The findings reveal the significant impact of these teaching methods on fostering engagement and interaction among students during lessons.
Research Procedure
The research was conducted in the academic year 2016 - 2017 The researcher also started collecting information at that time The procedure of the research was made with the following steps:
To design an effective questionnaire, the researcher will collect and review relevant information from various sources, including books, articles, and websites, ensuring a thorough understanding of previous research related to the study This comprehensive gathering of data will aid in formulating the questions and their corresponding options.
The researchers will create a comprehensive questionnaire for teachers and students, consisting of two sets: one with 15 questions for teachers and another for students Additionally, interviews will be conducted, featuring 10 questions for teachers and 8 for students, aimed at gathering in-depth insights related to the research questions Once the questions are finalized, copies of the initial drafts of the questionnaire and interview will be distributed randomly to the participants.
The researcher will analyze the feedback from trial questionnaires and interviews to refine the questions for clarity and focus Revised copies of the questionnaire will then be distributed to participants, who will be encouraged to complete them within a designated timeframe to ensure a high response rate To enhance the quality of the responses, participants will be advised to read each question carefully and select answers that reflect their personal views rather than theoretical correctness.
The researcher will conduct interviews with nine English-speaking teachers and eighty students from Tran Hung Dao High School to gather insights on their experiences Each interview will start with a clear introduction of the research topic to ensure participants understand the focus of the questions The researcher will then pose specific questions, and if participants stray from the topic, follow-up questions will be asked to maintain relevance and depth in the discussion.
• Categorizing the data The questionnaires have been collected; the data will be compiled quantitatively and analyzed.
The analysis of the data will involve both quantitative and qualitative methods, focusing on calculating statistics and describing the findings Data collected from questionnaires will be evaluated based on statistical frequency and presented in percentage form.
The research will effectively present and interpret collected data through clearly designed tables and figures Additionally, qualitative analysis will be conducted on findings obtained from interviews to enhance understanding of the results.
• Discussing the getting results The researcher will discuss the getting results The discussion is to answer for the research questions.
Data analysis
Data analysis utilized both qualitative and quantitative methods, with questionnaires systematically numbered for clarity The responses were meticulously analyzed and displayed through tables and figures, while interview data was categorized into key themes The findings from the interviews were examined to address the research questions comprehensively All gathered data underwent thorough processing, culminating in organized presentations of results Evaluations and insights were derived from this data analysis, emphasizing that it encompasses more than just a straightforward description of the collected information.
In fact, it is the process by which the researcher interprets the data and information collected from the survey questionnaires and interviews.
FINDINGS AND DISCUSSION
Findings
4.1.1 The teaching activities for promoting classroom interaction
4.1.1.1 Teachers’ opinions about using teaching activities for promoting classroom interaction in
Yes Figure 4.1: Teachers’ attitude on the role of classroom interaction
According to Figure 4.1, every teacher emphasized the importance of classroom interaction in English speaking classes, highlighting a unanimous recognition of its role in the learning process This aligns with Long's (1996) assertion that interaction is crucial for second language development One teacher elaborated on this perspective, reinforcing the significance of engaging students in interactive learning environments.
Classroom interaction is crucial in my English speaking lessons, as it motivates students to actively participate in speaking activities This engagement fosters a dynamic atmosphere between the teacher and students, facilitating the achievement of lesson objectives more effectively.
Very Important Rather Not important important important
Figure 4.2: Teachers’ attitude on the role of teaching activities
According to a 2017 questionnaire conducted with teachers, 77.8% of respondents emphasized the critical role of teaching activities in fostering classroom interaction, while 22.2% acknowledged their importance This highlights a universal recognition among teachers of the significance of teaching activities in language classrooms Teaching activities not only shape the dynamics between teachers and students but also enhance the overall quality of the educational process They convey essential messages about effective teaching, student learning, and the nature of knowledge Therefore, implementing appropriate teaching activities is vital for encouraging active student participation in the classroom.
Table 4.1: Frequency of using teaching activities
According to the data presented in Table 4.1, 67% of teachers frequently implement teaching activities to enhance classroom interaction in English speaking classes, while 33% occasionally do so Notably, no teachers reported rarely or never using these activities, highlighting a strong consensus on the importance of classroom interaction for improving students' speaking proficiency Consequently, the majority of teachers actively seek to foster interaction in their English speaking classes.
Table 4.2: Teachers’ attitude towards using teaching activities
Teachers’ attitude towards N % using teaching activities
Figure 4.3: Frequency of students’ engagement in classroom interaction
According to Table 4.2, an impressive 89.9% of teachers expressed a strong interest in utilizing teaching activities to enhance classroom interaction in English speaking classes, while 11.1% showed general interest in such activities This data reflects a positive attitude among teachers towards incorporating teaching activities in English speaking instruction, highlighting their appreciation for methods that promote the development of speaking skills.
Incorporating teaching activities that foster classroom interaction significantly enhances student engagement By facilitating collaborative work among students, I observe an increased interest in speaking skills, providing them with valuable opportunities to express their thoughts and ideas effectively.
According to the data presented, 55.6% of teachers consistently provide their students with opportunities for interaction during English speaking classes, while 44.4% do so frequently This indicates a strong emphasis on fostering student engagement, which enhances their activity levels and boosts confidence in the classroom.
Figure 4.4: Type of interaction often used in English speaking class
Student engagement is a crucial element in the learning process, as it significantly enhances communicative skills through active classroom interaction According to Harlin, Roberts, Briers, Mowen, and Edgar (2007), effective student engagement encourages learners to actively participate and improve their educational experience.
In my English speaking class, I prioritize interactive learning by providing ample opportunities for students to engage in speaking activities I encourage enthusiastic participation and offer a variety of interesting topics to enhance their speaking proficiency.
One student also stated that:
“My teacher often gives me opportunities to interact with my classmates to improve my communication skills, learn from each other So, I feel interested in speaking in my classroom.”
(Student interview, January 25 th , 2017) teacher- learner- learner learner interaction interaction
According to Figure 4.4, 77.8% of teachers prefer learner-learner interaction as the primary method in English speaking classes, while only 22.2% utilize teacher-learner interaction This indicates that the majority of educators prioritize learner-learner interaction to enhance student engagement, as it is considered the most effective approach for promoting active participation Naegle Paula (2002:128) supports this view, stating that peer discussions about course content significantly reinforce learning Teachers value this method for its effectiveness in fostering classroom interaction, with one educator sharing her positive experiences.
I employ a variety of teaching methods in my English speaking class, frequently altering classroom interactions One effective approach I consistently use is learner-learner interaction, as it significantly boosts my students' confidence during lessons.
Table 4.3: Activity often applied in English speaking class
According to the data presented in Table 4.3, 55.6% of teachers implemented pair work to enhance classroom interaction during English speaking lessons, while 33.3% favored group work for the same purpose Only one teacher, representing 11.1%, frequently utilized whole class activities Pair and group work are proven effective strategies for increasing student speaking practice, as they provide opportunities for students to engage more actively in conversations One student noted the benefits of working in pairs for improving their speaking skills.
In English speaking classes, I prefer working in pairs or groups, as it fosters interaction without the fear of making mistakes or feeling shy I feel more at ease when my teacher encourages me to converse with my friends.
One teacher also indicated that:
Allowing my students to work in pairs or groups enhances their comfort level and fosters interaction in the English speaking class This collaborative approach encourages them to practice speaking without the fear of making mistakes When paired, most students engage in simultaneous speaking practice, while group work allows more active students to enthusiastically contribute to discussions.
According to the data presented in Table 4.4, a significant majority of teachers (55.6%) utilized classroom interaction during the while-speaking stage, while 33.3% implemented it in the post-speaking stage In contrast, only 11.1% of teachers engaged in classroom interaction during the pre-speaking phase Overall, teachers employed diverse strategies for classroom interaction in English speaking classes, with a notable emphasis on the latter two stages of the speaking lesson, where various tasks are designed to enhance student participation and interaction.
Table 4.5: Types of speaking activities used in English speaking class
Table 4.4: Stage of speaking lesson often used classroom interaction
Conclusion
Research indicates that teachers' use of effective teaching activities is crucial for fostering classroom interaction and enhancing students' speaking skills The findings highlight that these activities significantly contribute to students' awareness of interaction during English speaking lessons, ultimately improving their speaking abilities Furthermore, classroom interaction is influenced not only by the students but also by the teachers' implementation of engaging teaching strategies that encourage participation Enhancing interaction in second or foreign language classes poses challenges, necessitating suitable activities and teacher motivation Additionally, survey results show that most teachers recognize learner-learner interaction as a valuable method for providing students with more opportunities to engage in English speaking classes.
Many teachers utilize pair work in their speaking lessons due to its effectiveness and the high level of student interest When surveyed, most students indicated that interacting with peers in pairs enhances their classroom engagement Educators have observed that pair work fosters greater confidence and comfort among students when communicating in English Consequently, pair work is considered one of the most effective methods for increasing interaction opportunities in English speaking classes, ultimately helping students improve their speaking proficiency.