Rationale
The rising global prominence of English has heightened awareness of its importance in Vietnam, particularly in Tien Lang, where the national English curriculum mandates that high school students engage in conversations on familiar topics However, despite this expectation, many students exhibit anxiety during speaking activities, often appearing quiet, uncooperative, or displaying physical signs of nervousness, such as trembling voices and shaking hands or legs.
This study explores the reluctance of Toan Thang high school students to engage in English-speaking class interactions, driven by my three years of teaching experience at the school My close rapport with the students has sparked an interest in understanding their perceptions and expectations Observations indicate a lack of spontaneous discourse and minimal individual contributions during oral interactions, leading to frustration among both teachers and students regarding learning outcomes This situation necessitates an investigation to enhance English learning and teaching at Toan Thang high school Additionally, recognizing the diverse backgrounds of students offers valuable perspectives on the issue of reticence, motivating the research thesis titled “An Investigation into Students’ Reticence in English Speaking Lessons - A Case of Toan Thang High School.”
Aim of the study
The current study aims at:
Exploring the nature of students‟ reticence in English speaking lessons at Toan Thang high school and some common situations for reticence to flourish,
Investigating students‟ viewpoints of their own learning behaviour and potential obstacles to their verbal participation in the classroom,
Finding out students‟ aspiration on whether, and how, to move the classroom to a more interactive mode.
Research questions
(1) To what extent do the students remain reticent in English speaking classes, and what activities make them the most reticent?
(2) What are students‟ perceptions of their own learning behaviour and factors influencing such behaviour?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode?
Scope of the study
This minor M.A thesis investigates the phenomenon of reticence among 11th graders during English speaking lessons at Toan Thang High School, exploring the students' perspectives and motivations related to this issue.
Methods
This study employs a mixed-methods survey approach to effectively achieve its objectives, utilizing various data collection tools such as class observations, semi-structured interviews, and questionnaires.
Design of the study
There are three main parts in the thesis:
Part A: Introduction, which presents the rationale, aims, scope and research questions
Part B: Development of the research which includes:
Chapter 1: Literature Review, which reviews theoretical foreground from the previous studies on students‟ reticence behaviour in general and in English speaking classes in particular
Chapter 2 outlines the research methods employed in the study, consisting of three key components: the suitability of the case study for the research objectives, a detailed description of the participants and the study setting, and the data collection process.
Chapter 3: Findings and discussion, which is the discussion of the findings through an analysis of the data collected through means of researching: observations, semi-structured interviews and questionnaire
Part C: Conclusion, in which major findings of the study will be briefly summarized as well as the acknowledgement of the limitations of the study will be elaborated
Besides, the classroom transcripts, interview transcripts, questionnaires and tables of data analysis results are included in the Appendices
LITERATURE REVIEW
Reticence behaviour in foreign language class
The terminology of reticence in academic writing was first introduced in
In 1965, Phillips introduced the concept of reticence in speech communication, highlighting that some individuals struggle to communicate effectively in various situations This pivotal contribution sparked interest among researchers and linguists, leading to the exploration of related constructs such as communication incompetence, communication apprehension, and unwillingness to communicate, as noted by Keaten & Kelly (2000), McCroskey (1970), and Burgoon.
In 1976, research by Keaten and Kelly, along with various other studies, identified reticence as a communication issue encompassing cognitive, affective, and behavioral aspects This phenomenon arises from the belief that individuals may prefer silence over the risk of appearing foolish in conversations.
Reticence, particularly in the context of English-speaking classrooms, is significantly influenced by the insights of Keaten & Kelly This behavior is characterized by a tendency to avoid communication, leading to chronic silence driven by the fear of negative evaluation Non-native speakers often experience feelings of uneasiness, worry, and apprehension when using a second language, which can transform them into reticent individuals These learners typically hold faulty beliefs about communication and the foreign language learning process, further exacerbating their reluctance to engage in conversation.
Since the beginning of reticence research, theories have been made relating to what involved in reticence behaviour, and who often reveal themselves as reticents
Reticence often reflects a characteristic of shyness, encompassing feelings of low confidence in unfamiliar social situations, an overwhelming focus on oneself in the presence of others, insufficient social skills, and anxiety that disrupts interactions According to Cheek and Watson (1989), these traits can lead to self-derogation in social contexts.
Second, reticence may imply too much inner speech overlapping one another, which is conductive to depression, morbidity and anxiety (Tomlinson,
Reticence can convey acceptance of another person; however, it often reflects passivity and a lack of creativity, knowledge, and inventive skills, as it avoids critical engagement and justification.
Reticence often reveals a lack of interest in the situation at hand, indicating that individuals may not fully engage with the topic Additionally, this reluctance can stem from a misunderstanding, particularly when discussions or lessons involve complex or advanced subjects that exceed their current level of comprehension.
Many individuals occasionally feel shy as a temporary response to challenging social situations (Russel, Cutrona & Jones, 1986; Zimbardo, 1977) Additionally, some people experience fear and anxiety when faced with unprepared scenarios, as they are apprehensive about potential unexpected outcomes and prefer to avoid uncertain challenges (Ely, 1986; Liu & Jackson, 2008).
Numerous studies by linguists have demonstrated a significant correlation between environmental factors and communication reticence The findings indicate that reticence is notably influenced by preceding environmental conditions, thereby supporting etiological explanations for this phenomenon.
Reticence often stems from a complex interplay of factors rather than a single cause, manifesting as tension, inhibition, and self-consciousness during interactions This behavior is accompanied by physical anxiety symptoms, including an upset stomach, rapid heartbeat, sweating, trembling, and blushing, which can contribute to stress and depression If left unaddressed, reticence can have severe consequences for the individual's overall health.
Reticence in foreign language classes can lead to significant challenges, as active involvement and participation are crucial for effective language acquisition The more learners engage and contribute, the more their spoken language skills improve, illustrating the "Matthew Effect," where the engaged students thrive while less active ones struggle Research indicates that students who actively participate experience greater satisfaction and persistence in their learning journey.
Silence and reluctance to engage in the target language are significant challenges for both students and instructors, often leading to frustration and a lack of success in the classroom (Flowerdew & Miller, 1995; Jackson, 2002) This passive behavior not only disrupts instructional plans but also hinders active learning, preventing students from making progress and achieving desired learning outcomes Consequently, instructors frequently face the difficult task of finding strategies to alleviate uncomfortable silence and foster more interactive communication.
Students' reluctance to engage in classroom discussions not only hinders their own learning but also prevents teachers and peers from gaining valuable insights This reticence significantly impacts the overall teaching and learning process, highlighting the necessity for both educators and classmates to actively work towards minimizing these barriers to interaction.
Students‟ reticence behaviour in English speaking lessons
1.2.1 Students’ participation in verbal interaction
Despite the increasing emphasis on verbal participation in second and foreign language learning, reticence has become a focal point for language theorists and educators Hilde (2009), with over 15 years of experience teaching EFL speaking skills, has observed significant reticence among students in the English Department at Qassim University Similarly, non-English major students in Saudi Arabia exhibit behaviors typical of learners in foreign language contexts, such as being quiet, speaking with a trembling voice, or showing physical signs of anxiety like shaking hands or legs during English lessons and oral tests This issue of reticence is not unique to Saudi Arabia, as it has also been noted in various other Asian countries.
Research indicates that Malaysian students often refrain from participating in lecture discussions, remaining silent even when questions are posed by instructors (1995, p 5) Similarly, Korean students tend to speak only when prompted by their teachers, while Japanese students exhibit anxiety about asking questions during class, preferring to seek clarification privately after lectures (Chen, 2003, p 267-268).
In Vietnam, many students struggle to showcase their basic communication skills despite over a decade of education, often exhibiting a noticeable reluctance to participate in class discussions This reticence may be perceived by outsiders as a lack of motivation or shyness, highlighting a significant issue in the development of expressive abilities among students (Bao, 2013).
The learning culture among Vietnamese students is characterized by a strong reliance on teachers' instructional methods, which focus on delivering subject knowledge effectively (Bui, 2004).
It is essential to investigate the reasons behind students' reluctance to engage in the English language classroom, as this understanding can significantly improve the teaching and learning of oral English.
1.2.2 Potential obstacles to students’ verbal participation
Reticence in classroom speaking activities can be attributed to three main factors: cultural, linguistic, and psychological/affective, as identified by Burns and Joyce (1997) Cultural factors, particularly prevalent in Asian societies, are often cited as primary reasons for this behavior, with Cheng (2003) linking it to "Confucian culture and tradition" and "previous learning experience," while Bao (2013) refers to these influences as "external forces." Additionally, linguistic factors contribute to communication apprehension in English as a Foreign Language (EFL) contexts, as noted by researchers like Lucas (1984) and Foss & Reitzel (1988).
Research indicates that individuals often feel anxiety and hesitation when communicating or expressing themselves in a foreign language in which they lack full proficiency (Aida, 1994) Additionally, reticence is closely linked to self-esteem and self-acceptance, with introverted and shy individuals frequently displaying this behavior, particularly in foreign language classrooms.
According to Hui (2011), a student‟s reticence in class not only reveals that he/ she is unwilling to talk in certain circumstances; it could also indicate any of the following symptoms:
(1) the student‟s apathy toward the topic at hand or to the learning process itself;
(2) the student who is not comprehending is overwhelmed, or is bored;
(3) the student is isolated from the learning community;
(4) the student has not learned the value or strategies of engagement or he/ she does not appreciate or believe in that value
Additionally, reticence can be the result of high tension beween the new approach and learners‟ traditional perception (Jarvis, 1986; Little & Sanders, 1990)
In conclusion, multiple factors contribute to student reticence, and these influences are often interconnected, as noted by Van Worde (2003, p.5).
1.2.3 Teachers’ roles towards students participation
Teachers play a crucial role in shaping student behavior in the classroom, as evidenced by a study involving 100 Vietnamese university students Over 90% of participants had studied English for at least eight years prior to the survey, which examined factors contributing to demotivation in learning English, often resulting in reticence The findings indicated that the primary source of demotivation was linked to teachers, with teaching methods being the most significant factor Reticence can be directly influenced by various teaching approaches, questioning techniques, error correction, the teacher's English proficiency, and personal characteristics, as well as indirectly through the teacher's beliefs, established classroom habits, and the broader educational content delivered beyond just English knowledge.
Teachers' inadequate English language proficiency contributes to student disengagement, resulting in feelings of boredom, fatigue, and reluctance to participate Le (2002) highlighted that, despite the emphasis on Communicative Language Teaching (CLT), insufficient in-service professional development leaves teachers ill-equipped to implement effective communicative strategies in the classroom Consequently, they often resort to teaching abstract grammar rules and conducting choral readings, rather than fostering genuine communication skills.
Teachers' misconceptions about students' abilities can lead to feelings of being underestimated or neglected, ultimately resulting in reticent behavior among students A survey conducted by Tomlinson & Bao (2004) revealed that many educators are resistant to changing their teaching methods, with over half of the respondents unwilling to engage in interventions for improvement Additionally, some teachers doubted students' willingness to participate and their potential to express themselves fluently in English.
Teachers often neglect to incorporate communicative approaches in their classrooms, focusing instead on traditional methods aimed solely at helping students pass exams (Kim, 2006) This reliance on authority can hinder students' verbal performance, as many educators are resistant to embracing diverse perspectives on the same topic (Bao, 2004).
The traditional role of teachers significantly influences students' attitudes toward classroom participation, reflecting four main tendencies Firstly, teachers' unchallenged expertise and complacency can lead to poor teaching performance, resulting in decreased student participation Conversely, positive teacher qualities can foster active collaboration and enthusiastic involvement Secondly, misconceptions about students' potential may contribute to their reluctance to engage in class Thirdly, an overemphasis on written tests and high scores can hinder student participation in speaking activities Lastly, the excessive use of authority by teachers can instill fear and silence among learners, further impacting their willingness to participate.
RESEARCH METHODS OF THE STUDY
Participants and setting of the study
The study involves 373 students aged 17 to 18 from one intermediate level class and seven preliminary level classes, with varying English instruction hours These students, primarily from low to middle-income rural families, have two to three years of learning experience at the school, allowing them to reflect on their English education history Among the participants, 193 are male and 180 are female, with a significant majority (96.5%) having never interacted with foreigners and half showing no intention of using English beyond their studies Furthermore, only 21 out of the 373 students (5.6%) plan to pursue subjects necessary for university admission.
The analysis was carried out as a case study of Toan Thang high school This is a state- run school located in Tien Lang district, which is about 30 kilometer from
Hai Phong city center is characterized by a population engaged primarily in farming, deep-sea fishing, and various traditional handicrafts Currently, there are no English clubs or centers available in this region.
At this school, students have a structured schedule with five mandatory morning periods and three optional afternoon extra classes Eleventh graders adhere to the curriculum set by the Ministry of Education and Training, dedicating 135 minutes weekly to English, divided into three 45-minute lessons Only the intermediate level class, 11B8, benefits from an additional weekly elective lesson All students utilize Basic English textbooks that are both theme-based and skill-based, ensuring a comprehensive learning experience.
The assessment of facilities and technology reveals significant shortcomings, highlighting inadequate resources and outdated environments that hinder effective learning Essential equipment, such as flexible seating and reliable power supply, is lacking, while the classroom boards are outdated chalkboards in poor condition The library offers a limited selection of audiovisual teaching aids, like projectors and radios, and lacks a diverse collection of English books for borrowing Additionally, the cumbersome process of transporting and setting up projectors or laptops discourages teachers from integrating these tools into their everyday lessons.
In grade 11, a selective class at Toan Thang High School boasts a higher average score, yet English proficiency among its students remains inconsistent The challenge of large class sizes, ranging from 44 to 48 students with varying skill levels, complicates English speaking lessons for teachers To uphold strict disciplinary standards, the school enforces rigorous rules and severe punishments for indiscipline, requiring students to wear uniforms and badges, take detailed notes, and maintain silence during lessons A dedicated disciplinary team of teachers and students monitors their behavior daily.
The testing system at this school does not assess communicative competence, reflecting the widespread reliance on non-communicative testing within Vietnam's educational framework Although the goal is for students to develop communicative skills, the Ministry has mandated multiple-choice tests as the sole method for standardized high-stakes assessments These exams focus solely on phonetics, grammar, vocabulary, and reading comprehension, neglecting the evaluation of speaking and listening abilities.
Data collection
For the purpose of this study, a triangulation of three different methods was used for data collection These included classroom observation, questionnaire and semi-structured interviews
Observation plays a crucial role in classroom research, as highlighted by Hopkins (cited in Mr Donough, J & Mr Donough, S., 1997, p.101) In this study, it serves three primary purposes: first, to determine if reticence is specific to certain students or a common trait across various classroom settings; second, to assess how teaching methodologies may influence student reticence; and third, to analyze the interactions between students and between students and teachers during tasks The researcher focused on observing overall class activities and examining the communicative features of verbal exchanges, including the use of the target language, information gaps, sustained speech, student readiness to respond, and their mood and behaviors.
To ensure a comprehensive understanding of classroom dynamics during time-controlled observations and to minimize observer bias, a combination of note-taking, video recording, and audio recording was employed discreetly Additionally, the weekly practice at Toan Thang High School, where students welcome teachers from other classes for observation, along with the established rapport between researchers and students, facilitated a deeper insight into the classroom environment.
There are two sets of questionnaire used in this study, which consists of 14 questions that sought information to answer the three research questions:
(1) To what extent do the students remain reticent in English speaking classes, (Question 1 and 3) and what activities make them the most reticent (Question 8)?
(2) What are students‟ perception of their own learning behaviour (Question2, 4,
5, 6, and 7) and factors influencing such behaviour (Question 13 and 14)?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode (Question 9, 10, 11 and 12)?
The questionnaire comprised structured and open-ended items, initially written in English and later translated into Vietnamese for clarity To maintain the concentration and engagement of teenage respondents, it was divided into two parts, administered separately in each class Part 1 addresses various issues, while Part 2 focuses on factors influencing students' reticence behaviors.
The rationale of this questionnaire originated from Burns and Joyce‟s identification of three sets of factors explained in chapter 2 of this study (Burns &
Joyce, 1997) that might cause the reticence in class Furthermore, it consisted of items extracted from instruments used in previous studies, including:
-Bao Dat‟s questionnaires (Bao, 2013; Bao, 2014) to create the 2 nd questionnaire of this research;
- Chen Meihua and Wang Xuehua‟s questionnaire (Chen & Wang, 2013) to construct question 3 in the 1 st questionnaire;
- The second section of the questionnaire in Young‟s research (Young, 1990) with twenty different in-class activities to set up question 8 in the 1 st questionnaire of this thesis
However, the final set of questionnaires used in this study is a result of the researcher‟s preliminary investigation rather than attaching other studies‟ outcomes
In the context of the case study, eight observations and five pilot tests conducted with 10th and 12th graders at Toan Thang High School, as well as 11th graders at Tien Lang High School, were essential in refining the original questionnaires This process involved simplifying complex terminology and expressions, replacing them with more accessible language and clear explanations.
Interviewing serves as a powerful research tool for gaining a comprehensive understanding of classroom dynamics, offering a more natural approach compared to questionnaires and other methods While using the same set of questions, interviews yield diverse, unpredictable responses, providing realistic insights that can complement data from other sources (Bryman, 2008) However, challenges such as managing interviewee responses and time constraints exist Thus, researchers must be sensitive, active, and tactful in their questioning techniques to effectively elicit meaningful answers.
Despite its disadvantages, semi-structured interviewing is appropriate for this case study involving six students (three males and three females) selected based on availability, willingness, and the depth of their questionnaire responses The interviews focused on their experiences with English speaking in class, perceptions of reticence and interactive modes, and suggestions for enhancing the classroom environment To protect participants' privacy, pseudonyms were assigned: Lan, Mai, Hoa, Nam, Tuấn, and Hùng (from classes B1, B2, B3, B4, B7, and B8) Interviews were recorded to allow interviewers to engage fully with the students, utilizing effective body language and comprehension without the distraction of note-taking Subsequently, interview transcripts were created to enhance the analysis process.
At the start of the second semester, eight morning classroom observations were conducted across different periods, followed by two weeks of observation and three weeks of study The primary questionnaire and interview research were developed and tested for clarity and relevance, with five pilot tests carried out at Toan Thang High School and Tien Lang High School Thirteen teachers and administrators approved the researcher to conduct the main investigation in eight eleventh-grade classes, with two questionnaires administered one week apart to allow students to reflect on their responses The focus was on gathering information related to a "communicative class model" to minimize bias and encourage honest feedback Students were given time to respond independently, with clear instructions provided at the outset Teachers guided the students during the process, while the researcher remained available for support A semi-structured interview was also conducted with selected respondents to explore their complex ideas and perspectives The participant selection was based on voluntary availability, as detailed in the accompanying data collection procedure table.
In the morning In the afternoon
1 st 2 nd 3 th 4 th 5 th 1 st 2 nd 3 th 4 th 5 th
10 Interview Lan Mai Hoa Nam Tuấn Hùng
Data analysis focuses on in-depth interpretation rather than merely presenting factual accounts of participants' voices, as emphasized by Wellington (2000) and Bryman (2004) This approach helps to decode themes and meanings within empirical data Key factors relevant to research objectives, such as teacher-student interactions, communication modes, and various activities and behaviors, are gathered through observation transcripts Additionally, the researcher utilized questionnaire data by collecting statistics and comparing response frequencies and relationships between variables The main issues identified in the questionnaire analysis were further explored through in-depth interviews.
Participants' perceptions are analyzed through content analysis of interview transcriptions, where their responses are categorized, labeled, and interpreted to reveal their thoughts, behaviors, and viewpoints This methodology, which combines categorization with interpretation, effectively produces research outcomes, as supported by Cohen et al (2011) and Creswell.
(2008), Hesse-Biber & Leavy (2004) and Maxwell (2005) The researcher also compared and linked the findings to those in the relevant literature for further insights
To maintain objectivity in data analyses, it is crucial to minimize dependence on researchers' prior knowledge, utilizing it solely to link significant issues This approach is supported by theorists such as Bryman (2008) and Asher (1965), who emphasize its importance in interpretive research.
FINDINGS AND DISCUSSIONS
Findings
Based on the research instruments utilized, including classroom observations, questionnaires, and interviews, the findings are organized around three key themes: students' reticence behavior in English speaking classes, the factors influencing this behavior, and the expectations students hold regarding their learning experience.
3.1.1 Students’ reticence behaviour in English Speaking classes
The researcher initially observed students' reticence behavior from an outsider's perspective, which was later confirmed by the students through a questionnaire and interviews While this behavior has been noted by various educators, the surprising finding was that students were largely unaware of their own reticence habits.
Classroom observations reveal that students often exhibit signs of reticence, with silence dominating over half of the class time during Speaking lessons This silence is accompanied by visible anxiety and embarrassment, as two-thirds of students display nervousness when answering questions, often hesitating, looking down, or fidgeting Notably, only 17 out of 373 students volunteered to speak, indicating a significant inhibition in oral participation and a reluctance to engage in discussions Despite some students being outgoing outside of class, many are unwilling to collaborate effectively in group settings, often resorting to chatting in Vietnamese or working individually The dynamics of the classroom heavily rely on the teacher and a few dominant students, highlighting a complex interplay between reticent and assertive behaviors among the students.
Although 11 th graders at Toan Thang high school are notorious for their heavy reliance on teachers in English classes, not all the students view themselves as verbally passive When being asked about the frequency of attending English Speaking activities such as group work, role play, interview, etc (in question 8, part
During the lesson, students demonstrated varying degrees of participation instead of remaining completely disengaged The accompanying data illustrates the percentage of students who contributed their ideas, along with the average score for each aspect evaluated.
GRAPH 1: Students' self- evaluation The frequency of attending English Speaking Activities
Item 8.1 Item 8.2 Item 8.3 Item 8.4 Item 8.5 Item 8.6
Item 8.7 Item 8.8 Item 8.9 Item 8.10 Item 8.11 Item 8.12
Item 8.13 Item 8.14(See more detail in appendix 8) Item 8.15 Item 8.16 Item 8.17 The data from the graph above shows that “group work” (item 8.5, 8.7 and
In a survey of seventeen English lesson activities, option 8.17 emerged as the most preferred choice, highlighting students' strong desire for active participation This preference stands in stark contrast to the traditionally passive roles that students are often perceived to take in the learning process.
It seems that students prefer working in pairs or in groups rather than working individually, no matter who are involved in that group (item 8.1- 3,64; item
8.2- 3,76; item 8.3- 3,62) Hoa, an interviewee, added that:
The challenge of the Speaking task is what frustrates us, rather than our classmates While I can't speak for other classes, mine has a strong sense of camaraderie We feel at ease collaborating in diverse groups, whether they consist of high-achieving or struggling students, or are composed of males or females.
Some preferable group activities include learning to sing (item 8.17), competing in games by team (item 8.5), repeat after teacher (item 8.8) and work on projects (item
Activities like open discussions, role-plays, and skits are occasionally utilized in the classroom, reflecting a flexible approach to student engagement These methods cater to varying interest levels, allowing both verbal and silent students to participate based on the interactive nature of the activity Overall, the focus is on creating enjoyable and accessible experiences suitable for all skill levels.
- (Nam) No, I‟m not (a reticent) I‟m active in some certain activities and passive in others……It depends on whether the task is compelling or not
While role play can be an enjoyable activity, I prefer to participate "sometimes" due to my uncertainty about my abilities It is essential that the task is manageable and that I have sufficient time to prepare Additionally, having the teacher review my work prior to the performance is crucial for my confidence.
In a recent assessment of learning behavior, only 1% of students identified themselves as reticent, noting that these individuals are not shy but rather active outside the classroom, only displaying reticence during English classes Interestingly, a significant 77% of students reported experiencing reticence at times, highlighting a common challenge in language learning environments.
According to student self-assessments, 81 students (22%) do not consider themselves reticent Despite half of the respondents perceiving the English speaking lessons as uncommunicative with infrequent interactions, the overall number of reticent students in the class is viewed as minimal and insignificant.
Statistics indicate that students perceive English classes as active environments, with a participation rate of 10.456% However, meaningful English interactions are infrequent, occurring only 44.772% of the time Additionally, the positive classroom atmosphere is primarily fostered by a small group of dominant students, contributing to 44.236% of the overall engagement.
The interview results reveal students' attitudes towards participation in English speaking classes While four respondents view themselves as active communicators, Mai, Hùng, and Tuấn acknowledge their tendency to remain silent but assert that they can engage when they choose, challenging the notion of passive learning One student noted that participation levels alone do not determine whether a learner is active or passive Furthermore, all respondents perceive their classroom environment as positive and constructive, influenced by a few dominant individuals In classes with fewer than five reticent learners, participation often occurs only when prompted This raises questions about the definition of "participation" in English speaking classes, particularly whether silence can be considered a form of participation, prompting further investigation through additional questions.
(See more detail in appendix 9)
The findings indicate that a significant majority of responses fall below 3.5, predominantly clustering around 1 and 2, which represent strong disagreement and disagreement This suggests a prevalent culture of reticence and passivity among students, who are hesitant to share their ideas openly.
1, 3, 5, 6) nor ask questions (item 2 and 4) during the lesson
They seldom use English in class to express ideas, work in group or chat with friends (Question 1- 65, 95%) Comparing this number with the mean of above
In a survey of Toan Thang learners regarding their participation in in-class activities, it is evident that students perceive a high potential for engagement, despite common perceptions of reticence The findings prompt a valuable reevaluation of what constitutes "classroom participation" from the learners' perspective The data suggests that, in this context, students actively engage in classroom activities primarily by demonstrating attentiveness.
Conclusion
The research conducted at Toan Thang High School aimed to explore students' attitudes towards English Speaking lessons and the manifestation of reticence using mixed methods A literature review was performed to establish foundational knowledge on how similar issues have been addressed by researchers in Vietnam and globally, highlighting key definitions such as the concept and consequences of reticence The study focused on students' reticence behavior during English Speaking lessons, examining expert insights on student participation in verbal interactions across various educational contexts and identifying potential barriers to engagement Among these barriers, the role of teachers was found to be critical in shaping students' misconceptions and influencing their participation positively or negatively Additionally, related studies on students' reticence in English Speaking lessons were reviewed to provide a comprehensive understanding of the issue.
In light of the acquired background knowledge, the study's context and objectives guided the selection of an appropriate research methodology The data collection methods employed included mixed methods and multiple sources: (1) observations to gain a comprehensive understanding of English speaking lessons and assess student reticence; (2) questionnaires to capture students' perceptions of their learning behaviors, personal motivations, and expectations; and (3) interviews to provide affirmation and clarification on the findings.
All those mentioned scrutiny and techniques are for the benefit of exploiting the potential and feasibility of English Speaking lessons for 11 th graders at Toan Thang high school
Based on the analyses and discussions presented above, the following conclusions can be reached
At Toan Thang High School, while the majority of 11th graders show a keen interest in participating in English class activities, they often remain hesitant to engage in speaking tasks Many students are reluctant to actively respond to the teacher, particularly when it involves sharing personal opinions, seeking clarification, or providing feedback, highlighting a gap between their willingness to participate and their actual involvement in class discussions.
Many students hold misconceptions about learning and participation, often rooted in traditional methods that emphasize passive listening and memorization Factors contributing to their reluctance to engage include limited English proficiency, poor communication skills, ingrained passive learning habits, lack of preparation, and teacher-related influences Consequently, students often struggle with self-confidence and question their ability to use the target language To address these issues, it is crucial for teachers to provide clearer explanations and actively encourage student participation in communicative speaking classes.
Students highly value interpersonal interactions but often refrain from engaging due to various reasons To foster a communicative classroom, they suggest incorporating enjoyable and manageable speaking activities with clear explanations and ample practice The case study reveals that students desire adequate knowledge to overcome their reticence and participate actively in lessons Consequently, teachers should address misunderstandings and uncertainties regarding speaking tasks while boosting students' confidence and interest through appropriate support.
Pedagogical implications
The study reveals that students can transform their current reluctance in English Speaking lessons Understanding students' perceptions and expectations regarding teaching and learning is crucial for encouraging teachers to foster a more interactive classroom environment, where students feel empowered to express their ideas and actively engage in the lesson.
Passing on stereotypes can hinder student progress more than it helps, highlighting the need for teachers to focus on effective instructional methods rather than student reticence Teachers should prioritize understanding students' current English proficiency and needs over merely completing textbook tasks Each lesson should include pre-skill activities, a main activity tailored to students' performance levels, and post-activity exercises, ideally integrating or modifying textbook tasks Additionally, homework assignments must be clearly explained and instructed to ensure students can complete them, especially in mixed-ability classes like the 11th grade at Toan Thang High School, which requires careful lesson planning and task redesign.
The communicative approach requires careful consideration before implementation in real-world classrooms, particularly at Toan Thang High School in Vietnam, where class discussions and interactions are still unfamiliar to students While students recognize the value of participating in discussions, their misconceptions about "the right answer" hinder their willingness to express their opinions Despite their eagerness to engage, they may struggle with the new teaching style and Western discourse conventions, such as turn-taking and non-verbal communication Teachers, often unaware of students' previous learning experiences, may inadvertently impose a Western teaching model that emphasizes discussion, leading to conflicts Students typically focus on expanding vocabulary and consolidating grammar before speaking, while teachers aim to foster speaking skills through collaborative activities To bridge this gap, open dialogue between teachers and students is essential to establish common ground in English speaking classes, and students should be educated on modern concepts, such as differing viewpoints not equating to disrespect.
Limitations of the study
Despite the researcher's significant efforts, this study has notable limitations The thesis primarily addresses key points related to three research questions, while numerous issues regarding English learning and teaching at Toan Thang High School were raised by students during data collection As a small-scale study, it cannot encompass all aspects highlighted in the questionnaires and interviews regarding English Language Teaching Additionally, the findings are relevant only to the specific context of English Speaking lessons for 11th graders at Toan Thang High School, with the aim of encouraging teachers to consider student feedback and adapt their teaching methods in the following school year Lastly, the research would benefit from incorporating perspectives from both students and teachers to provide a more comprehensive view.
Suggestions for further study
Further research should focus on exploring teachers' perspectives to complement student voices and conducting action research studies While this project highlights learners' perceptions and aspirations, incorporating teachers' views would provide a more comprehensive understanding Implementing the recommendations through action research could yield valuable insights into classroom cultures over time in various educational settings By integrating suggestions from students into classroom methods and strategies, both teachers and students can reflect on their experiences, fostering a critical dialogue about current practices This collaborative reflection could lead to innovative ideas that benefit Toan Thang High School and other similar institutions.
Dự án Việt-Bỉ- Bộ Giáo dục và Đào tạo (2010), Nghiên cứu Khoa học Sư phạm Ứng dụng, NXB Đại học Sư phạm
Lương Trường Xuân (2014), Dạy học theo đường hướng giao tiếp tại trường THPT
Toàn Thắng, SKKN Loại A Trường THPT Toàn Thắng năm học 2013- 2014
MOET (2006), Chương trình giáo dục phổ thông: Môn tiếng Anh, [English curriculum for the secondary school], Hanoi, Vietnam Education Publishing House
Aida, Y (1994), Examination of Horwitz, Horwitz and Cope’s Construct of Foreign
Language Anxiety: The case of Students of Japanese”, The Modern Language Journal 78: 155- 168
Asher, J (1965), The strategy of the total physical response: an application to learning Russian International Review of Applied Linguistics, 3: 291- 300
Bao, D (2013), Voices of the Reticent?Getting inside views of Vietnamese secondary students on learning, In Jin, L and Cortazzi, M (Eds.) Researching
Cultures of Learning, International perspectives on language learning and education.Houndmills, UK: Palgrave Macmillan
Bao, D (2014), Understanding Silence and Reticence: Nonverbal Participation in Second Language Acquisition, Bloomsbury Publishing Plc., London
Bryman, A (2004), Social Research Methods (2 nd edn), Maidenhead: Open University Press
Bryman, A (2008) Social Research Methods (3 rd edn), Oxford: Oxford University Press
Bui, N A (2004), Strategies in teacher talk to boost learner activeness, Linguistic
Burgoon, J K (1976), The Unwillingness- to- communicate Scale: development and validation, Communication Monographs, 43, 60- 69
Burns, A & Joyce, H (1997), Focus on Speaking, Sydney: National Center for English Language Teaching and Research
Cheek, J.M & Watson, A.K (1989), The Definition of Shyness: Psychological Imperialism or Construct Validity?, Journal of Social Behaviour and
Chen, M & Wang, X (2013), The Questionnaire Analysis Research on the Causes of College Students’ Reticence in the English Classroom, International
Conference on the Modern Development of Humanities and Social Science, Atlantic Press
Cohen, L., Manion, L., & Morrison, K (2011), Research methods in education (7 th edn), London: Routledge
Creswell, J W (ed.) (2008), Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Thousand Oaks, CA: Sage
In his 1996 dissertation, Chau explores the themes of reticence and anxiety among Form 1 students in a secondary school in Hong Kong, contributing valuable insights to the field of Applied Linguistics This research, presented as part of the requirements for an M.A at the University of Hong Kong, highlights the challenges faced by students in language classrooms, emphasizing the impact of emotional factors on language learning.
Cheng, T (2003) Reticence in class and on-line: Two ESL students’ experiences with communicative language teaching System, 31, 259-281
Ely, C M (1986), An analysis of discomfort, risk- taking, socialbility, and motivation in the L2 classroom, Language Learning, 36, 1- 25
Flowerdew, J & Miller, L (1995) On the notion of culture in L2 lectures TESOL Quarterly, 29, 2, 345- 73
Hesse-Biber, S N & Leavy, P (2004), The practice of Qualitative Research,
SAGE Publications, Inc., London, UK
Hilde (2009) explores the concept of foreign language anxiety during in-class speaking activities, comparing two distinct learning contexts This thesis was submitted as part of the requirements for a Bachelor of Arts degree in Applied Linguistics at the University of Oslo.
Hitchcock, G & Hughes, D (1995), Research and the teacher, (2 nd edn), London and New York: Routledge
Horwitz, E.K., Horwitz, M.B., & Cope, J (1986), Foreign language Classroom Anxiety, The Modern Language Journal, 70 (2), 125-132
This article examines the phenomenon of reticence in English as a Second Language (ESL) classrooms, highlighting its impact on student participation and learning outcomes Hui (2011) discusses the challenges of reticence, while Jackson (2002) explores the relationship between anxiety and aspirations in second language discussions Together, these studies underscore the importance of addressing reticence to enhance engagement and foster a more interactive learning environment in ESL settings.
Kim, L (2006), Under seven years of general education: Why aren't students able to communicate in English? , Retrieved from http://www.tuoitre.com.vn/Tianyon/PrintView.aspx?ArticleID6558&chan nelID
Keaten, J.A & Kelly, L (2000), Reticence: An Affirmation and Revision,
Communication Education, Vol 49, No 2, pp 165- 177, National Communication Association
Le, V C (2002), Sustainable professional development of EFL teachers in Vietnam Teachers Edition, 10, 32- 37
Liu, M & Jackson, J (2008), An exploration of Chinese EFL learners’ Unwillingness to Communicate and Foreign Language Anxiety, The Modern
Maxwell, J A (2005), Qualitative Research Design: An Interactive Approach,
McCroskey, J.C (1970), Measure of communication- bound anxiety, Speech Monographs, 37, 269- 277
McDonough, J & McDonough, S (1997), Research methods for English language instructors, London: Arnold
Phillips, G M (1997), Reticence: A perspective on social withdrawal, In J A Daly
& J C McCroskey, J Ayres, T Hopf, & D M Ayres (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (2 nd ed.) (pp 129-150), Cresskill, NJ: Hampton Press
In their 1986 work, Russell, Cutrona, and Jones explore shyness through a trait-situational lens, contributing to the broader discourse on the topic in the edited volume "Shyness: Perspectives on Research and Treatment." This foundational research is complemented by Stake's 1995 publication, "The Art of Case Study Research," which provides essential methodologies for qualitative analysis, further enriching the understanding of psychological phenomena like shyness.
In "The Inner Voice: A Critical Factor in L2 Learning," Tomlinson (2001) explores the significance of internal dialogue in second language acquisition, emphasizing its role in enhancing learning outcomes Additionally, Tomlinson and Bao (2004) examine the unique contributions of Vietnamese learners to English as a Foreign Language (EFL) methodology, highlighting the impact of cultural and contextual factors on language teaching practices Together, these works underscore the importance of both psychological and sociocultural elements in effective language learning and teaching strategies.
Tsui, A (1996), Reticence and anxiety in second language learning, In Bailey, K
M & Nunan, D (Eds), Voices from the language classroom: Qualitative research in second language education (pp 145- 167), Cambridge University Press
Tran, T.T.T., & Baldauf, R B (2007), Demotivation : Understanding resistance to English language learning : The case of Vietnamese students The Journal of
Wellington, J J (2000) Teaching and Learning Secondary Science, London:
Yin, R.K (2003), Case Study Research- Design and Methods (3 rd edn), Applied Social Research Methods Series, Volume 5, Sage Publications, London
Young, D J (1990), An investigation of Students’ Perspectives on Anxiety and Speaking, In Foreign Language Annals (2008), Volume 23, Issue 6, Pages 539- 553
Zimbardo, P.G (1977) Shyness Reading, MA: Addison- Wesley
Observer: Nguyen Thi Lan Anh Teacher‟s name: Ms A
Subject: Speaking Date: February 17th, 2014
Lesson11: Sources of energy Period 4 in the morning
Furniture arrangement: Students sit in horizontal lines
The classroom, located in the corner of the first floor, suffers from a lack of natural light, making it challenging for students to see the board clearly, even with four light bulbs installed.
- Students sit in 4 to 5 in a fixed table
- Teacher (T) and students (Ss) are in relaxing feelings
- T steps into class, greets the class, take her seat, check for students‟ attendance and uniform
- (Ss in chorus) Good morning teacher!
- The monitor checks other members‟ attendance and uniform
- T: We‟ve finished Unit 11A- Reading Let‟s go to Part B- Speaking
- Ss: some open their bags, some look around to find their things, tease others, chat with friends, some sit idly or even yawning…
- T: Trong phần này chúng ta có mấy bài tập?
- Ss: (in chorus) ba bài
- T: Chúng ta vào bài thứ nhất Task 1 Đọc cho cô yêu cầu của bài này nào?
- Đoàn Linh: Em thưa cô, Task 1, The following statements…
- Đoàn Linh: (continued) list some…
- Đoàn Linh: disadvantages of various sources of energy Read and tick the…
- Đoàn Linh: appropriate box A for the…
- Đoàn Linh: advantages or D for the…
- Đoàn Linh: disadvantages, then compare the results…
- Đoàn Linh: (continued) with a partner‟s
- T: Rồi, bạn Linh ngồi xuống và về nhà nhớ luyện đọc lại đi nhé, nói kém quá, mấy từ này học ở tiết trước rồi mà vẫn đọc sai
- Đoàn Linh: nod her head and flatten her lips
Bài viết này trình bày 7 câu về các ưu điểm và nhược điểm của các loại nguồn năng lượng khác nhau Học sinh sẽ đọc và thảo luận với bạn bên cạnh để xác định những khó khăn và lợi ích của các nguồn năng lượng này Cô giáo yêu cầu các em làm việc theo cặp, hai bạn ngồi cạnh nhau sẽ hỏi đáp để hiểu rõ hơn về vấn đề.
Fossil fuels are expected to be depleted in the near future, raising concerns about their sustainability and the urgent need for alternative energy sources.
- Ss:………….(look at their teacher with confused eyes and say nothing)
- Some students: (from two first row on the left) Không ạ
- T: À đúng rồi, các em mở lại phần bài đọc xem nào
- Some students: (open their book to find the Reading text)
- T: Câu đấy ở dòng nào? Tìm thấy chưa?
- Some Ss: (from two first row on the left) Dòng thứ 3, đoạn 1 ạ
Câu hỏi đặt ra là liệu sự cạn kiệt của nhiên liệu hóa thạch mang lại thuận lợi hay khó khăn cho chúng ta Việc này có thể ảnh hưởng đến nhiều khía cạnh trong cuộc sống và kinh tế, vì vậy cần xem xét kỹ lưỡng để đưa ra nhận định chính xác.
- One girl: (in the second row on the left) D
- T: Rồi, vậy bây giờ chúng ta cùng thực hành như vậy theo cặp nào
- Teacher went round the class to urge the students practice speaking
- Many students start falling asleep, some keep silent and look over the window
- During the practicing time (4 minutes), some students:
+ ask their friends for the right answer, but in Vietnamese,
+ look at their notebook doing nothing
+ chat with their partner about something else
- T: Thôi hết giờ rồi Bên dưới làm xong hết cả chưa?
- Others sit idly or do something else
- T: Who volunteer? Bạn nào xung phong nói trước lớp nào?
- T: Đứng tại chỗ đọc từng câu một và giải thích nhé Câu 2 nào, bạn nào xung phong?
- Phong: Thưa cô em đọc Geothermal heat…
- Phong (repeated after teacher) Geothermal heat is available…
- Phong: (continue) only in a few places in the world Câu này là True, à quên, D
- Phong (continue) D, vì năng lượng địa nhiệt chỉ có ở một vài nơi trên thế giới, nên là khó khăn ạ
- T: Đúng rồi, em ngồi xuống Câu 3 nào Mời bạn Nam
Nam emphasizes that without the wind, there can be no wild energy or wind energy His explanation takes longer than those of his classmates.
- Nam: Thưa cô vì câu này có nghĩa là gió không thổi thì không có năng lượng gió nên nó là khó khăn ạ
- T: Ừ, câu này dễ rồi, mời em ngồi xuống Câu số 4 cũng rất dễ, bạn nào xung phong nào?
- Only one student timidly raises her hand Others remain silence
- Vân Hà: Thưa cô….câu này là….A ạ
- T: Em đọc câu lên xem nào
- Vân Hà: Water power provides energy without pollution
- T: Được rồi Vì sao câu này là advantages?
- Vân Hà: Thưa cô vì năng lượng nước không gây ô nhiễm thì là thuận lợi ạ
- T: Đúng rồi, em ngồi xuống Câu thứ 5 nào Câu này có từ mới phải không nhỉ?
- Students from the first and second desks on the right: Vâng
- T goes to the board and write the new words:
- nuclear reactor (n) lò phản ứng hạt nhân
- release (v) thải ra, xả ra
- Ss write the new words in their notebook (keep silence in 20 seconds)
Từ thứ hai đã được đề cập trong bài số 10 về môi trường Hãy cùng nhìn lên bảng và lắng nghe cô đọc mẫu, sau đó các em sẽ đọc theo nhé.
- T read out loud word by word
- Ss repeat in chorus Most of the students follows the chorus (Only three students don‟t)
- T: Rồi, bây giờ bạn nào làm câu 5 nào
Ngô Nhung expressed concern about the dangers of radiation released by nuclear reactors, highlighting its potential harm to the environment However, her voice was too soft for those seated in the back, like myself, to hear clearly.
- T: Is this advantage or disadvantage?
- Ngô Nhung: Thưa cô là D, vì năng lượng hạt nhân nguy hiểm cho môi trường
- T: Đúng rồi, em ngồi xuống What about sentence number 6?
- Thương: Thưa cô em đọc Solar energy is not only plentiful and unlimited but also clean and safe
- T: Is this advantage or disadvantage?
- Thương: Thưa cô là advantage vì năng lượng mặt trời thì không giới hạn và sạch, và an toàn
- T: Đúng rồi, mời em ngồi What about sentence number 7?
- Tuyên: It is expensive to build a dam for hydroelectricity D
- Other students: (whispering) expensive đấy
- T: Cái gì expensive? Em phải nói là because water energy is expensive so it is disadvantage chứ Thôi ngồi xuống
- T: Let‟s move on to task 2 What do we do in task 2? (repeat the question twice)
- T: Một bạn cho cô biết yêu cầu của bài 2 nào? Bạn Ngô Linh nào?
- Ngô Linh: Thưa cô bài này….hỏi và trả lời ạ
Chúng ta sẽ tiếp tục thảo luận về các nguồn năng lượng Bây giờ, Linh hãy ngồi xuống và thực hành hỏi đáp theo đoạn hội thoại ở trang 128 Hai bạn hãy đứng tại chỗ và đọc đoạn hội thoại này cho cô nghe.
- Nam and Hiền read out loud the dialogue
- T: Hai bạn ngồi xuống Hai bạn khác dịch đoạn hội thoại sang tiếng Việt nào Mời Đoàn
- Đoàn Linh and Phong translate into Vietnamese
Để xây dựng cấu trúc cho đoạn hội thoại, bạn đầu tiên sẽ mở đầu bằng một câu chào hoặc câu hỏi, sau đó người thứ hai sẽ tiếp tục bằng cách hỏi thêm thông tin hoặc phản hồi Cách này giúp tạo ra một cuộc trò chuyện mạch lạc và tự nhiên.
- Phạm Nhung stands up and mumbles somethings incoherently
- T: Câu đầu tiên bạn A đưa ra suy nghĩ của mình về gì nhỉ?
- Phạm Nhung: Thưa cô là năng lượng gió là năng lượng thay thế ạ