Rationale
Scope of the study
This thesis focuses on the challenges faced by second-year English majors in speaking classes at VTTC and explores effective instructional strategies employed by teachers to enhance students' English speaking skills.
Aims of the study
This study aims to assist English teachers at VTTC in identifying effective instructional strategies for teaching English speaking skills It explores the current strategies used by teachers through questionnaires, interviews, and observations to determine which methods help students overcome challenges in speaking lessons Additionally, the research evaluates the effectiveness of role-play practices on enhancing students' English speaking performance.
In order to achieve the aims mentioned above, the study is designed to answer the following research questions:
(1) What are the instructional strategies applied by the English language teachers in speaking classes at VTTC?
1.1 What instructional strategies are commonly used by the English language teachers in their speaking lessons?
1.2 Which instructional strategies help the students to overcome their difficulties in speaking lessons?
(2) How well can role- play practice help the students to overcome their difficulties in speaking lessons?
Significance of the study
This study is crucial for both the author and English teachers, as it offers essential insights that enable educators to select effective instructional strategies, ultimately enhancing students' English speaking skills.
Methods of the study
This study aimed to identify effective instructional strategies for teaching English speaking skills to second-year English major students A survey was conducted, involving questionnaires distributed to 15 English teachers and 60 students To enhance the reliability of the data, semi-structured interviews were also conducted with both students and teachers, alongside classroom observations Ultimately, the researcher developed a mid-term test to evaluate the speaking performance of the students.
Design of the study
The study is structured into three main sections: introduction, development, and conclusion The introduction outlines the rationale, aims, research questions, scope, significance, research method, and study design The development section consists of three chapters, with Chapter 1 reviewing the theoretical background of the study Chapter 2 focuses on the methodology, detailing the setting, subjects, instruments, and procedures for data collection and analysis Chapter 3 presents the data analysis, findings, and discussions, along with additional strategies for enhancing speaking lessons Finally, the conclusion summarizes the study, addresses its limitations, and offers suggestions for future research.
LITERATURE REVIEW 1 Overview of speaking skills
Definition of speaking and teaching speaking skills
Speaking is a crucial skill among the four language abilities—listening, speaking, reading, and writing—because it serves as a key indicator of language proficiency According to Pattison (1992), the ability to speak a language is often equated with knowing that language Donough and Shaw (1993) further emphasize that speaking is the skill that allows individuals to produce utterances for effective communication aimed at achieving specific goals.
Speaking is defined as an interactive process of constructing meaning, which involves producing, receiving, and processing information (Florez, 1999, cited in M Bailey, 2005) This process encompasses five key elements: pronunciation, vocabulary, grammar, gestures and mimics, as well as fluency and accuracy (Harmer, 2001) In foreign language education, teaching speaking skills focuses on enabling students to produce grammatically correct and logically connected utterances that are contextually appropriate and pronounced acceptably (Fararwati, 2010).
Principles for teaching speaking skills
To ensure effective speaking lessons, teachers should adhere to key principles outlined by renowned linguists Nunan (1991) identified five essential principles for teaching speaking skills that educators can implement in their instruction.
- Be aware of the difference between second language and foreign language learning contexts
- Give students practice with both fluency and accuracy
- Provide opportunities for students to talk by using group works or pair works and limiting teacher talk
- Plan speaking tasks that involve negotiation for meaning
Design classroom activities that facilitate both transactional and interactional speaking Transactional speech focuses on effective communication to accomplish tasks, while interactional speech emphasizes social engagement and relationship building By incorporating these elements, educators can enhance students' speaking skills and promote meaningful interactions in various contexts.
Brown (1994) mentioned six principles for teaching speaking skills
- Focus on both fluency and accuracy
- Encourage the use of authentic language
- Provide appropriate feedback and correction
- Capitalize on the natural link between speaking and listening
- Give students opportunities to initiate oral communication
(Source: Slides by Daniel Beck- samuraitheologian@gmail.com)
While the two authors present differing views, they agree on a fundamental principle: teachers must prioritize both fluency and accuracy in teaching speaking skills According to Richards (2006:14), fluency is defined as the natural use of language that occurs during meaningful interactions, allowing for clear communication despite any limitations in the speaker's language abilities In contrast, accuracy emphasizes the importance of producing correct language examples Therefore, it is essential to recognize that fluency cannot be achieved without a foundation of accuracy.
Communicative Language Teaching Today
According to Nunan (2003), accuracy refers to how well students' speech aligns with native usage of the target language, while fluency relates to the ability to speak quickly and confidently, minimizing hesitations and unnatural pauses Ur (1996) emphasizes the importance of balancing both fluency and accuracy alongside other factors, a sentiment echoed by Brown (1994), who asserts that achieving both fluency and accuracy is essential in Communicative Language Teaching (CLT).
Many second-year students struggle with confidence when it comes to speaking and presenting in English However, the substance of their discussions is more significant than their performance Therefore, educators should foster a supportive environment that encourages students, helping them feel more secure and confident in their presentation skills.
The increasing global demand for effective English communication skills has led to a surge in the need for English language teaching Today, millions of individuals seek to enhance their proficiency in English, while many parents aspire for their children to attain strong English language skills.
Perhaps the majority of language teachers today when asked to identify the methodology they employ in their classrooms mention “communicative” as the methodology of choice
According to Richard (2006), Communicative Language Teaching (CLT) encompasses a framework of principles regarding the objectives of language instruction, the processes through which learners acquire a language, effective classroom activities that enhance learning, and the respective roles of teachers and students The primary aim of CLT is to cultivate communicative competence in learners.
Communicative Language Teaching (CLT) is widely recognized as a language teaching approach that embodies a specific model or research paradigm, as noted by Richards and Rodgers (2001) and Celce-Murcia (2001) The central aim of CLT is to enhance learners' communicative competence, a concept introduced by Hymes in 1971, which focuses on the ability to effectively engage in communication.
CLT is learner-centered and emphasizes communication and real- life situations
In traditional methods of English teaching, the teacher is the expert and carries the responsibility for students’ learning
In CLT, learners practice real- life situations, for example, asking someone for directions Learners communicate their thoughts without worrying about perfect grammar
CLT methodologies are best described as a set of macro- strategies (Kumaradivelu, 1994) or methodological principles (Doughty and Long, 2003)
Modern language teaching approaches aim to embrace the comprehensive understanding of language and learning inherent in a communicative language teaching (CLT) perspective According to Jacob and Farrell (2001: 3), the transition towards CLT signifies a fundamental change in the roles of teachers, learners, and the teaching process itself Key elements of this shift include enhanced interaction, a focus on real-life communication, and the importance of context in language acquisition.
The shift from teacher-centered instruction to learner-centered instruction emphasizes the importance of learners' roles over external stimuli from their environment This transition focuses attention on students rather than the teacher, fostering a more engaging and interactive classroom experience.
- Focusing attention on the learning process rather than the products that learners produce This shift is known as the move from product-oriented to process- oriented instruction
- Focusing attention on the social nature of learning rather than on students as separate, decontextualized individuals
Emphasizing the importance of diversity among learners, it is essential to recognize individual differences as valuable resources rather than obstacles to education This approach, known as the study of individual differences, encourages educators to appreciate and accommodate the unique needs of each student, fostering an inclusive learning environment.
- Helping students to understand the purpose of learning and develop their own purpose
- An emphasis on the importance of meaning rather than drills and other forms of rote learning
- A view of learning as a lifelong process rather than something done to prepare students for an exam
Since the introduction of Communicative Language Teaching (CLT), educators and materials developers have been focused on creating classroom activities that embody its principles These activities emphasize frequent interactions among learners and with other participants, fostering the exchange of information and collaborative problem-solving (Wesche and Skehan, 2002).
Effective communication involves seeking information that one does not already have In a classroom setting, authentic communication is fostered when students move beyond merely practicing language forms and instead utilize their linguistic and communicative skills to gather new knowledge.
The class is organized into groups, with each group possessing essential information required to complete a collaborative activity Students must effectively communicate to piece together the information, fostering meaningful interactions and enhancing their language skills in the process.
Puzzles, games, map reading in which the focus is on using one’s language resources to complete a task
Student- conducted surveys, interviews, and searches in which students are required to use their linguistic resources to collect information
Engaging students in activities that involve comparing values, opinions, or beliefs can enhance critical thinking skills For instance, a ranking task where students prioritize qualities they deem important in selecting a date or spouse encourages thoughtful reflection and discussion This approach not only fosters personal insights but also promotes understanding of diverse perspectives among peers.
These activities require students to take information that is presented in one form, and represent it in a different form
- Reasoning- gap activities: These involve deriving some new information from given information through the process of interfence, practical reasoning,
- Role- play: Activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.
Instructional strategies
There have been many definitions of the instructional strategies mentioned in linguistics Friedman and Fisher’s (1998) states that instructional strategies are those tactics used by the instructors to promote learning
According to Dick and Carey (1996), instructional strategies are essential for guiding teachers in achieving learning objectives These strategies help educators create effective learning environments and define the activities in which both teachers and learners engage during lessons.
Dick and Carey (1996) used the term instructional strategy to describe the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities
Mentioned in Alberta Learning, (2002: 67), instructional strategies are defined as the activities the teachers use to help the students become independent, strategic learners
The purposes of the instructional strategies are:
- To motivate students and help them focus attention
- To organize information for understanding and remembering
- To monitor and assess learning
(Instructional strategies/ 67/ 2002, Alberta Learning, Alberta, Canada)
3.2 Instructional strategies model of Dick and Carey (1996)
Dick and Carey's model (1996) is a systematic instructional design framework that comprises ten key components, including nine iterative steps and a final evaluation to assess the effectiveness of the instruction.
The 9 components in an iterative cycle include:
- Assess needs to identify instructional goal(s): to identify what it is the learners are expected to be able to do at the end of the instruction
- Conduct instructional analysis: to determine a step-by-step of what learners are doing when they are performing the goal; to determine what skills and knowledge are required
To effectively tailor educational experiences, it is essential to analyze both learners and their contexts This involves assessing learners' current skills, preferences, and attitudes, alongside understanding the characteristics of the instructional setting Additionally, evaluating prior knowledge of the subject matter, attitudes towards the content, potential delivery systems, and levels of academic motivation is crucial for fostering an engaging and effective learning environment.
- Write performance objectives: to specify what it is the learners will be able to do with the statements of the skills to be learned, the conditions, and the criteria
- Develop assessment instruments: to develop a criteria-referenced assessment consistent with the performance objectives
- Develop instructional strategy: to develop strategies in pre-instructional activities, presentation of information, learner's participation, testing and follow-through activities
- Develop and select instruction: to use the instructional strategies to produce the instruction
- Design and conduct formative evaluation: to collect data that are used to identify how to improve the instruction
To ensure the effectiveness of instructional design, it is essential to utilize data from formative evaluations to assess the validity of various components, including instructional analysis, learner and context analysis, performance objectives, assessment instruments, instructional strategies, and overall instruction This process helps identify areas for improvement and enhances the overall learning experience.
The final process is to design and conduct summative evaluation, which is an evaluation of the value of the instruction
(Dick, W., & Carey, L (1996) The systematic design of instruction)
Comments from Gustasfon and Branch (1997) about Dick and Carey's (1996) Model:
"The most widely adopted introductory text related to the process is Dick and Carey
The Dick and Carey model, widely recognized in English education since 1996, is popular due to its accessible text and the authors' commitment to updating it in line with emerging educational philosophies It features clear examples and case excerpts that help readers understand each step of the model Additionally, Dick and Carey have made minor adjustments to incorporate current trends in performance technology, context analysis, multilevel evaluation models, and total quality management.
Based on various definitions of instructional strategies by linguists and the Dick and Carey model (1996), I propose my own definition of instructional strategies.
Instructional strategies are essential activities employed by teachers in the classroom to meet learning objectives These strategies serve as methods or techniques that encourage student engagement and participation in the learning process.
Role- play
To foster confidence in English speaking, teachers must create diverse opportunities for students to engage in conversation It's essential not only to provide chances for dialogue but also to encourage participation in various situations, enhancing their ability to communicate effectively.
However, many teachers and students in an ESL class dread the words “role- play” Just a few of the terms which are used, often interchangeably, are
"simulation," "game," "role-play," "simulation-game," "role-play simulation," and
"role-playing game" (Crookall and Oxford, 1990a)
Role- play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive
According to Gower et-al, a role play part of a particular person: a customer, a manager, a shop assistant, for example As this person, they take part in a situation, acting out a conversation
Meanwhile according to Revell, role play defined as an individual’s spontaneous behavior reacting to others in a hypothetical situation
Incorporating role-plays into educational activities enhances student engagement by fostering creativity and critical thinking This interactive approach allows learners to develop and practice new language and behavioral skills in a safe environment, ultimately motivating them and facilitating genuine learning experiences.
Reasons for using role play in the English speaking classroom
- Role play allows a wider range of language functions and language varieties to occur than would normally occur within a classroom
- Role play allows exploration of cultural issues, in particular, appropriate ways to behave in certain situations such as when being offered food or drink
- Role play can add interest to an activity and by distributing roles can ensure participation in an activity
- Role play can result in repetition of speaking activity by providing a change
This article highlights various effective instructional strategies that language teachers can implement in English speaking classes to enhance student engagement Notable methods discussed include group work, information gap activities, jigsaw activities, and role-play Among these, role-play has been extensively utilized in the context of VTTC However, there is currently a lack of research examining the impact of role-play activities on student performance in speaking classes at VTTC, which is the primary focus of this study.
The context
1.1 Description of the English speaking classes and its objectives at VTTC
The study conducted at VTTC highlights that major English students are required to complete four semesters of speaking skills during their first and second years, with each semester comprising four credits.
The primary textbook for second-year students in their first semester is "Speaking Three," developed by the English faculty at VTTC to align with students' English proficiency and the college's educational objectives This course book comprises nine units, each focusing on a specific topic and featuring diverse components such as grammar, vocabulary, pronunciation, exercises, and communicative skills The main activities and drills within the course are specifically designed to enhance speaking skills.
Pair work Giving opinions about tourism in Vietnam Group work Advantages and disadvantages in developing tourism in your local area
Role- play A tour guide and a visitor Group work How to attract tourists to visit landscapes in your hometown
Pair work Good and bad habits when at school Group work Difficulties the Vietnamese Education System is facing Role- play Talk about the school education system in Viet
Nam: An education researcher and a journalist Pair work Give advices to protect your local environment
Pair work The effects of environmental pollution on human life Role- play Green World Group work Why is Vietnam ranked in top ten for worst air pollution?
4 Jobs Group work Talk about your job
Group work Advantages and disadvantages of sports Group work Positive and negative effects of sports on our health Pair work Describing a popular sport Role- play A gymnast and a sport reporter
Group work Advantages and disadvantages of advertising Role- play A buyer and a seller
Role- play A serious smoker and his son/ daughter Group work Bad effects of smoke on pregnant and children’s health
Pair work Benefits of learning English Role- play An English student and teacher Group work How English has been spreaded into Viet Nam
Engaging in group activities during free time is beneficial for your health, promoting social interaction and reducing stress In British and Vietnamese colleges, holiday activities present both positive and negative aspects, influencing students' well-being and academic performance Role-playing scenarios, such as a student and their partner visiting an entertainment center, can enhance communication skills and foster teamwork, making these experiences valuable for personal development.
Table 1: Speaking activities and topics designed for the second year students
It can be learned from the table that the speaking activities are vivid with many kinds of activities in which role- play activities are the most popular
The textbook "Speaking Three" is designed to enhance students' understanding of English grammar, vocabulary, and phonology while focusing on the development of their speaking skills To assess their progress, students are required to complete two mid-term oral tests and one final oral test upon finishing the course.
Second-year English majors at the English Department of VTTC, aged 19 to 22, have studied English for at least eight years, including four years in secondary school and three years in high school Despite this extensive background, their English proficiency remains low and varies significantly, largely due to their diverse backgrounds from different areas of Vinh Phuc Province Many students hail from rural areas with limited English learning resources, while others from towns and cities have had better opportunities Additionally, most students lacked practical speaking experience in school, as they did not engage in role-play activities, which hindered their speaking skills development.
At VTTC, teachers play a crucial role in the teaching process, with a diverse team of sixteen English instructors aged between 26 and 59 Among them, four have experience studying in English-speaking countries The educational backgrounds of the teachers include ten graduates from the University of Language International Studies at Vietnam National University, one from Hue University, two from Hanoi University, one from Hanoi National University of Education, and two from Hanoi Pedagogical University No 2 Currently, one teacher has recently completed a PhD in Australia, five hold Master's degrees, while three are pursuing their Master's studies.
University of Language International University, Ha Noi National University and at Ha Noi University
At the college, six out of sixteen English teachers have over 15 years of experience, while seven have more than six years of teaching Despite their expertise in blending traditional methods like the Grammar Translation Method with modern approaches such as the Audiolingual Method, student performance in English speaking classes remains unsatisfactory Teachers face numerous challenges in teaching speaking skills, citing issues stemming from themselves, their students, and external factors Consequently, it is crucial for the faculty to identify effective strategies to overcome these difficulties and enhance the quality of English speaking lessons.
Method and procedure
The subjects who participated in this study are 60 English majored students and
The study involves 15 English teachers from ED, VTTC, and 60 students in their second year of an academic training program The students, aged 19 to 22, are both male and female, all residing in Vinh Phuc Province, as it hosts a local pedagogical college This shared environment contributes to their similar educational backgrounds and speaking abilities The teachers, aged between 26 and 59, bring a wealth of experience to their roles.
The data collection methods utilized a combination of qualitative and quantitative approaches, incorporating questionnaires, semi-structured interviews, and personal observations This diverse methodology established triangulation, which significantly enhanced the reliability and validity of the data by leveraging multiple sources.
The questionnaires for students and teachers were distributed with a clear explanation of the study's purpose, aimed at investigating students' challenges in speaking classes, identifying the instructional strategies employed by language teachers, and evaluating the effectiveness of role-play activities Additionally, interviews were conducted to further clarify responses from the questionnaires.
The data collection methods would be described in details as follows:
The study utilized a questionnaire designed specifically for students to gather information addressing the research questions This questionnaire comprised three sections: the first section included one question regarding students' challenges in speaking classes; the second section featured four questions focused on the instructional strategies employed and preferred by teachers during the learning process; and the final section contained a single question assessing students' perceptions of role-play practice.
A specialized questionnaire was developed for English teachers, consisting of two sections The first section includes two questions addressing the challenges faced by both teachers and students during speaking classes The second section contains four questions focused on the instructional strategies employed by teachers in teaching speaking skills.
This study utilized semi-structured interviews with language teachers and students to provide flexibility in focusing on key insights (Nunan, 1992) This interactive approach allowed for the collection of rich and engaging data that other data collection methods may not capture.
The thesis utilized semi-structured interviews to enhance the data collected from questionnaires Four distinct interview schedules were developed, with two tailored for teachers and two for students Each schedule comprised targeted questions aimed at ensuring the interviews remained focused on the study's objectives.
The researcher selected observation as the primary data collection method due to its effectiveness in capturing interactions within the classroom (Brown & Rodgers, 2002).
The researcher dedicated two weeks to observing colleagues' procedures and instructional strategies at VTTC to identify which methods were effective and which were not in the specific context of the institution.
In the study, observations were appropriate to examine students’ participation in speaking activities and teachers’ instructional strategies to boost their participation
The data in the study were collected during the period of 8 weeks by the instruments mentioned above
Observations were carried out to identify the instructional strategies employed by language teachers during speaking classes After two weeks of observation, the most popular and effective instructional strategy was determined to be instrumental in facilitating the study.
The initial version of the questionnaire was created for students, and after verifying its accuracy and clarity, it was administered to 60 second-year students across two classes at the Educational Department (ED) of VTTC A revised version was then prepared for language teachers, with 15 teachers receiving the questionnaires in the ED meeting room at VTTC To minimize misunderstandings, the researcher included a brief introduction to the study along with clear instructions.
Semi-structured interviews were conducted with students in Vietnamese to create a comfortable environment that reduced anxiety Additionally, interviews with five teachers focused on speaking skills were carried out in English, lasting between 10 to 15 minutes each.
The researcher identified role-play as the most popular and effective instructional strategy used by language teachers To evaluate its effectiveness, the researcher implemented role-play activities in two classes over a six-week period In one class, the role-play was conducted in a traditional manner, while in the other class, the researcher enhanced the experience using video clips, visual aids, and pictures to facilitate participation in the role-play activities.
Next, observations were continuously conducted to examine the performance of two classes in the speaking lessons The researcher designed a mid- term test to check the students’ understanding and performance
Following each lesson, a five-minute semi-structured interview was conducted in Vietnamese with five students from the observed group to gather data Additionally, teachers were interviewed after each lesson using a second schedule, with these interviews taking place in English.
The findings would be demonstrated in the following chapter, Chapter Three: Findings and Discussion
CHAPTER III: FINDINGS AND DISCUSSION
This chapter presents, compares, and contrasts data from four different sources: questionnaires, semi-structured interviews, tests, and observations, focusing on three key areas It examines teachers' instructional strategies in speaking classes and explores the impact of role-play activities on students' speaking skill performance The findings aim to address the two research questions, with each section providing a detailed discussion of the results.
1 TEACHERS’ INSTRUCTIONAL STRATEGIES IN THE ENGLISH SPEAKING CLASSES
The first research question: “What are the instructional strategies applied by