Rationales of the study
In Vietnam, the popularity of English language education has surged in recent years, as English is essential for communication across various sectors, including international commerce, science, technology, and education Consequently, students now aim to learn English not just for exam success but to enhance their communication skills, which are vital for securing good job opportunities and pursuing studies abroad Therefore, developing speaking skills is increasingly recognized as a critical component of English language learning.
To enhance the effectiveness of English teaching in high schools, new textbooks and innovative teaching methods have been introduced Central to communicative language teaching (CLT) is the importance of student participation in classroom activities, which significantly contributes to lesson success However, a major challenge for many teachers is students' reluctance to engage in speaking during class.
After six years of teaching English at Doson High School, I have observed a common issue among our students: their lack of active participation in speaking activities To address this challenge, I decided to explore the topic “Factors Affecting the Participation in Speaking Activities of 10th Grade Students at Doson High School and Some Possible Solutions” for my thesis, aiming to identify the underlying causes and propose effective solutions.
This study provides valuable insights into the factors influencing student participation in oral activities, highlighting the roles of teachers, students, and classroom conditions It will explore various techniques and activities used by educators while addressing challenges in teaching speaking skills The researcher aims to identify effective solutions to enhance student engagement in speaking activities.
Aims of the study
The study aims to investigate the factors affecting the participation in speaking activities of 10 th grade students at Doson High School and find out some possible solutions
To be more specific, the major aims of the study are as follows:
- To identify factors affecting the participation in speaking activities of 10 th grade students at Doson High School
- To examine some techniques and activities applied by teachers and students‟ preference
- To offer some suggestions for teachers to increase students‟ participation in speaking activities.
Research questions
The study is implemented to answer the following questions:
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
Methods of the study
To conduct the study, both quantitative and qualitative methods are used The data was collected by means of:
Survey questionnaires, one for students and the other for teachers were mainly used to gather information and evidence for the study
To enhance the reliability of the data, interviews and classroom observations were conducted, ensuring that all comments, remarks, recommendations, and conclusions presented in the thesis are grounded in the thorough analysis of the study.
Scope of the study
This study focuses on 10th-grade students who possess the energy, motivation, and time necessary for engaging in oral activities, as speaking is crucial for effective communication It aims to investigate various factors that influence student participation in speaking activities, specifically examining teacher, student, and classroom-related barriers that hinder involvement Additionally, the research employs both quantitative and qualitative methods to ensure reliability and convenience in gathering data and finding potential solutions.
Significance of the study
Understanding the factors that influence participation in speaking activities is essential for both students and teachers of English, especially at Doson High School The proposed strategies to enhance student involvement enable teachers to address challenges effectively and create successful lessons This study holds significant value for the English learning community, benefiting both students and educators alike.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationales, aims, methods, scope, significance and design of the study
Part B: Development – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about speaking skill and factors affecting students‟ participation in speaking activities
Chapter 2: The study – presents the situation analysis, participants, data collection instrument, data collection procedures and data analysis The detailed results of the research are focused
Chapter 3: Major findings, discussion and recommendations – shows major findings, discussion and some recommendations for teachers to increase students‟ participation in speaking activities
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study
LITERATURE REVIEW
Theoretical background of speaking in second language learning and teaching
Speaking is a dynamic process that involves constructing and communicating meaning through both verbal and non-verbal symbols across various contexts As noted by Chaney (1998), it encompasses the use of language to express ideas effectively Similarly, Bailey (2005) emphasizes that speaking is a productive oral skill, requiring the systematic production of verbal utterances to convey clear meaning.
In addition, Florez (1991:1) defines speaking as “an interactive process of constructing meaning that involves producing and receiving and processing information” (cited in Bailey, 2005:2)
Oral expression encompasses the correct articulation of sounds, along with appropriate rhythms and intonations It also requires careful selection of words and inflections arranged in a precise order to effectively communicate the intended meaning.
From the above definitions, it can be concluded that speaking is the productive skill used to convey meaning
From the teaching point of view, language skills consist of four macro skills: listening, speaking, reading and writing Those four skills have a supportive relationship
Speaking is the most crucial skill among the four, as it is essential for effective human communication (Ur 1996:120) In our daily lives, individuals engage in speaking far more frequently than in writing.
Effective speaking is essential for communication in social contexts, as highlighted by Kayi (2006) and Bygate (1987), who emphasize that learners must develop the confidence to engage in fundamental transactions Consequently, due to the critical role of oral skills in language education, it is imperative to prioritize the development of speaking abilities.
1.1.3 Approaches to the teaching of speaking
The Grammar-Translation Method focuses on teaching students to analyze grammar and translate texts between languages, primarily to facilitate reading literature from specific cultures However, this approach falls short in developing students' speaking skills, making it less suitable for enhancing fluency and communicative competence in English Ultimately, the Grammar-Translation Method does not align with the objectives of improving oral production and overall language proficiency for English learners.
- The Direct Method and Audio - lingualism
The Direct Method emphasizes the use of everyday vocabulary and sentences, conducting lessons entirely in the target language Key teaching points are introduced through speaking rather than writing, and practice occurs through a structured progression of question-and-answer exchanges between teachers and students.
Audiolingualism focuses on teaching speaking through repetition and memorization of dialogues from textbooks Bygate (2001) notes that this method views oral language teaching as simply engineering repeated oral production of structures Consequently, lessons primarily consist of repetition drills aimed at familiarizing students with the sounds and structural patterns of the language However, this approach often fails to promote fluent and effective communication in real-life situations, as memorizing patterns alone is insufficient for genuine conversational skills.
By the late 1960s, the Audio-Lingual Method faced significant criticism from American sociolinguists and British functional linguists, who advocated for a broader understanding of language Hymes (1972) introduced the concept of "communicative competence," highlighting the importance of appropriate language use over mere grammatical accuracy Brumfit and Johnson (1979) further emphasized the need to prioritize communicative proficiency over structural mastery Communicative Language Teaching (CLT) incorporates more interactive activities, such as role plays, information gaps, and collaborative work, making it the most effective approach for fostering communication in language learning.
CLT and teaching speaking
To define CLT, Nunan (1989:194) states:
Communicative Language Teaching (CLT) perceives language as a tool for conveying meaning, emphasizing activities that promote oral communication and meaningful tasks relevant to learners The objectives are tailored to meet learners' needs, incorporating both functional skills and linguistic goals In this approach, learners act as negotiators and integrators, while teachers serve as facilitators of the communication process.
In brief, CLT emphasizes communication in a foreign language and improves the learners‟ competence through communicative activities
According to Richards and Rogers (2001:161), CLT has a rich theoretical base and some of the characteristics of the communicative view of language are:
- Language is a system for the expression of meaning
- The primary function of language is to allow interaction and communication
- The structure of language reflects its functional and communicative use
- The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse
In Brumfits‟s view (1984:91-93), CLT‟s characteristics can be summarized as follows:
- Teaching is leaner – centered and responsive to learners‟ needs and interests
- The target language is acquired through interactive communicative use that encourages the negotiation of meaning
- Genuinely meaningful language use is emphasized , along with unpredictability, risk-taking and choice-making
- There is exposure to examples of authentic language from the target language community
- There is a whole language approach in which the four traditional language skills (speaking, listening, reading and writing) are integrated
Communicative Language Teaching (CLT) emphasizes communicative competence, learner-centered approaches, and the integration of four key language skills These principles guide teachers in selecting suitable techniques and activities to enhance students' ability to communicate effectively.
Communicative activities, as defined by Harmer (1999), engage students in meaningful communication and purposeful language use, fostering a diverse application of language skills These activities are essential in language classrooms, enabling students to effectively utilize the language and achieve a level of autonomy in their learning.
Richards and Rogers (2001:165) highlight that the variety of exercise types and activities using a communicative approach is vast, as long as these exercises facilitate learners in achieving the curriculum's communicative goals and actively involve them in communication.
1.2.4 Students’ participation in speaking activities
Student participation refers to their engagement in classroom activities, particularly oral tasks, and involves interactions among peers and with the teacher This collaboration is evident during pair and group work, where the level of participation can be evaluated through students' sense of responsibility and cooperation.
In classroom discussions, students actively engage with their teacher by expressing their thoughts, answering questions, and sharing their knowledge and personal experiences.
For a lesson to be successful, it is essential that students engage actively and uniformly Nonetheless, various factors related to students, teachers, and the classroom environment can significantly influence student participation in oral activities.
Factors affecting students’ participation in speaking activities
An individual's learning style in an educational setting reflects their unique approach to acquiring new information According to Keefe (1979), learning style encompasses cognitive, affective, and physiological traits that serve as stable indicators of how learners perceive, engage with, and react to their learning environment.
2007:120) Although we share similar learning patterns, preferences and even approaches, everyone learns and processes information in their own way
Willing (1987, as cited in Bailey 2005:169-170) divides learners into four groups based on their behaviors:
- concrete learners are interested in social aspects of language learning
- analytical learners would rather work individually on reading and grammar
- communicative learners are willing to communicate with other speakers
- authority – oriented learners tend to be independent and prefer to work in non – communicative classroom
Willing's classification indicates that when most students in a classroom belong to concrete and authority-oriented groups, their participation in oral activities tends to be low.
The contrast between reflectivity and impulsivity significantly influences student participation in speaking lessons, as noted by Brown (1994) Reflective learners tend to be more cautious and deliberate, carefully considering their responses before speaking, while impulsive learners make quicker decisions, often taking risks Consequently, in speaking activities, impulsive learners may respond faster but tend to be less accurate compared to their reflective counterparts.
As claimed by Ellis (1985:120), extroverted learners are more willing to interact with others than the introverted, and therefore they are more successful in oral communication
Lightbown and Spada (1995) align with Ellis in highlighting key personality traits that significantly impact second language learning success These traits include extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
Neglecting the diverse needs of students in the classroom can result in only a select few benefiting from the activities It is important to recognize that not all students will engage actively in these activities.
In Tsui‟s research (1996) in HongKong, she found out five principal factors affecting the reluctance of students‟ participation in class speaking lesson:
- students‟ perceived low proficiency in English
- students‟ fear of mistakes and derision
Many Vietnamese high school students struggle with a limited vocabulary, inadequate structures, and expressions, leading to a reluctance to speak in class As a result, numerous students remain silent and disengaged during classroom activities, hindering their language development and participation.
Burns and Joyce highlight that students often face challenges in English pronunciation, including sounds, rhythms, and stress patterns Additionally, they struggle with insufficient social and cultural knowledge, low grammar proficiency, and difficulties in translating from their native language to English These linguistic factors contribute to breakdowns in language processing and communication.
Students often struggle to participate confidently due to their limited language skills, which can hinder their engagement in activities they enjoy To foster greater participation, it is essential to select topics and activities that align with their language proficiency levels.
Harmer (1999:51) defines motivation as “some kind of internal drive which pushes someone to do things in order to achieve something” According to Lightbown and Spada
Motivation in second language learning is influenced by two key factors: the learners' communicative needs and their attitudes toward the second language community When learners possess positive attitudes and a genuine desire to communicate in the second language, they are more likely to be motivated to achieve language proficiency.
According to Harmer (1999:51), motivation can be categorized into two types: intrinsic and extrinsic Intrinsic motivation arises from an individual's personal interest in an activity, while extrinsic motivation is driven by external factors, such as the desire to pass an exam or the expectation of financial rewards.
Many students focus solely on learning English to pass written exams, leading them to believe that speaking activities are unnecessary This raises a significant challenge for language teachers: how can they ignite students' personal interest in speaking lessons?
In order to do so, we have to understand the sources of motivation as “without knowing where the roots of motivation lie, how can teachers water those roots?” (Oxford
& Shearin, 1994:15) Fisher (1990) points to three major sources of motivation in learning:
- The learners‟ natural interests (intrinsic satisfaction)
- The teacher/ employment…etc (extrinsic reward)
- Success in the task (combining satisfaction and reward)
According to Harmer (1999:51), motivation sources are varied and can stem from societal influences, significant figures such as parents or older siblings, teachers, and teaching methods It is the teacher's responsibility to enhance and guide student motivation by establishing clear goals, creating an engaging learning environment, and delivering interesting lessons, all of which can significantly impact student participation.
According to Downs (2000), several conditions can enhance student motivation, including feeling acknowledged and understood, having confidence in their ability to succeed, engaging with language that serves a communicative purpose, and taking responsibility for their own learning Lightbown and Spada (1999) further emphasize that creating a classroom environment where students enjoy attending—characterized by interesting content, challenging yet achievable goals, and a supportive atmosphere—can significantly boost their motivation.
Motivation is a crucial element in the success of language learning, significantly influencing students' engagement in oral activities Research indicates that higher levels of motivation correlate with increased participation in speaking tasks, suggesting that motivated students are more likely to be actively involved in their language learning journey.
Anxiety is a troubled mental state characterized by feelings of tension, apprehension, and worry, often linked to the arousal of the autonomic nervous system (Spielberger, 1983; Brown, 2007) It manifests as uneasiness, frustration, self-doubt, and apprehension (Scovel, 1978) Anxiety can be categorized into three types: trait anxiety, which is a stable personality characteristic; state anxiety, which fluctuates based on situational factors; and situation-specific anxiety, which occurs in particular contexts.
THE STUDY
Research setting
2.1.1 An overview of Doson High School
Doson High School, established in 1969 and located in Doson District, 20 kilometers from Haiphong city, has grown into a trusted institution for students and parents over its 40 years of development The school currently offers 26 classes, serving nearly 1,200 students from grades 10 to 12, supported by a dedicated teaching staff of 80 teachers, one-third of whom are young and enthusiastic.
Doson High School employs six English teachers, comprising five females and one male, aged between 25 and 40 All hold a Bachelor's Degree in English, with two graduating from Vietnam National University, Hanoi – University of Languages and International Studies, and the others from Haiphong University Known for their helpfulness and enthusiasm, these teachers are eager to innovate their teaching methods However, their relatively young age indicates a limited teaching experience.
Despite starting English lessons in grade six, students exhibit low proficiency levels, primarily focusing on grammar and test preparation rather than practical communication skills Many students struggle to communicate effectively, even with a solid understanding of grammar patterns Additionally, the emphasis on group A subjects for the University Entrance Exam diminishes their motivation to learn English, particularly in developing speaking skills.
Doson High School utilizes a new English textbook approved by the Ministry of Education and Training, titled Tieng Anh 10, which comprises 16 units and five components: reading, speaking, listening, writing, and language focus Designed with a communicative approach, the textbook aims to enhance students' ability to exchange information on familiar topics at a basic level Overall, the new English textbook aligns well with the contemporary teaching and learning environment in Vietnamese high schools However, it presents challenges for both teachers and students due to varying levels of English proficiency and differing educational conditions across schools.
Methodology
This research aims to explore the factors influencing the participation of 10th grade students at Doson High School in speaking activities and to identify effective solutions to enhance student involvement The study is designed to address specific questions related to this objective.
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
The study involved 120 randomly selected students from classes 10 C1 to 10 C8 and 6 English teachers, conducted during the second term of the school year All participants completed survey questionnaires, and to gather more in-depth data, 10 students were also interviewed.
In this study, two distinct types of questionnaires were utilized—one designed for students and the other for teachers Each questionnaire included a mix of closed and open-ended questions, checklist items, and a scale ranging from agreement to disagreement.
The student questionnaire is divided into two key sections comprising 12 questions The first part gathers personal information such as gender, age, and class, while the second part assesses students' engagement levels, their self-evaluation, perceptions of teachers and the textbook, factors influencing participation in speaking activities, and includes suggestions from the students.
The teacher questionnaire is divided into two key sections, comprising a total of 13 questions The first section gathers demographic information, including gender, age, and years of teaching experience The second section explores teachers' attitudes toward teaching speaking skills, their perspectives on Communicative Language Teaching (CLT), the factors influencing student engagement, and proposed strategies for improvement.
The researcher conducted two informal interviews in Vietnamese with 10 students, one before treatment and one after, each lasting approximately ten minutes These interviews included questions, answers, and explanations, all recorded on a paper sheet to ensure a comprehensive understanding of the students' issues, preferences, and feedback.
In addition to utilizing survey questionnaires and conducting pre and post interviews, the researcher employed classroom observations to enhance the reliability and validity of the findings regarding factors influencing student involvement and the impact of the implemented techniques Several English speaking lessons were observed both prior to and during the treatment, where key details about the teacher's activities, instructional methods (including giving instructions, encouragement, comments, and feedback), as well as students' engagement, preferences, and attitudes towards the techniques used were meticulously recorded in a checklist.
The research data was collected through questionnaires, interviews, and classroom observations Initially, questionnaires were distributed to six teachers and 120 randomly selected students Following this, the researcher conducted interviews with ten students to gather additional insights To ensure data validity, observations of English lessons were performed to identify factors influencing student participation Based on the findings, a hypothesis was developed regarding techniques and activities aimed at enhancing student engagement Subsequent classroom observations and post-interviews were conducted to assess the impact of these applied techniques and students' responses to speaking activities.
The primary data for this study was collected through two questionnaires directed at students and teachers In addition to the survey responses, supplementary information was gathered through interviews and classroom observations to enhance the overall data set.
The questionnaire was delivered to 120 students, however only 114 answers were collected and analysed 114 students selected randomly including 46 male and 68 female ones were at the age of 16
2.2.5.1.1 Students’ assessment of their speaking ability ok 26% bad 65% very good
Chart 1: Students’ assessment of their speaking ability
According to the data presented in Chart 1, only 2% of students excel in speaking skills, with 7% demonstrating good ability and 26% at a medium level Alarmingly, 65% of participants (74 out of 114) rated their speaking skills as poor This indicates that a majority of students are at a low English speaking level, likely due to insufficient practice or limited participation in speaking activities To enhance their speaking skills, it is essential for students to seize opportunities to practice English both in the classroom and in external learning environments.
2.2.5.1.2 Students’ level of participation in speaking activities
According to Chart 2, student participation in speaking lessons is notably low, with 50% of students rarely engaging and only speaking when prompted by the teacher While 31% of participants occasionally participated depending on the lesson's topics or activities, 16% were often willing to speak, and a mere 3% were consistently active This data indicates a significant lack of involvement in speaking activities among the students.
Chart 2: Students’ level of partipation in speaking activities
2.2.5.1.3 Students’ attitudes towards speaking skill important 40% very important not important 30%
Chart 3: Students’ attitudes towards speaking skill
According to Chart 3, a significant majority of students (70%) believe that speaking is an important or very important skill, while only 26% consider it of little importance and a mere 4.4% underestimate its significance Overall, most students recognize the value of English, particularly in terms of communication skills However, this appreciation appears contradictory to the low level of participation observed in classroom activities.
2.2.5.1.4 Students’ assessment of speaking activities in the class
According to Chart 4, 37% of participants found the speaking activities appropriate for their level, while 16% expressed interest in the tasks; however, none rated the activities as very interesting Notably, 47% of participants deemed the speaking activities uninteresting Interview data further revealed that many considered the tasks boring and lacking creativity, as most activities were directly sourced from the textbook without modifications, failing to engage students' motivation In conclusion, effective speaking lessons require teachers to possess strong teaching techniques, knowledge, and enthusiasm to create innovative and engaging activities that provide deeper insights beyond the textbook.
Chart 4: Students’ assessment of speaking activities in the class
2.2.5.1.5 Students’ evaluation on learning speaking English
1 I prefer doing exercise to speaking in the classroom 64 56.1% 50 43.9%
2 I enjoy practising English at home by myself 40 35% 74 65%
3 I always take every opportunities to speak English 4 3.5% 110 96.5%
4 I only speak English when the teacher calls me 96 85% 18 15%
Table 1 reveals that 56.1% of students prefer exercises over speaking in class, while 65% enjoy practicing English alone at home A significant 96.5% of students rarely take the initiative to speak English unless prompted by the teacher, who calls on volunteers 85% of the time This suggests that in large classes with limited time, teachers may overlook the silent students' needs To address this, implementing group work is recommended as an effective strategy to encourage participation from all students.
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
According to the findings, 40% of respondents expressed a desire to improve their English fluency and pronunciation, yet only 19.3% actively engaged in speaking activities to enhance their communication skills for the future Interviews revealed that eight out of ten students studied English primarily to prepare for their future careers, with none indicating a passion for the language or an interest in exploring the culture of native speakers This suggests that, despite a positive attitude towards speaking skills, students exhibit a lack of intrinsic motivation to learn, significantly impacting their participation in speaking activities.
7 I‟m afraid of making mistakes when speaking English 100 88% 14 12%
9 I often feel nervous when I have to speak in front of the class 108 95% 6 5%
Table 3 presents students‟ anxiety in terms of being afraid of making mistakes (88%)and feeling nervous when speaking in the class (95%) During the interview, 9 out of
MAJOR FINDINGS, DISCUSSIONS AND RECOMMENDATIONS
Major findings and discussions
3.1.1 Students ‘ level of participation in class oral activities
An analysis of questionnaires from teachers and students, along with interviews and class observations, revealed that 10th grade students at Doson High School exhibited low levels of participation in oral communicative activities Despite recognizing the importance of speaking skills, many students showed reluctance to engage, presenting a significant challenge for educators Identifying the factors contributing to this low participation is essential for improving student involvement in communication activities.
The findings showed that the factors came from the teachers, the students, the materials and the classroom itself
Despite a solid understanding of Communicative Language Teaching (CLT) among teachers at Doson High School, its implementation is hindered by large class sizes, mixed student proficiency levels, and passive learning styles Teachers often rely on monotonous teaching techniques that fail to engage students, as speaking lessons typically mirror textbook content To enhance student interest, educators need to develop innovative and challenging activities that encourage self-discovery Additionally, the excessive teacher talk time limits students' opportunities for practice It is essential for teachers to remember that in a CLT framework, learners should be the focus, with more speaking time allocated to students rather than instructors.
Students face several challenges in learning English, including low and mixed proficiency levels, lack of motivation, anxiety, and passive learning styles Many students reported that their limited vocabulary and difficulty in expressing ideas contributed to their reluctance to engage in speaking activities Additionally, interviews revealed that students often study English primarily to meet job requirements rather than for personal interest, indicating a lack of intrinsic motivation, which is crucial for effective language learning Observations also showed that students experienced anxiety during speaking lessons, fearing embarrassment from making mistakes or being called on unexpectedly by the teacher Furthermore, their passive learning styles hindered their success in these lessons Therefore, it is essential for teachers to recognize these issues and develop effective strategies to support students in overcoming these barriers.
Classroom factors significantly influence students' learning success, with most students favoring a cooperative learning environment over a competitive and stressful one A supportive and pleasant atmosphere fosters safety and comfort, encouraging students to share ideas openly Conversely, a tense classroom climate can heighten shyness and anxiety among students In larger classes, varying skill levels can lead to anxiety in lower-performing students, who may fear negative judgment from peers Therefore, it is crucial for teachers to focus on creating an engaging classroom environment to enhance student involvement.
There is a significant disconnect between teachers' and students' evaluations of classroom topics and tasks While teachers consider the textbook suitable for students, many students find it unengaging Teachers frequently utilize question-and-answer sessions and discussions in pair and group work; however, students express a preference for engaging games and entertaining quizzes This misalignment between teachers' activities and students' interests leads to low participation in class It is crucial for teachers to adapt the textbook and incorporate more engaging activities to enhance student involvement.
3.1.3 Students’ attitudes towards the applied teaching techniques
Following the observation and interviews conducted post-treatment, it is evident that students significantly increased their participation in oral activities The implementation of new teaching techniques and engaging activities sparked students' interest in oral tasks, fostering a willingness to collaborate in group work and cooperate with teachers Consequently, we can conclude that these teaching methods positively influenced students' involvement in oral activities.
Recommendations
To effectively motivate students to improve their English speaking skills, it is essential to diversify activities that align with their interests and proficiency levels Engaging oral activities should address the diverse needs of learners, enhance intrinsic motivation, and incorporate authentic language within meaningful contexts.
In large multi-level classes, implementing pair and group work significantly enhances student engagement This approach allows every student to participate actively, share ideas, and support one another Additionally, it provides anxious students with the opportunity to receive assistance from more confident peers, fostering a secure and non-threatening learning environment.
Teachers can effectively engage students by incorporating games into their lessons, as these activities not only spark excitement but also alleviate stress and anxiety This approach makes learning English through games a highly effective method for enhancing student interest and motivation.
- Finally, teachers can apply a lot of other activities such as discussion, role play, story telling, interview, picture description, raking exercises, etc in other stages of a speaking lesson
In short, teachers should use various speaking activities to avoid students‟ boredom of repetition everyday
The TIENG ANH 10 textbook features 16 diverse topics, yet many students find them unengaging and disconnected from their interests To foster student participation in speaking activities, it is essential to select topics that resonate with their preferences, such as Music and Films, which are popular among them Additionally, the complexity of the topics should align with the students' language proficiency and knowledge base; overly challenging subjects can lead to demotivation In conclusion, teachers can enhance student engagement by adapting topics to make them more relevant, interesting, and accessible.
3.2.1.3 Using group work to good effect
In order to use group more effectively in large classes, teachers should consider the following points:
Teachers can utilize various criteria for grouping students based on oral tasks, classroom dynamics, and individual student characteristics, such as shared preferences, proficiency levels, or random selection (Hammer, J 1991) By adjusting group compositions regularly, educators can provide students with the opportunity to collaborate with different peers, helping to prevent monotony in the learning process Additionally, it is important to consider the optimal number of students in each group to facilitate effective interaction and engagement.
3 or 4 so that every member of the group can have chances to practise speaking English
To ensure effective group work in speaking lessons, tasks for students must be clear and specific Teachers act as facilitators and resource providers, assigning each student a distinct role to prevent any one student from dominating the discussion By circulating around the classroom, teachers can observe interactions and ensure that all students have ample opportunities to practice speaking English.
In a large classroom, students exhibit varying levels of engagement, with some being highly active and eager to participate, while others may feel hesitant or anxious about speaking the target language To create an inclusive learning environment, teachers must effectively balance speaking opportunities among all students.
- Firstly, teachers should lengthen the wait – time for students‟ answers Thus, the anxious students have more time to think carefully and be confident about their responses
In addition to this, teachers need to be more tolerant towards students‟ responses
To enhance classroom engagement, teachers must refine their questioning techniques Nolasco and Arthur (1988) emphasize the importance of keeping students alert and motivated through rapid questioning This approach involves teachers posing questions and randomly selecting students to respond, ensuring that all learners are prepared to answer and remain actively involved in the lesson.
Teachers should assign suitable tasks to students to enhance their participation and reduce inhibition For instance, lower-achieving students can be given roles such as note-takers or secretaries during group work, or encouraged to provide feedback on their peers' answers This approach fosters a more inclusive learning environment and encourages active involvement.
Creating a cooperative classroom environment encourages students to engage in oral activities, allowing them to express their opinions freely without fear of making mistakes or facing negative evaluations To maintain motivation, teachers should be tactful in correcting errors and focus on providing constructive feedback, comments, and praise Additionally, it is essential to avoid stress-inducing tasks like surprise quizzes or overly competitive activities that may intimidate students Instead, fostering collaboration among peers within groups can enhance their confidence and willingness to participate.
3.2.1.6 Establishing good rapport with students
A strong relationship between teachers and students is essential for fostering trust and respect, which in turn creates a positive classroom environment where students feel happy, comfortable, and eager to share their ideas To cultivate this rapport, teachers can implement strategies suggested by Brown (1994) that enhance communication and connection with their students.
- Show interest in each students as a person
- Give feedback on each student‟s progress
- Openly solicit the students‟ ideas and feelings
- Laugh with the students and not at them
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
3.2.1.7 Combining the textbook with other relevant materials
While the TIENG ANH 10 textbook is generally effective, it may not fully engage all students due to varying interests and levels To enhance speaking lessons, teachers should integrate additional resources such as online materials, magazines, and newspapers Encouraging students to give oral presentations on chosen topics can further broaden their knowledge, boost confidence, and promote information exploration In today's digital age, leveraging the internet allows both teachers and students to improve pronunciation and practice English with native speakers, ultimately enhancing their language skills and speaking abilities.
In Communicative Language Teaching (CLT), the focus shifts from teachers to learners, emphasizing the importance of reducing teacher talk time to maximize student practice Providing ample speaking opportunities enhances students' speaking skills, and careful preparation fosters their confidence to participate actively Additionally, assigning speaking topics for students to prepare at home can increase their certainty and readiness to engage in discussions.
To achieve successful group work, students must foster cooperation and build strong relationships with one another By collaborating on topic preparation, sharing ideas, providing peer corrections, and offering constructive feedback during presentations, they can enhance their collective learning experience.
Students should actively engage with their teachers during discussions, respond to questions, and provide feedback Additionally, they can benefit from the teacher's assistance when encountering unfamiliar vocabulary or pronunciation challenges, which is essential for completing tasks effectively.
Summary of the study
The study investigates the factors influencing the participation of 10th-grade students in speaking activities at Doson High School and explores potential solutions Utilizing instruments such as questionnaires for both students and teachers, student interviews, and classroom observations, the research successfully addresses three key questions regarding this issue.
At Doson High School, the involvement of 10th-grade students in oral activities is notably low, with many students displaying reluctance to participate This lack of engagement often results in speaking lessons that are characterized by silence and a dull atmosphere.
The factors influencing participation in speaking activities stem from three main sources: the teachers, the students, and the classroom environment.
Teachers play a crucial role in student engagement, but many struggle with effective methodologies Low participation levels stem from monotonous topics and activities heavily reliant on textbooks, stifling students' creative thinking While some classes attempted pair and group work, these strategies were often ineffective Additionally, teachers dominated speaking time, limiting students' opportunities to practice English Although teachers possess a general understanding of Communicative Language Teaching (CLT), its application in the classroom remains limited.
Students' learning experiences are significantly influenced by factors such as their learning styles, language proficiency levels, attitudes, motivation, and anxiety Among these, low English proficiency emerged as the most critical factor hindering participation Students often experienced anxiety related to fear of making mistakes or facing negative judgments, which deterred them from engaging in oral activities Despite having a positive attitude towards speaking skills, a lack of intrinsic motivation led to reluctance in classroom involvement Additionally, a passive learning style contributed to their hesitation to speak English.
In classroom settings, collaboration among group members often discourages students from engaging with one another, particularly in multi-level and large classes This dynamic leads to uneven participation, where more proficient students overshadow their peers, creating distractions that hinder overall involvement in oral activities.
To enhance student participation in speaking activities, the findings from interviews and classroom observations revealed the effectiveness of the techniques and activities implemented in lessons Consequently, students showed a greater interest in oral activities, leading to a significant increase in their level of participation following the intervention.
In summary, this study's findings will greatly enhance the teaching and learning of speaking skills for 10th-grade students at Doson High School.
Limitations and suggestions for further study
While the study presents several strengths, it is important to acknowledge inherent weaknesses stemming from time constraints and limitations in scope The questionnaire involved only 120 students, which does not represent the entire student population at the school Additionally, the brief duration of the treatment period restricts the ability to generalize the effectiveness of the teaching techniques utilized.
Basing on the findings and the limitations of this study, I would like to continue the study with the following topics:
- Strategies to maximize students‟ involvement in language learning
- Increasing the effectiveness of collaborative work in speaking lessons
- Personalizing oral activities to increase students‟ participation
In order to pilot the effectiveness of the study, the further research should be implemented by an experimental or an action research
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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the factors influencing participation in speaking activities among 10th-grade students at Doson High School Your cooperation in completing the questionnaire is greatly valued, as all information provided will be used exclusively for research purposes Thank you for your contribution!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How do you evaluate your English speaking ability?
A very good B good C OK D bad
2 How often do you participate in speaking activities in the class?
3 How is English speaking skill important to you?
A very important B important C little important D not important
4 What do you think about speaking activities in the class?
A very interesting B interesting C All right D not interesting
5 Tick your appropriate choice (Learning style, Motivation, Anxiety, Language level)
1 I prefer doing exercise to speaking in the classroom
2 I enjoy practising English at home by myself
3 I always take every opportunities to speak English
4 I only speak English when the teacher calls me
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
7 I‟m afraid of making mistakes when speaking English
8 I want to speak English but I don‟t know enough vocabulary
9 I often feel nervous when I have to speak in front of the class
10 I don‟t have a lot of chances to speak as better students are always the first to give their ideas
6 How often do you feel reluctant to speak in the class?
7 How do you find the speaking topics in the textbook TIENG ANH 10?
A very interesting B interesting C All right D.not interesting
8 What do you think about the teacher’s talking time?
A too much B much C all right D too little
9 How does your teacher encourage you to speak?
10 How do you evaluate your speaking lessons?
A All students are very active
C Students feel happy and willing to speak
D Most students are reluctant to speak
11 Which factors affecting your participation in speaking activities? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
12 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
This survey aims to investigate the factors influencing 10th grade students' participation in speaking activities at Doson High School Your cooperation in completing the questionnaire is greatly valued, as the information you provide will be instrumental for the study Rest assured, all responses will be used exclusively for research purposes Thank you for your support!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How important do you think speaking skill is to your students? a very important b important c not very important d not important at all
2.How much do you like teaching speaking skill? a very much b so so c not very much d not at all
3 What do you think about students’ participation in your speaking class? a high level of participation c low level of participation b average level of participation d no participation
4 Give your opinions about CLT
2 CLT emphasizes on accuracy more than fluency
3 CLT gives students opportunities to communicate with others
4 Teachers always create good language atmosphere to interest students to learn
5 What teaching methods are currently being applied in your speaking lesson? a Grammar – Translation method b Audio – Lingual method c Communicative Approach d Combination of different methods
6 What are the problems you are facing in teaching speaking skill? a Students‟ reluctance to speak English b Students‟ lack of motivation c Students‟ uneven participation d Students‟ low English proficiency
7 How often do you use pair work and group work? a very often b often c sometimes d never
8 What do you think of your talking time in class? a too much b a little much c all right d too little
9 How often do you use the following activities in speaking lessons?
Very often Often Sometimes Never 1.Questions and answers
10 How is the relationship between you and your students? a very good b good c all right d not very good
11 What do you think about speaking topics and tasks in textbook Tieng Anh 10? a very interesting b interesting c all right d boring
12 According to you, what are factors affecting students’ participation in speaking lessons? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
13 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
APPENDIX 3: PRE – TREATMENT INTERVIEW QUESTIONS
1 Do you think that speaking skill is very important? Why?
2 How often do you participate in English speaking activities?
3 Do you like speaking activities in you class?
4 What do you think about the speaking topics in the textbook Tieng Anh 10?
5 Are you afraid of making mistakes when speaking in the class?
6 Do you feel reluctant in speaking English in the class? Why?
7 Do you have a lot of opportunities to speak in the class?
8 What activities does your teacher often use in your speaking lessons? (Interview, role – play, pair work, group work, discussion, report, story – telling, dialogue completion, games…) Which activities do you prefer?
9 Does your teacher often encourage you to speak English?
10 Is your teacher helpful, enthusiastic and tolerant?
11 Do you have enough time to do speaking tasks in the class?
12 Can you name some factors affecting your participation in speaking activities? Which is the decisive factor?
13 What should your teacher do to increase your speaking involvement?
APPENDIX 4: POST – TREATMENT INTERVIEW QUESTIONS
1 How often do you participate in English speaking activities in recent lessons?
2 Do you like speaking activities applied in you class? Why?
3 What do you think about the teaching material?
4 Are you satisfied with your teacher‟s teaching technique?
5 Do you feel reluctant in speaking English in the class? Why?
6 Do you have a lot of opportunities to speak in the class?
7 Does your teacher often encourage you to speak English?
8 Do you have enough time to do speaking tasks in the class?
9 What are the roles of your teacher in recent speaking lessons?
10 What are the effects of using these techniques and activities?
11 Do you have any suggestions to make these techniques and activities more effective?
1 Students‟ level of participation in speaking activities Very low 1 2 3 4 5 Very high
2 Students‟ interation with the teacher and other partners Very bad 1 2 3 4 5 Very good
3 Students‟ attitudes towards speaking activites Not interested 1 2 3 4 5 Very interested
4 Teacher‟s teaching techniques & apeaking activities Not appropriate 1 2 3 4 5 Very appropriate
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active