Rationale
English has become increasingly important globally, serving as a vital language in education, travel, business, and the internet It facilitates communication among people from different countries Recognizing the significance of English in societal development and globalization, the demand for English learning among Vietnamese people is rapidly growing Consequently, English has gained prominence in Vietnam's education system, becoming a compulsory subject in many schools and universities.
In language education, the four essential skills are listening, speaking, reading, and writing, with speaking often regarded as the most crucial Individuals proficient in a language are typically called "speakers," highlighting the significance of speaking as a comprehensive indicator of language mastery (Ur, 1996, p.117) Mastery in speaking correlates with proficiency in listening, reading, and writing, enabling effective communication and message conveyance Recent research further supports the idea that speaking plays a vital role in enhancing the language learning process, including the development of listening skills (Regina).
1997), writing skills (Trachsel & Severino, 2004) and reading competence (Hilferty,
Speaking is often regarded as the most challenging skill for language learners, leading to a lack of interest and participation in speaking lessons Many students exhibit nervousness, low confidence, and a reluctance to engage in oral activities, often remaining passive during lessons When asked to perform in front of the class, students frequently struggle to express themselves in English and fear making mistakes As a high school English teacher, I aim to find effective methods to boost my students' confidence in communication My experience at Hanoi National University of Education has shown that creating enjoyable and realistic classroom activities is crucial for improving language performance Implementing role-play techniques can significantly enhance students' speaking skills by providing them with opportunities to practice in realistic scenarios According to Harmer (2001), role-play encourages oral fluency and helps students navigate specific situations, while Ladousse (2009) highlights its enjoyable nature, which reduces anxiety and fosters communication These engaging activities not only broaden students' knowledge of grammar and vocabulary but also increase their opportunities to converse and participate actively in class.
The above reasons have inspired me to conduct an action research to on
This research aims to enhance the speaking proficiency of 10th-grade students at a high school in Dien Bien through the implementation of role-play activities By focusing on interactive learning methods, the study seeks to improve the quality of both teaching and learning speaking skills, benefiting both teachers and students at the institution.
Research objectives
This action research is conducted in order to:
Seek how “role-play” activities improve English speaking skills and develop communicative skills for the grade 10 th students at a high school in Dien Bien.
Research questions
In order to achieve the objectives mentioned above, the study is designed to answer the following research question:
“How does role-play help grade 10 students at a high school in Dien Bien overcome their difficulties in speaking lessons?”
Scope of the study
This small-scale study focuses on identifying the challenges faced by students in learning to speak English and exploring the effectiveness of role-play activities in enhancing their speaking skills The research is conducted in a single grade 10 class at a high school in Dien Bien.
Design of the study
The study is organized into three main parts: Introduction, Development and Conclusion
Learning English, particularly speaking skills, is essential in today's globalized world This article highlights the significance of mastering spoken English and outlines the rationale behind using role-play activities to enhance these skills By implementing role-play, students unfamiliar with this technique can achieve specific objectives aimed at improving their speaking abilities and overall communication competence.
Part B, Development, is divided into three chapters:
Chapter I defines some key terms related to this topic with a critical literature review of previous related studies
Chapter II illustrates the research methodology with the elaboration on the participants, data collection and analysis instruments as well as research procedure
Chapter III analyzes and discusses the results found from the data to get the answer to the research questions
Part C of the study serves as the conclusion, encapsulating the key themes explored throughout the thesis It highlights the implications of the research findings and offers valuable recommendations for teachers and students, as well as suggestions for future studies.
LITERATURE REVIEW
Speaking
There are some definitions about speaking that have been proposed by different experts in language learning As asserted by Brown and Yule (1983, p 55),
Speaking is a fundamental process of communication that involves expressing needs, requests, and information between a speaker and a listener According to McDonough and Shaw (2012), this process is characterized by the creation of utterances aimed at specific purposes, which may include sharing ideas and opinions In essence, speaking facilitates the exchange of information, feelings, and viewpoints, making it a vital component of effective communication.
According to Chaney and Burk (1998), speaking is defined as "the process of building and sharing meaning through the use of verbal and non-verbal symbols in various contexts," while Nunan (2003) describes it as "the productive aural/oral skill" involving the systematic production of verbal utterances to convey meaning Despite their differing perspectives, both definitions emphasize that speaking is a process through which individuals use language to express their ideas, feelings, and thoughts, facilitating communication and information sharing with others.
Speaking skills are fundamentally linked to effective communication, enabling individuals to accurately use language to convey meanings and acquire knowledge from others in various life situations.
Speaking is often the most challenging skill for English learners, with many struggling to communicate effectively According to Afisa and Yolanda (2015), students face difficulties such as limited vocabulary, poor pronunciation, incorrect word arrangement, and anxiety A lack of vocabulary hinders comprehension, making it crucial to equip learners with adequate vocabulary Additionally, pronunciation issues arise from the discrepancies between spelling and sound, leading to confusion, especially with words that have different phonetic endings Students also struggle with grammar and word order, further complicating their speaking abilities Anxiety plays a significant role, as learners often fear making mistakes and feel nervous when called upon by teachers Ur (1996) identifies factors like inhibition, lack of ideas, uneven participation, and reliance on their mother tongue as contributors to these speaking difficulties Many students hesitate to express themselves due to fear of criticism or shyness, while others may prefer using their native language for ease of interaction Furthermore, challenges can stem from teaching methods, curriculum design, and the learning environment (Raba'ah, 2005).
271), in contrast, claims other eight factors that cause to speaking difficulty to students which can be represented as follows:
Clustering, as noted by Brown, refers to the fluency of speech, which complicates speaking as it involves phrases rather than word-by-word articulation Redundancy is another crucial factor, highlighting the need for speakers to convey clear meanings, yet many students struggle to create concise, meaningful utterances Additionally, reduced forms pose challenges for learners, as they often encounter these in conversations among native speakers For example, "I want to go for a spin" is commonly reduced to "I wanna go for a spin," demonstrating how such reductions enhance fluency Performance variables, including hesitations, pauses, and the use of fillers like "uh" and "hm," also affect students’ speaking abilities Typically, learners respond to questions with brief answers without elaboration, missing opportunities to expand on their thoughts.
Effective communication in English involves several key factors Firstly, students should embrace colloquial language in everyday conversations, as overly formal speech can hinder the quality of their interactions Additionally, the rate of delivery plays a crucial role; speaking too quickly can overwhelm listeners, while speaking too slowly may create discomfort Mastery of stress, rhythm, and intonation is essential, as these elements are vital for conveying meaning and emotion Unlike other languages, English has unique pronunciation patterns that must be understood to effectively express thoughts Lastly, successful interaction requires creativity in conversational negotiation, allowing for a more engaging dialogue.
Speaking is a fundamental component of communication that empowers students to engage in real-life English conversations, making it a focal point for researchers and educators alike Nunan (2003), referencing Kayi's (2012) study, highlights that teaching speaking involves helping ESL students produce correct English sounds and patterns, utilize appropriate stress and intonation, choose suitable vocabulary for various contexts, and organize their thoughts coherently Additionally, it emphasizes the importance of fluency, enabling students to express themselves confidently and with minimal pauses To achieve these goals, teachers must focus on effective communication strategies, incorporate activities that enhance speaking skills, understand their role in the teaching process, and develop appropriate assessment methods for evaluating students' speaking abilities.
Aspects of speaking can also be divided as many ways According to Hughes
Speaking effectively involves five key components: pronunciation, grammar, vocabulary, fluency, and comprehension Pronunciation ensures that words are articulated clearly, facilitating better communication Grammar is essential for conveying the intended meaning of sentences, while a rich vocabulary showcases a speaker's ability to engage in meaningful conversations Fluency allows for a smooth exchange of ideas between speakers and listeners, enhancing understanding Lastly, comprehension is crucial, as both parties must grasp each other's meanings for effective communication Additionally, experts like Roger et al (2005) and Richards (2015) emphasize the importance of accuracy and fluency in speaking, with accuracy focusing on the correctness of language use.
“Accuracy involves the correct use of vocabulary, grammar and pronunciation
In controlled activities, accuracy is prioritized, with teachers providing ongoing feedback to emphasize its importance In contrast, freer activities encourage students to use their language skills to communicate, while teachers still monitor for correct usage Feedback in these scenarios focuses on both the accuracy of language and the effectiveness of communication, highlighting the balance between precision and expressive attempts in language learning.
Accuracy in spoken English encompasses various elements, including grammar, pronunciation, and word choice However, effective oral communication also involves selecting suitable topics, matching language to the formality of the situation, and adhering to conventions specific to different genres, such as appropriate ways to initiate and conclude small talk and conversations.
And they define fluency as follows:
Fluency is defined as the ability to communicate spontaneously without interruption In fluency activities, students should focus on conveying their message using their available skills, even if they make grammatical errors It is generally advisable not to correct students during these activities, but post-activity feedback can highlight effective strategies they employed to enhance their fluency.
Fluency in speech is characterized by a smooth flow without interruptions, such as pauses or restarts It typically emerges when learners possess a solid understanding of grammar, vocabulary, and fixed expressions, allowing them to access these elements automatically This enables them to concentrate on conveying their intended meanings without being sidetracked by the need to search for the correct grammatical structures or vocabulary.
In teaching speaking skills, accuracy and fluency are crucial elements that educators must prioritize Many students struggle with word choice, verb tense confusion, and a lack of confidence in their speaking abilities As a teacher, it is essential to identify and implement effective strategies to help students overcome these challenges and enhance their speaking skills.
There are many activities to promote students‟ speaking ability suggested by researchers which are represented as follows:
Drawing on several research of many scholars, Kayi (2012) presents the following thirteen activities to promote students‟ speaking: a Discussion
After a content-based lesson, initiating a discussion serves multiple purposes, such as reaching conclusions, sharing insights about an event, or brainstorming solutions within groups To ensure the discussion remains focused and productive, it is crucial for the teacher to clearly define the purpose of the activity beforehand This approach keeps the discussion aligned with the intended goals, preventing students from veering off into unrelated topics Additionally, incorporating role-play can enhance engagement and understanding during these discussions.
In role-play activities, students immerse themselves in different social contexts and assume various roles, guided by the teacher's instructions about their identities and emotions This interactive approach enhances learning by allowing students to explore diverse perspectives and develop their social skills in a dynamic environment.
"You are David, you go to the doctor and tell him what happened last night, and" c Simulations
Role-play
Various activities can enhance speaking skills, including jigsaws, task-completion, opinion-sharing, and information transfer; however, role-play stands out as the most prevalent method in speaking lessons The term "role-play" has multiple definitions, as noted by Ladousse.
Role-play, as defined by Ladousse (1987), involves students assuming roles—either their own or someone else's—in a safe environment that encourages creativity and playfulness This educational technique mirrors the imaginative play of children, allowing students to create their own realities and enhance their interpersonal skills Similarly, Roger et al (2005) describe role-play as students acting out specific roles, such as a customer or manager, within a situational context Richards (2005) succinctly defines it as an activity where students are assigned roles and improvise based on provided information Collectively, these definitions illustrate role-play as a valuable technique for individuals to explore different perspectives and scenarios, fostering real-world understanding and interaction.
Role-play is recognized as a highly effective method for teaching foreign languages due to its numerous advantages According to Harmer (1991), role-play enhances student motivation and provides opportunities for learners to express themselves openly and comfortably Supporting this view, Ladousse (1987) emphasizes that role-play aids teachers in developing students' speaking skills across various scenarios while also helping them improve their social interaction abilities It is essential, however, that role-play activities align with the language teaching syllabus Additionally, role-play fosters interaction among students in diverse life situations, serving as a valuable tool for shy learners These engaging activities not only boost students' learning attitudes and motivation but also create a positive learning environment Ultimately, role-play is crucial in teaching speaking skills, equipping students with essential vocabulary, structures, intonation, and pronunciation relevant to everyday topics, thereby offering a unique opportunity to practice language in real-life contexts and adapt to the unpredictable nature of language.
“conditional reaction” in speaking better
Role-play activities are highly suitable for high school students in Dien Bien city, as they enable learners to engage in creative and meaningful communication by simulating real-life situations This approach provides students with ample opportunities to practice and enhance their speaking skills naturally Consequently, the more practice students receive, the greater their chances of success in developing effective communication abilities.
According to Ladousse (1995, p.13), role-play can be categorized into four distinct types The first type mirrors real-life situations students encounter, such as interactions between doctors and patients or teachers and students The second type involves scenarios that students may not have personally experienced, like a customer lodging a complaint or a passenger seeking information The third type allows students to portray themselves based on indirect experiences, with the teacher providing numerous examples, such as volunteers learning about an environmental protection project Finally, the fourth type encompasses fantasy roles, where students engage in imaginative scenarios, such as portraying astronauts on the moon.
Littlewood and William (1981) categorize role-play into four distinct types The first type involves role-play through instructions, where students respond to their partner based on given cues The second type, role-play through cues and information, features open-ended dialogues with specific questions directed at one student, prompting responses from their partner The third type is controlled role-play, focusing on particular situations and goals Lastly, there is role-play in the form of debate or discussion, allowing students to engage in scenarios of their choosing without any cues or guidance from the teacher.
Byrne (1986, p.115) categorizes role-play activities into two main types: scripted and unscripted Scripted role-play involves students using prompts or scripts provided by the teacher to engage in dialogues based on similar situations found in their textbooks Doff (1988, p.231-234) exemplifies scripted role-play with a model conversation between a customer, Angela, and a post office clerk, illustrating how students can practice real-life interactions in a structured format.
Clerk: Yes, Do you want to send it by air mail or ordinary mail?
Angela: I think I‟ll send it by air mail I want to get there quickly How much does it cost?
Clerk: To Singapore? That will be 30 pence, please
Angela: (give the clerk 50 pence) Here you are
Clerk: Here‟s your stamp, and here‟s 20 pence change
Angela: Thank you Where is the post box?
Clerk: You want the air mail box It‟s over there, by the door
(Adapted from Teach English Trainer's Handbook: A Training Course for Teachers)
In order to teach this type based on the dialogue, the teacher should do some steps as follows:
The teacher initiates the role-play by creating prompts such as "what?", "where?", "air mail?", "cost?", and "post box." To enhance understanding, the teacher can discuss each prompt individually, posing questions that encourage students to discover the answers, thereby deepening their comprehension of the dialogue sample.
The teacher can engage two proficient students in a role-play activity, where one student portrays Angela and the other acts as a post office clerk They can creatively improvise their conversation by altering key elements, such as locations and prices, or by condensing the dialogue while ensuring it retains the essential points of the original exchange.
The teacher will select several pairs of students to engage in conversations based on provided prompts This approach can also be structured by having students practice in pairs before presenting their dialogues in front of the class.
Unscripted role-play, as described by Byrne (1986), differs from scripted role-play in that it does not rely on textbooks In this activity, students engage freely in their roles without a predetermined script After receiving instructions or visual aids from the teacher, learners must select appropriate language and brainstorm ideas for their conversation They are then given time to practice before presenting in front of the class Effective preparation from both teachers and students is crucial for the success of this activity.
Situation might be: You meet some foreign visitors to your country They are interested in your school Answer their questions about it
Situation might be: A visitor to your town is ill Find out what is the matter with him/her Tell him/her where to find the doctor
To effectively teach unscripted role-play, the teacher introduces relevant topics or situations, allowing students to choose and discuss them in pairs or groups Students are encouraged to practice their role-play privately before presenting their conversations based on their preparations Rather than adhering to a strict procedure, the teacher should foster an engaging and flexible environment that motivates all students to participate enthusiastically in the role-play activities.
Teachers can choose the appropriate type of role-play based on their students' proficiency levels For beginners or those with limited English skills, scripted role-plays are ideal, while unscripted role-plays are better suited for advanced students, as they encourage creativity and enhance motivation.
2.3 Procedures for making successful role-play activities
To effectively implement role-play activities, teachers are essential in guiding the process It is crucial for educators to grasp key strategies for facilitating successful role-play This section will outline important steps teachers should take and highlight their role in preparing an engaging and productive role-play experience.
Kodotchigova (2002) outlines six essential steps for conducting a successful role-play activity in the classroom The first step involves selecting an appropriate situation that aligns with students' needs, levels, and interests, or allowing students to choose their own scenarios These situations should reflect real-life encounters, such as reading a book or watching a movie, or be based on cultural differences Following this, the second step is role-play design, where the teacher provides ideas for developing the scenario, adjusting its complexity based on the students' proficiency For intermediate and advanced learners, introducing variations in the situation can enhance motivation and engagement The third step is linguistic preparation, which is crucial for beginners who may struggle with language prediction Teachers should introduce relevant vocabulary to boost students' confidence before they practice the role-play Finally, teachers can facilitate the scenario's development by posing guiding questions, helping students clarify their roles and actions, such as when returning an item of clothing to a store.
“In this situation, what will you say to the salesperson?”
“What will the salesperson say?”
“Can the customer say it in another way?”
“What else can the salesperson say?”
Summary
Effective speaking skills are essential for students, yet mastering this ability can be challenging While various teaching methods, such as role-play activities, are available, there is a lack of research on their impact on 10th-grade students' speaking performance in Dien Bien high schools Observations indicate that many teachers prioritize grammar instruction over crucial aspects like pronunciation and vocabulary, limiting students' opportunities to express their ideas Therefore, I aim to conduct research focused on enhancing students' speaking abilities through the implementation of role-play activities.
METHODOLOGY
Research type
This action research titled “Improving Grade 10 Students’ Speaking Proficiency at a High School in Dien Bien Through Role-Play Activities” aims to identify the challenges students face in learning to speak and to evaluate the impact of role-play activities on enhancing their speaking skills.
This research involved two cycles, each comprising four essential steps: planning the action, implementing the action, observing the results, and reflecting on the process This action research framework was proposed by Kemmis and McTaggart (1998, p.14).
The setting of the study
2.1 An overview of X high school
For the purpose of maintaining information security, I have designated the school where my research was conducted as X This study took place at X High School, located in a small town within Dien Bien City Established in 1966, X High School is recognized as one of the oldest institutions in the region, renowned for its high teaching quality.
At this school, teachers employed a combination of traditional and audio-lingual methods in their instruction; however, they struggled to effectively improve their students' speaking skills Consequently, it became essential to identify more effective strategies to overcome challenges in teaching and learning English, ultimately enhancing the quality of English speaking lessons.
Students at X High School, aged 15 to 18, exhibit varying attitudes towards learning English, with some showing strong interest while others prioritize subjects like Math and Literature Despite having studied English since grade 6, many students struggle with proficiency and lack practice during speaking lessons Notably, they have never participated in role-play activities, highlighting an opportunity to implement innovative techniques that can engage them and promote a balanced approach to learning English alongside their other subjects.
2.2 The course outline of teaching and learning English
In this research, the textbook “Tiếng Anh 10” was used for the grade 10 th students This textbook consisted of 16 units which wa s equivalent to 16 different topics, but
In this article, I focus on introducing eight key topics that demonstrate the effectiveness of role-play in the classroom Each speaking lesson incorporates a variety of activities, including individual, pair, and group work, with an emphasis on role-play To assess the impact of role-play, I encouraged students to engage in both individual and group exercises, allowing them to concentrate on practicing these activities within a limited timeframe The primary activities and topics aimed at enhancing speaking skills are outlined in detail.
Table 3: Speaking activities and topics designed for class 10A1
A day in the life of…
Pair work Ask & answer questions basing on the table on page 14-15
Individual work Using the pictures, talk about
Tell your daily routine Role -play Scripted Role activity: Talk about daily routine
Individual work Rearrange the sentences to make a conversation
Pair work Complete the conversation with suitable words, then practice with a partner Role-play Scripted role-play activity:
Choose one of four topics (weather, last night‟s TV programs, football, plans for next weekend), then make the conversation between : A teacher and a student, or:
Individual work Thinking some items relating about somebody‟s background Pair work Making questions and answers about somebody‟s background Role-play Unscripted role-play activity: A journalist and a student: People‟s background
To enhance your understanding, start by answering the questions on page 47 by filling in the blanks with the appropriate queries Next, engage in pair work to practice the conversation with a partner, allowing for interactive learning Finally, participate in a scripted role-play activity to apply your skills in a realistic scenario.
Making a new friend (A student and a student who meet each other for the first time)
Engage in pair work by discussing the applications of modern inventions, as outlined in Task 1 on page 56 Collaborate in groups to explore the impact and uses of information technology in today's world Additionally, participate in an unscripted role-play activity, taking on the roles of a seller and a customer to enhance communication skills and practical understanding of these concepts.
In a collaborative effort, review the details on page 66 to engage in a discussion about the optimal seating arrangement for each individual listed in Task 1 Following this group activity, reflect individually on your preferred seating choice for class presentations, explaining why you believe it is the most suitable option for you.
Role-play Scripted role-play activity: A ticket seller and a passenger
Individual work Talk about the common and the main features of the types of the mass media (Task 2- p.76)
Group work Discuss the different types of the mass media Answer the questions (Task 3) Role-play Unscripted role-play activity: A Boss/
The story of my village
Individual work Match the plans with its possible result
(Task 1- p.85) Group work Practice the conversation (Task 2), and continue the conversation with the ideas in Task 1 Add some more possible results (if possible)
Role-play Unscripted role-play activity:
neighborhood meeting (a villager and the leader of the local government)
an interview: a journalist and the leader of the local government)
Selection of the participants
The study focused on 32 grade 10 students from class 10A1 at X High School, comprising 20 females and 12 males, all of whom were of the same age and had at least four years of English language experience at a pre-intermediate level The research targeted these students because they were transitioning from secondary school to high school, making them ideal candidates for a new teaching method that incorporates role-play activities, which are expected to be easier for these newcomers to apply.
The students exhibited limited and varied speaking abilities, often displaying shyness during conversations They frequently spent excessive time translating their thoughts from Vietnamese to English, which hindered their fluency Additionally, they struggled to articulate their ideas clearly, likely due to a lack of vocabulary and social knowledge.
Data collection methods
The research employed a variety of data collection methods to gather both qualitative and quantitative data, including classroom observations, semi-structured interviews, tests, and questionnaires This diverse approach enhanced the reliability and validity of the findings To align with the research objectives, observation sheets, teaching diaries, interview data, and questionnaires were utilized as key instruments for data collection A brief overview of these techniques and instruments is provided below.
In my research process, I utilized observation during all lessons as a crucial method to track students' learning progress I gathered data by observing classroom dynamics and documented my findings using observation sheets and teaching diaries after each speaking lesson The observation sheets provided insights into the implementation of lesson plans and teaching procedures, while the teaching diaries recorded student activities and evaluated their learning outcomes throughout each session.
Student performance was assessed through a pre-test and two post-tests conducted after implementing role-play activities The pre-test established a baseline for evaluating improvement in speaking skills, while the post-tests, administered at the end of the first and second cycles, measured the development of learners' abilities All three assessments shared the same content and format, focusing on topics from the textbook.
To evaluate the effectiveness of the implemented actions, two semi-structured interviews were conducted with students who had the highest and lowest scores in the pre-test and post-test The choice of semi-structured interviews aimed to foster a friendly and comfortable environment for both the teacher and the students This approach allowed for an exploration of the challenges faced by students in their learning process before and after the introduction of role-play activities in class Additionally, feedback and suggestions from both the teacher and learners were sought to improve the teaching methods The findings from these interviews were documented as interview transcripts.
This study involved a questionnaire administered to 32 students, featuring both open-ended and close-ended questions, following the results of two tests The primary aim was to assess students' attitudes toward learning speaking skills through two cycles of role-play activities Additionally, the questionnaires gathered learners' expectations and suggestions regarding the course.
Data analysis
The data analysis involved both qualitative and quantitative methods, utilizing observation sheets, teaching diaries, questionnaires, and interview transcripts for qualitative insights, while test results were analyzed quantitatively The process included data collection, comparison, and cross-checking across various sources to ensure accuracy and reliability in the findings.
Data collection procedure
This research was conducted during the first semester of the 2017-2018 academic year and involved two cycles of action The process included four key procedures: planning the action, implementing the action, observing the implementation, and reflecting on the outcomes The first step was to plan the cycle effectively.
In this phase, I developed targeted action plans to address the challenges students faced in learning speaking skills Collaborating closely with the English teacher, we meticulously prepared lesson plans tailored to each cycle's objectives.
In the initial planning phase of the first cycle, I implemented two distinct types of role-play activities: scripted and unscripted These activities were designed around specific situations and conversation guidelines derived from the textbook "Tiếng Anh 10," ensuring relevance to each topic covered.
In Cycle 2, I evaluated the outcomes of the previous discussions and the action plan addressing the issues identified in Cycle 1 The scenarios continued to revolve around textbook topics, with students engaging in both scripted and unscripted role-play activities similar to those in the first cycle.
To enhance the learning process, I combined two steps into one, allowing for simultaneous implementation of actions and observation of their effects After each lesson, I documented my observations in teaching diaries, noting student reactions and any challenges encountered during class Each cycle's actions and observations were meticulously recorded for further analysis.
*) Action and observation of cycle 1
During this stage, lesson plans were executed in the classroom, and the learning process was documented in teaching diaries Adjustments were made based on students' learning progress, although several challenges were observed throughout the process Role-play activities were centered around topics from Units 1 to 4 of the textbook.
“Tiếng Anh 10” including the themes of “A day in the life of…”, “School talks”,
In a study focused on "People's Background" and "Special Education," I introduced two types of role-play—scripted and unscripted—to enhance students' speaking skills, including grammar, vocabulary, and pronunciation After an 8-week treatment period, I assessed the performance of 32 students through a pre-test To further investigate the results, I conducted interviews with the students who achieved the highest and lowest scores, aiming to uncover the reasons behind their performance Additionally, I distributed a questionnaire to gather more insights.
32 students to collect their opinions after learning some aspects of speaking at the same time with practicing role-play activities
*) Action and observation of cycle 2
In this stage, I applied the revised teaching method from the planning session and monitored its effectiveness I documented the mistakes, weaknesses, and improvements to evaluate the overall teaching and learning process Continuing from the first cycle, I taught two types of role-play covering Units 5 to 8 of the textbook My interventions included focusing on pronunciation, grammar, and vocabulary, while also providing props and background knowledge about daily life to enhance student engagement At the conclusion of this implementation, I administered a post-test, interviews, and questionnaires to assess the level of improvement following the second round of interventions.
In the final step, I assessed the outcomes of the action implemented, determining its success through careful reflection If the action did not yield the desired results and issues persisted, I recognized the need to adjust my approach and re-execute the action using a more effective method for improvement.
During this stage, my collaborator, an English teacher in Class 10A1, and I analyzed the problems and solutions identified at the end of Cycle 1 by reviewing students' test results, interview feedback, and questionnaire responses We then devised a new plan aimed at enhancing teaching methods and improving students' speaking performance for the upcoming cycle.
In this stage, we reflected on the implementation and observation of Cycle 2 during a discussion between my collaborator and me We reviewed all the problems, solutions, changes, improvements, and suggestions from both Cycle 1 and Cycle 2 to draw conclusions about the overall teaching and learning process.
The research procedure can be shown as follows:
Figure 2: The procedure of the research