Introduction
Rationale
English is widely regarded as the most used language in global business and communication today However, learning to speak English can be challenging, particularly for students who often lack the motivation to present in front of their peers This reluctance is commonly attributed to shyness, insecurity about making mistakes, and sometimes a negative attitude towards public speaking As future educators, we recognize the importance of addressing these issues and finding effective solutions to encourage student participation and confidence in speaking English.
Purposes of the Study
At Saigon International University, our goal is to establish an effective English speaking environment for students We have observed that encouraging students to speak English in class can be challenging, particularly for those hesitant to express themselves publicly To address this issue, we are exploring various teaching methods and incorporating modern practices to help students overcome their speaking difficulties.
Through our research, we have discovered effective methods for conducting speaking classes, which we believe will greatly benefit students at Saigon International University This study aims to enhance speaking skills tailored to individual interests, highlighting the crucial role teachers play in students' learning and development We hope this research serves as a valuable resource for educators seeking to improve their teaching practices and support their students' progress.
When the target has been set, three main questions are going to be discussed in the later section of this research.
1 Should we consider to improve the Speaking class so that it could be more enthusiastic?
2 What activities of English speaking teaching are going to fit into the class to make it more enthusiastic?
3 Which methods are considered to be the most suitable for the students at SaigonInternational University?
The research was limited to a ten-week timeframe, resulting in insufficient data collection Additionally, the preparation for this thesis was hindered by the time spent on completing the internship report, which took two weeks away from the project The questionnaire period was also too brief, with responses being collected for only one week, leading to an overall lack of adequate responses from the class.
This topic focused on the student at Saigon International University:
Saigon International University (SIU) is a premier institution in Vietnam dedicated to enhancing educational opportunities for both Vietnamese and international students Offering programs in English and Vietnamese, SIU adheres to the high standards of the American university curriculum, ensuring a quality tertiary education.
The SIU degrees are valuable nationally and internationally (siu.edu.vn)
The class of 15DTA of English Language faculty started in 2015 and will end in
2019 The curriculum consisted of Vietnamese program including subjects such as Introduction to Linguistics, Semantics, etc and English program which were the skills of Reading, Writing, Speaking and Listening
The research focused exclusively on the students of the 15DTA class from the Faculty of English Language at Saigon International University The study utilized the student roster from the 2019 Graduation Internship list provided by the school office on February 27, 2019, which included a total of 25 students.
In summary, this research primarily focuses on students at SIU, with a specific emphasis on the 15DTA class Despite facing challenges in accessing the sample, we successfully obtained the necessary results for this thesis.
Research Questions
When the target has been set, three main questions are going to be discussed in the later section of this research.
1 Should we consider to improve the Speaking class so that it could be more enthusiastic?
2 What activities of English speaking teaching are going to fit into the class to make it more enthusiastic?
3 Which methods are considered to be the most suitable for the students at SaigonInternational University?
Limitation
The research conducted over a limited ten-week period faced significant time constraints, resulting in a restricted amount of material collected Additionally, the preparation of this thesis was impacted by the time dedicated to completing an internship report, which took two weeks to finalize The questionnaire period was also insufficient, as data collection ceased after just one week, leading to an inadequate number of responses from the entire class.
Scope of the Study
This topic focused on the student at Saigon International University:
Saigon International University (SIU) is an esteemed institution in Vietnam dedicated to enhancing educational opportunities for both Vietnamese and international students at the tertiary level Our academic programs are delivered in English or Vietnamese, adhering to the high standards of the American university curriculum.
The SIU degrees are valuable nationally and internationally (siu.edu.vn)
The class of 15DTA of English Language faculty started in 2015 and will end in
2019 The curriculum consisted of Vietnamese program including subjects such as Introduction to Linguistics, Semantics, etc and English program which were the skills of Reading, Writing, Speaking and Listening
The study focused exclusively on the 15DTA students from the Faculty of English Language at Saigon International University The participant list was derived from the "List of Students Graduation Internship - 2019," provided by the school office on February 27, 2019, and included a total of 25 students.
In summary, this research primarily focuses on students at SIU, with a specific emphasis on the 15DTA class Despite facing challenges in accessing the sample group, we successfully obtained the necessary results for this thesis.
LITERATURE REVIEW
Intrinsic motivation
The writing of Intrinsic and Extrinsic Motivations: Classic Definitions and New Directionsstated:
Intrinsic motivation refers to engaging in an activity for the inherent satisfaction it brings, rather than for external rewards or pressures When individuals are intrinsically motivated, they pursue tasks for the enjoyment or challenge they offer, highlighting the importance of internal drives over external incentives.
Vanderbilt University suggests that intrinsic motivators are those who engage deeply with a subject, seeing its relevance to real-life situations and applying their knowledge to problem-solving When asked about their learning efficiency and the rewards of studying, students often respond with statements like, "Literature interests me," "Learning math enables me to think clearly," and "I feel good when I succeed in class."
Distinguish Types of Motivations
Understanding the differences between intrinsic, extrinsic, internal, and external motivation is crucial for fostering effective learning External motivation involves outside influences that drive learners towards success, such as the fear of punishment from parents For example, a student may complete homework to avoid parental sanctions, demonstrating external motivation In contrast, internal motivation stems from personal satisfaction, as seen when the same student completes assignments believing it will lead to academic success Additionally, intrinsic motivation is linked to the inherent value of learning, such as a student realizing that homework provides essential knowledge for other subjects Conversely, extrinsic motivation is driven by future rewards, like completing tasks to secure a job or immediate benefits.
Understanding intrinsic motivation is crucial for educators, as it enables them to identify and classify reluctant students effectively By recognizing different types of motivation, teachers can tailor their approaches and develop targeted strategies to engage each student, ensuring a more effective learning environment.
Advantages of Intrinsic Motivation
Integrating the process of understanding students' interests with classroom activities can enhance learning without disruption For example, in a speaking class, teachers can encourage students to share their hobbies or discuss future career aspirations Extrinsic motivation techniques, such as rewards and good grades, effectively engage students during lessons These incentives capture students' attention, prompting them to participate actively by raising their hands and sharing their thoughts, thereby fostering a stimulating learning environment that motivates them to strive for success.
Some Elements of English Speaking
Fluency in English, as defined by Harmer, involves the effective use of phonemes, stress, intonation, and connected speech across various speaking contexts Speaking a foreign language poses challenges, primarily due to the limited attentional resources students possess during speaking activities (Skehan, 1998: 73) Many learners struggle to balance the need for fluency—conveying meaning promptly—with the requirement for accuracy in their language use, as highlighted by a Cambridge Press article.
Communicative Language Teaching
In Littlewood's (2013) analysis, communicative ability is examined through two distinct perspectives on language: structural and functional The structural perspective focuses on grammar, highlighting how sentences differ based on their grammatical construction, such as "John is drinking coffee" versus "The coffee is being drunk by John." However, relying solely on the structural view is insufficient for effective communication The functional perspective is essential, as it considers the context in which language is used, exemplified by the question "Are they still working?" which can carry multiple meanings depending on the situation To address these challenges, communicative language teaching aims to enhance students' understanding of linguistic structures, promote effective language use, and provide insights into the non-linguistic aspects of communication.
Task-based activities and Topic-based activities
Topic-based activities, as defined by Ur, enable students to connect their ideas with personal experiences and knowledge, often facilitating group discussions where teachers encourage dialogue without overwhelming students with conflicting viewpoints In contrast, task-based activities involve pairs or groups completing specific, observable tasks such as creating records, lists, or charts The key distinction lies in their outcomes: topic-based activities foster discussion, while task-based activities yield concrete materials that can be utilized in other subjects Consequently, task-based activities tend to generate more verbal interaction among students, as the nature of these tasks inherently encourages communication and collaboration.
In this research, topic-based activities would be widened as a method of conducting speaking class using a topic as a center to construct an activity.
Some Classroom Speaking Activities
This activity encourages students to perform a selected scene from a story they enjoy, allowing for both engagement and assessment Careful selection of scripts is essential to ensure they are age-appropriate, and students should analyze the script thoroughly to enhance their understanding and performance This process not only fosters creativity but also serves as a valuable evaluation tool for grading.
In a supportive classroom environment, students can enhance their acting skills by practicing performance techniques under the guidance of their teacher, focusing on stress and intonation in their lines This collaborative approach allows students to gain confidence while rehearsing with peers and performing in front of the class Teachers should encourage less confident students by fostering a friendly atmosphere, enabling classmates to assist each other with pronunciation and acting, ultimately promoting a sense of community and growth in their theatrical abilities.
The Buzz group method is a popular interactive approach where teachers engage students in predicting or discussing a topic after presenting relevant visuals, such as animals from the rainforest For instance, by showing images of a snake, elephant, and tiger, teachers can prompt discussions about these animals and their habitats This method differs from Instant comments, which focus on quick, individual responses, such as having students list animals and their habitats rapidly Additionally, Formal debates allow students to collaboratively plan arguments on a given topic, with teachers guiding their discussions and encouraging practice within their groups beforehand.
In secondary grade classes, students develop a substantial vocabulary and formal conversation skills They select familiar topics and prepare their presentations in advance Teachers should encourage the use of notes rather than scripts and have students practice speaking in small groups first Assessment should be based on criteria established by the entire class beforehand.
Prepared talks are a highly effective method for teaching English speaking, as they engage students by allowing them to choose familiar and interesting topics This approach ensures that students are well-informed and equipped with the necessary vocabulary for their presentations Additionally, the grading criteria provided by teachers serve as valuable tools to assess and enhance students' speaking skills in English.
According to Harmer (2007), questionnaires are valuable tools that facilitate communication between the questioner and the respondent due to their pre-planned nature This flexibility allows teachers to administer questionnaires or enables students to conduct them independently When teachers create the questions, students can engage in discussions with peers or practice conversations with instructors Conversely, when students design their own questionnaires, they gather data from classmates and present their findings to the class, highlighting the essential role of teachers in guiding the design process.
Role-playing in language learning involves students simulating real-life scenarios, such as business meetings, interviews, or casual conversations in various settings like an airplane or café (The Practice of English Language Teaching, 2015) According to Ur in "A Course in English Language Teaching," this activity often starts with the distribution of role cards that outline specific situations Students may also embody characters directly, requiring detailed instructions on their roles, including background and characteristics Additionally, teachers can encourage students to improvise real-life encounters, enhancing their language skills through practical application.
To gain a comprehensive understanding of the subject, educators should focus on building a strong foundation through relevant books, articles, and, most importantly, practical experience This approach is essential for developing a professional perspective in teaching.
METHODOLOGY
Research design
To enhance the quality of our English speaking class, we conducted research to explore more engaging teaching methods Our goal is to identify the most effective strategies that resonate with students and foster a more enthusiastic learning environment.
Qualitative research enhances our understanding of a chosen topic through the analysis of written materials such as books and articles In contrast, quantitative research focuses on measuring the effectiveness of speaking classes for students by utilizing questionnaires, which will be elaborated on in the following section.
Research Procedures
On February 27, 2019, research commenced immediately after students were provided with a list of instructors to assist them in completing their paperwork The schedule was organized by our instructor, Mr Nguyen Thanh Tuan.
Week 1, 2 and 3: Finished writing Chapter 1, 2 and Correction.
Week 4 and 5: Finished writing Chapter 3, 4 and Correction.
Week 6: Finished Chapter 5 and Correction.
This research aims to gather methods in relating to teaching speaking effectively for advanced English learning students following these steps:
1 In the first step of this research, we are going to focus on the questions of research Firstly, for the target of this research, we would like to determine who should be on the list of our questioning, what kind of methods that came up in the past for teaching Speaking and select which should be able to apply to make it more successful
We distributed questionnaires to evaluate the quality of past classes, focusing primarily on the activities conducted and the level of enthusiasm these activities generated among students.
2 After having all information collected, we presented the idea and proposed the topic and made it a research.
3 We came up with strategies to collect the data and which approach we would use to analyze the data.
4 Then we put up the questionnaires about the quality of the class they had attended in the past, mostly about activities and how enthusiastic these activities brought to the students Besides, we were walking through books and articles to scheme out information that needed for the writing.
5 The data then would be analyzed to a final result.
6 The result then is going to be informed as in the Chapter IV.
Participants
This research focuses on students from the Major English faculty, specifically those in class 15DTA, who were categorized based on their performance in the university's English standard test.
Recent research indicates that a significant portion of the 15DTA class has experience with the English language, with 38.9% of the 25 students having studied it for over a year, while 61.1% have been learning for more than two years.
Sample Selection
This research primarily targets the students of Saigon International University, specifically the class 15TDA The study involved distributing questionnaires, from which results will be manually selected The sample will consist of students who have completed all four English skills courses and have been studying English for at least one year.
Material Technique
The primary method for gathering data in this research involved utilizing Google Forms and its calculator feature, enabling users to create customized questionnaires easily These forms can be swiftly shared via various social media platforms, enhancing accessibility Additionally, the responses can be analyzed, visualized in graphs, and organized into tables for individual results Alongside student data, the research incorporated written materials, focusing on books related to educational aspects, particularly in teaching English as a second language Specialized topics within education also served as valuable information sources for this study.
Data Collection
The primary method for gathering materials involved the use of questionnaires divided into three sections The first section contained three filter questions designed to eliminate unsuitable responses for the subsequent sections The second section focused on assessing students' interest in past speaking class lessons, evaluating the types of activities, the time spent on them, and their lasting impact on students The final section comprised six questions aimed at identifying the activities students would prefer to present during class.
Out of twenty-five students in the 15DTA class, twenty-four samples were submitted for analysis However, only twenty-one samples were valid for the final calculation, as two students reported that they did not attend the class between 2015 and 2019.
Reliability and Validity
The reliability of this research is ensured for three key reasons: the data was collected through a comprehensive survey with a sufficient number of participants, minimizing language barriers as it was completed by English Major students, and the data was processed with precision, allowing for consistent results in future surveys conducted using the same methodology.
The validity of this research is supported by two key factors: the appropriate timeframe for data collection and a focused target group Over seven days, we successfully gathered responses from 25 students, ensuring a legitimate sample size The study began with a general inquiry about the frequency of speeches in the speaking class, which was then refined to examine our classmates in the Major English program Noticing a lack of interest among peers, we created a survey to assess their enthusiasm for the speaking class By analyzing both our experiences and the feedback from classmates, we adhered to scientific research methods, confirming the research's validity.
This research article outlines the methodology for sample collection and data analysis, focusing on three key research questions To effectively illustrate the findings and conclusions, the study includes various graphics and charts that are thoroughly described and analyzed.
1 Speaking class should be improve to be more enthusiastic for students
The study explored whether specific teaching methods could enhance enthusiasm in the speaking class, prompting students from 15DTA to reflect on their experiences over four semesters from 2015 to 2018 The research centered on section two of the questionnaires, which included seven targeted questions It aimed to describe class enthusiasm by analyzing the frequency and duration of activities conducted during the lessons.
A recent survey aimed at assessing student interest in speaking classes revealed that 52.4% of students found the classes to be moderately interesting, while 19% felt the classes were only effective enough for study purposes Overall, the data indicates that students perceive their speaking classes as average in terms of engagement.
Chart 1: The chart describing the level of interest the speaking class could get based on students’ grading
The level of interest graded by students
T o ta l n u m b e r o f st u d e n ts pretty low when it came to the level 4 and 5 which is the level of good and excellent with only 14.3% and 9.5% for each category
To understand better why the level of interest was at about average, the following charts was withdrawn from the results of the questionnaire.
According to the chart, among 21 valid samples, 23.8% of participants felt there were insufficient activities in the class, while 61.9% believed the activities were adequate for maintaining class continuity A small percentage suggested that the number of activities should be increased significantly Overall, the majority of respondents agreed that the current level of activities was merely sufficient to keep the class functioning regularly.
Chart 2: The chart describing the amount of activities were used
The level of the amount of activities used during the class
T o ta l n u m b er o f st u d en ts
When it came to which is the most common method to create an activity for the class, the research got the answer with the second chart below.
I often had a topic and the whole class gave in their ideas.
I was often asked to form a group and do tasks
The data from three charts indicates a notable lack of intrinsic motivation in ESL classes According to Cambridge University Press, at least 50% of class time should be dedicated to communicative speaking activities to enhance fluency in English These activities are essential as they simulate real-life situations that encourage students to communicate effectively and improve their speech Additionally, over half of the activities are topic-based, which, while providing clear objectives for discussion, often result in students' responses remaining unchanged after class, regardless of feedback.
Chart 3: The chart describing the most common method used during class the student much, for students only participate the class for the period that they came up with ideas and produced their speeches Last but definitely not least, the direct number from the survey tells that more approaches should be used to make the speaking class more interesting.
In conclusion, previous speaking classes were often found to lack excitement To address this issue, the research proposes engaging activities designed to boost enthusiasm in the classroom, which will be detailed in the following section Teachers are encouraged to incorporate intrinsic motivation into their planning to enhance the effectiveness of these activities.
2 Methods of teaching English speaking fit into the class to make it more enthusiastic
Research was conducted to identify effective activities for teaching speaking, drawing insights from specialized educational books, journals, and articles This section highlights two primary methods that are likely to be most effective in enhancing speaking skills in learners.
Drama methods play a crucial role in teaching second languages, particularly English, as they enable students to apply the language in real-life situations This approach aligns with students' expectations of learning English, making the language more accessible and relevant to their everyday experiences According to Brauer, incorporating drama into language learning enhances engagement and practical usage.
Drama in the classroom effectively engages various types of learners, particularly those with a bodily-kinesthetic learning style, as noted by research in 2002 Such activities enable students to express genuine meaning and tackle problems, aligning with Dodson's (2000) findings One example of this is script acting, which fosters active participation and enhances learning experiences.
Simulation, Role-play, Improvisation and Mine
Engaging in this activity offers numerous benefits, as it is relatively simple to execute, aside from the script selection process, and provides substantial knowledge acquisition However, a significant challenge in implementing this method is the vocabulary required.
While it's essential for scripts to be simple, this doesn't guarantee complete comprehension for all learners Additionally, the time-consuming nature of acting poses a challenge in speaking classes, which typically last between 30 to 45 minutes With a minimum of 15 students, it becomes nearly impossible to cover both practice and acting within a single session Consequently, to effectively teach the lesson, at least three 30-minute classes or two 45-minute classes are required.
Role-play, like script acting, requires careful planning and should be tailored to the learners' proficiency levels While both activities share similarities, they differ in key aspects; acting typically involves scripts that offer students a range of vocabulary to practice This structured approach in acting allows learners to engage with prepared language, enhancing their overall learning experience.
Role-playing, on the other hand, forces students to use their own style of using language in that circumstance
ANALYSIS AND DICUSSION
Which methods are considered to be the most suitable for the students at Saigon
The research duration of ten weeks limited the amount of material collected, resulting in constrained findings Additionally, the preparation for this thesis was hindered by time spent on completing the internship report, which took two weeks away from the project The questionnaire period was also too brief, with responses collected only over one week, leading to an insufficient number of responses for the entire class.
This topic focused on the student at Saigon International University:
Saigon International University (SIU) is a premier institution in Vietnam dedicated to providing quality tertiary education for both Vietnamese and international students Our diverse programs are delivered in English or Vietnamese, adhering to the rigorous standards of the American university curriculum.
The SIU degrees are valuable nationally and internationally (siu.edu.vn)
The class of 15DTA of English Language faculty started in 2015 and will end in
2019 The curriculum consisted of Vietnamese program including subjects such as Introduction to Linguistics, Semantics, etc and English program which were the skills of Reading, Writing, Speaking and Listening
The research focused on the students of the 15DTA class from the Faculty of English Language at Saigon International University The study utilized the student list provided by the school office on February 27, 2019, which included a total of 25 members.
In summary, this research primarily focuses on students at SIU, with a specific emphasis on the 15DTA class Despite encountering challenges in accessing the sample group, we successfully obtained the necessary results for this thesis.
In his fourth edition of "The Practice of English Language Teaching," Harmer (2007) emphasizes that speaking can be easily practiced in a classroom setting where students are familiar with one another and have reached a suitable level of English proficiency.
Teaching mixed-level classes poses challenges, as many students may have limited exposure to English and often feel shy about speaking due to fear of making mistakes A common issue in speaking classes is students expressing, "I cannot think of anything to say," which often stems from a lack of personal connection to the topics discussed To enhance language acquisition, speaking classes should prioritize individual participation, as speaking requires ample time for learners to practice and gain confidence in using the language.
To have a better view of some of the matter we were working on, the below terms and definitions are going to be discussed.
Motivation is the driving force that compels individuals to take action, distinguishing between those who are unmotivated and those who are energized to pursue their goals, as described by Richard M Ryan and Edward L Deci (2000) In the context of education, it is essential to identify two distinct types of motivation that influence learners throughout their studies.
The writing of Intrinsic and Extrinsic Motivations: Classic Definitions and New Directionsstated:
Intrinsic motivation refers to engaging in an activity for its own enjoyment and fulfillment, rather than for external rewards or pressures When individuals are intrinsically motivated, they are driven by the inherent satisfaction and challenges of the task itself, rather than seeking separate outcomes or incentives.
Vanderbilt University highlights that intrinsic motivators are linked to an individual's genuine interest in a subject, particularly when they can relate it to real-life applications When evaluating their learning efficiency, students often express sentiments such as, “Literature interests me,” “Learning math enables me to think clearly,” and “I feel good when I succeed in class.” These responses reflect how personal engagement and success in learning contribute to their motivation.
Understanding the differences between intrinsic, extrinsic, internal, and external motivation is crucial for learners External motivation is driven by outside forces, such as the fear of parental punishment, while internal motivation stems from personal satisfaction For instance, a student may complete homework to avoid consequences, showcasing external motivation Conversely, if the student believes that completing the work will lead to academic success, he is internally motivated Intrinsic and extrinsic motivations serve instrumental purposes; for example, the student may feel intrinsically motivated if he realizes that the homework contains valuable knowledge for other subjects Alternatively, if he believes that completing the task will help him secure a job or earn future rewards, he is extrinsically motivated.
Understanding intrinsic motivation is crucial for teachers, as it enables them to identify and classify reluctant students effectively By recognizing the different types of motivation, educators can tailor their approaches and develop targeted solutions to engage each student appropriately.
Integrating the process of gathering information about students' interests with class activities can enhance the learning experience without disruption For instance, in a speaking class, teachers can engage students by asking about their hobbies or future career aspirations Extrinsic motivation techniques, such as rewards and good grades, effectively capture students' attention and encourage participation, leading to increased enthusiasm for learning and a desire to achieve recognition.
4 Some Elements of English Speaking
Fluency in English, as defined by Harmer, involves effectively pronouncing phonemes, utilizing stress and intonation patterns, and producing connected speech during various speaking events However, speaking a foreign language poses challenges, largely due to the limited attentional resources students have during speaking activities (Skehan, 1998) Many learners struggle to balance fluency—conveying meaning promptly—and accuracy, as highlighted in a Cambridge Press article.
In Littlewood's (2013) work, communicative ability is explored through two perspectives of language: structural and functional The structural perspective focuses on grammar, distinguishing sentences by their grammatical structure, such as "John is drinking coffee" versus "The coffee is being drunk by John." However, this viewpoint alone is insufficient for effective communication The functional perspective adds depth, as seen in the question "Are they still working?", which can have multiple meanings depending on the context To address these challenges, communicative language teaching aims to help ESL students grasp linguistic structures, use language effectively in communication, and acquire non-linguistic knowledge essential for understanding communication.
6 Task-based activities and Topic-based activities
According to Ur, topic-based activities enable students to connect ideas with their personal experiences and knowledge, often facilitating group discussions where teachers encourage dialogue while preserving students' original thoughts In contrast, task-based activities involve pairs or groups completing specific, observable tasks like creating records, lists, or charts The key distinction lies in their outcomes: topic-based activities foster discussion, whereas task-based activities yield concrete results that can be utilized across various subjects Consequently, task-based activities tend to generate more student interaction, as the nature of these tasks inherently encourages communication and collaboration among peers.
In this research, topic-based activities would be widened as a method of conducting speaking class using a topic as a center to construct an activity.