INTRODUCTION 1 Rationale
Research methodology
Textbooks often fall short as effective teaching tools due to inherent issues like linguistic inaccuracies, outdated content, lack of authenticity, and limited variety To address these deficiencies, material adaptation is essential, allowing educators to enhance the learning experience and ensure relevance in their teaching methods.
Materials adaptation involves modifying existing resources to better suit specific learners, teachers, or contexts, as noted by Masuhara (2004) Tomlinson (1998) defines this process as making changes to enhance materials for particular types of learners, which may include reducing, adding, omitting, modifying, or supplementing content Additionally, Ellis (1986) describes adaptation as a process that encompasses retaining, rejecting, re-ordering, and modifying materials.
Adaptation involves utilizing various techniques such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural and situational content, as noted by Madsen and Bowen (1978: ix).
Materials adaptation means matching materials with the learner’s needs, the teacher’s demands and administration’s purpose To adapt materials we have to consider four major factors:
Material adaptation in teaching often requires minimal additional effort from educators According to Madsen and Bowen (1978) and McDonough and Shaw (1993), one of the most effective methods of adaptation is extemporization, which involves teachers spontaneously addressing problems or seizing opportunities This can include substituting familiar examples in course materials, rephrasing unclear instructions, or connecting new content to previously taught concepts Another approach is exploitation, defined as creatively utilizing existing materials—such as texts, visuals, or activities—for purposes beyond those intended by the textbook authors For instance, a text paired with a relevant photograph can enhance understanding and engagement.
LITERATURE REVIEW I.1 Material Adaptation
Definition
Textbooks alone are often insufficient for teachers due to inherent limitations like linguistic inaccuracies, outdated content, and a lack of authenticity and variety To address these shortcomings, material adaptation becomes essential, allowing educators to enhance the learning experience and ensure more effective teaching.
Materials adaptation involves modifying existing educational resources to better suit specific learners, teachers, or contexts (Masuhara, 2004) According to Tomlinson (1998), this process entails making changes to enhance materials or tailor them for particular learner needs, which may include reducing, adding, omitting, or supplementing content Additionally, Ellis (1986) describes adaptation as the process of retaining, rejecting, re-ordering, and modifying materials to improve their effectiveness.
Adaptation involves utilizing various techniques to enhance cultural or situational content, as defined by Madsen and Bowen (1978: ix) These techniques include supplementing, expanding, personalizing, simplifying, modernizing, localizing, and modifying the original material.
Materials adaptation means matching materials with the learner’s needs, the teacher’s demands and administration’s purpose To adapt materials we have to consider four major factors:
Categories of materials adaptation
Material adaptation in teaching often requires minimal extra effort from educators According to Madsen and Bowen (1978) and McDonough and Shaw (1993), one of the most natural forms of adaptation is extemporization, which involves spontaneous teacher responses to issues or opportunities that arise This can include substituting familiar examples in a course book, clarifying unclear instructions, or referencing previously taught material when introducing new concepts Another method of adaptation is exploitation, which entails creatively utilizing existing materials, such as texts or visuals, for purposes beyond those intended by the textbook authors For instance, a teacher might leverage a photograph accompanying a text to enhance comprehension or vocabulary brainstorming, or use the topic and language of the text as a springboard for discussing students' personal experiences.
Extension, as a key aspect of educational enhancement, involves teachers supplying supplementary materials to boost comprehension and learning This can include additional examples of a concept or extra items in an exercise, aimed at reinforcing students' understanding.
It's essential to differentiate between extension and supplementation in educational contexts Extension refers to creating additional exercises that mirror the original task, such as providing more practice on a challenging concept from the course book In contrast, supplementation involves introducing a new exercise that differs from the original, enhancing the learning experience through varied approaches.
Modification refers to the changes made to various aspects of educational materials, including language, exercises, and assessment systems This process is essential in situations where texts are too lengthy, materials do not align with the intended goals or the learners' age and experience, or when the content is unclear, confusing, or misleading.
The simplification process is used to make teaching materials more accessible and understandable for learners When language materials are deemed too complex or mechanical, they can be adapted to better suit the needs of the target audience through simplification techniques.
Deletion is an adaptation process that involves removing unnecessary linguistic items and activities This technique focuses on omitting materials rather than adding new ones, particularly when learners have a clear understanding of a language point or skill Deletion is also beneficial when there are excessive tasks on a specific topic that is not a priority, when an item or task is poorly designed or misaligned with its objectives, or when the subject matter is inappropriate for the learners.
More or less, most of the scholars’ viewpoints I base my thesis on agree on some kinds of change and addition when mentioning “material adaptation”
I.1.3 The purpose of material adaptation
Textbooks alone cannot serve as fully effective teaching tools due to inherent limitations like linguistic inaccuracies, outdated content, lack of authenticity, and insufficient variety Therefore, I support Madsen and Bowen’s approach to enhancing educational materials through necessary adaptations.
(1978) and Tice’s (1991) view that is the purpose of material adaptation is to compensate for those deficiencies
Material adaptation aims to enhance the relevance of teaching resources by modifying specific internal features of a course book to align with the unique needs of a particular educational context, as noted by McDonough and Shaw (1993: 85).
A widely used strategy for enhancing the relevance of teaching materials involves tailoring them to align with learners' interests and needs This approach is crucial for English teachers, as it can engage students and boost their motivation Increased motivation fosters a more positive classroom environment, ultimately leading to more effective learning experiences.
Human communication is a dynamic and intricate process that evolves over time It encompasses various forms, one of which is oral communication, which relies on effective oral skills to convey messages.
Oral communication skills encompass both speaking and listening, with research indicating that listening is utilized twice as frequently as speaking in everyday situations Conversely, speaking is employed twice as often as reading and writing (River, 1981) In the context of English Language Teaching (ELT) classrooms, speaking and listening skills are predominantly emphasized (Brown, 1994).
In the oral communication process, speakers and listeners interchange roles, creating and closing information gaps through mutual effort To enhance classroom oral practice, teachers should intentionally create numerous information gaps and foster communication that facilitates these gaps It's essential for educators to recognize the distinctions between real-life and classroom oral communication According to Pattison (1992), classroom oral practices possess five key characteristics: (1) the content is predetermined by teachers or resources; (2) students aim to practice speaking, adhere to instructions, and achieve good grades; (3) learners’ extrinsic motivation is fulfilled.
(4) participants are often a large group; (5) language from teachers or tapes are closed adapted to learners’ level
Nunan (1989) provides a list of characteristics of successful oral communication As for him, successful oral communication should involve:
(1) Comprehensible pronunciation of the target language
(2) Good use of stress, rhythm, intonation patterns
(4) Good transational and interpersonal skills
(5) Skills in taking short and long speaking in turns
(6) Skills in the management of interactions
(9) Skills in knowing about the negotiating purposes for the conversations
(10) Using appropriate conversational formulae and filters
I.3 Factors causing difficulties in learning oral skills
Speaking is a fundamental aspect of language learning, often equated with overall language proficiency MacIntyre and Gardner (1991) highlight that speaking induces the most anxiety among learners, primarily due to a lack of confidence in their linguistic knowledge Williamson (2011) elaborates that this knowledge consists of three key components: the semantic-syntactic knowledge base, the phonological knowledge base, and the phonetic knowledge base, which together govern how we encode and decode linguistic utterances.
I.3.2.1 Social environment for L2/ FL acquisition
Environment, where the target language is not used as L1 in the community, provides l2/
Foreign language learners often face limited and sometimes inaccurate input, primarily relying on their teachers and classmates who may not be proficient in the target language This restricted exposure occurs mainly within the classroom, where students have minimal interaction with the language outside of these settings Consequently, the lack of opportunities to practice speaking leads to feelings of embarrassment and stress when they are expected to communicate in both classroom and real-world situations.
Language learners inevitably make errors, which can create anxiety due to the pressure of making a positive social impression while speaking a new language In social settings, errors are often overlooked if they do not hinder understanding, as it is considered impolite to interrupt someone engaged in conversation Typically, interlocutors will only address an error if it obstructs comprehension, as they work to negotiate meaning with the speaker In contrast, classroom environments provide frequent feedback on errors, which can lead to frustration and embarrassment for learners, heightening their awareness of their shortcomings.
I.4.1 The nature of language skills
Oral communication
Effective human communication is a dynamic and intricate process It involves speakers and writers utilizing various forms, with oral communication being a key aspect that relies on proficient oral skills.
Oral communication skills encompass both speaking and listening, with research indicating that listening is utilized twice as frequently as speaking in everyday interactions Conversely, speaking is employed twice as often as reading and writing (River, 1981) In English Language Teaching (ELT) classrooms, speaking and listening are the primary skills practiced (Brown, 1994).
In the oral communication process, speakers and listeners interchange roles, creating and closing information gaps through mutual effort Teachers play a crucial role in organizing classroom oral practice by fostering these gaps to enhance communication It's essential for educators to recognize the differences between real-life and classroom oral interactions According to Pattison (1992), classroom oral practices exhibit five key characteristics: (1) topics are predetermined by teachers or materials; (2) learners aim to practice speaking, adhere to instructions, and achieve good grades; and (3) learners' extrinsic motivations are fulfilled.
(4) participants are often a large group; (5) language from teachers or tapes are closed adapted to learners’ level
Nunan (1989) provides a list of characteristics of successful oral communication As for him, successful oral communication should involve:
(1) Comprehensible pronunciation of the target language
(2) Good use of stress, rhythm, intonation patterns
(4) Good transational and interpersonal skills
(5) Skills in taking short and long speaking in turns
(6) Skills in the management of interactions
(9) Skills in knowing about the negotiating purposes for the conversations
(10) Using appropriate conversational formulae and filters
Factors causing difficulties in learning oral skills
Speaking is a crucial aspect of language learning, often equated with overall language proficiency MacIntyre and Gardner (1991) highlight that speaking induces the most anxiety among learners, stemming from a lack of confidence in their linguistic knowledge Williamson (2011) elaborates that this knowledge consists of three components: semantic-syntactic knowledge, phonological knowledge, and phonetic knowledge, which together facilitate the encoding and decoding of linguistic utterances.
I.3.2.1 Social environment for L2/ FL acquisition
Environment, where the target language is not used as L1 in the community, provides l2/
Foreign language learners often receive limited and sometimes inaccurate input, primarily from teachers and classmates who may not be proficient in the target language This restricted exposure occurs mainly within the classroom, where learners have minimal opportunities to engage with the language outside of their lessons As a result, the lack of practice and exposure can lead to feelings of embarrassment or stress when they are required to speak, both in and out of class.
Language learners inevitably make errors, which can cause anxiety due to concerns about making positive social impressions (MacIntyre & Gardner, 1989, cited in Horwitz & Gregersen, 2002) In social settings, errors are often overlooked if they do not hinder communication, as interrupting someone to correct them is typically seen as impolite Interlocutors usually respond to errors only when comprehension is compromised, working together to negotiate meaning In contrast, classroom environments frequently provide feedback on errors, leading to frustration and embarrassment for learners who become acutely aware of their shortcomings.
English speaking skills
I.4.1 The nature of language skills
Language skills can be categorized into four main macro-skills: listening, speaking, reading, and writing, each of which supports the others Listening and reading are considered perceptive skills, while speaking and writing are classified as productive skills (Byrne, 1991:8) These skills are further divided based on their formation methods; oral skills, which involve articulate organs, include listening and speaking, while literacy skills, associated with manual script, encompass reading and writing.
Figure1 The four –macro skills
Speaking is a crucial communication skill among the four key abilities According to Byrne (1991:9), proficiency in speaking enhances and supports the development of other skills, demonstrating its complementary nature in effective communication.
In conclusion, mastering essential language skills is crucial for learners, as it fosters confidence in speaking and using a foreign language It is important to note that speaking cannot be isolated from other skills such as listening, reading, and writing, as they are all interconnected and mutually supportive.
English speaking and speaking activities
Many Vietnamese English teachers excel in teaching vocabulary and grammar, primarily for text translation and exam preparation However, creating organized lessons for practicing spoken English poses significant challenges for both teachers and students Globally, educators often focus on grammar and vocabulary due to their prominence in exams, leading to a neglect of speaking skills in many classrooms As a result, while students may possess strong grammar knowledge and a broad vocabulary sufficient for passing exams, they struggle to engage in real-life English conversations.
A classroom serves as a supportive environment for students to not only learn language rules but also to practice using the language effectively Therefore, it is essential for teachers to accelerate this learning process by frequently introducing new language concepts and providing ample opportunities for students to practice.
To effectively motivate students in enhancing their speaking abilities, teachers should employ a variety of engaging methods It's essential for educators to not only introduce new vocabulary and explain proper grammar usage but also to create ample opportunities for students to practice and apply the language they have learned Additionally, incorporating extra speaking skills into lessons can significantly boost students' confidence and proficiency in communication.
I.5.1 Characteristics of a successful English speaking activity
According to Ur (1969: 120), a successful speaking activity consists of the following characteristics:
- A lot of learners talk: learners speak as much as possible during the period of time allowed Time taken up with teacher talk or pauses is minimized
- Even participation every learner takes part in the speaking activity The participants’ contributions are fairly distributed
- High motivation: The topic makes them interested and eager to speak or learners want to fulfill the task to get the goal
- An acceptable language lever: Learners use relevant and comprehensible expressions Language accuracy is of an acceptable level
I.5.2 Categories of English speaking activities
Many researchers discuss classroom activities and a lot of activities are adapted or designed based on the theory and characteristics of CLT
Littlewood (1981) differentiates between "functional communication activities" and "social interaction activities." Functional communication involves tasks like identifying similarities in pictures, providing instructions for drawing, and solving problems collaboratively, while social interaction includes conversations, role-plays, and debates According to Richards and Rodgers (1986), the variety of exercises in a communicative approach is vast, as long as they help learners achieve curriculum objectives, foster communication, and involve processes like information sharing and negotiation of meaning They emphasize that classroom activities should focus on tasks that are mediated through language and require interaction.
Activities can be categorized into two types: accuracy-focused activities, which enhance learners' ability to produce correct words, phrases, or sentences, and fluency-focused activities, which help learners maintain a smooth and comfortable flow of speech.
Speaking activities are diverse and widely available across numerous resources In this minor thesis, the author will present the most effective and applicable types of speaking activities.
Conversations play a vital role in building relationships through personal expression, exchanging information, and comparing perspectives They facilitate the sharing of experiences and offer a platform for problem-solving.
Teachers can harness the power of conversation to enhance language learning by providing students with opportunities to discuss a wide range of topics, including projects, books, and media Engaging in dialogue allows students to expand their vocabulary and improve their clarity and precision in word choice Rather than expecting perfection in the use of complex or unfamiliar words, educators should foster a supportive environment that encourages experimentation and builds group rapport among students This approach not only enriches the learning experience but also promotes confidence in language use.
Discussion is distinct from conversation as it typically has a specific goal, such as clarifying character roles in a drama or exploring publishing opportunities for student writing While both involve active listening, respectful engagement, and clear communication, the skills students develop in conversation can effectively translate to discussion settings.
Discussion plays a crucial role in enhancing students' reasoning, critical thinking, and problem-solving abilities It provides them with opportunities to articulate their ideas clearly and systematically, leading to well-informed conclusions and the ability to refine or adjust their perspectives Engaging in group discussions exposes students to diverse viewpoints, helping them understand that many issues lack universally accepted solutions Additionally, discussions foster consensus-building among group members, promoting collaborative problem-solving.
Small group discussions of three to five participants foster effective communication, allowing all members to engage both as speakers and listeners These smaller settings encourage quieter students to participate more actively, enhancing overall contribution and interaction compared to larger group discussions.
Storytelling is the oral tradition of sharing personal or cultural narratives, capturing the essence of their origins This interactive experience fosters a connection between the storyteller and the audience, providing students with authentic language learning opportunities.
Storytelling helps students grasp key elements such as beginnings, endings, settings, characters, and plot lines It encourages the expression of ideas in coherent thought units, enhances the use of vivid and descriptive language, promotes the development of ideas in a logical sequence, and facilitates the selection of impactful action words.
Storytelling develops essential speech skills similar to those needed for various speaking activities, allowing students to explore their voice, tone, eye contact, gestures, and facial expressions This practice not only enhances their ability to engage an audience but also equips them with techniques to maintain attention effectively.
Preparing reports helps students enhance their skills in selecting relevant material for classroom topics and understanding their audience This process involves critical reading, effective note-taking, summarizing, and outlining Additionally, incorporating visuals like charts, maps, and diagrams can significantly enhance the report's impact and make the content more engaging for the audience.
Problems with English speaking and speaking activities
Everything has bad and good sides Speaking also has its own problems
According to Brown (1994: 256), the characteristics of spoken language can make oral performance easy as well as in some cases difficult There are following problems with speaking:
Fluent speech is phrase not word by word Learners can organize out put both cognitively and physically through such clustering
The speaker has an opportunity to make clearer through the redundancy of language Learner can capitalize on this feature of spoken language
Teaching spoken English presents unique challenges, including contractions, elisions, and reduced vowels When students fail to grasp colloquial contractions, their speech may become overly formal or bookish, which can lead to social stigma.
Colloquialism is present in both monologues and dialogues, and learners who are solely exposed to standard English or textbook language may struggle to comprehend and use colloquial words, idioms, and phrases.
The key feature of English pronunciation is its stress-timed rhythm and intonation patterns, which play a crucial role in conveying meaning However, many English learners struggle with correctly pronouncing words, stressing the appropriate syllables, and adhering to the natural rhythm and intonation of spoken English.
When learning to speak, students frequently face the fear of making mistakes or saying something unintelligent, leading to anxiety about potential judgment from their peers.
Students often struggle with speaking due to the interactive nature of communication, which involves negotiating meaning amid various discourse constraints This complexity requires learners to carefully consider what to say, how to express it, and the timing of their responses Additionally, their performance is influenced by the responses and actions of their conversation partners.
I.6.2 Problems with English speaking activities
Incorporating classroom activities that enhance students' verbal expression is crucial in a language course utilizing Communicative Language Teaching (CLT) However, designing and implementing these speaking activities can be more challenging than those focused on listening, reading, or writing Teachers frequently encounter issues outlined by Ur (1996:121), which complicate the process of fostering effective oral communication skills among learners.
Speaking in a foreign language necessitates real-time interaction with an audience, which can create anxiety for learners Many students feel inhibited due to fears of making mistakes, facing criticism, or losing face, while others may simply be shy about the attention their speech draws.
Many learners, despite not feeling inhibited, frequently express frustration over their inability to generate ideas or find motivation to communicate, often driven only by a sense of guilt.
In a large group setting, only one participant can speak at a time to ensure they are heard, which limits each person's speaking time This issue is further exacerbated by certain individuals dominating the conversation, leaving others with little opportunity to contribute.
In classrooms where many learners share the same mother tongue, several factors contribute to their preference for using it They often find it easier to communicate in their native language, feel uncomfortable speaking a foreign language with peers, and perceive less exposure when conversing in their mother tongue Consequently, in small group discussions, it can be challenging to encourage all students, especially those who are less disciplined or motivated, to consistently use the target language.
The previous sections highlight the common challenges students face in developing their English speaking skills In response to these insights, an action research project will be conducted to adapt specific English speaking activities from the 'Tieng Anh 10' curriculum, aiming to alleviate these difficulties.
AN OVERVIEW OF THE MATERIALS AND CURRENT
Brief introduction of Nong Cong 2 high school
Nong Cong 2 High School, situated in the rural Nong Cong district of Thanh Hoa, serves students across three grade levels: 10, 11, and 12, with a nearly equal number of students in each grade.
At Nong Cong II High School, English is a mandatory subject taught in three 45-minute periods each week With class sizes averaging 42 to 45 students, implementing communicative tasks can be challenging due to the mixed-ability nature of the large classes The school is equipped with a room featuring an overhead projector and a computer, which teachers from all subjects occasionally utilize during teaching festivals held twice a year.
The teaching staff consists of nearly seventy educators across various subjects, including nine English teachers aged between 30 and 52 Among them, four graduated from the English Department at Hong Duc University in Thanh Hoa, while one holds a degree from the French Department and has a second degree in English The remaining teachers are alumni of Vinh University in Nghe An, all boasting at least five years of teaching experience However, a predominant reliance on their native language during classes has led to challenges in pronunciation and self-expression in English.
Students and their English background knowledge
Students at Nong Cong 2 High School come from various areas within Nong Cong district, a region characterized by poverty and an agriculture-driven economy This economic situation influences local attitudes, leading many to believe that proficiency in their native language, Vietnamese, is sufficient, thereby diminishing the perceived necessity of learning English Despite English being officially recognized as a subject in lower secondary and high schools, its lack of presence in entrance and final exams results in a negative perception among both teachers and students Consequently, English is regarded as a minor subject, leading to a general lack of interest and attention towards learning the language.
General description of the curriculum and the textbook ‘Tieng Anh 10’
II.3 General description of the curriculum of textbook ‘Tieng Anh 10’
The new textbook "Tieng Anh 10" aims to enhance communication skills through a learner-centered approach, focusing on oral proficiency and practical language use for real-life situations This objective is clearly outlined in the textbook's goals, emphasizing the importance of effective communication in language learning.
- To formulate and develop a fundamental and systematic knowledge of English hence learners can use English as a means of communication at the basic level
- To enable the students to develop their communicative skills in the target language including the four skills: listening, speaking, reading and writing
- To have an appropriate, systematic and basic knowledge of English for upper secondary school learners
- To create a communicative environment or set for students to acquire English by using it through activities in class
Enhancing learners' understanding and appreciation of the English language, along with the cultures and people of English-speaking countries, fosters a deeper knowledge and pride in their own cultural and linguistic heritage.
The textbook is designed around specific themes, allowing language and skills to be structured contextually This thematic approach provides a relevant backdrop for language use, enabling students to effectively apply appropriate language structures in various communicative situations.
In a structured learning environment, students engage in guided group discussions to reinforce vocabulary and topics before they listen to lectures or audio materials, enhancing their listening comprehension The theme-based activities culminate in a writing task, which may include narratives, letters, or reports This approach allows for the integrated practice of all four essential language skills—speaking, listening, reading, and writing—while also developing note-taking, analytical, and interpretive abilities.
II.3.2 Approaches of the textbook
The growing recognition among educators that traditional teaching methods fail to prepare learners for real-life communication with both native and non-native English speakers has led to a shift in English language instruction This new approach emphasizes increased opportunities for students to engage with the target language outside the classroom, fostering a more dynamic and interactive learning environment in high secondary schools.
The new textbook 'Tieng Anh 10' adopts contemporary English teaching approaches, emphasizing the importance of grammatical phenomena in developing communicative skills It employs a learner-centered and task-based teaching method, positioning students at the core of the learning process to enhance their abilities, positivity, and creativity This approach aims to cultivate communicative competence, essential for achieving communication goals In this context, teachers transition from being authoritative figures to supportive roles, acting as assistants and facilitators to encourage a relaxed and confident learning environment Students engage in pair and group work, actively participating in linguistic and communication tasks with guidance from their teachers.
In summary, the textbook 'Tieng Anh 10' effectively utilizes modern teaching methods to enhance educators' instructional techniques and shape students' learning approaches Additionally, it serves as a valuable motivational resource for students studying the target language.
II.3.3 The curriculum and the textbook ‘Tieng Anh 10’
The "Tieng Anh 10" textbook is thoughtfully structured to build upon the foundations laid in English 6 through English 9, catering to high school students It features clear and concise learning objectives, along with a comprehensive overview of topics, functions, grammar structures, and skills outlined in the introductory table of contents.
The new English textbook, Tieng Anh 10, features a theme-based approach with 16 units organized into 6 key themes: Personal Information, Education, Community, Health, and The World Around Us Each unit introduces language input through five interconnected sections: reading, speaking, listening, writing, and language focus, all designed to be taught in a single period This cohesive structure ensures a seamless transition between sections, enhancing the learning experience.
II.3.4 Sections for speaking skills in the textbook ‘Tieng Anh 10’
The speaking section is positioned second, following the reading lesson, with the primary goal of enhancing learners' speaking skills on specific topics Each speaking lesson includes 3 to 4 tasks, where Tasks 1 and 2 concentrate on language input and the development of language competencies, addressing functions such as expressing preferences, discussing computer usage, giving instructions, sharing opinions, and making comparisons Tasks 3 and 4 encourage students to synthesize these competencies and prepare a 1-2 minute speaking practice, either with or without teacher guidance.
The Tieng Anh 10 textbook, aimed at improving English teaching and learning in Vietnam, has notable shortcomings Both teachers and students have expressed challenges in effectively engaging with the pre-designed speaking activities This highlights the necessity for a thorough investigation into these issues, which this study seeks to address.
The next chapter presents the methodology used in this study.
THE RESEARCH METHODOLOGY
Research questions
This research investigates the challenges faced by students at NC2HS during their English speaking lessons and examines how the textbook's speaking activities can be modified to enhance student learning The primary objective is to address key questions regarding these difficulties and potential adaptations.
1 What are NC2HS students’ difficulties in learning English speaking activities in
2 Which English speaking lessons (in 16 units of Tieng Anh 10) are difficult for the students at NC2HS?
3 What English speaking activities the textbook “Tieng Anh 10” should be adapted to reduce students’ difficulties? And how?
The subjects of the study
This case study focuses on teaching and learning at NC2.HS, involving 125 students and 9 English teachers Two questionnaires were designed for the research, with the first administered to a sample of 7 English teachers—2 male and 5 female Among these teachers, four were currently instructing grade 10 students, two had taught tenth graders in the previous academic year, and one had done so two years prior All participants had experience teaching speaking skills to tenth-grade learners using the new textbook.
‘Tieng Anh 10’ Although using questionnaire with a sample of 7 may appear uneconomical, the need to compare teacher information with student data for validity can offset this
Table 1: Description of teachers’ work experience
Years of teaching Number of staff Percentage
The table indicated that the English staff at NC2.HS had rich experience in teaching English
125 copies of the second questionnaire were delivered to male and female students to investigate the problems They were all 10 graders at NC2.HS There were 63 female and
62 male students with the aged sixteen
Table 2: Students’ background of English
Categories Number of students Percentage
Have never learnt English before 0 0%
Have learnt English for 4 years 110 88.0%
Have learnt English for more than 4 years 15 12.0%
The majority of students, totaling 124, hail from rural areas, with only one student from Thanh Hoa city who relocated to Nong Cong district shortly before the academic year began This diverse background has resulted in varying levels of English proficiency among the students Most have four years of English learning experience, reflecting the typical characteristics of other classes within the school.
During the class observations and questionnaire distribution, there were three tenth-grade classes involved To ensure reliable data, it was essential to include more than half of the classes in the survey However, objective judgmental sampling was not feasible due to the varying academic levels of the classes.
Data collection instruments
Seven teachers who instructed 10th-grade students using the 'Tieng Anh 10' textbook were well-acquainted with the speaking activities included in the curriculum Consequently, a questionnaire was developed to explore their attitudes towards these communicative activities and to assess their interest in modifying or enhancing the speaking exercises Additionally, the teachers were asked to specify which speaking activities they believed should be changed or added to the textbook.
A questionnaire was administered to 125 students to assess their challenges and attitudes towards speaking activities in the textbook 'Tieng Anh 10' and those provided by their teachers This survey enables the author to pinpoint which speaking activities engage students the most effectively.
This study involved conducting interviews with teacher informants following the collection of survey data to enhance understanding of the survey results Each interview lasted between 10 to 15 minutes and was conducted in Vietnamese, allowing participants to express their views without the limitations of a second language The interviews were subsequently transcribed, translated, and analyzed by the researcher.
III.3.3 Follow –up classroom observation
Class observation serves as a valuable supplementary tool alongside survey questionnaires, enhancing the reliability of the collected data and offering deeper insights into the adapted English speaking activities.
The researcher visits 8 classes of 6 teachers with difficult speaking lessons (which teachers identified) and how often teachers use different kinds of speaking activities
Feedback is crucial in the educational process, prompting the author to seek insights from both teachers and students following the implementation of adapted English speaking activities The research involved interviews with three out of seven teachers who facilitated these activities, along with six students—three with strong English proficiency (scoring 8 or above) and three with lower average scores The post-lesson interviews aimed to gather perceptions regarding the effectiveness of the adapted activities in alleviating students' difficulties in learning English.
DATA ANALYSIS
Questionnaires
The questionnaires for teachers and students consist of 5 and 7 questions respectively to collect information focusing the following categories: (see appendix 1 and appendix 2)
- The effectiveness of communicative activities in the textbook ‘Tieng Anh 10
- Students’ perceptions of their difficulties in English speaking skills
- Necessity of changing or adding English speaking activities
- Students’ attitudes towards applying changing or adding English speaking activities and their effectiveness
- Changing or adding English speaking activities applied by teachers and the ones chosen by students
IV.1.1 The effectiveness of communicative activities in the textbook ‘Tieng Anh 10
Question 1 in both questionnaires asks about the teachers’ and students’ viewpoints on the effectiveness of the speaking activities presented in 16 units of ‘Tieng Anh 10’
100 very not very little no s tudents teac hers
Chart 1 The effectiveness of communicative activities in the textbook ‘Tieng Anh 10
A significant majority of teachers (81.25%) and students (72%) at NC2 High School feel that the current teaching methods using the new textbook 'Tieng Anh 10' are ineffective, despite its engaging content Teachers attribute this to several factors, including the misalignment of textbook activities with the interests and backgrounds of rural students, who often find certain topics unfamiliar and poorly explained Additionally, both teachers and students struggle with socio-cultural factors that diminish their engagement, as many activities are seen as repetitive or unappealing To address these challenges, the author has adapted some speaking lessons by modifying tasks to better suit the students' needs.
IV.1.2 Students’ perceptions of their difficulties in English speaking skills
Question 2 in the questionnaire of students asks about their perceptions of difficulties in English speaking skills
Table 3: Students’ perceptions of their difficulties in English speaking skills
Categories Number of students Percentage
English speaking activities are repetitive in each speaking lesson, which make boring 112 89.6%
Lack of English vocabulary and grammatical structures 80 64.0%
Some topics of English speaking activities (in ‘Tieng anh
10’) are not familiar to rural students 115 92.0%
Teachers and students have little socio-cultural knowledge 70 56.0%
Teachers speaking much English in class 62 49.6%
Little chance to practice English speaking skills in class 99 79.2%
A significant challenge faced by students at Nong Cong 2 High School in learning English speaking is the unfamiliarity of activity topics, as indicated by 92.0% of respondents Additionally, 89.6% found the repetitive nature of speaking activities in lessons to be boring Other reported difficulties include limited socio-cultural knowledge among teachers and students (56.0%), insufficient opportunities for speaking practice in class (79.2%), large and noisy classroom environments (77.6%), inadequate classroom conditions (47.2%), excessive use of English by teachers (49.6%), and a lack of vocabulary and grammatical structures (64.0%) To enhance English speaking skills, it is essential to adapt these activities to address these challenges effectively.
IV.1.3 Necessity of changing or adding English speaking activities
Question 3 for students and question 2 for teachers are designed to investigate both teachers’ and students’ perception of the need of using change or extra English speaking activities
0 10 20 30 40 50 60 70 80 often s ometimes not nec es s ary s tudents teac hers
Chart 2 The necessity of changing or adding English speaking activities
The chart demonstrates that a significant majority, 96% of students and 93.75% of teachers, believe that incorporating new speaking activities is essential for enhancing students' speaking skills Furthermore, 62% of students and 75% of teachers advocate for these activities to be implemented frequently, highlighting the crucial need for innovation in speaking lessons.
IV.1.4 Changing or adding English speaking activities applied by teachers and the ones chosen by students
The following questions in the student questionnaire focus on exploring the various changing or extra oral activities that teachers have implemented in the classroom using the 'Tieng Anh 10' textbook, as well as identifying the activities that students perceive to be most effective when utilized with this textbook.
Types of English speaking activities Changed by teachers (%)
Table 4: The English speaking activities adapted by teachers and the changing activities in tasks of speaking lessons in ‘Tieng Anh 10’ chosen by students
The data indicates that teachers have implemented various speaking activities, which allows students to provide valuable feedback on their effectiveness in 'Tieng Anh 10' Notably, students express a strong interest in activities such as information gap, discussion, role play, and interviews Additionally, over 30% of students are drawn to games and cooperative learning, suggesting that group work significantly enhances student engagement and participation This format particularly benefits audience-shy students, as they feel more comfortable expressing themselves in smaller groups Through group discussions, students can learn from one another and help correct each other’s mistakes, fostering a collaborative learning environment.
The findings reveal that a significant number of students are not fond of activities such as oral reports, storytelling, informal debates, and problem-solving, with support for these activities hovering around 15% The lack of enthusiasm for oral reports may stem from the extensive preparation required, which includes researching, writing, and group collaboration Additionally, other activities like announcements appear to be ineffective in the current language classroom, possibly due to their misalignment with textbook content Similarly, drama performances and collaborative projects are not well-received, as they are perceived as challenging and time-consuming.
IV.1.5 Changing or adding English speaking activities chosen by teachers and their reasons
Question 3 and 4 in the questionnaire for teachers were designed to get their advice on the types of changing or extra speaking activities for the textbook ‘Tieng Anh 10’ and the reasons for these
Types of English speaking activities Reasons Supported by teachers(%)
Games It is very interesting but time-consuming and not profitable 12.50%
Information gap It is easy to prepare and carry out It is also reasonable for students’ language level 56.25 Discussion
Many students can participate in speaking activities Students like this way It gives students high motivation of brains 68.75 Role play
This activity is very useful Students can practice English phrases or structures in certain situations 75.00
Story telling It is time-consuming to prepare and practice at class 10.50
Preparing and delivering oral reports requires significant time and effort, while telephoning can also be a time-consuming and challenging task Students often struggle with drama in context due to limited vocabulary, making it a difficult endeavor Additionally, engaging in informal debates proves to be both time-consuming and complex.
Co-operative learning It helps students work together and support each other 45.50
It is quite interesting and give students high motivation of brains but students sometimes lack vocabulary of English and social 12.50 knowledge
The activity is profitable and it makes students more confident It is a good way to provide students chances to practice speaking
Table 5: The English speaking activities for ‘Tieng Anh 10’ have chosen by teachers
As seen in table 5, role play, discussion and information gap are the most favorable
Teachers favor co-operative learning and interviews as effective activities that enhance students' speaking skills in English These methods are easy to prepare, involve many participants, and significantly boost students' motivation and confidence In contrast, while games are popular among students, only a few teachers endorse them due to concerns about their time consumption and perceived lack of educational value Additionally, some activities are viewed as too challenging or not beneficial enough, leading to decreased student interest.
Interview
To gain deeper insights into the challenges students face in learning English speaking and the adaptations teachers desire for the 'Tieng Anh 10' curriculum, I conducted interviews with teachers who had previously completed a questionnaire.
All interviewees agree that while the speaking lessons in the textbook 'Tieng Anh 10' are engaging, certain tasks pose challenges Specifically, 80% of teachers find the speaking lessons across the 16 units interesting for their students, with the exception of tasks 2 and 3 in Unit 1.
1, unit 3, unit 5, unit 8, unit4, unit 6, unit 14 and unit 15, etc because they think that task
To enhance student engagement and effectiveness in speaking activities, it is essential to adapt traditional tasks that may be perceived as boring or difficult Teachers have reported in a questionnaire that they modify speaking activities from the textbook 'Tieng Anh 10' by incorporating techniques such as information gaps, role plays, and picture descriptions, which are particularly effective for rural students at NCII An observation of classroom practices will reveal the frequency with which teachers implement these English speaking activities.
6% 3% 4% very rather little not at all
Follow-up class observation
In 8 speaking periods which author visited, English speaking activities such as information gap, role playing, describing pictures and co-operative learning always applied (7 periods) instead of task 2, or 3 in textbook Other English speaking activities such as story telling, solving – problem and telephoning are sometimes or never used in speaking lessons (1 period is used English speaking activities such as story telling, solving – problem and telephoning or no period is used English speaking activities such as informal debate or announcements)
Class observations indicate that effective speaking activities require teachers to prepare adequately beforehand This preparation includes providing students with key vocabulary related to the topic and delivering clear instructions to enhance engagement and understanding.
IV.4 Feedback of students towards applying changing or adding English speaking activities and their effectiveness
Chart 3 Students’ feedback towards applying changing or adding English speaking activities and their effectiveness
In a post-interview survey, 93% of students expressed a strong preference for the addition or modification of speaking activities, while only 3% indicated a slight preference, and a mere 4% reported disliking these activities altogether This overwhelming positive feedback highlights the students' enthusiasm for incorporating diverse speaking activities into their learning experience, as further supported by the data collected from the subsequent question.
Yes No a be more interested in speaking English 93% 7% b have more chance to practice speaking English 96% 4% c improve your speaking ability 91% 9% d feel more confident 90% 10%
Table 6: Changing or adding English speaking activities’ effectiveness