Rationale
To master a language, learners must practice all four skills: listening, speaking, reading, and writing Speaking, as highlighted by Rivers (2002), is utilized twice as much as reading and writing in communication, making its development crucial in language programs, especially in EFL/ESL contexts Richard and Renandya (2002) emphasize that speaking is a central component of communication in EFL teaching, necessitating focused instruction Despite its importance, many students find speaking to be the most challenging skill, with Brown and Lee (2015) noting that learning to speak a foreign language is often perceived as particularly difficult.
Effective speaking skills in learners require proficiency in vocabulary, grammar, and pronunciation, making it crucial to engage these elements during the teaching process Various factors can hinder students' performance, such as limited opportunities for meaningful speaking practice, class size, and mixed-ability group dynamics, which can diminish motivation to learn English as a foreign language (EFL) Students at an English center in Yen Bai face similar challenges in developing their speaking abilities.
A significant issue observed in language classes is students' lack of speaking proficiency, characterized by limited vocabulary, poor grammar, and pronunciation difficulties This often leads to hesitancy in participating during speaking activities, with students rarely responding to teachers' questions verbally Additionally, when they do attempt to answer, they struggle with long pauses and find it challenging to articulate their thoughts clearly.
Students often struggle with low motivation in learning to speak English due to limited opportunities for practical use in daily life The speaking activities available in class tend to be repetitive and unengaging, leading to a lack of interest Additionally, the techniques and strategies employed in these speaking classes are often ineffective in enhancing students' communication skills in the target language As noted by Brown and Lee (2015), this routine nature of activities fails to stimulate meaningful improvement in students' speaking abilities.
Routine learning activities can lead to student boredom, resulting in decreased motivation and participation When learning becomes monotonous and lacks challenge, students often lose enthusiasm and interest, particularly in engaging speaking activities.
Many students struggle with confidence when it comes to speaking English, often feeling shy and passive during lessons This fear of making mistakes and being laughed at by peers leads them to avoid using English in class, opting instead for their native language when participating in discussions or group work Research indicates that psychological factors such as anxiety, lack of motivation, and fear of errors significantly impede students' willingness to engage in spoken English (Nunan, 1999; Sato, 2003; Thornbury, 2011).
A significant challenge in enhancing students' speaking skills is the insufficient exposure to authentic language use (Zhang, 2009) Students often lack opportunities to practice the target language outside the classroom, resulting in a monotonous learning experience that primarily emphasizes listening and repetition This limited application of language skills is a key factor contributing to the phenomenon where many students achieve high exam scores yet struggle to use English effectively in real-life situations.
Teachers play a vital role in providing opportunities for students to enhance their speaking skills through diverse methods such as discussions, drama, role play, information gaps, and simulations Among these approaches, Readers Theater (RT) stands out as a favorite activity for many students, effectively engaging them in practice.
RT is a versatile drama technique suitable for students of all levels, allowing them to enact stories without memorizing scripts This approach fosters active participation, transforming students from passive learners to engaged participants As noted by Thornbury (2011), incorporating drama elements into speaking activities serves as an effective catalyst for real-life language application, encouraging learners to transcend classroom boundaries Ultimately, RT aims to enhance students' enthusiasm for speaking practice and address common challenges they face in language learning.
The author aims to enhance students' speaking competence by conducting action research on the use of RT in an English center classroom, as RT is relatively new to the country.
“Improving English speaking skill of 4 th graders by using Readers Theater”.
Objectives
This action research aims to investigate how Reciprocal Teaching (RT) enhances speaking skills among students at a local center in Vietnam Additionally, it seeks to gather insights into students' attitudes towards RT in their speaking classes, exploring both the advantages and potential disadvantages they may face Overall, the study focuses on the effectiveness of RT within this specific educational context.
Research Questions
To deliver the objectives stated above, the following research questions must be addressed:
RQ1: How is the students‟ speaking skill improved thanks to the application of RT? RQ2: How do the students respond to RT?
Also, through the study, I could see what works well and what not so well so that necessary precautions can be provided to subsequent users of RT in similar contexts
The findings offer significant practical and theoretical contributions, aiding teachers in the broader implementation of RT in similar contexts across the country and integrating it into existing training curricula as a standard practice Additionally, they enhance the understanding of RT and its relevance in local settings.
Methodology
This research employed a classroom action research design consisting of two cycles, following the model proposed by Kemmis and McTaggart (1988, as cited in Burns, 2010) Each cycle involved four key phases: planning, action, observation, and reflection The insights gained from the initial cycle's reflections informed the planning of the subsequent cycle, ensuring a continuous improvement process throughout the research.
Figure 1: The cycle of action research model Kemmis and Mc Taggart
To address the research questions, qualitative data were gathered through field notes and video recordings, while quantitative data were obtained from student speaking performance scores and questionnaire results The evaluation of students' speaking skill improvement utilized the teacher's field notes, video recordings, and students' test scores Additionally, observations highlighted the need for caution when implementing RT in the classroom A questionnaire survey was conducted to assess students' responses to the use of RT in speaking classes.
Significance
Practical Significance
This study presents a valuable alternative for EFL programs in Yen Bai and beyond, suggesting that English teachers can effectively incorporate the RT model in their speaking classes This approach can also be gradually extended to enhance reading, listening, and writing skills Additionally, the study aims to mitigate the challenges posed by large class sizes and mixed-ability groups, while alleviating the teacher's workload in creating supplementary materials and fostering student engagement in speaking activities Ultimately, RT provides students with opportunities to collaborate, learn from one another, and experience the joy of "real drama" in a theatrical setting.
Theoretical Significance
This research explores the application of Reader Theater in language teaching, particularly in enhancing speaking skills within the local context Utilizing a mixed method approach, the study investigates the effectiveness of Reader Theater in promoting speaking proficiency, demonstrating the viability of this approach for future research in the field.
Organization of the Thesis
This thesis outlines an action research project structured into three main chapters, alongside an Introduction, Conclusion, and essential Annexes The Introduction provides a comprehensive overview of the study's background, rationale, objectives, research questions, significance, and the overall organization of the thesis Chapter 1 focuses on a literature review, examining pertinent studies related to the implementation of the research topic.
Chapter 2 outlines the research methodology, detailing the research design, procedures, materials, data collection methods, instruments, and the implementation process of RT in teaching Chapter 3 presents the findings and discussions, while the conclusion summarizes the key insights of the thesis.
LITERATURE REVIEW
Speaking
Speaking, as defined by the Oxford Dictionary (2018), is the act of conveying information or expressing thoughts and feelings through spoken language Johns (1981) characterizes it as a productive skill that utilizes the organs of speech to communicate meanings However, Burns and Joyce (1997) and Luoma (2004) view speaking as an interactive process that involves producing, receiving, and processing information The form and meaning of spoken communication are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the intended purpose of the interaction.
Speaking is a dynamic and evolving skill that requires more than just linguistic competence, such as grammar and vocabulary; it also demands sociolinguistic competence, which involves understanding the context and social norms of communication According to Thornbury (2011), speaking can be likened to skills such as playing the guitar or driving a car, as it encompasses various types of knowledge, including extra-linguistic knowledge related to culture and context, as well as linguistic knowledge involving genre and pragmatic understanding Thornbury identifies two primary purposes for speaking: transactional, which focuses on the exchange of information and goods, and interpersonal, which aims to foster and maintain social relationships.
To sum up, speaking is both a productive skill and an interactional process, which is subject to a number of influential factors such as context, relationship, socio- cultural knowledge, amongst others.
1.1.2 Micro- and Macro-Speaking Skills
According to Brown (2004, p 142), speaking encompasses both micro- and macro-skills, which serve as essential guidelines for evaluating students' speaking performance Micro-skills involve the production of smaller language units such as phonemes, morphemes, words, collocations, and phrasal units In contrast, macro-skills focus on broader aspects such as fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options This distinction highlights the varied purposes of micro- and macro-skills in oral production, with specific skills relevant to this research outlined below.
1) Produce chunks of language of different lengths;
2) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours;
3) Produce reduced forms of words and phrases;
4) Produce fluent speech at different rates of delivery;
5) Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentence constituents
Regarding the same reference, some of macro-skills are as follows:
1) Appropriately accomplish communicative functions according to situations, participants, and goals;
2)Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face-to-face conversations;
3) Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.
Teaching Speaking
Speaking skill is crucial in English language teaching and learning, as it enables learners to effectively communicate in the target language According to Nunan (1999) and Burkart & Sheppard (2004), the success of language acquisition is often assessed by one's ability to engage in conversation Consequently, for many English learners, developing speaking skills is of utmost importance (Florez, 1998).
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney & Burk, 1998, p
Speaking is a complex and dynamic skill that combines cognitive ability, cultural awareness, and physical execution in real-time communication Effective teaching of speaking goes beyond mere repetition of drills or memorization of dialogues; it involves imparting knowledge, skills, and strategies essential for effective communication Teachers should focus on enhancing students' vocabulary and confidence by providing opportunities for them to engage with the language in authentic, meaningful contexts (Brown & Lee, 2015).
According to Nunan (2003), “teaching speaking” is to teach ESL learners to:
- produce the English speech sounds and sound patterns;
- use word and sentence stress, intonation patterns and the rhythm of the second language;
- select appropriate words and sentences according to the proper social setting, audience, situation and subject matter;
- organize their thoughts in a meaningful and logical sequence;
- use language as a means of expressing values and judgments;
- use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan, 2003)
According to Goh & Burns (2012), second language speaking competence comprises three key components that interact with one another The first component involves acquiring knowledge of language and discourse, where students must master pronunciation, vocabulary, grammar, and the organization of various speech types to achieve social acceptance in the target language The second component, core speaking skills, emphasizes developing fluency, negotiation, monitoring skills, and effective speech management Lastly, the third component focuses on strategies, which involve cognitive techniques to address gaps in language knowledge, encouraging speakers to use circumlocution, gestures, word creation, approximation, or avoidance to enhance communication.
Brown (2015, pp 257-267) discussed the principles of teaching speaking that can be summarized as follows:
1 Use technique that cover the spectrum of learners needs, from language-based focus on accuracy to message-based focus on interaction, meaning and fluency;
3 Encourage the use of authentic language in meaningful contexts;
4 Provide appropriate feedback and correction;
5 Capitalize on the natural link between speaking and listening;
6 Give students opportunities to initiate oral communication
7 Encourage the development of speaking strategies
Effective speaking instruction involves more than just teaching grammar, pronunciation, and vocabulary; it requires guiding students to comprehend the structural and systematic aspects of language use, including when, why, and how to communicate Crucially, teachers' guidance is essential in enhancing students' speaking skills, particularly in areas like pronunciation, communication strategies, and the appropriate use of gestures to support their speech.
Readers Theater
Readers Theater (RT) traces its roots back to ancient Greece, emerging as a minimal theater form aimed at enhancing literature and reading Initially designed to present literary works dramatically, RT encourages students to engage in creative writing by adding and adapting lines within a story script, incorporating introductory and transitional elements (Shepard, 2006) This art form is characterized by an oral interpretation of narratives, where readers perform as a mini-theater production, effectively communicating stories through expressive reading (Walker, 1998) In RT, participants read aloud from scripts, employing intonation and facial expressions to bring characters to life, making it an interpretive reading activity that captivates audiences (Martinez, Roser, & Strecker, 1998) The effectiveness of RT relies heavily on the readers' vocal abilities and expressions to engage listeners (Sloyer, 1982) According to Shepard (2004), key features of RT include narration as the dramatic framework, minimalistic stage sets, partial or neutral costumes, and the use of scripts during performances.
According to Worthy & Prater (2002), readers engage with a story and then adapt it into a script featuring multiple characters A variety of texts can be utilized for Reader Theatre, including fictional works like narratives, short stories, and myths, as well as non-fiction materials such as biographies, diaries, and historical documents (Black & Stave, 2007) Additionally, students' own writings can be incorporated into Reader Theatre (Hoyt, 1992) Regardless of the text chosen, it must be modified for group reading by breaking it into smaller segments, typically at the sentence level, for different readers to perform Patrick (2008) outlines four fundamental steps in the Reader Theatre process.
1 Readers first read a story, and then
2 Make selective and analytical choices in transforming the story into a script through social negotiation,
3 Formulate, practice and refine their interpretations, and
4 Finally perform for an audience, reading aloud from hand-held scripts
“The goal of Reader‟s Theater is to read a script in which the story theme and character development are conveyed to the audience through intonation, inflection, and fluency” (McAndrews, 2004).
Advantages of Readers Theater in Teaching and Learning Speaking Skill
Readers Theater is a valuable drama activity that has been utilized for teaching languages since the Middle Ages, playing a crucial role in learning both the target language and its culture According to Nathan and Stanovich (1991), incorporating drama in the classroom significantly enhances language development, catering to multiple intelligences and diverse learning styles This multi-sensory approach engages students' minds, bodies, senses, and emotions, fostering personal connections to the real world and improving comprehension and retention (Prochazka, 2007) Drama provides meaningful contexts for practicing the target language, encouraging students to engage in meaningful dialogues and increasing their motivation to learn English while reducing anxiety and enhancing language acquisition, particularly in speaking By creating roles and situations through drama, teachers can offer a wider variety of contexts for conversation, allowing students to share their feelings and perspectives in a secure environment (Neelands, 1992).
Readers Theater (RT) has been shown to enhance language skills, including listening, speaking, reading, and writing, by providing visual, oral, and audio stimuli that captivate students' interest through drama This approach integrates all four language skills and literary materials, fostering motivation in a communicative context (Flynn, 2004; Kelleher, 1997) RT facilitates meaningful communication and engages an audience (Neelands, 1992), making it an effective drama activity for authentic speech practice and improving reading fluency, including rate, accuracy, phrasing, pitch, stress, and expressiveness (Jordan & Harrell, 2000) They emphasize that enjoyable and interactive reading procedures are crucial for achieving fluency and comprehension through repeated readings and language interactions (Jordan & Harrell, 2000, p 74) Additionally, RT encourages creative writing by allowing students to modify scripts and add details, thus adapting literature into a dramatic format (Shepard, 2006) This methodology offers significant benefits for English as a Foreign Language (EFL) students due to its engaging and interactive nature.
1 Students interpret the story orally, rather than act it out
2 Students don‟t try to become the characters, like actors do, although they use their voices and gestures to bring life to the characters
3 Students don‟t have to memorize lines They take their reading texts or scripts on stage with them – even if they don‟t use them
4 Students don‟t need elaborate costumes
5 Students don‟t need special sets or props
Readers Theatre is an inclusive and holistic approach that combines reading, speaking, listening, and critical thinking (Rinehart, 1999) This collective activity provides a supportive environment where readers of varying abilities can engage without pressure (Black & Stave, 2007) One of the key benefits of Readers Theatre lies in its positive impact on speaking skills, enhancing both confidence and communication abilities among participants.
1 Readers Theater boosts listening and speaking skills
2 Students are trained to speak at an appropriate rate with accuracy, proper phrasing, and expression
3 Readers Theater improves sight word recognition
4 Readers Theater improves students‟ confidence
5 Students‟ ownership and engagement in the process is high
6 Readers Theatre supports the learning of bodily-kinesthetic learners
7 Collaboration and teamwork and emphasized skills
8 Readers Theater promotes cooperative interaction with peers
9 Readers Theater encourages social interaction during reading time
10 Readers Theater encourages practice at home with family members and friends (Buzzeo, 2006)
Creating Readers Theater scripts enhances students' understanding of language structure, use, and metalinguistic awareness (Hill, 1990) Dougill (1987) highlights two key benefits of scripts for language learning: they provide natural, comprehensible input, contrasting with the fragmented language often found in textbooks, and they offer psychological security, especially for EFL learners who experience language anxiety (Horwitz, 1986) Berlinger (2000) emphasizes that scripted dialogues facilitate the acquisition of vocabulary, idioms, grammar, and syntax, engaging students in all aspects of language Moreover, rehearsed scripts in class create dynamic interactions that closely resemble real communication.
Readers Theater offers EFL students a dynamic platform to enhance their language acquisition in a real communicative context while fostering creativity This engaging approach not only improves oral communication skills but also broadens students' imaginative capacities By immersing themselves in well-written stories, students reinforce their language skills, cultivate a passion for reading, and develop focused listening abilities (Sloyer, 1982).
RT enhances students' English oral abilities by emphasizing oral and facial expressions, creating a meaningful context that alleviates nervousness and encourages participation from even the most reluctant speakers Through oral reading performances, all students can practice speaking, gradually build confidence, and ultimately succeed in presenting their scripts to an audience (Huang, 2006).
In Reader's Theater (RT), students read small segments of a script, shared among multiple readers, which significantly reduces their anxiety This approach allows students to focus on their performance rather than memorizing lines, as they can refer to the script while on stage By alleviating the pressure of memorization, students can concentrate on other important elements of the drama, enhancing their overall theatrical experience.
Effective reading techniques focus on articulation, pronunciation, fluency, and projection (Harris, 1993; Black & Stave, 2007) Additionally, Reading Therapy (RT) highlights the importance of thoughts, motivations, and comprehension alongside words and structures (Miccoli, 2003) As a result, students who engage with RT demonstrate significant advancements in their oral skills (Tian & Wu, 2012).
In the process of Readers' Theater (RT), students engage in collaborative discussions, which are essential for scriptwriting, as they determine character lines and make decisions on content inclusion or exclusion This collaborative effort deepens their understanding of the text, as highlighted by Latrobe (1996), who notes that students gain confidence in scriptwriting based on literary works The primary focus of RT instruction is to teach students how to systematically organize and articulate their ideas (Lee, 2010; Styles & Dunn, 1989) During rehearsals, students analyze character traits and appropriate tones, practicing pronunciation, intonation, and expression through repeated readings Flynn (2004, p 361) emphasizes that teamwork in RT enhances motivation, encouraging students to strive for excellence in their performances This collaborative environment fosters a willingness to invest additional time in practicing oral skills, ultimately helping students overcome their fears and take risks in public speaking, leading to significant improvements in their oral abilities.
Implementing RT in a local context can provide valuable insights into its benefits for students and teachers, while also revealing potential challenges and areas for improvement By conducting this action research, we can better understand how local students respond to RT and identify the most effective applications tailored to their needs.
How is Readers Theater Applied and Studied around the World?
Reader's Theater (RT) is a group reading experience rooted in the ancient storytelling traditions of Greece, gaining popularity in schools, particularly in the USA, since the 1950s Initially embraced by college theater departments in the 1960s, RT has since spread to secondary English education While it may not be widely practiced as a theatrical form today, RT continues to be utilized in mother tongue education and has also been effectively applied in foreign language classrooms.
Research on the implementation of RT (Reciprocal Teaching) in educational settings has demonstrated its significant value in both mother tongue contexts and foreign language classrooms Studies by Chard & Tyler (2000), Flynn (2004), and others have highlighted its effectiveness in enhancing learning outcomes across various environments.
Research indicates that Reading Together (RT) enhances not only students' cognitive abilities but also their motivation and confidence in reading aloud Specifically, studies have demonstrated that RT positively impacts cognitive skills, particularly in word recognition.
Research indicates that repeated reading (RT) positively impacts various aspects of literacy, including pronunciation, fluency, and comprehension Additionally, RT enhances pupils' motivation, especially for those who are typically hesitant to read aloud By participating in group reading activities, students experience a sense of collective responsibility, which fosters collaboration and interaction, allowing even struggling readers to feel included and valued As they rehearse and become more comfortable with the text, their confidence gradually increases, further motivating them to engage in reading.
Numerous studies highlight the educational advantages of role-playing (RT) as a performance genre While there is a limited amount of research specifically exploring the implementation of RT in second language (L2) environments, such as the work conducted by Adams, Farris, Patterson, Santiago, and Secrist, the potential benefits remain significant.
Research on repeated reading (RT) primarily emphasizes its potential to improve fluency, comprehension, motivation, and reading development, with limited focus on its effectiveness in enhancing students' oral skills Additionally, there is a scarcity of studies conducted in elementary ESL classrooms, highlighting the need for further investigation in this area This gap in research provides a strong justification for the present study.
How is Readers Theater Applied and Studied in Vietnam?
In Vietnam, the National Foreign Language 2020 Project emphasizes the need to reform foreign language teaching and learning, aiming for all learners to effectively communicate in foreign languages, especially English, by 2020 (Ministry of Education and Training, 2008) To enhance students' communicative abilities, English classes must move away from traditional methods like comprehension questions and vocabulary tests Recent years have seen significant changes in instructional approaches, with a focus on improving speaking skills through various techniques that encourage meaningful and communicative use of the language, thereby boosting students' oral production in English Extensive research has provided valuable strategies and resources for teachers to create a supportive learning environment and optimize student outcomes.
Drama has emerged as a powerful strategy in various educational settings, particularly in ESL/EFL teaching, where it significantly enhances speaking skills According to Hamilton and McLeod, drama provides language teachers with a diverse range of speaking activities, including monologues, role-plays, and group discussions, effectively covering all language functions such as explaining, complaining, and requesting Despite the familiarity of many English teachers in Vietnam with traditional drama techniques like role-play and simulations, there remains a lack of awareness regarding Readers Theater (RT) This gap highlights the necessity for further research into the implementation of RT as an instructional method in English language teaching in Vietnam, which is the focus of this thesis.
Theoretical Support for this Study
Readers Theater is a longstanding drama activity that has been effectively utilized in language teaching since the Middle Ages, playing a crucial role in learning both the target language and its associated culture (Tüm, 2010) Psychologists have recognized drama as a valuable learning tool, noting that it fosters cognitive development Notably, Lev Vygotsky and Jerome Bruner emphasize that cognitive growth relies on interactive play, where children engage in imaginative scenarios that challenge their physical and intellectual abilities This perspective underscores the importance of incorporating drama in the classroom to enhance and broaden students' understanding (Wagner 15).
Dr Howard Gardner, co-director of Project Zero at Harvard University's Graduate School of Education, proposes a theory of multiple intelligences, highlighting that traditional school systems predominantly emphasize verbal and logical-mathematical intelligences Gardner asserts that students have diverse learning styles, with each individual possessing varying degrees of these intelligences He identifies seven distinct types of intelligences, emphasizing that they are unique to each person.
Educators who recognize the existence of multiple intelligences beyond verbal and logical reasoning can enhance students' learning experiences (Gardner, 1985) Each child possesses a unique learning style, highlighting the importance of addressing various intelligences, as noted by Gardner (1993) Readers' Theatre effectively engages at least five intelligences—bodily-kinesthetic, intrapersonal, musical, verbal-linguistic, and interpersonal—through repeated readings, movement, and student interactions Gardner asserts that these intelligences are fundamental for learning across disciplines, as they foster communication and self-expression through the arts (Dickinson) Research supports that Readers' Theatre is a valuable tool for reaching diverse learners, as it aligns with their preferred learning styles Additionally, Susan Stern (in Sam, 1990) underscores the psycholinguistic advantages of drama in second language learning, including increased self-esteem, motivation, and empathy, which collectively create a supportive environment for language acquisition by catering to students' multiple intelligences.
Constructivist theory plays a crucial role in modern education, emphasizing that learning is an active process rather than passive absorption (Jones & Brader-Araje, 2002) This approach encourages the integration of new knowledge with existing understanding, as highlighted by Piaget's assertion that knowledge construction occurs through assimilation and accommodation (Piaget, 1967) Influential educators like Rousseau, Montessori, Bruner, and Dewey advocate for "learning by doing," which aligns closely with the principles of educational drama (Courtney 1) Dewey also underscored the significance of imagination in the learning process, reinforcing the idea that drama serves as an effective medium for experiential learning.
Imagination serves as the “gateway through which meanings are derived from past experiences that are carried into the present” (Iannone 307) Therefore, it is essential for the curriculum to seamlessly integrate the imaginative or aesthetic realm with the cognitive development of students.
“John Dewey‟s, „learning by doing‟ theory shaped The progressive era in education” (Wagner 15).
METHODOLOGY
Research Setting
In 2017, a research study was conducted in a Movers class at an English center in Yen Bai, involving 16 primary students from grade 4 across various schools in the city All participants, aged 10, had previously completed two years of English at the Starter level and six months in their first Movers course The research focused on students during their second course of the Movers level.
This English center offers classes for students of all ages, providing a comprehensive curriculum tailored for children that adheres to the Cambridge YLE framework, ranging from Pre-Starters to Flyers levels Classes are held twice a week, with each lesson designed to enhance language skills effectively.
Research Materials
A successful reader's theater (RT) script, as noted by Ludolph (2013), should feature a compelling storyline, engaging conflict, dynamic action, humor, and relatable characters It is essential that the script includes dialogue rather than excessive descriptive passages Additionally, selecting materials that align with the students' English proficiency is crucial for the effectiveness of the RT activity.
This study utilized materials sourced from the Reading A-Z website, a well-known resource among educators for its vast collection of over 2,000 graded reading books spanning 29 levels of difficulty The categorization of stories by reader age simplifies the selection process, enabling the researcher to easily find suitable content for her students.
To align with the English proficiency of the participants and engage young learners, the researcher selected two relatable stories, “Doctor Jen” and “Four Friends,” authored by Cheryl Ryan, for two cycles of action research.
Data Collection Techniques and Instruments
Data collection techniques are determined by the research questions outlined in the Introduction In this classroom action research, data is gathered through observations, questionnaires, and tests, which are detailed as follows.
Data were collected using qualitative methods through teacher observations during the teaching-learning process, focusing on student behavior and activities According to Burns (2010), observation and description are crucial in action research, as they systematically aim to understand students' learning, including their skills, interests, social interactions, and attitudes toward learning This process involves note-taking and may utilize specific recording methods, serving as a diagnostic tool for reflection, analysis, and discussion (Duncan & Lockwood, 2008) Observational data were documented as field notes, and video recordings were also employed to supplement the notes, capturing additional classroom dynamics that written records alone could not convey.
Teacher field notes and video recordings were utilized to document the teaching and learning processes in the classroom, aiming to evaluate the effectiveness of the RT technique in enhancing students' speaking skills and to identify key considerations for its application in speaking lessons.
A questionnaire survey was conducted among students to gather their opinions on the implementation of Readers Theater According to Dornyei (2001), questionnaires can provide factual, behavioral, and attitudinal information This method is effective for collecting large-scale numerical data quickly In this study, the researcher designed a questionnaire with 8 Likert-type items to assess students' responses to the Readers Theater technique However, considering the participants were 10 years old, a 5-point Likert scale was deemed confusing, as noted by Royeen (1985) Therefore, the researcher opted for a simplified 3-point scale with smiley faces to aid comprehension Participants rated statements on a scale of 1 (agree), 2 (neither agree nor disagree), and 3 (disagree) To ensure clarity, the questionnaires were written in Vietnamese, facilitating better understanding and response from the students.
A test is a method for assessing an individual's ability, knowledge, or performance in a specific area (Brown & Abeywickrama, 2004) In this study, the researcher implemented a pre-test at the start of the teaching process and a post-test at the conclusion of each cycle to evaluate students' speaking proficiency The speaking scores obtained from these tests were analyzed to determine the extent of improvement in the students' speaking skills.
The assessments involved storytelling, where students narrated a story inspired by provided images This format was part of the final evaluation for the Movers course, consisting of three tests: one pre-test and two post-tests.
In this research, student performance on speaking tests was evaluated using a rubric developed by Gall, Borg, and Gall (2003) The assessment rubric encompassed four key aspects: fluency, accuracy, vocabulary, and pronunciation, each rated on a scale from 1 to 10 Higher scores indicated more complex indicators, reflecting a comprehensive evaluation of students' speaking abilities.
Data Analyses
Qualitatively, all the observation data collected were organized and classified the researcher followed the framework proposed by Burns (2010) This framework consists of five stages:
During this stage, we collected field notes and ongoing reflections while reviewing the initial and revised research questions to analyze the changes observed across the two cycles of the study.
The data gathered were then coded into categories
Once the coding was complete, the categories or patterns were compared across different sets of data to review and highlight contradictions and differences
In this stage, more abstract „big picture‟ concepts of what had been found were built and any „personal theories‟ about the meaning or importance of the research were refined
In the final stage of the research, careful organization of the entire narrative from inception to conclusion was crucial for effectively presenting the findings.
The researcher conducted an observational study on the implementation of the RT process in the classroom, focusing on the activities of both teachers and students across five key stages: reading, script writing, rehearsing, performing, and providing feedback The observation notes were systematically categorized according to these stages, and video recordings were utilized to enhance the written documentation of the findings.
The responses from the questionnaires were analyzed quantitatively, with results rated by frequency and presented as percentages To ensure clarity, the researcher rounded the percentages, which may not always total 100% The purpose of the questionnaire was to evaluate students' responses to the teaching and learning process utilizing RT.
The comparison of students' scores in pre-tests and post-tests reveals significant improvements in their speaking skills To analyze these advancements, the mean scores for both the pre-test and post-test can be calculated using specific formulas.
In which: x = means of pre-test scores y = means of post-test scores
A qualitative analysis is utilized to create a clear numerical representation of issues, effectively characterizing and describing data sets It succinctly presents numbers through averages, frequencies, and percentages, while also illustrating the dispersion and variation of these numbers around a central point (Burns, 2010).
Research Procedure
Regarding the aims of solving students‟ problem in learning speaking skill and improving their speaking competence, this research was undertaken on the basis of a classroom action research design
Action research is defined as a self-reflective inquiry conducted by participants within a social context, particularly in education, aimed at enhancing the rationality and justice of their social or educational practices According to Kemmis (1993), this process not only seeks to improve individual practices but also fosters a deeper understanding of these practices and the environments in which they occur.
Classroom action research, as defined by Pine (2008), is a dual process of inquiry and action aimed at addressing educational challenges This dynamic and intentional approach allows teachers to systematically collect and analyze data while implementing strategies to enhance teaching and learning According to Mills (2011) and Stringer (2008), it empowers educators with valuable insights to improve practices and tackle significant issues within their classrooms and schools.
Burns (1999) states that classroom action research has some characteristics:
1 Action research is contextual, small-scale and localized It identifies and investigates within a specific situation
2 It is evaluative and reflective as it aims to bring about change and improvement in practice
3 It is perspiratory as it provides for collaborative investigation by team colleagues, practitioners, and researchers
4 Change in practices is based on the collection of information or data which provide the impetus of change
Action research can be conducted collaboratively by teachers or individually by a single educator (Ferrance, 2000; McKay, 2006) According to Burns (2012), the questions posed in action research differ from those in traditional research; while traditional inquiries focus on the actions of others, action research centers on the researcher’s own practices In this approach, the researcher assumes dual roles, acting as both a teacher and an active participant in the research process (Frankel & Wallen, 2012).
The action research model developed by Kemmis and McTaggart (2005) is among the most popular frameworks utilized in educational research This study adopted their model to effectively conduct a classroom action research project, as depicted in Figure 2, which illustrates the cyclical nature of the research process.
Figure 1:Cyclical Action Research Model by Kemmis & McTaggart, 1988 (in Burns,
By adapting that model, Burns & Kurtoglu-Hooton (2014) consider the dynamic process through a spiral of activities that can be implemented flexibly as the research progresses
The planning stage is crucial for researchers as it helps them refine their classroom investigation ideas and formulate specific questions to explore This preparation enables the development of effective teaching strategies and activities that can be implemented and tested in the classroom.
Act: This stage involves acting on the researchers‟ plans and experimenting with new approaches or activities
Observe: In this stage, the researchers collect information, or data, on what is happening as a result of implementing their plans
During the research process, reflection plays a crucial role as it encourages researchers to systematically consider the impact of their work This reflective practice not only aids in identifying key messages from the research but also helps researchers articulate their personal teaching philosophies and theories of practice.
This research employed an action research design to address challenges faced by students in developing their speaking skills The cyclical nature of this approach allowed the researcher to adapt and implement changes between cycles Furthermore, conducting the research within a small classroom setting made the action research design particularly appropriate for the study.
In the researcher's reflective cycles, four key processes are emphasized: planning, action, observation, and reflection Planning involves identifying the subject matter, outlining actionable steps, and selecting data collection instruments Action pertains to the implementation of the lesson plan and classroom management strategies Observation focuses on monitoring classroom dynamics and analyzing student behaviors to identify challenges and areas for improvement Finally, reflection allows the researcher to evaluate the effectiveness of the study and make informed decisions about its continuation or cessation.
2.5.1 The Situation Prior to the Research
The researcher collaborated with the English teacher of the Movers class at the English center to conduct the study Prior to the research, they engaged in discussions about Action Research, which piqued the teacher's interest as she aimed to assess her students' progress through the findings.
The researcher conducted observations and interviews to identify issues in the English teaching and learning processes at the Movers class The findings revealed that students faced significant challenges in their speaking abilities, including incorrect pronunciation, lack of fluency, and limited vocabulary, which hindered their ability to express ideas effectively While some students demonstrated better skills, they lacked confidence in communicating in English The classroom atmosphere was unengaging, with many students distracted by conversations with peers or remaining silent and resorting to Vietnamese when prompted Overall, the majority of students expressed that they found speaking English difficult and felt unmotivated during speaking lessons.
The researcher conducted a pre-test to evaluate the students' speaking abilities by having them narrate a story based on provided pictures in front of the class The average score for the test was 5.47 on a scale of 1 to 10, indicating the students' current level of speaking proficiency.
Following the identification of key issues, a prerequisite analysis was performed to uncover the cause-and-effect relationships among these problems, facilitated through discussions with the collaborating teacher The researcher identified potential underlying reasons for the issues, including students' insufficient speaking practice, the absence of meaningful contexts for speaking engagement, and limitations in the speaking activities employed in the classroom The situation prior to the research is summarized in the table below.
Table 1:Situation Prior to the Research
The students‟ speaking proficiency was still low
Students had low motivation to speak in English
The students’ speaking proficiency was still low
rarely answered questions given by the teacher orally
spoke with a lot of pauses
difficulties to find the appropriate words to create sentences or expressions
difficulties to recognize the words and grammar used
Students had low motivation to speak in English
Students kept silent when being required to do the speaking tasks
Students prefer using Vietnamese to answer the teacher‟s questions
Some students did not concentrate on the lesson, they were busy chatting to their friends
Students were not confident to speak out their answers
Causes Low mastery of grammar and vocabulary
Limited time and speaking practice
The speaking activities were boring
The teaching – learning activities were too tense and nerve- racing
No meaningful contexts for students to practice speaking
The researcher initiated a classroom action research project in collaboration with an English teacher to enhance student learning through the RT method The research comprised two cycles, each consisting of five key steps: planning the action, implementing the action, observing the process, reflecting on the results, and revising the plan Each cycle included four meetings, with each session lasting 45 minutes Detailed descriptions of the implementation process are provided in the subsequent section.
2.5.2.1 Report of Cycle I i) Planning of Cycle I
The research identified two key issues: students exhibited low speaking proficiency and lacked motivation to communicate in English The initial cycle of the study aimed to address and enhance these challenges.
To address the identified challenges, the researcher collaborated with the teacher to conduct action research utilizing RT in the classroom Prior to implementation, detailed plans were established to guide the actions in the field, focusing on the topic of expressing health problems for Cycle I The researcher prepared teaching materials, including a story and lesson plan, along with scheduling and timing Additionally, instruments for data collection, such as classroom observation sheets, survey questionnaires, and a camera, were organized to facilitate the research process.