INTRODUCTION
Rationale
English is the world's most widely used language, serving as a native, second, or foreign language in almost every country due to its association with modern technology, science, medicine, trade, and globalization In Vietnam, the demand for English education has become essential across schools, colleges, universities, and various institutions.
English has emerged as the dominant global language, serving as a key medium for communication, research, commerce, advertising, diplomacy, and advanced technology Its role as a substitute for other languages highlights its significance in the world today (Coury & Carlos, 2001).
The primary goal of English instruction at Vietnam Customs School is to equip customs officers with the language skills necessary for effective communication during international workshops and conferences This training addresses the increasing demands of customs operations, emphasizing the importance of basic English proficiency for customs officials to engage in discussions and tackle relevant challenges in their roles.
According to Hammam, one of the four language macro abilities is speaking (2018) (This includes listening, speaking, reading, and writing.)
It is a method for learners to communicate with others in order to achieve certain goals or to express their thoughts, intentions, hopes, feelings, and points of view
According to EL Menoufy (1997, p.9), speaking is utilized twice as often as reading and writing in communication While speaking and writing are both categorized as "productive skills," they contrast with the "receptive skills" of reading and listening Additionally, speaking is intricately linked to listening, as both are essential components of effective communication; every speaker also serves as a listener, and every listener has the potential to be a speaker.
Barros (2003) highlights that difficulties in language proficiency can adversely affect other English skills When students struggle to communicate effectively, their motivation to learn the foreign language diminishes, as language is not merely a collection of separate elements.
This study highlights the importance of speaking for learners, as it significantly enhances their EFL-speaking skills Engaging in conversation not only motivates participants but also creates an interesting and dynamic atmosphere in English language lessons when effective language activities are implemented Additionally, speaking can support the learning of other languages.
This study highlights the importance of training customs officials in English as a Foreign Language (EFL) speaking skills, as it enhances their communication abilities Moreover, effective speaking training can boost student engagement and create a dynamic learning environment in the English classroom Additionally, developing speaking skills can positively impact other linguistic competencies.
Researchers believe that various techniques can enhance speaking abilities, with scenario-based learning (SBL) being a particularly effective method for teaching and improving language skills.
SBL approach, according to Jinks and Razdar (2012), consists of three stages: planning, implementing, and assessing These are the most typical steps of incorporating SBL into various educational programs
According to Yetick et al (2012), implementing Student-Based Learning (SBL) significantly enhances learners' motivation, self-esteem, and self-image It fosters a sense of interest, purpose, and responsibility while boosting satisfaction and academic achievement Additionally, SBL helps modify negative attitudes and perceptions, enabling students to overcome shyness, fear of failure, and language anxiety, all within a collaborative learning environment.
This study aims to evaluate the effectiveness of Student-Based Learning (SBL) in enhancing speaking skills Prior to engaging in speaking activities, the researcher implements various SBL-related tasks that encourage learners to construct their own knowledge and actively participate in their learning process Ultimately, SBL is employed to help individuals bridge the gap between their thoughts and verbal expressions.
The researcher explored the effectiveness of the Scenario-Based Learning (SBL) method in improving speaking and prospective thinking skills among customs officers at Vietnam Customs School, highlighting the numerous benefits of this innovative learning strategy.
Aims of the study
This research focuses on enhancing speech efficiency for learners at Vietnam Customs School by exploring customs officers' attitudes towards developing speaking skills through a student-centered learning approach in their English classes.
(ii) finding out the effectiveness of using SBL to enhance customs officers’ English speaking skill.
Research questions
Based on the above-mentioned objectives, the researcher derives the main questions of the study as follows:
(1) To what extend is the effectiveness of the use of SBL to improve customs officers’ English speaking abilities at Vietnam Customs School?
(2) What are the attitudes of customs officers in their English class towardslearning speaking skill through SBL?
Scope of the study
Due to time limitations, this research does not encompass all methods for enhancing speaking skills in language lessons Instead, it specifically examines the effectiveness of Speaking-Based Learning (SBL) in improving the speaking abilities of customs officers at VCS.
Significance of the Study
Effective English communication is essential in various facets of life, especially in education and business This research aims to enhance the teaching of speaking skills, particularly at Vietnam Customs School, contributing to improved communication proficiency in these critical areas.
This study is crucial for Vietnam Customs School, benefiting both learners and lecturers by showcasing the effectiveness of Scenario-Based Learning (SBL) in enhancing speaking skills The findings will enable the VCS community to understand the principles governing effective teaching and learning practices Additionally, the results can serve as a valuable resource for future researchers interested in exploring SBL in greater depth.
The researcher aims to explore the advantages of enhancing speaking skills for both instructors and students at Vietnam Customs School, highlighting the importance of effective communication in education.
This study aims to validate the significance of scenario-based learning (SBL) in enhancing English speaking skills Through this research, the researcher will gain a comprehensive understanding of the theory and practical applications of SBL, enabling effective engagement of learners in speaking activities and fostering their confidence The findings are expected to assist educators in integrating traditional teaching methods with SBL, thereby increasing student interest and providing diverse opportunities for skill development in a supportive environment Ultimately, the study aspires to inspire learners at Vietnam Customs School to become more enthusiastic about English, particularly in speaking, and to improve their speaking abilities through SBL, setting a foundation for further research and application in language teaching and communication activities.
Research methods
This study aims to investigate the positive outcomes of implementing SBL (Student-Based Learning) in speaking lessons To achieve this, the researcher will engage in various activities throughout the teaching period and utilize action research as a primary method Action research serves as an effective tool for combining reflection and observation, enabling the enhancement of teaching techniques through data collection and analysis The main objective is to assess participants' attitudes toward using SBL in speaking classes and to evaluate its effectiveness in improving learners' speaking abilities, making action research the optimal choice for this investigation.
In this action research project, the researcher employs a combination of qualitative and quantitative methods to fulfill the primary objective To gather data effectively, various support tools are utilized, including survey questionnaires, tests, observations, and interviews, which enhance the accuracy of the results.
Structure of the Study
The thesis comprises five chapters, references, and appendices, beginning with an introduction that outlines the rationale, scope, objectives, and research methodology of the study Chapter two provides a literature review, discussing theoretical foundations, defining scenario-based learning in comparison to similar methods, and examining previous research in the field Chapter three details the research design, including the study environment, participants, data collection tools, and data analysis methods The fourth chapter presents the data analysis and conclusions, organized into four key sections to highlight the different data types Finally, chapter five summarizes the study, offers practical recommendations for teachers to engage learners in speaking activities through scenario-based learning, addresses the study's limitations, and suggests directions for future research to enhance outcomes.
LITERATURE REVIEW
Concepts of Speaking
This section explores the theories related to speaking in language learning Many learners equate language proficiency with fluency in speaking, viewing it as a key indicator of their language knowledge The ability to communicate effectively is crucial for daily interactions and information exchange, and strong speaking skills can boost learners' confidence and motivation However, a lack of enthusiasm and motivation can hinder their willingness to engage in conversation To address this, a new teaching approach is necessary to inspire active participation in speaking activities, as enhancing speaking skills is vital for every language class.
Linguists provide several definitions of the idea of oral abilities, which are discussed in this section:
Speaking is a crucial form of oral communication that allows individuals to express their thoughts, knowledge, and feelings According to Burns (2006), effective speaking involves the mastery of complex skills and an understanding of when and how to communicate Ultimately, the primary purpose of speaking is to facilitate interaction with others.
According to Johnson (1977), effective communication skills are crucial in various aspects of life, as they enable language learners to engage in daily conversations and professional interactions Mastering these skills is essential for navigating challenging communication scenarios and delivering impactful speeches Additionally, honing public speaking abilities can significantly enhance career opportunities and facilitate promotions.
Speaking is the process of producing sounds and symbols by the speaker to effectively communicate with the listener and convey meaning.
2.1.2 The Importance of Teaching and Learning Speaking Skills
Teaching speaking skills is crucial in second language acquisition, as it significantly enhances learners' communication abilities Strong communication skills benefit students not only in academic settings but also in their future careers, making effective speaking instruction a vital component of language education.
Language teachers should prioritize creating relevant communicative scenarios and fostering an active learning environment, rather than pressuring students to memorize structures and rules, as this approach can lead to demotivation in language learning.
Flohr and Paesler (2010) emphasize that speaking is the most crucial skill in learning a foreign language They highlight that the primary focus should be on communicative activities and expressive abilities, aiming to develop proficiency in speaking.
Speaking is linked to success in life because it occupies an important position both individually and socially, according to Abdulhak (2008, p.7)
Effective communication among humans primarily relies on speaking, making it essential to articulate thoughts clearly and efficiently Key elements of successful verbal interaction include speaking pleasantly and using proper voice projection.
Developing speaking ability is an essential skill that learners need to enhance during their courses This research highlights that employing modern techniques, such as scenario-based learning strategies, can effectively facilitate the improvement of speaking skills for English as a Foreign Language (EFL) learners, including customs officers.
2.1.3 Characteristics of Successful Speaking Activities
Speaking can be both simple and challenging depending on the situation According to Munjayanah (2018, p.16), individuals often struggle to express themselves eloquently To enhance their speaking effectiveness, it is essential for individuals to possess specific qualities that contribute to successful speech activities.
Participants are highly engaged in discussions, dedicating considerable time to conversing about the activity at hand While instructors often interject or pause the dialogue, it is crucial for participants to maximize their interactions with peers Although they are actively involved, they seldom allocate time for conversations with their teacher.
In a well-balanced classroom environment, participation is equitable, ensuring that no single speaker dominates the discussion Every participant has the opportunity to contribute, fostering a collaborative atmosphere where contributions are evenly distributed This approach promotes inclusivity, allowing all voices to be heard and enriching the overall classroom dialogue.
High motivation among learners drives their eagerness to communicate in English, as they are genuinely interested in the subject and wish to share fresh insights or contribute to task goals This enthusiasm reflects their strong desire to engage with the language, and they often strive to express their thoughts confidently.
* Language is of an acceptable level: Learners express themselves in utterances that are relevant, easy to understand for others to teach, and have an appropriate degree of language competence
Successful speaking activities are characterized by several key features, including motivation, inclusive participation from all learners, ample speaking time for students, and the use of appropriate language Additionally, effective speaking activities should be well-timed to enhance engagement and learning outcomes.
To assess trainees' oral proficiency, it is essential to examine the performance criteria established by various researchers This study will explore the standards for oral testing, highlighting Ur's (1996) assertion that learners' speaking skills should be evaluated based on two key criteria: accuracy and fluency.
Table 2.1 Learners' oral evaluation criteria
Little or no language produced 1 Little or no communication 1
Poor vocabulary, mistakes in basic grammar, may have very strong foreign accent
Very hesitant and brief utterances, sometimes difficult to understand
Adequate but not rich vocabulary, making obvious grammar mistakes, slight foreign accent
3 Gets ideas across, but hesitantly and briefly 3
Good range of vocabulary, occasional grammar slips, slight foreign accent
4 Effective communication in short turns 4
Wide vocabulary appropriately used, virtually no grammar mistakes, native-like or slight foreign accent
Easy and effective communication, using long turns
Concepts of Scenario Based Learning
2.2.1 Definition of Scenario Based Learning
English has emerged as the global language, widely utilized by learners, colleges, and professionals worldwide Consequently, the implementation of effective teaching techniques has gained importance in English education One of the most impactful methods is scenario-based learning (SBL), which stands out as a highly promising approach for enhancing English language skills.
Scenario-based learning (SBL) is recognized as a highly effective method for enhancing English language acquisition This teaching approach encompasses various interpretations, and this research explores multiple definitions of SBL to provide a comprehensive understanding of its impact on learning.
According to Yetik, Akyuz, and Keser (2012), scenario-based learning is one of the current techniques for reinforcing meaningful learning in an authentic context
According to Burden and Byrd (2010), scenario-based learning is an effective teaching strategy that involves grouping learners of diverse abilities and levels into small teams This approach utilizes a variety of learning activities to enhance skills, fostering a sense of responsibility for both individual and team learning outcomes.
Errington (2010) emphasizes that scenario-based learning is an effective strategy for promoting deep learning and awareness This approach engages participants in realistic situations, requiring them to consider various relevant factors, make decisions, and reflect on the outcomes and lessons learned.
Clark (2009) describes scenario-based learning as an educational approach where learners engage in thoughtfully designed, authentic tasks that guide them in comprehending the concepts, processes, and strategies used by experts.
A scenario-based learning approach involves engaging learners in real-world activities, such as dialogues and oral interactions, to facilitate active participation and enhance their overall learning experience.
2.2.2 The Importance of Using Scenario Based Learning
Without a doubt, scenario-based learning is a very instructive technique As a result, emphasizing the necessity of utilizing a scenario-based learning method is critical
Sharman (2010) and Thomsen et al (2009) highlight that the essence of adopting Scenario-Based Learning (SBL) lies in creating an engaging and collaborative environment where learners collaborate in small groups within realistic contexts They emphasize that SBL not only broadens the range of curricular topics that can be covered but also enhances time management and increases opportunities for formative feedback, which learners can apply in future situations.
In the same line, the following SBL learning spaces have been incorporated in Burden & Byred (2010), Benfield et al (2010) and Clark (2009):
* Places for communicating information to participants in both verbal and non-verbal ways
* Places for simulation where simulations and re-enactments are performed
* Interactive places in which learners learn, observe and think about their own learning via them
Researchers emphasize that the core principle of Scenario-Based Learning (SBL) is to encourage learners to leverage their existing experiences, knowledge, and skills gained from lectures and laboratories This approach enables them to apply what they have learned to new, unfamiliar scenarios, enhancing their problem-solving abilities and practical understanding.
According to Stewart, Mackenzie, and Vink (2012), SBL (Situational-Based Learning) offers activities and experiences that are authentic and pertinent, beneficial and interconnected, and require learners to engage in higher-order cognitive processes aligned with specific learning objectives Additionally, SBL presents challenges that stimulate interest and motivation in learners.
The research highlights the significance of SBL (Student-Based Learning) in the educational process, emphasizing its role in improving essential English skills, including speaking and prospective thinking abilities.
2.2.3 Approaches of Scenario Based Learning
The following might be used to better evaluate the diverse viewpoints of scenario-based approaches:
* Approach focused on research in which learners are encouraged to experiment with and use a range of research methods
* Approach focused on products that stresses the creation of viable, well-written, and justified scenarios
* Interaction method that stresses the quality of learner interactions, with the aim on establishing a purposeful dialogue for their field comprehension
* Approaches that are both qualitative and quantitative EL-Hadi cites Kemp and Benedict (2006) (2008)
* Exploratory, pre-policy, analytical, and intuitive methods are all viable options Notten (2006)
The researcher advocates for an interaction-based strategy in SBL, emphasizing that conversations are essential for improving speaking and future thinking skills.
2.2.4 Components of Scenario Based Learning
Each scenario has its own components to help achieve its goals Therefore, the components of SBL must be examined very closely
Ormand (2008) indicates that the components of the SBL are the following:
* Roles are going to be played by participants
* The real activities they would be involved in
But El-Elki (1999) notes that SBL's components are:
* Strategic interaction in which the function of learners in an appropriate environment is scheduled to be shared
* Roles which in circumstances are meaningful
According to Sorin et al (2012), the components of SBL include strategic dialogues, peer review, and trainee feedback
Likewise, Norton et al., (2012) indicates that SBL components are as follows:
* Places representing various places within a scenario might be visited by learners
* Items that indicate items in a learner's site might be examined, used, performed, or interacted
* Actions indicating actions which might be carried out within the scenario
According to the present study, SBL should include the following components: a) strategic dialogues, b) participant review, and c) learner feedback
2.2.5 Stages of Scenario Based Learning
Burden and Byrd (2010) classify the phases of SBL as follows:
Effective planning in education involves instructors assessing learners' needs, setting appropriate aims and objectives, selecting teaching materials and methods, and choosing suitable educational media Additionally, creating a positive classroom atmosphere and implementing learner evaluations are crucial components These critical decisions are made before the actual training begins to ensure a successful learning experience.
* Implementing: this refers to putting the instructional plans for lesson delivery and evaluation into action When connecting with learners, implementation takes place
Assessment is crucial for measuring learning outcomes both during and after the implementation phase This evaluation is typically established during the planning stage and can include various methods such as written examinations, presentations, work samples, projects, and reports.
Clark (2009), on the other hand, separates the stages of SBL strategy into five rather than three, as follows:
* Determining whether or not the SBL environment is the most appropriate design for learners and tasks
* Defining the tasks, skills, and scenarios that form the domain's foundation of competence
* Taking into account the media
* Organizing and leading SBL sessions
The study outlines that SBL (Student-Based Learning) encompasses three key stages: planning, implementing, and evaluating Initially, EFL teachers must prepare students by establishing appropriate goals and objectives, organizing the content, and utilizing effective instructional methods and aids In the implementation phase, students at Vietnam Customs School engage with the lesson through various methods and tools Lastly, during the evaluation stage, learners assess their performance by responding to exercises.
2.2.6 Types of Scenario Based Learning Strategy
According to Berrios, Sanchez, Carmen, and Sales (2012), there are four kinds of SBL:
* A skills-based scenario in which learners are given opportunity to exhibit acquired skills, abilities, attitudes, and basic understandings of complicated procedures after receiving fundamental knowledge
* A problem-solving scenario in which participants are assisted in integrating their academic and practical skills
* Issues-based scenarios, in which learners learn about and comprehend the impact of human interests on decision-making by exploring problems that affect a particular field of study
* Scenarios based on speculation, in which participants are free to consider a variety of past, present, and future circumstances that affect their work
* In contrast to theory-based learning, game-based situations give trainees with a pleasant, engaging, interactive, and entertaining learning environment
* According to Ellis & Collins, 2011, there are four types of learning: teacher-led individual learning, teacher-led collaborative learning, learner-led individual learning, and learner-led collaborative learning
In this study, the two most significant categories are: skills-based scenarios and problem-based scenarios
2.2.7 The Teacher and the Learner Roles in SBL
In teaching and learning scenario-based learning approach, the roles of the instructor and learner differ Therefore, identifying these responsibilities is highly important
According to Benammar et al., (2006), Petro & Aggelia (2011), Maria
& Cristina (2012), and Schramm (2010), instructors' duties are as follows:
* Properly introducing each new stage
* Explaining to learners the learning objectives, phase requirements, processes, and assessment criteria
* Emphasizing the importance of the quality of participant interactions as well as the function of values and emotions
Encouraging trainees to explore the unknown is essential for personal and professional growth By pushing them out of their comfort zones and promoting out-of-the-box thinking, they can develop diverse perspectives Emphasizing the importance of examining ideas from extreme viewpoints and trusting their instincts fosters a culture of innovation and creativity.
* Maintaining the scenario process's dynamism
Burden & Burd (2010) and Erringon (2010), on the other hand, propose that instructors can play a variety of roles, including trainer, coach, assessor, consultant, observer, facilitator, feedback giver, and performer
Sorin et al (2012) on the other hand imply that apprentices might characterize their duties as: role actors, consultants, observers, critics, trainers and evaluators
Teaching and Learning English at Vietnam Customs School
Vietnam's education system, regulated by the Ministry of Education and Training, encompasses both public and private institutions across five levels: pre-school, elementary, secondary, and higher education The foundation of formal education consists of a 12-year curriculum, which includes five years of primary school, three years of secondary school, and four years of high school With a majority of students enrolled in daily classes, the primary aim of Vietnam's educational framework is to improve general knowledge, cultivate high-quality human resources, and nurture individual talents.
In Vietnam, English is an essential subject at both lower and upper secondary levels, but the Vietnam Customs School, being a vocational institution, offers limited English instruction The school provides only two to three English courses annually, with lessons conducted five days a week over an eight-week period, totaling ten 45-minute sessions each week.
Teaching and studying English at Vietnam Customs School presented several obstacles, including unequal entry level, unqualified teachers, learners’ shyness and inactivity, and other supportive circumstances
Despite improvements in English study conditions at Vietnam Customs School, several issues remain unresolved The primary reason for the poor English performance among learners is the imbalance in input Additionally, ineffective outcomes stem from inadequate English language instruction, insufficient educational media and facilities, and the absence of a language laboratory Furthermore, visiting English teachers often lack professionalism, focusing on specialized customs operations rather than effective language teaching Lastly, many adult learners have not used English for communication in years, resulting in their reluctance to engage in classroom activities.
The English for Customs Training Material was developed by a team of customs officers under Decision No 11/QD-TCHQ on January 5, 2017, to enhance the English language skills of learners at VCS amidst global trade integration Upon successful completion of the course, participants will receive a certificate.
2.3.2 Teaching and Learning Styles in Vietnam
In Vietnam's educational system, lecturers often dominate classroom discussions, limiting students' opportunities for self-expression As a result, students tend to adopt a passive learning approach, relying heavily on rote memorization rather than engaging with the material.
Vietnamese education, rooted in the Confucian tradition, emphasizes the pivotal role of teachers and their superior knowledge This approach fosters a learning environment where students are often passive and obedient, focusing primarily on memorizing the material presented by their instructors.
Vietnamese education has been shaped by various influences, notably Confucianism, along with significant contributions from French and Soviet systems These educational methods emphasized traditional lecturing and rote memorization, where students attended lectures, took detailed notes, and were evaluated solely through the reproduction of information in final exams.
The majority of Vietnam's high schools are still one-sided and follow the Soviet model, rotary education and learning are also the most frequent forms of instruction
In conclusion, Vietnamese high school instructors were familiar with the teacher-centeredness approach, whereas learners were recognized to have a passive learning style
2.3.3 The SBL Activities in the English for Customs Training Materials
The English for Customs textbook activities were meticulously designed to meet five specific requirements (Thomas, 2000), and the course includes a total of eighteen units, as outlined in the following table.
Table 2.2 The Activities in the English for Customs Training Materials
Unit 1: Logistics and Supply Chain A survey on the the logistics Supply
Unit 2: Sales Contract A research on the terms and conditions clauses of a Sales Contract
Unit 3: Commercial Invoice A survey on the contents of a
Commercial Invoice Unit 4: International Payment
A survey on the standard methods of International Payment Documents
Unit 5: Transportation Documents A research on the most significant transportation documents Unit 6: International Integration and A survey on the criteria of International
Customs Modernization Integration and Customs Modernization
Unit 7: Rules of Origin, Certificate of Origin and Advance Ruling
A research on the criteria of Rules of Origin, Certificate of Origin and Advance Ruling
Unit 8: Classification of Goods and
A survey on the Tariff classification of Goods and Advance Ruling
A research on customs duties of Customs Valuation and Advance Ruling
Unit 10: Customs Procedures A survey to find out the steps of
Unit 11:Clearance of Passengers A survey on the clearance of passenger procedures Unit 12:Means of Transport
A research on the customs procedures Means of Transport and eManifest
A survey on the levies duties, taxes and fees on goods of Customs Revenue Collection
Unit 14:Risk Management A survey on the customs procedures of
Risk Management Unit 15:Authorized Economic
A research on the model programme of Authorized Economic Operators
Unit 16:Post Clearance Audit A research on the processes of Post
Unit 17:Anti-smuggling and Drug
A survey on the importation or exportation contrary to the law ofAnti- smuggling and Drug Control
A survey on the customs authority and border control measures of the Intellectual Property Rights
These activities provide learners with the opportunity to apply their newly acquired language skills and knowledge to achieve real-world objectives Participants can collaborate in groups of four or five to complete their specific tasks effectively.
Participants' duty is to conduct a survey or do research in order to broaden their awareness of nature
In these activities, teachers provide exercises, but learners have the freedom to create and develop their own plans regarding technique, topic, presentation, performance, and role plays, making these initiatives semi-structured Additionally, missions are integral components of each unit, encompassing various teaching steps within the English course for specific purposes, which is why these activities are also known as task research (Heitmann, 1996).
This section reviews significant studies that have employed SBL in diverse applications The researcher meticulously included key criteria from previous studies, such as objectives, sample size, methodology, tools used, and findings Additionally, the researcher offered insights on each of the domains discussed in the report.
Abdullah's (2018) research demonstrates that Scenario-Based Learning effectively enhances the teaching skills of future EFL teachers Utilizing a quasi-experimental approach, the study involved sixty pre-service instructors and employed a teaching skills checklist along with observation sheets for data collection The findings indicate that Scenario-Based Learning significantly improves the teaching capabilities of pre-service EFL instructors.
In their 2018 study, Stokhof, Vries, Bastiaens, and Martens investigated the influence of scenario-based learning on student achievement concerning curricular objectives The research involved ten professors and 231 students, employing an experimental approach to assess both individual and group learning outcomes through pre- and post-test mind maps The findings revealed that most students demonstrated significant progress in their understanding and engagement with the core curriculum.
A 2017 study by Hursten and Fasli explored two learning methods in teacher education: scenario-based learning and reflective learning Utilizing a quasi-experimental design with a pre-post test, the research assessed the effectiveness of scenario-based learning on enhancing instructors' academic performance Involving 62 prospective instructors, the findings revealed that scenario-based learning significantly outperformed reflective teaching in fostering academic success among future educators.
Al-Hadi's (2008) study on TEFL scenario writing in education explores the essential conditions for creating and implementing an effective scenario-based instructional program Utilizing an experimental method, the researcher gathered data from five participants through scenario-based software The findings indicate that Scenario-Based Instruction significantly improved students' writing skills.
Summary
This chapter explores theories related to speaking skills and scenario-based learning, focusing on research about speaking ability and various studies on scenario-based learning strategies The researcher meticulously reviewed prior studies, ensuring they met key criteria such as objectives, sample size, methodology, tools used, and findings Additionally, comments were provided for each domain to offer further insights.
METHODOLOGY
Research Setting
Established on July 14, 1986, the Vietnam Customs School in Ho Chi Minh City, under Decision No 976/QD-TCHQ from the General Department of Vietnam Customs, plays a crucial role in training high-quality human resources for the Customs industry and society Annually, the school conducts approximately 77 classes, accommodating around 3,000 participants, to meet the demands of modern customs management Its mission emphasizes safeguarding national sovereignty and security while fostering economic development, in line with the Customs Sector Development Strategy The school envisions evolving into a premier institution, comparable to leading Customs Schools in advanced countries across the region.
The school provides a diverse range of courses tailored for various needs, including professional training for newly recruited civil servants and intensive customs operations classes Key subjects covered include the origin of goods, customs valuation, risk management, goods classification, post-clearance audits, anti-smuggling techniques, and customs procedures Additionally, specialized English courses focusing on customs terminology are also available.
English equips learners with essential skills for their future careers, making it a captivating subject This study aims to identify effective strategies to enhance learners' motivation and performance in speaking classes.
This research, conducted over two months from July to August 2019, focused on customs officials participating in the 23rd English course of the 2019-2020 academic year The study aimed to address identified speaking challenges within the traditional classroom setting, based on previous course results and the researcher’s observations.
This course recorded the lowest average speaking scores compared to others, highlighting a significant disparity in learners' language proficiency While some students possess strong vocabulary and grammar skills, the majority struggle with basic English Additionally, a lack of motivation and interaction was noted during the teaching-learning process, prompting the need for the researcher and teacher to implement a new teaching method aimed at boosting student engagement and enhancing their speaking abilities.
Learners were grouped based on their English proficiency, assessed through a placement exam at the beginning of the academic year The class consisted of 24 students, including 14 males and 10 females, with adequate resources like a large screen and projector Students had access to computers with Internet connectivity to find useful information for their assignments To facilitate clear communication, the instructor used both the students' native language and English during lessons, accommodating varying proficiency levels.
Participants
This section outlines the participants involved in the study, where the researcher served as the English instructor, two additional teachers functioned as observers, and the participants were designated as research subjects.
For more than a decade, a researcher has been teaching at the Vietnam Customs School while currently pursuing a Master's degree in English Language at the Graduate Academy of Social Sciences During the 2019-2020 academic year, she was responsible for two courses, the 22nd and 23rd, focusing on English for Specific Purposes tailored to Customs specializations She has chosen to delve deeper into topics from the 23rd course.
Two visiting English lecturers from various customs departments possess strong English skills and extensive expertise in customs Trained at a university of foreign languages, they are passionate about teaching and excel in multiple roles, including teacher, curriculum designer, material supplier, researcher, employee, and evaluator Their visits offered valuable insights that significantly contributed to achieving the study's objectives.
In the course held on the 23rd, twenty-four learners participated, each selecting their own English skills based on personal desire and motivation for language learning, while also considering their teachers' availability for the class.
Although the admission requirement is an English level of B or higher, participants exhibited varying speaking skills and linguistic backgrounds While some showcased their proficiency through the use of short sentences and diverse vocabulary, most learners struggled significantly with spoken language, likely due to a lack of comprehension of the target language despite years of experience.
The initial lesson revealed varying levels of learner engagement in English, with only a few students displaying a positive attitude towards speaking These enthusiastic individuals actively participated in class discussions, focusing on communication rather than worrying about pronunciation or grammar mistakes In contrast, about half of the learners showed little interest in speech lessons, resulting in minimal interaction with peers and discomfort when speaking This situation prompted the instructor to implement new teaching techniques aimed at enhancing motivation and encouraging more active participation in conversation.
This class was last but not least selected since it matches the schedule of the teacher.
Data Collection Instruments
The current study utilized four key tools: pre-test and post-test speech assessments, a questionnaire, semi-structured interviews, and observational methods This combination of approaches aims to mitigate limitations and enhance the reliability of the findings Each instrument was employed at different stages of the research process.
To evaluate the impact of SBL classes on learners' speech abilities, pre-test and post-test assessments were conducted, modeled after the IELTS exam format These assessments comprised three key components: personal information sharing, thematic discussions on real-life issues, and a final section designed to assess the instructor's communication flexibility The pre-test was administered unexpectedly, covering three subjects, while participants had the advantage of preparation time for the post-test, as all relevant topics were introduced during the learning sessions.
Effective assessment of learners' speaking ability requires the inclusion of specific criteria in exams According to Nunan (2013), five key criteria should be utilized to evaluate performance: pronunciation, vocabulary, structure, fluency, and comprehension.
Table 3.1 The Criteria of Speaking Performance
2 Many phonemics errors, many difficulties to perceive meaning
3 Occasional phonemics errors, but generally comprehensible
4 Phonetically accurate pronunciation through out
1 Vocabulary inaccurate throughout or no response
2 Vocabulary usually inaccurate except for occasional correct word
3 Minor lexical problem, but generally appropriate
4 Consistent use of appropriate word throughout
1 Virtually no correct structures or no response
2 Error or basic structure but some phrases rendered correctly
3 Generally accurate structure occasional slight error
4 No errors of morphology of syntax
1 Long pauses, utterances left unfinished or no response
2 Some define stumbling, but manages
3 To rephrase and continue Speech is generally natural and continues, occasional slight stumbling or pauses at unnatural points in the utterance
4 Speech is natural and continues any pauses correspond to those which might be made by native speaker
1 Not on topic, little or no communication
2 Clear but not on topic, very hesitant and brief utterances, sometimes difficult to understand
3 Understandable, effective communication in short turn
4 Logical and flowing, easy and effective communication, uses long turns
In this study, a questionnaire served as the primary tool to gather learners' perspectives on SBL and their self-assessment of learning As noted by Salkind (2003), questionnaires are valuable in educational research because they allow participants to complete them independently, without requiring direct assistance or interaction from researchers.
The study's questionnaire was designed to avoid sensitive topics such as race, wealth, and health, focusing instead on scenario-based learning It featured a cover page with general instructions and a link to the participant information sheet, allowing learners to complete it in under 30 minutes The structured format included a range of answer options from 1 to 4, facilitating quantitative and statistical analysis of the data Additionally, open-ended questions were incorporated to enable respondents to share their feelings, opinions, and understanding of the subject matter (Richards & Schmidt, 2002).
Two surveys were conducted in two distinct phases to address research questions and effectively implement SBL Initially, during the first meeting, the lecturer gathered insights on participants' challenges in teaching speech and their learning needs The SBL survey aimed to assess the feasibility of SBL in enhancing speaking skills among learners and to explore their attitudes towards its use in lectures Both questionnaires were provided in Vietnamese.
Interviews provide a personalized approach to information gathering, allowing for in-depth insights and flexibility that other methods lack (Seliger & Shohamy, 1989) They enable interviewers to uncover unexpected information and facts (p.166) However, it is important to consider the potential drawbacks of self-reporting qualitative methods, such as interviews and open-ended survey questions, which may include subconscious bias, inconsistencies, lack of anonymity, and scheduling challenges (Brown, 2001).
The researcher opted to utilize interviews as a data collection method to gain deeper insights into learners' perspectives on Student-Based Learning (SBL) and to elicit spontaneous responses beyond the constraints of questionnaires Semi-structured interviews were conducted to explore the challenges, interests, and advantages that SBL approaches offer learners, along with any aspirations they may have The interviews were audio recorded, and participants were informed about the recording process and provided consent prior to their involvement All interviews were conducted in Vietnamese.
The research utilized observations to analyze the teaching-learning process, focusing on classroom activities and interactions This method aimed to gather essential insights into student engagement, comprehension of the material, and the instructional strategies employed To support the findings, the researcher provided an observation sheet outlining various stages of the activities observed.
Research Design
This study employs the Action Research (AR) approach to identify challenges learners encounter in developing their speaking skills The researcher aims to explore learners' perspectives on scenario-based learning (SBL) techniques and assess the effectiveness of SBL in enhancing speaking competence The research was conducted at the Vietnam Customs School, where the researcher is employed.
According to Mills (2000), Action Research (AR) is defined as a critical analysis carried out by educators, school directors, advisors, and other stakeholders within the teaching and learning environment This process aims to collect information regarding the operational dynamics of schools, the methods of instruction employed, and the learning experiences of participants.
Action Research (AR) is characterized by the involvement of those impacted by planned changes, who hold the primary responsibility for determining informed actions aimed at achieving improvement and for assessing the outcomes of the strategies implemented.
Action research in education focuses on enhancing specific teaching methods through empirical measurement within a single classroom This approach enables educators to identify and address relevant issues, ultimately aiming to improve educational practices and boost student success, rather than solely relying on theoretical frameworks.
The study utilized the Class Action Research (CAR) method, enabling instructors to investigate, analyze, and enhance teaching and learning elements effectively CAR provides valuable insights into classroom dynamics, helping educators understand and improve the learning environment.
The study employs a cycle process derived from Kemmis' and McTaggart's spiral model (1988), consisting of four key stages: planning, acting, observing, and reflecting This approach is utilized to design a classroom action study, which is structured around a specific action research procedure outlined in the study.
Research Procedure
To gain a better knowledge of the action research process, the writer would like to provide the following detailed explanation:
Effective planning is essential for researchers aiming to improve speaking competencies By employing critical thinking, researchers develop comprehensive lesson plans tailored for speaking classes, alongside appropriate teaching materials Additionally, they create assessment tools to evaluate the effectiveness of their actions and measure any improvements in speaking skills.
During the action phase, the researcher implements the planned strategies, collects data using various instruments, and conducts thorough data analysis This process continues until the researcher achieves the desired outcomes.
The researcher closely monitors the effects of various activities and the challenges encountered during their implementation Alongside her colleagues, she meticulously recorded field notes during each discussion, providing a valuable method for documenting observations and addressing classroom difficulties Additionally, the observations were guided by Hopkins' observation checklist (1993), ensuring a structured approach to the research process.
1 Teacher prepares the lessons well
2 Teacher can manage classroom conditions well
4 The method used by the teacher is interesting
5 Teacher is friendly to the learners
6 Teacher is able to use the technique well
7 Teacher explains the instructions clearly
8 Teacher anticipates the learners’ difficulties
9 Learners pay attention to the teacher’s explanations
10 Learners understand the teacher’s explanation
11 Learners become active in the classroom
12 Learners are able to present their project confidently
13 Learners are brave to ask and answer
14 Learners feel happy during the lessons
15 Learners get bored during the lesson process
In this stage, the researcher engages in reflection to analyze the teaching and learning process, aiming to pinpoint both strengths and weaknesses in their approach By evaluating test results alongside observations from both the researcher and an observer, the researcher gains valuable insights into the effectiveness of the educational methods employed.
Data Analysis
The researcher employed both qualitative and quantitative descriptive analysis to evaluate data derived from observations, interview transcripts, and learner speaking grades The qualitative data were analyzed following the methodology outlined by Burns (1999).
The initial step in data analysis involved collecting all relevant materials, including field notes and interview transcripts, accumulated throughout the study During this phase, the researcher focused on identifying overarching patterns to assess how the various pieces of data interconnected.
The next step involved coding the data to organize the extensive amount of information into manageable categories By scanning the recorded data, the researcher identified and created distinct codes for various phenomena This coding system allowed for efficient labeling, storing, and accessing of the data, facilitating better data management and analysis.
After classifying the data, the researcher identified the connections among different data sources, focusing on describing and illustrating the data rather than explaining or interpreting it.
* Building Interpretations: The researchers interpreted the data after comparing the data to provide some meaning to the meaning of the data on the basis of the preceding phases
* Outcomes reporting: Finally, the researcher provided the main data supported processes and results
Using quantitative descriptive analysis, the researcher collected and analyzed data on speaking performance The evaluation involved calculating the mean scores for each participant's language tests, which were presented in tables alongside average scores This approach allowed for a comparison between the pre-test and post-test results.
The researcher could notice the development in the learners' speaking skills by looking at the analysis.
Summary
This chapter outlines the methodology of the study, detailing the target population and the equipment and processes used for data collection Additionally, it describes the procedures for data analysis The findings of the study will be presented in the subsequent chapter.