INTRODUCTION
Rationale of the study
Mastering English is essential for success in today’s society, as it unlocks numerous opportunities for both employment and education In countries like Vietnam, English is a mandatory subject, highlighting its significance in the educational curriculum Effective English lessons, particularly in speaking, require active participation from learners to be deemed successful Among various English skills, speaking is crucial for evaluating an individual's ability to communicate and their comprehension of the language.
Many learners at the researcher's institution have prior experience studying English but exhibit shyness when it comes to speaking in class The writer's teaching experience reveals several key issues affecting their participation in spoken English: (1) Both learners and their previous instructors primarily focused on vocabulary and grammar for written drills, neglecting speaking skills that aren't tested; (2) there is frequent inactive participation in communicative activities due to a fear of making mistakes; and (3) learners lack effective methods and engaging activities to motivate their speaking practice Although some students excel in grammar and achieve high scores on paper tests, they struggle to communicate effectively in real-life situations The traditional teaching methods employed in Vietnam foster passivity among learners and fail to provide a communicative environment, leading to ineffective speaking skills and a lack of enthusiasm for participating in spoken English.
The writer aims to explore methods for increasing adult participation in speaking lessons through an action research project conducted at an English center The study seeks to identify effective strategies to boost speaking engagement among adult learners while also raising their awareness of the significance of English communication both in the classroom and in real-life situations.
Aims of the study
The study aims at improving the adult learners’ participation in speaking lessons at an English center in Hanoi by employing the communicative activities through an action research project
The main research questions that need to be answered over the study are:
Question 1: How do the communicative activities help improve the learners' participation in speaking class?
Question 2: What are the learners' attitudes towards the communicative activities?
This study is conducted to investigate the relationship between the communicative activities and participation increase in the English class for adults The main objectives are:
To investigate whether the communicative activities is integrated into the class
To investigate whether the communicative activities improve the learners’ participation in speaking lessons
To investigate whether the communicative activities have effective influence on the learning and teaching speaking English.
Significance of the study
The study emphasizes the crucial role of student participation in enhancing English communication skills It highlights the urgent need for teachers and educational authorities to create a positive and motivating classroom environment, alongside identifying effective teaching strategies The findings aim to assist both educators and learners in improving their communicative English abilities Ultimately, active learner participation is essential for guiding the learning process, enabling teachers to engage students effectively and promote speaking skills.
Scope of the study
This study involved 10 participants aged 18 to 40 over a 4-month period at an English center, focusing on enhancing speaking skills through increased participation The research specifically emphasizes the use of communicative activities to boost adult engagement in speaking lessons Data collection and analysis were conducted through classroom observations and interviews.
Structure of the thesis
The study report is structured into three key sections: Introduction, Development, and Conclusion The Introduction highlights the primary objectives and challenges the research seeks to address, along with its most significant findings It also reviews related studies and issues pertinent to the topic, offering a comprehensive background that includes the aims, research questions, and overall design of the research.
PART 2 - DEVELOPMENT is the main part of this thesis It contains three chapters namely Literature Review, Methodology and Major Findings and Recommendations,
Chapter 1 - Literature Review starts with the information on understanding general knowledge relevant to speaking, including the definition of participation, and speaking Then comes the literature on the communicative activities consisting of its definition and types The rest of the chapter is on previous studies related to using them during speaking
Chapter 2 - Methodology presents the methodology conducted in the study, including key elements of an action research project, background information of the participants and setting of the study; the use of the instruments for data collection and the procedure Added to that, action research procedures are also presented in this chapter
PART 3 - CONCLUSION consists of the summary, findings and limitations of the research.
DEVELOPMENT
This chapter offers a literature review focused on theoretical frameworks related to speaking and the communicative activities utilized in the research process Each section includes definitions and explanations of key terms, accompanied by relevant studies from around the globe.
Speaking is defined as the ability to articulate thoughts and ideas clearly in various situations, as well as to report actions or events with precision (Ladouse, 1991) This highlights the significance of speaking skills in demonstrating an individual's understanding, knowledge, and competence.
According to Burns and Joyce (1997), speaking is an interactive process that involves the construction of meaning through the production, reception, and processing of information The form and meaning of speech are influenced by the context, including the participants, their shared experiences, the physical environment, and the purpose of communication While speaking is often spontaneous and evolving, it can also exhibit predictable patterns.
Florez (1999) defines speaking as a two-way process that facilitates genuine communication of ideas, information, or feelings This perspective emphasizes that spoken interactions result from collaboration among participants within a shared time and context Advocates of this approach argue that instead of focusing on teaching learners to construct perfect sentences before engaging in conversation, we should encourage them to participate in spoken discourse from the outset, allowing them to naturally acquire the necessary language components.
Last but not least, Brown (1994) also expresses his point of view on speaking as an integrated element in connection with writing, reading and listening Therefore, it is
LITERATURE REVIEW
Definitions of speaking
Speaking is defined as the ability to articulate thoughts and report actions or situations clearly and fluently (Ladouse, 1991) This skill is crucial for effectively conveying a person's understanding, knowledge, and competence.
Burns and Joyce (1997) describe speaking as an interactive process of meaning construction that encompasses the production, reception, and processing of information The form and meaning of speech are influenced by various contextual factors, such as the participants, their shared experiences, the physical environment, and the intended purposes of communication While speaking is typically spontaneous, open-ended, and evolving, it can also exhibit predictable patterns.
Florez (1999) describes speaking as a two-way process that facilitates genuine communication of ideas, information, or feelings This perspective emphasizes that spoken interactions result from collaboration among participants in a shared time and physical context Advocates of this approach argue that instead of focusing solely on teaching learners to construct well-formed sentences before engaging in conversation, we should encourage them to participate in spoken discourse from the outset, allowing them to naturally acquire the smaller linguistic components.
Brown (1994) emphasizes the importance of speaking as an integral component that connects with writing, reading, and listening It is crucial for both teachers and learners to concentrate on the interrelationship among these skills to enhance overall communication proficiency.
Approaches in teaching and learning speaking skills
Speaking is a crucial skill that significantly impacts communication, yet many learners struggle to express their thoughts in English despite years of study Enhancing speaking participation is essential for achieving fluent communication in foreign language programs Consequently, various approaches are being researched and implemented to improve the effectiveness of teaching English speaking skills.
1.1.2.1 Teaching and learning speaking in traditional approach
Effective teaching approaches are crucial for enhancing the overall quality of English training, especially in developing speaking skills Teaching involves guiding learners to acquire knowledge, but traditional methods often focus on a teacher-centered model where knowledge is transmitted from the teacher to the students In this approach, learners primarily listen while the teacher speaks, limiting their active participation This article explores traditional methods of teaching speaking skills in detail.
The grammar-translation approach, as described by Rosamond (1988), focuses on translating sentences directly to facilitate language learning This method presumes that learners are committed to achieving mastery of the target language, often requiring years of study before practical application However, this assumption is increasingly questioned by adult learners with demanding work schedules and by some schoolchildren who may not excel academically, making it impractical for them to wait years before using the language in real-life situations.
According to Zhou (2015), the grammar-translation method is a traditional approach to teaching foreign languages, where learners first grasp grammatical rules and then apply them by translating sentences between their native language and the target language This method primarily aims to help students read and translate literature in the source language while enhancing their intellectual development It emphasizes reading and writing skills, with vocabulary acquired through text comprehension, and considers the sentence as the fundamental unit of language practice Accuracy is paramount, with speaking activities largely involving reading translations aloud and performing grammar exercises.
1.1.2.2 Teaching and learning speaking in communicative approach
The communicative approach, or communicative language teaching (CLT), as defined by Chomsky (1957), prioritizes interaction as both the means and goal of language learning Many linguists and ESL educators concur that learners acquire speaking skills in a second language through interaction CLT, combined with collaborative learning, effectively facilitates this process by providing opportunities for learners to engage in real-life communication and creative activities Teachers are encouraged to foster an environment where students can apply their knowledge in authentic contexts, utilizing meaningful tasks and materials to enhance speaking participation.
Nunan (1991) emphasizes the importance of engaging learners in conversations about their personal experiences with peers, while instructors introduce topics beyond traditional grammar to enhance language skills in diverse contexts This approach encourages students to integrate their own experiences into the language learning process, prioritizing the learning experience itself Through interaction with instructors and classmates, as well as the study of authentic texts created for purposes other than language learning, students practice and utilize the target language both inside and outside the classroom.
Definition of participation
Learner participation, as defined by Topping (2005), refers to the active involvement of students in the learning process This participation can be categorized into three distinct types: interactions between learner and teacher, interactions among learners, and engagement with learning materials.
Effective learner-teacher interaction is crucial, as students should actively engage with teachers during speaking activities This involves not only punctuality and attendance but also actively participating by asking questions and sharing personal experiences True participation goes beyond simply taking notes; it requires responding to content throughout the learning process to foster a dynamic educational environment.
Learner-to-learner interaction involves students engaging with one another to share ideas and collaborate, often through pair or group activities This approach, known as peer-to-peer learning, fosters a dynamic educational environment where learners can enhance their understanding through discussion and cooperation.
The last type of interaction is learner to material, it is considered as a form of interaction between learners and material that means learners actively complete reading activities
To sum up, learners and teacher have different roles, but can work together to make education better and more exciting Even and effective participation depends on both parties.
On – task and off – task behavior
On-task behavior, as defined by Hastings and Schwieso (1995), refers to the active engagement of learners in teacher-initiated activities This behavior encompasses various actions, including commenting on relevant topics, participating in discussions, reading aloud, raising hands, working on assigned tasks, and maintaining eye contact with the teacher.
According to Chapman (2003), learner engagement refers to students' willingness to actively participate in regular classroom activities, including attendance, assignment submission, and adherence to teachers' instructions Additionally, participation levels are often assessed using the scanning number method developed by Peacock.
Off-task behavior, as defined by Baker (2007), refers to a learner's complete disengagement from the learning environment, engaging instead in unrelated activities This form of inattention can negatively impact learning, particularly in speaking skills where active participation is crucial Off-task behaviors can include daydreaming, wandering attention, improper use of materials, unsolicited conversations, passing notes, and even dozing off Maintaining focus and engagement during lessons is essential for effective learning outcomes.
This study focuses on increasing on - task performance in speaking lessons by applying the communicative activities.
Communicative activities
Communicative activities play a crucial role in enhancing the quality of English teaching and learning By organizing these activities in a diverse and regular manner, the classroom environment becomes more vibrant and comfortable, encouraging learners to be more active and confident in their language use Primarily conducted through group and pair work, these activities provide students with valuable opportunities to develop teamwork skills, boosting their confidence and support for one another as they practice the knowledge they've acquired.
Communicative language teaching, as defined by Richards (2006), encompasses a framework of principles that outlines the objectives of language education, the processes through which learners acquire a language, the most effective classroom activities for enhancing learning, and the roles of both teachers and students in the learning environment.
Hadfield (1999) emphasizes that communicative activities prioritize meaningful communication in the target language over mere grammar or writing skills This approach not only makes speaking lessons more engaging but also serves as a vital link between classroom learning and real-world application Ultimately, this method is designed to develop learners' communication skills and enhance their overall communicative competence.
Communicative activities, as outlined by Harmer (2007), encompass diverse language use, minimal teacher intervention, and no material control, emphasizing both form and meaning For effective engagement in these activities, learners must possess a genuine desire to communicate with a clear purpose.
In conclusion, communicative activities play a crucial role in fostering targeted interactions among learners, enhancing comprehension in second language acquisition These activities not only support effective communication in real-life situations but also provide a meaningful context for learning Clearly, the integration of communicative activities is essential for effective pedagogical practices.
Communicative activities effectively motivate learners to engage in language use and foster interaction with others As noted by Littlewood (1991), these activities promote speaking skills and enhance the overall communicative experience.
(1) provide “whole - task practice”; (2) improve motivation; (3) allow natural learning; (4) create context which support learning
Sun and Cheng (2000) identify three key features of communicative activities in language teaching Firstly, these activities are task-based, focusing on real-life communicative tasks that learners will encounter outside the classroom Secondly, they are learner-centered, encouraging students to take initiative and engage in meaningful interactions, thereby taking charge of their own learning Lastly, communicative activities prioritize the use of authentic language input and require the teacher to possess native or near-native language competence to facilitate effective communication in the classroom.
According to Hammer (1991), communicative activities have six characteristics as follows:
Non – communicative activities Communicative activities
Communicative activities differ significantly from non-communicative ones, as they require learners to have a genuine desire to engage with others, prioritizing communication over grammatical accuracy Motivation plays a crucial role in this process, as learners focus on the content of discussions rather than the form These activities encourage learner-centered education, allowing students to participate freely without fear of correction for mistakes in grammar or pronunciation This approach fosters autonomy, enabling learners to engage in relevant tasks within a dynamic environment, as opposed to traditional teaching methods Ultimately, the emphasis is on natural speech and real communication scenarios, enhancing the overall learning experience.
To sum up, communicative activities motivate learners to complete concrete outcomes and express language without any limitations as well as facilitate them to participate in speaking lessons effectively
Communicative activities play a crucial role in communicative language teaching William Littlewood (1981) summarizes some purposes of communicative activities as follows:
When exploring how individuals acquire skilled performance, it's important to differentiate between training in specific part-skills and practice in the overall skill, known as "whole-task practice." In the context of foreign language learning, effective whole-task practice in the classroom is facilitated through a variety of communicative activities tailored to match the learners' proficiency levels.
Learners aim to engage in effective communication with others, and their motivation to learn remains strong when they recognize the connection between classroom lessons and this goal Understanding how their education contributes to their success in communication fosters a more sustained interest in learning.
Most learners view language primarily as a tool for communication rather than as a structured system Therefore, their understanding of language is enhanced when learning approaches align with this perspective rather than challenge it.
Language learning occurs primarily internally, influenced by factors beyond pedagogical control Many elements of this process may only unfold naturally when individuals engage in communication using the language Therefore, communicative activities, whether conducted in or outside the classroom, play a crucial role in the overall language learning experience.
Context creation for learning support
Communicative activities foster positive relationships among learners and between students and teachers, contributing to a more humanized classroom environment This supportive atmosphere enhances the overall learning experience.
Littlewood (1981) identifies two key types of communicative activities for language learners: functional communication activities and social interaction activities In the classroom, it is essential to focus on functional communication, where learners engage in problem-solving and information exchange using the language they have The primary goal is for learners to effectively convey meaning with their existing language skills Consequently, language learning activities should be contextualized in real-life situations to prevent learners from feeling disillusioned about the language's ability to meet their genuine communication needs.
Based on the above two criteria, the following activities are applied during the research process:
Brainstorming is a collaborative activity aimed at generating a high volume of ideas within a set timeframe, allowing participants to explore a wide range of concepts without immediate evaluation This process encourages creativity, as initial ideas serve as a foundation for developing more practical solutions Whether conducted individually or in groups, brainstorming facilitates quick and open idea generation, fostering an environment where participants feel free to share without fear of criticism Ultimately, the essence of brainstorming lies in the belief that a wealth of ideas is essential for uncovering valuable insights.
Previous studies on participation in speaking skills
Numerous studies have focused on enhancing speaking skills and participation, highlighting the importance of active engagement in speaking lessons Researchers suggest that increased participation is significantly linked to motivation and the effective use of communicative activities.
A study by Hoang (2009) explored the participation motivation of sophomores at Sao Do College of Industry using questionnaires, interviews, and class observations The research involved over 60 randomly selected students and 6 teachers Findings indicated that motivation significantly enhances speaking participation, while aptitude and vocabulary also influence learning outcomes.
Chau (2013) conducted a study on speaking participation, utilizing observation and questionnaires to gather data The analysis revealed that speaking participation improved through methods such as information gaps, discussions, role play, and class surveys The findings indicated a positive attitude from both teachers and learners towards speaking lessons facilitated by communicative activities Most learners expressed interest in these lessons and were eager to participate Additionally, the teacher closely monitored students and employed suitable teaching methods, ensuring that class arrangements aligned with learners' interests.
Tran (2005) conducted an experiment at Thai Nguyen College of Education, utilizing group work and communicative activities to enhance student participation in large classes The findings indicated a positive impact on student engagement, supported by encouraging results from a learner attitude questionnaire These techniques provided students with opportunities and a supportive environment to practice diverse activities tailored to their needs and interests.
Hadriana (2008) conducted a study involving 36 students to investigate participation in speaking through oral presentation tests and observation sheets The classroom action research demonstrated that implementing communicative activities significantly enhanced students' speaking participation The researcher recommends further studies to explore the application of communicative activities in small group discussions across other language skills, including listening, reading, and writing.
César Ochoa (2016) investigated the link between communicative activities and the engagement of 180 senior high school students Utilizing questionnaires and face-to-face interviews, the study gathered data on the implementation of these activities in the classroom and their impact on student participation A mixed-method approach, combining both quantitative and qualitative analysis, revealed that communicative activities significantly motivated students Participants reported enhanced motivation during these activities, noting improvements in their fluency, pronunciation, and overall English performance in a realistic and enjoyable context.
Research indicates that incorporating communicative activities significantly boosts learners' engagement in speaking English While enhancing participation to improve speaking skills is a well-known concept, it necessitates ongoing collaboration and effort from both teachers and learners Notably, recent studies have overlooked the challenge of increasing participation among adult learners, highlighting a critical gap that this study aims to address.
This chapter provides a comprehensive overview of the theoretical framework underpinning the current study, beginning with an exploration of speaking skills and the various factors that influence them It then discusses different approaches and techniques designed to boost learner engagement Finally, the chapter examines the concept of participation and reviews previous research on the effectiveness of communicative activities in English language teaching, highlighting learners' attitudes towards communicative language teaching.
METHODOLOGY
Participants
A research study was conducted at a center in Hanoi involving 10 learners aged 18 to 40, each with varied jobs and English proficiency levels Many participants had previously studied English at university or high school but lacked effective learning methods and had not used the language for an extended period Consequently, their grammar skills were weak, and their pronunciation needed improvement Overall, the learners shared a similar background in English, ranging from elementary to intermediate levels Their motivations for learning English included career advancement, travel, and teaching their children at home.
An additional teacher at the center was invited to serve as an observer, bringing qualified English proficiency to gather data The insights gained from this observer will provide objective perspectives on enhancing learner participation in speaking lessons.
Action research
In applied linguistics research, various methods such as experimental research, surveys, and case studies are commonly utilized However, this study primarily focuses on action research due to its significant advantages The rationale behind selecting this research design will be elaborated upon in the following sections.
2.2.1 Rationale for an action research design
The study focused on an action research project due to its significant advantages over other research methods Action research enables teachers to reflect on, inspect, and evaluate the teaching and learning process, ultimately enhancing the quality of education and promoting better learning outcomes.
Implementing action research significantly enhances both learner quality and teacher professional growth, making it an ideal strategy for fostering active learning and effective teaching By reflecting on classroom practices, teachers can more easily identify challenges and develop appropriate solutions.
Teachers interested in action research can utilize various guidelines and models, including Mills' (2000) four-step "dialectic action research spiral." This model emphasizes research conducted by teachers for the benefit of both teachers and learners, making it a dynamic and adaptable approach suited for different contexts Key components of this action research model include identifying a purposeful focus or problem, monitoring practices through observation, analyzing and interpreting data, and implementing actions that lead to a continuous cycle of improvement and the development of an action plan.
This study utilized the action research procedures developed by Kemmis and McTaggart (1992), which encompass four key steps: planning, implementing, observing, and reflecting on the action This model equips researchers with essential skills and insights to enhance educational practices and address critical issues, leading to positive transformations in the educational objectives of the learning community.
Figure2.1: Action research cycle (Kemmis and Mc Taggart) 2.2.2.1 Planning the action
The action plan was developed using a theoretical framework and insights gained from interviews and observations It comprised five 90-minute lessons, during which communicative activities were introduced and taught to learners The curriculum, designed by the center, did not rely on a specific textbook, although the researcher utilized resources such as TopNotch, New English File, and relevant YouTube videos to enhance the learning experience.
The communicative activities were structured to accommodate diverse content, ensuring that not all material was confined to a single activity To enhance learning, the teacher frequently changed partners, allowing students to interact with various peers and develop multiple speaking styles Typically, groups consisted of no more than four individuals, and while seating arrangements could be fixed or flexible, moving around the classroom proved to be more effective This approach aimed to provide learners with ample opportunities to engage in a variety of activities.
In the action planning process, lesson plans and activities were created to address common challenges faced by learners in English speaking, particularly the lack of motivation and shyness in engaging in daily conversations To enhance participation in speaking lessons, the researcher implemented communicative techniques aimed at fostering a more interactive and confident learning environment.
5 Daily routines Brainstorming, solving problem
6 Giving directions Brainstorming, role play, solving problem
7 Planning a trip Brainstorming, role play, presentation
The application of the communicative activities was performed with the following purposes:
Brainstorming helped to stretch a learner’s imagination, encouraged group cooperation, and led to creative thinking through spontaneous contributions by all group members This was performed as follows:
Step 1: The teacher set a task and asked the learners to generate ideas
Step 2: Everyone had to contribute their ideas by asking peers Idea or suggestion acceptance was compulsory It was incorrect to criticize anyone else’s ideas Initially, quantity of ideas was more important than quality
Step 3: All of the learners contributed their best ideas or write on a board
Step 4: The learners were asked to read loud all of their peer’s ideas and rank them in the order from the top to the bottom
Step 5: Vote for the best ideas and everyone evaluated some of the ideas in terms of their effectiveness in solving the initial problem
This activity aimed to mobilize vocabulary orideas for planned content as well as helped the learners solve the problem of lacking vocabulary and sentence structure to discuss a topic
Roleplay encourages learners to engage in deep thinking by concentrating on specific actions or observations It can be defined as an activity that enhances speaking skills, allowing individuals to either adopt another's perspective or maintain their own during interactions within various social contexts According to Huang (2008), the implementation of roleplay begins with the teacher acquiring instructional materials tailored to the students' qualifications, interests, and the overall teaching objectives.
Step 2: A situation was chosen and created (diagrams showed the order of the roles), sample phrases or conversations were made
Step 3: Vocabulary, sentences, functional grammar, and essential sentences were taught for role play to ensure the learners knew how to use them before acting Step 4: The learners practiced situations, sample conversations in pairs or small groups After they practiced their roles, the teacher asked them to change roles in favor of their opportunities to play and practice in different roles
Step 5: The effectiveness of role play was evaluated and examined to check the learners' understanding of the meaning of vocabulary, grammar and conversation This activity supported the learners’ opportunities to practice languages in different contexts in a safe situation
The activity involved transferring information between individuals, facilitating effective communication and enhancing information exchange within the classroom This process was implemented during the study to promote collaborative learning and engagement among participants.
Step 1: The teacher gave explanation about the activity which was going to be conducted
Step 2: The teacher gave explanation about the vocabulary items which might raise difficulty
Step 3: The learners were asked to work in pair or group to discuss and share their ideas The teacher supplied with a picture or a picture script story to be observed to each learn in the group
Step 4: They were given a blank information table and outline plan of a picture They set out the key information then used this to construct a picture with the short conversations The teacher asked them to discuss in deciding the correct sequence by describing, asking, answering questions based on their own picture to the other members in the group without seeing each other’s picture
Step 5: The learners returned to their original groups and completed pictures with the short dialogues They guessed their picture with the short conversations
This enabled them to communicate for the information fulfillment and further communication in class
Data collection instruments
To gather data for the research, interviews and classroom observations were conducted to evaluate the effectiveness of communicative activities in enhancing participation during speaking lessons These methods were utilized for a comprehensive assessment of the application of communicative activities in the classroom.
The study involved interviews with learners to evaluate the effectiveness of communicative activities Interviews serve as a systematic method for gathering data through conversation, providing deeper insights into the research question This research utilized a semi-structured interview format, where the interviewer followed a set of formal questions while allowing for more open-ended inquiries, encouraging detailed responses from participants.
The interview featured 15 key questions focused on learners' evaluations of communicative activities and their impact on participation in speaking lessons Participants were encouraged to provide detailed explanations and clarifications in their responses Additionally, informal discussions between the researcher and learners during lesson breaks facilitated a deeper understanding of the teaching methods used.
A teacher observer was invited to participate in the study, monitoring seven lessons in total, consisting of two pre-implementation lessons and five post-implementation lessons, to assess the effectiveness of the communicative activities The observation process utilized two primary instruments: an observation checklist and an observation sheet, which facilitated the collection of data on the activities' impact.
Observation sheets were utilized to quantify learners' on-task behavior during speaking lessons, adapted from Peacock (1997) as detailed in Appendix 4 Each sheet featured twelve columns for scans and ten rows for learners, distributed to the observer prior to each lesson The observer documented learners' behaviors every five seconds, marking '1' for on-task and '2' for off-task This process continued until each learner was observed twelve times, with the on-task percentage calculated after each lesson Classroom observations were conducted across five distinct speaking lessons.
Data analysis procedure
The interview data was analyzed using both qualitative and quantitative methods Quantitative analysis involved applying descriptive statistics to represent the data through charts and figures Meanwhile, qualitative data underwent thorough and repeated reviews to uncover patterns and insights that complemented the quantitative results Ultimately, a comparison was conducted to evaluate the changes observed before and after the intervention.
In conclusion, the chapter has provided the description of the research methodology and data collection instruments used in this study Specific results would be presented in Chapter 3 below.
DATA ANALYSIS AND RESULTS
Answer to the research question 1
To assess the impact of communicative activities on learner participation, a semi-structured interview was conducted with ten targeted questions to gather objective feedback from students The researcher personally facilitated these interviews to ensure clarity and engagement Additionally, checklists were utilized to enhance the persuasiveness of the data collection and analysis process To further validate the findings, an observation sheet was employed to measure the level of learner participation, reinforcing the objectivity and credibility of the results.
All participants were invited to participate in interviews, each lasting over 10 minutes Conducted in informal Vietnamese conversation, the interviews provided valuable data that was subsequently noted and translated into English for the study.
Question 1: Do you actively participate in speaking activities in class?
If so, what encourages you to participate? If not, what hinders you from participating?
Seven learners reported active engagement in speaking activities, highlighting that communicative tasks fostered interaction with peers One learner noted that being prompted with questions pushed him to adapt and participate, even in brainstorming sessions where he felt uncertain about the correctness of his answers This experience boosted his confidence and vocabulary retention in subsequent lessons Another learner emphasized that his desire for effective English communication was driven by career aspirations, which significantly motivated his participation in speaking exercises He found communicative activities, particularly role play, beneficial as they provided practical practice for real-life conversations, making it easier to sustain and expand discussions with partners.
Two learners expressed their reluctance to engage in speaking activities due to insufficient vocabulary and fear of making mistakes One learner mentioned feeling confused when interacting with more proficient peers and struggling to comprehend their responses This often led to embarrassment when unable to answer questions, resulting in conversations that quickly fizzled out Consequently, a strong vocabulary emerged as a critical factor for fostering active participation in speaking exercises.
A learner expressed her confusion stemming from an excessive focus on grammar correction, which she believed impacted the quality of her writing tests in school While she acknowledged that pausing for grammar corrections slightly hindered her fluency, she recognized it as a habit formed during high school Despite this, she maintained that her grammar concerns did not hinder her participation in speaking activities, as she successfully completed speaking tasks and effectively communicated with her partners.
Question 2: Do you try to exchange your information or opinions when participating in the communicative activities? How do you do it?
Six learners emphasized the importance of exchanging information and expressing ideas during communicative activities One learner noted their strategy of brainstorming to mobilize vocabulary and gradually share their thoughts with peers Another learner highlighted the value of problem-solving activities in generating ideas and formulating related questions The information gap approach fostered motivation, as learners were tasked with seeking specific information, promoting a structured yet communicative environment This method allowed them to identify language gaps, paving the way for improvement Additionally, role play added an element of fun, encouraging learners to share their thoughts and feelings in a supportive atmosphere Overall, the classroom environment was enriched by real-life situations, providing ample opportunities for learners to practice English confidently.
Other 3 learners could understand relatively well what others spoke but they failed to express their ideas or opinions well They had to use more time to present an idea or complete a speaking task This made them feel a bit inferior because of their unclear expression affected others' chances of speaking However, their efforts to actively participate were an encouraging point
One learner struggled to engage in communicative activities due to shyness and a limited vocabulary, often resorting to basic questions and answers He expressed frustration with his memory for vocabulary and a lack of deep understanding of grammar, stating, “I only understand personal information questions because they are given to me frequently.” To improve participation and vocabulary retention, regular revision and practice emerged as effective strategies for learners.
Question 3:Do you try to improvise to negotiate meaning in order to convey your message when participating in the communicative activities? How do you do it?
Seven learners reported that engaging in meaningful negotiation during communicative activities enhanced their ability to express their ideas effectively This approach allowed them to utilize their vocabulary to its fullest potential One learner noted, "I always try to convey the message as much as possible For example, when the teacher gives me the word 'coupon,' I do not use Vietnamese to explain; instead, I describe my experience entering a restaurant with my friends when I have a coupon."
I can “eat four, pay two” so everyone can understand the meaning of the word
Learner number 5 highlighted that information gap activities promote meaningful negotiation by challenging participants to explain content that others may not know, requiring them to find clear expressions for effective communication Unlike other activities where she preferred working with stronger peers, she found the challenge of explaining concepts to weaker peers rewarding, as it allowed her to overcome obstacles and feel a sense of achievement These communicative activities not only minimized the use of Vietnamese in English speaking lessons but also motivated learners to engage in guessing vocabulary and sentences, enhancing their overall language skills.
Three learners expressed that meaningful negotiation posed a significant challenge for them, as they felt almost passive in their ability to explain and interpret effectively One learner noted that while he could grasp the content being communicated, he struggled to respond quickly in English, stating, "I can understand the content to be conveyed, but I have a big difficulty exchanging in English Sometimes I have to use Vietnamese Maybe my English vocabulary is not enough or I have not practiced speaking English often." This highlights the importance of practice in improving language skills.
Question 4: Do you have the right to choose the topic and content when participating in the communicative activities? How does it influence your speaking participation?
Eight learners expressed that communicative activities allowed them the freedom to choose topics and situations, enhancing their speaking participation Learner number 1 noted that selecting roles in role play, such as a salesperson, boosted their confidence and enabled them to use relevant vocabulary from their profession Similarly, learner number 4 highlighted that these activities enriched her vocabulary, allowing for natural topic transitions during conversations She found role play particularly effective for choosing diverse topics and frequently changing roles, which contributed to a positive learning experience both in the classroom and in real-life practice.
Two learners expressed confusion when selecting topics due to their limited vocabulary, often relying on their teacher or peers for guidance Their interactions were primarily reduced to simple Yes or No responses One learner admitted to understanding others at times but still defaulted to these short answers just to fulfill the task requirements This led to frequent requests for explanations in Vietnamese, resulting in an increased use of Vietnamese during English speaking lessons Additionally, their lack of confidence hindered their ability to engage in conversations with others.
Question 5: How effective are pair work and group work for your speaking participation?
Learners unanimously recognized that pair work and group work significantly enhanced their speaking participation in class They acknowledged the crucial role of teachers in guiding and orienting them One student expressed, “I chose this class for the group and pair work; otherwise, I could learn English online at home Initially, I was shy due to my limited speaking experience, but I gradually became more comfortable.” The students found that learning from peers was often more effective than instruction from the teacher Various communicative activities in the course contributed positively to their engagement, with most learners highlighting that techniques such as information gap exercises, brainstorming, and role play greatly improved their participation in speaking lessons.
Learner number 2 highlighted several advantages of group activities, including increased opportunities for learners to contribute to lesson development, enhanced practice frequency, time-saving benefits, improved cooperation, and better communication among peers Conversely, learner number 5 acknowledged that despite the recognized benefits of collaborative activities, they also present challenges such as noise disruption in nearby classes and difficulties in managing student interactions Additionally, learners may make mistakes while working together, and some may not address problems they are capable of solving Consequently, the teacher dedicated time to closely monitor each group to mitigate these issues.
Answer to the research question 2
The second research question aimed to explore learners' attitudes towards communicative activities through five interview questions, similar to the initial inquiries To achieve this, checklists were utilized to assess their behavior An additional teacher at the center conducted the observations to enhance the study's objectivity.
The interview was conducted by the researcher and learners because this supported the researcher to collect and analyze data in a profound way The interview results were as follows:
Question 11: Do you like brainstorming activities? How does it influence your participation in speaking lessons?
All learners enjoyed the activity as it effectively prepared them with vocabulary and ideas for speaking One learner noted that it created a pleasant environment for learning English, facilitating communication and expression of ideas This collaborative approach made speaking lessons more engaging, allowing students to consult and gain valuable insights from their peers.
Pictures serve as a powerful tool for brainstorming, enhancing confidence in describing and sharing ideas among peers Engaging in group and pair work fosters active participation, leading to improvements in fluency, accuracy, vocabulary, and pronunciation Through brainstorming, learners can generate their own ideas by asking numerous questions, while also receiving guidance on specific topics they wish to explore This collaborative activity is designed to produce ideas within a set timeframe As one learner noted, effective warm-up activities can help organize existing knowledge and stimulate new ideas, ultimately enhancing the learning experience.
Participating in brainstorming sessions enhances my ability to organize my thoughts and existing knowledge Although I possess a substantial passive vocabulary, it doesn't always translate into effective learning or productive skills Instead, it serves to activate my cognitive resources by generating a network of interconnected ideas.
To sum up, brainstorming had a strong positive effect on the atmosphere of the classroom and behavior of the learners as well as their participation increase
Question 12: Do you like role play activities? How does it influence your participation in speaking lessons?
Learners expressed enthusiasm for role play as an effective teaching method for communication skills and attitude development One student emphasized the importance of autonomy during the activity, stating that minimal teacher intervention allows for greater engagement and flexibility in role execution This method not only encourages proactive participation but also helps learners enhance their decision-making and responsibility skills Another student highlighted the significance of post-activity discussions, which provide valuable insights into communication techniques, vocabulary usage, and appropriate social interactions The role play scenarios, such as buyer-seller or doctor-patient dynamics, simulate real-life relationships, fostering creativity and exploration among learners Overall, role play serves as a dynamic approach to developing essential communication competencies.
Role play is an effective method for developing behavioral skills and demonstrating attitudes in a safe environment, allowing learners to practice before real-life application This approach not only fosters creativity but also promotes positive changes in attitudes and behaviors that align with ethical and social standards The benefits of role play can be observed immediately, enhancing the overall learning experience.
In conclusion, role-playing is the most effective teaching method for developing communication skills, which are crucial for learners to successfully engage in their communities.
Question 13: Do you like information gap activities? How does it influence your participation in speaking lessons?
Eight learners participated in this activity to enhance motivation Learner number 5 noted that bridging the information gap between individuals through conversation fosters equal information sharing This curiosity about hidden information drives communication The process of "negotiation of meaning" facilitated the exchange of information, requiring the use of various communication strategies.
Information gap activities not only enhance vocabulary and grammatical structures but also foster a collaborative learning environment among multilevel learners According to Learner 8, these activities enable students to share tasks, creating a supportive atmosphere that promotes interdependence As a result, participation in speaking lessons becomes more uniform and significantly increases when learners interact and encourage one another.
Two learners reported that their limited vocabulary and expression skills occasionally forced them to resort to Vietnamese for explanations, which hindered their fluency and slowed down their active participation in discussions.
This activity was still highly appreciated by the majority of the learners Their participation was enhanced positively if they were provided with more vocabulary through a number of other activities
Question 14: Do you like solving problem activities? How does it influence your participation in speaking lessons?
While some learners expressed skepticism about problem-solving activities due to their perceived limitations, others found them beneficial for enhancing participation in speaking tasks One learner noted that these activities promote logical questioning and responses, making language learning more engaging Problem-solving tasks, whether based on real or imaginary scenarios, encourage flexible use of English applicable in both personal and professional contexts Engaging in discussions about problems fosters interaction and enhances communicative skills, highlighting the learner-centered approach where collaboration is key to finding solutions.
Many learners believe that a limited vocabulary significantly impacts their problem-solving abilities during English speaking lessons This activity demands higher critical thinking skills compared to others, often leading to feelings of stress and embarrassment Additionally, participation can be uneven, as more proficient students tend to dominate discussions, leaving others less involved.
Problem-solving activities offer numerous benefits for language learners, providing a meaningful context for communicative practice and stimulating their interest in the learning process By incorporating these activities, learners are motivated to engage in extended language usage, ultimately enhancing their language skills However, successful implementation of problem-solving activities often requires an initial time investment for learners to adapt to this new approach.
Question 15: Do you like presentation activities? How does it influence your participation in speaking lessons?
Nine learners recognized that while presentations posed a significant challenge, they are essential skills for everyone Moreover, presentations serve as a vital means of self-expression, allowing individuals to convey their opinions, thoughts, and ideas effectively.
In the realm of English learning and teaching, presentations offer both advantages and challenges One learner highlighted that presentations enhance vocabulary mobilization and familiarize participants with essential sentence structures, boosting confidence and providing valuable information efficiently However, many learners struggled with this format, citing insufficient vocabulary and formal presentation styles as barriers Additionally, passive participation during presentations hindered engagement, as complex vocabulary often led to difficulties in comprehension Learners expressed a desire for context-based learning that addresses real-life situations, as the presentation format rarely met this need Furthermore, the requirement for multi-level learners to engage with the same content created pressure, leading to boredom and self-doubt among less proficient students.
Therefore, presentation technique was a necessary method but was a big question and should be used in advanced level classes