Aims of study and research questions
This study aimed to address the following issues:
Investigating the importance of and the difficulties in applying activities in teaching speaking process to non- English major students in Vietnam in general
Discovering the applicability of some useful activities to improve English speaking skills for first year, non-English major students in Hanoi University of Industry
In order to fulfil these aims, the study focuses on answering the research questions
1, What are the most frequently used activities to motivate students at FFL- HaUI in speaking lessons?
2, To what extent, are these activities effective in motivating students at FFL- HaUI?
Significance of the study
This study focuses on effective activities and motivation strategies to enhance students' speaking skills, providing valuable insights for the target population, their English teachers, and others interested in this area of education.
First-year university students often encounter a significant lifestyle change, which can lead to feelings of insecurity while adapting to new teachers and making friends This study aims to create a supportive learning environment that encourages students to speak English naturally and confidently.
English teachers often face challenges in finding effective activities to motivate students during speaking lessons Common activities such as role play, storytelling, reporting, and interviews can enhance speaking skills, but their effectiveness varies among different student groups Identifying the most suitable activities for first-year, non-English major students in FFL is complex, as there is no one-size-fits-all solution for long-term success However, the insights gained from this research can help teachers better understand their students' difficulties and adopt more compatible and constructive teaching methods to enhance student motivation.
In conclusion, this paper aims to serve as a valuable reference for researchers in the same or related fields, providing a solid foundation for the development of their future work.
Scope of the study
This minor thesis aims to explore effective activities that enhance motivation among non-English major students at HaUI, specifically examining how FFL teachers implement these strategies in their English speaking lessons.
Method of the study
The methods conducted in this study to find out the answers to the aim of research questions are both qualitative and quantitative analyses
Data for this study was collected through questionnaires and classroom observations A survey was conducted involving 30 teachers of French as a Foreign Language (FFL) and 150 first-year, non-English major students at HaUI, focusing on their speaking skills under a process-based approach Following the completion of the questionnaires, 15 speaking lessons were observed to ensure the reliability of the findings regarding the effectiveness of the activities used in English lessons The collected data was analyzed and discussed, with quantitative results presented through frequencies, charts, percentages, and tables, while qualitative insights were derived from a class observation checklist.
Design of the study
The thesis is structured into two primary sections: Part A offers a comprehensive introduction that outlines the research rationale, objectives, significance, scope, research questions, and overall design Part B focuses on the development sector and consists of four detailed chapters.
Chapter 1 is an attempt to review some theoretical background for the study
This article explores various foundational theories, including the communicative approach, alongside the background and common activities involved in language teaching It examines the roles of teachers and key motivational factors that influence learning Additionally, it discusses theories related to teaching speaking and presents diverse perspectives on effective language activities.
Chapter 2 outlines the study's methodology, detailing the context, subjects, and data collection instruments employed It also describes the procedures for gathering data and provides a comprehensive analysis of the data, along with interpretations and explanations of the study's findings.
Chapter 3 is the conclusion of the study, providing some pedagogical implications
The limitations of the study as well as some suggestions for further research are also discussed in this chapter
To sum up, in the first chapter, the following elements have been presented:
(a) The rationale for the study
These issues have not only justified the major contents and structures of the study but will also work as the guidelines for the rest of the paper.
LITERATURE REVIEW
Background of speaking
Understanding the theoretical foundations of speaking is crucial for establishing its significance among other language skills This article will explore the communicative language teaching approach and emphasize its related activities Additionally, it will present various activities designed to enhance speaking skills effectively.
Speaking is defined as the process of conveying meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) Often referred to as "Oral Skill" or "Communicative Skill," it encompasses multiple aspects, primarily focusing on accuracy and fluency (Gower et al., 1995) According to Martin Bygate (1987), effective speaking involves both knowledge of the language and the ability to use that knowledge, which includes production and interaction skills These skills are influenced by processing conditions, such as the time pressure during speech, and reciprocity conditions, which pertain to the mutual relationship between speakers.
For years, teaching speaking has been undervalued in English language education, often reduced to repetitive drills and memorization of dialogues However, in today's world, it is crucial that the focus shifts towards enhancing students' communicative skills This approach enables students to effectively express themselves and navigate the social and cultural norms relevant to various communicative contexts.
Relation between activities and communicative activities
In today's world, the significance of English communication has prompted teachers to adopt effective methods to meet learners' needs The Communicative Language Teaching (CLT) approach stands out as an optimal strategy for this purpose, as it aligns with language learning theories that support communication skills development.
"Language learning is an inherent process" (Harmer, 2001:70) Today, it is viewed not merely as a method but as an approach that emphasizes mastering a language to enhance communication beyond the classroom Communicative Language Teaching (CLT) emerged to address the shortcomings of previous methods, prioritizing the ability to communicate and interact—elements often overlooked in earlier approaches This approach is grounded in the theory of communicative competence, which includes grammatical, sociolinguistic, discourse, and strategic competencies.
Communicative Language Teaching (CLT) is rooted in the ideas of Noam Chomsky, who posits that native speakers possess grammatical knowledge competence, allowing them to generate an infinite array of sentences However, Dell Hymes challenges this notion, asserting that Chomsky's perspective overlooks critical aspects of language use Hymes emphasizes that understanding the functions of language is essential for true language proficiency, leading him to introduce the concept of communicative competence, which encompasses both grammatical knowledge and the ability to use language effectively in various contexts.
Hymes (as cited in Harmer, 1984, 13-14) identifies four key components of native speakers' language knowledge The first is systematic potential, akin to Chomsky's concept of competence, which allows native speakers to generate limitless language The second component, appropriacy, refers to the ability to use language appropriately in various contexts The third aspect, occurrence, highlights the familiarity with commonly used expressions that enhance clarity and understanding Finally, feasibility pertains to the native speaker's awareness of what is practically usable in a language For instance, while there are no strict rules on the number of adjectives that can precede a noun, native speakers intuitively recognize that excessive adjectives can lead to confusion.
The theory of communicative competence has evolved significantly, as noted by Brown (1994), who discusses various theories that have emerged over time For many years, communicative language teaching (CLT) has emphasized a communicative approach, prioritizing speaking and listening skills, writing for specific communicative purposes, and engaging with authentic reading materials.
Communicative Language Teaching (CLT) is characterized by four key features: first, it emphasizes all components of communicative competence rather than just grammatical skills; second, it encourages learners to use language pragmatically and authentically for meaningful communication, focusing on functional use over formal structures; third, it views fluency and accuracy as complementary, prioritizing fluency when necessary to maintain learner engagement; and finally, it requires students to use the language in unrehearsed contexts, both productively and receptively.
Nevertheless, as Brown suggests, the newest views are probably best captured by Lyle F Bachman (1990) in his schematization of what Bachman calls
Communicative competence, as defined by Bachman (1994), encompasses both knowledge of a language and the ability to effectively use that knowledge in communication This framework consists of three key components: language competence, strategic competence, and psychological mechanisms, which together form the foundation of communicative language ability (CLA) (Brown, 1994).
Bachman categorizes language competence into two main types: organizational and pragmatic competence Organizational competence is further divided into grammatical and textual competence, which encompass the skills needed to manage the formal structure of language This includes the ability to produce and identify grammatically correct sentences, understand their meaning, and arrange them effectively to create coherent texts.
Communicative language teaching emphasizes the importance of communicative competence in fostering effective classroom interactions Researchers widely acknowledge that this competence is crucial for second language learners, enabling them to actively participate in and benefit from their educational experiences, as highlighted by Brown.
In today's educational landscape, many linguists and educators emphasize that students acquire a second language most effectively through interaction Communicative Language Teaching (CLT) and collaborative learning are key approaches that facilitate this process CLT focuses on real-life scenarios that necessitate communication, allowing students to engage with one another in the target language during class activities.
Communicative activities are essential classroom exercises that create authentic information gaps, enabling language learners to engage in meaningful communication using the target language These activities align with the principles of Communicative Language Teaching, fostering interactive and practical language use among students.
Communicative activities are essential for engaging students in meaningful language use, fostering both a desire to communicate and a clear purpose These activities aim to gather information, build connections, share personal experiences, and explore cultural insights It is important to incorporate communicative elements into lessons, even when the primary focus is on developing reading or writing skills.
Communicative activities, as defined by Tait (2001), focus on fluency and often extend beyond mere grammatical practice These activities are grounded in realistic scenarios, such as interactions in a department store or discussions among friends about holiday plans In such contexts, students engage in negotiating meaning, which typically involves multiple turns of conversation.
Savignon (2001) highlights that many activities labeled as communicative in the classroom may merely be disguised structure drills rather than genuine communicative exercises As a result, teachers might mistakenly believe their designed activities foster communication To address this issue, it is essential to identify the characteristics that define authentic communicative activities Sun & Cheng (2000) outline three key features that are commonly associated with effective communicative tasks.
- Communicative activities are task-based Task-based English teaching concentrates on communicative tasks that learners need to engage in outside the classroom
Learner-centered communicative activities prioritize student initiation and interaction, encouraging learners to engage authentically and take responsibility for their own learning journey.
Motivation
Numerous studies have explored the concept of motivation, leading to a wealth of literature on its definition Motivation theories aim to address the fundamental question of why humans act the way they do, indicating that there is no simple or straightforward answer to this complex issue.
Motivation serves as the driving force behind setting and pursuing goals, influencing individuals' decisions and the effort they are willing to invest in achieving those objectives (Ames & Ames, 1989; Burden, 1997) From a cognitive standpoint, it explores why people choose specific actions and the factors that shape their choices Consequently, teachers play a crucial role in guiding and empowering learners to make effective decisions in their goal-seeking endeavors.
Motivation, as defined by Dornei (2001), refers to the underlying causes and origins that drive individuals to take action It plays a crucial role in determining why people choose to engage in specific activities, the effort they invest, and the duration they maintain their pursuits Dornei highlights two key dimensions of human behavior related to motivation: direction and magnitude (intensity) Additionally, Pintrich and Schunk (2002) describe motivation as the process that initiates and sustains goal-directed activities.
Motivation is a psychological trait that propels individuals toward achieving their goals It serves as the driving force behind specific behaviors and actions.
L2 motivation, as proposed by Dornyei in 1994, aims to integrate diverse research findings by presenting a comprehensive list of motivational factors These factors are organized into three primary dimensions: Language Level, Learner Level, and Learning Situation Level.
The learning situation level of the framework is the most intricate, focusing on situ-action-specific motives tied to various elements of language learning in a classroom environment Course-specific motivational factors encompass the syllabus, teaching materials, instructional methods, and learning tasks Additionally, teacher-specific motivational components relate to the teacher's behavior, personality, and teaching style, highlighting the desire of students to please their teacher.
Table 0: Components of foreign language learning motivation (Dornyei, 1994a: 280)
Language Level Integrative Motivational Subsystem
Instrumental Motivational Subsystem Learner Level *Need for Achievement Self Confidence
Motivational Components Norm & Reward System Group
The cohesion of a classroom is influenced by the authority type of the teaching style, whether authoritarian or democratic, along with the direct socialization of student motivation through modeling, task presentation, and feedback Additionally, group-specific motivational components are intertwined with the dynamics of the learner group, encompassing aspects such as goal-orientedness, the norm and reward system, and the classroom goal structure, which can be competitive, cooperative, or individualistic (Dornyei and Malderez, 1997; Ehrman and Dornyei, 1998).
Motivation in learners is influenced by various factors, and understanding their individual levels is crucial for fostering improvement To enhance student motivation, teachers should implement a diverse range of engaging activities that resonate with students' interests and familiarity It's essential that these activities and topics align with the learners' proficiency levels, as this encourages active participation and reduces the fear of making mistakes in front of peers When students feel comfortable, they are more likely to engage eagerly in lessons, leading to greater self-study achievements and successful task completion.
According to Byrne (1991, 11-12), the development of speaking skill is good source of motivation for most learners and some important points for teacher are stated to be paid attention to:
To effectively show learners their continuous progress in language acquisition, regularly revisit activities like games or discussions This repetition allows students to recognize their improved language skills, reinforcing their confidence and motivation.
To foster effective learning, it's essential to balance controlled practice, where monitoring and correction of learners' performance occur, with opportunities for free expression, allowing learners to engage without the fear of being corrected.
To empower learners, it's essential to demonstrate how they can effectively utilize their existing knowledge, even when they struggle to articulate their thoughts due to a lack of precise language By teaching them strategies for paraphrasing and using alternative expressions, we can help them navigate these challenges and communicate their ideas more confidently.
It is important to recognize that not all learners will achieve high oral proficiency; however, achieving a strong level of comprehension is crucial for effective communication Focusing on comprehension allows for realistic goals, especially in large classes, as it can be enhanced through direct interaction and the use of recorded materials This approach not only supports adequate language production but also motivates the majority of students to engage with the learning process.
METHODOLOGY
Research method
2.1.1.1 An overview of Non- major English Division –Faculty of Foreign Languages - HaUI
Established on December 22, 2005, the Faculty of Foreign Languages (FFL) at Hanoi University of Industry emerged from the merger of the Board of Foreign Language and the Foreign Language Division of International Cooperation Over the years, FFL has evolved into a leading department recognized for its academic training, interdisciplinary learning, and innovation in English Language Teaching (ELT) and research Committed to enhancing its teaching and research capabilities, FFL provides a dynamic learning environment for aspiring students.
Becoming a member of the FFL Department is a dream for many teachers and students at HaUI Teachers at NED engage with first-year students across over 10 majors, including mechanical engineering, chemical technology, and business administration These students, aged 18 to 20, have successfully passed a challenging entrance exam, though English is often not their strong suit To improve their skills, they dedicate themselves to studying both social subjects and English, which includes 90 lessons over 15 weeks each semester Speaking skills are integrated with other competencies during 45-minute sessions held six times a week, with class sizes of around 30 students, facilitating effective speaking activities.
2.1.1.2 Current situation of teaching and learning English speaking at FFL
In high school, the emphasis is predominantly on grammar, sentence structure, and reading skills, often neglecting speaking and listening abilities Students tend to memorize the content presented by teachers on the blackboard, which lacks clarity in meaning and application This teacher-centered approach leads to a focus on accuracy over fluency in language learning.
At university, speaking skills are taught both independently and in conjunction with other skills, marking a shift from a teacher-centered approach to a more learner-centered model In this new paradigm, teachers act as guides, emphasizing the importance of creating a conducive study environment that encourages active student participation through group and pair work However, many students face challenges in engaging with these speaking activities, often due to lingering influences from traditional high school teaching methods As a result, they tend to adopt a passive learning stance, showing limited interest and motivation to participate in classroom activities.
This article provides a concise overview of the current conditions at NED, highlighting the collected data related to students, teachers, learning needs, and the teaching of speaking skills These insights establish the context for the forthcoming research The subsequent section will detail the methodology employed in the study.
The New Head Way (elementary level) is a speaking course book designed for non-English major freshmen, featuring a theme-based approach across 14 units, with 7 units covered each semester It aims to enhance students' proficiency in the four key skills of English: Listening, Speaking, Reading, and Writing, while fostering a positive attitude towards the language The content focuses on relatable topics such as social life, sports, work, and leisure, presenting vocabulary in a communicative manner The course employs modern teaching methods, including learner-centered, communicative, and task-based approaches However, while the book prioritizes speaking skills, it may include redundant writing and reading activities, with insufficient emphasis on speaking practice.
Many NED students have been studying English since the 3rd grade, but opportunities for practicing speaking are limited This is largely due to the high school curriculum, which emphasizes reading and grammar while neglecting speaking and listening skills, as these are not assessed in the Year 12 Graduation Exam or University Entrance Exam Consequently, students focus more on accuracy than fluency, leading to a significant number of graduates whose communicative proficiency in English remains at or below an acceptable level.
2.1.3.2 Teachers of Non- major English Division (NED)
At NED, the English teaching staff consists of 30 teachers aged between 23 and 31, with the oldest having over 9 years of experience and the youngest nearly 1 year They hail from various institutions, including the University of Languages and International Studies, Hanoi University, and Hanoi University of Industry This diverse age range and experience level highlight potential methodological challenges in implementing communicative activities in their teaching Nevertheless, the teachers are energetic and recognize the vital role they play in enhancing students' English speaking abilities.
Research instruments
Two sets of questionnaires were used in this study, one for teachers including
11 questions and the other for students which consist of 10 questions The questions are both close-ended and open-ended
The researcher conducted classroom observations at NED, which were recorded, analyzed, and synthesized for the study These observations provided insights into the motivating factors present when teachers implemented Communicative Language Teaching (CLT) activities, aiding in addressing the research question Additionally, the data collected for this study ensured reliability and validity.
Data collection
At the start of the second semester of the 2015-2016 academic year, two questionnaires were distributed to participating teachers and students at NED University as part of the research study.
After one week, the collected questionnaires were summarized and analyzed, presenting the data in charts and tables This statistical information was used to draw implications and recommendations for the most effective communicative activities aimed at improving speaking skills for first-year students.
During the second semester, observations were conducted two weeks after administering the questionnaires, focusing on fifteen speaking lessons All communicative activities implemented during these lessons were documented to assess their organization and effectiveness, ensuring the validity and reliability of the collected data.
Data analysis
During the data analysis stage, the researcher organized the responses from two questionnaires—one for teachers and one for students—dividing the analysis into two phases for a comparative assessment of their attitudes The first phase focused on their perspectives regarding teaching and learning speaking skills, while the second examined their views on the effectiveness of communicative activities in the classroom.
The qualitative analysis utilized an observation checklist derived from the Strategy Inventory for Language Learning (SILL) Version 7.0, specifically designed for speakers of other languages learning English (ESL/EFL) For the quantitative analysis, data were processed using frequency, percentage, and charts, leading to interpretations related to the two research questions.
Summary
This study employs a mixed-methods approach, utilizing both quantitative and qualitative research to assess the state of English speaking instruction at NED of FFL To gather insights on the effectiveness of communicative activities in teaching English speaking, a questionnaire survey was administered Two distinct sets of questionnaires were developed for teachers and students at NED, aiming to collect comprehensive information on their experiences and perceptions regarding English speaking education.
- Some effective activities which can be applied in the teaching and learning of speaking skills
- The most frequent activities used in speaking skills
- Students and teachers‘ problems in the learning and teaching of speaking skills through communicative activities
This study holds significant practical value as it provides essential data and results that support the theoretical knowledge discussed in the previous chapter It serves as a foundational basis for proposing effective strategies to enhance students' speaking skills through engaging communicative activities.
FINDINGS AND DISCUSSION
Data analysis
3.1.1 Results of teachers and students’ survey questionnaire
The teacher survey questionnaire is divided into three sections, featuring a total of 11 questions that include both open-ended and close-ended formats The first section contains four questions that assess teachers' attitudes toward teaching speaking skills The second section focuses on teachers' perspectives regarding communicative activities, comprising another four questions Finally, the last three questions aim to gather insights on the challenges teachers face when implementing communicative activities to enhance English speaking skills.
The student questionnaire comprises 10 questions divided into three sections The first section focuses on students' attitudes towards learning English speaking skills, featuring five questions The second section, consisting of four questions, explores students' perceptions of communicative activities Finally, the third section includes one open-ended question that identifies the challenges students face when practicing these communicative activities.
Surveyed teachers have faced challenges in implementing communicative activities in their classrooms Understanding students' attitudes towards speaking skills and these activities can clarify whether teachers genuinely experience these obstacles The following section provides insights gathered from students.
3.1.1.1 The role of speaking skills
The initial four questions aimed to assess teachers' attitudes towards teaching English speaking skills, while the five questions in the students' questionnaire explored their perspectives on speaking skills.
Figure 1: Teachers’ attitude towards the role of English speaking skills
The chart in Figure 1 clearly shows that all teachers recognize the importance of speaking skills within the English curriculum, with none deeming them unimportant This indicates that educators at NED fully understand the vital role speaking skills play in the teaching and learning of foreign languages.
In response to question 3 regarding the integration of the speaking skill with other language skills, all participating teachers (100%) affirmed that they frequently taught speaking alongside reading, writing, and listening They believed that these skills mutually reinforce one another, enhancing the overall effectiveness of the students' learning experience.
Figure 2: Students’ attitudes and their feelings towards learning speaking skills
According to Figure 2, 60% of students expressed a strong interest in developing their speaking skills, highlighting their awareness of the significance of communicative competence compared to the other three macro language skills.
According to a survey, 24% of students prioritize speaking skills over writing, listening, and reading, while 16% believe that speaking is equally important as these other skills Interestingly, despite 35% of students expressing a lack of interest in developing their speaking abilities, they acknowledge the significance of speaking skills in relation to the other language competencies.
A recent survey of students revealed that 68% reported speaking English in class "sometimes," while only 12% indicated they usually engage in English conversation during lessons Notably, 20% of students admitted to rarely using English in class, highlighting a significant gap in language usage among learners.
This also shows a big question for the teachers of English and the reasons why they do not participate much in the activities
70% a more important / interested b equally important/ not really interested c less important/ uninterested students' viewpoints Students' feelings
Figure 3: Teacher’s assessment towards students’ speaking ability
Statistics reveal that teachers assess their students' speaking abilities with a consensus that most English learners' oral skills are merely acceptable, as 95% of educators hold this view Notably, none of the teachers rated the students' speaking skills as very good or bad, while only 5% believed their abilities were good.
Figure 4: Possible factors to motivate students speaking in classroom
1: very good 2: good 3: acceptable 4: bad
0 a They talk with your friends. b Their teacher asks them. c They are interested in the topic and activities.
The pie chart illustrates the reasons students speak in the classroom, revealing that approximately 69 out of 150 students only participate when prompted by their teachers Additionally, 48 students engage in conversations with friends, while 22 students express themselves in English when they find the topic or speaking activities engaging This data highlights a significant reliance on teacher control, indicating that many students exhibit a predominantly passive learning style.
The fourth question in the teacher's survey and the fifth question in the student's survey aimed to identify the reasons behind students' fear of speaking English, highlighting both the teachers' perspectives and the students' actual challenges.
Figure 5: Teacher’s viewpoints about the reason why students afraid of speaking and student’s actual difficulties in speaking English
According to recent statistics, 64% of teachers believe that students' lack of background knowledge is a major challenge in speaking English In contrast, only 6% of students acknowledged this issue Instead, 51% of students expressed concerns about their limited vocabulary and grammatical skills when communicating in English, highlighting a significant disparity between teachers' and students' perceptions of the challenges faced in language expression.
70% a poor background knowledge b poor vocabulary and grammatical knowledge c low accuracy and fluency d.both B&C
Teachers and students agree that grammatical knowledge significantly contributes to students' fear of speaking English Only a small percentage of students (10%) and teachers (6%) attribute this fear to low accuracy and fluency Additionally, just 14% of students indicated that the combination of these factors makes it challenging for them to engage in conversation.
In summary, the findings indicate that teachers recognize the importance of speaking skills in language education; however, they believe that students struggle with confidence and participation in speaking activities While both teachers and students acknowledge that low accuracy and fluency are not the primary challenges, it is evident that teachers may lack a complete understanding of the specific difficulties that hinder their students' speaking abilities.
3.1.1.2 The applicability of using communicative activities
Findings and discussion
At NED, twelve lessons were delivered by various teachers, incorporating a total of 15 communicative activities aimed at enhancing students' speaking abilities While these activities offered numerous benefits for developing communicative competence, several challenges persisted, hindering the achievement of the desired improvements in students' speaking skills.
In speaking lessons, most students exhibited high motivation and interest, creating a conducive environment for various activities that enhance oral skills However, some students struggled with their communicative abilities, displaying a lack of interest and a passive approach to learning English, often waiting for teacher prompts Consequently, these students lacked the confidence to speak in front of the class, primarily due to their fear of making mistakes.
Some students exhibit poor cooperation with their teachers and display disruptive behaviors, such as talking with friends instead of focusing on lessons This lack of attention necessitates frequent reminders from teachers, which hinders the students' ability to engage in speaking activities and negatively impacts their English learning Ultimately, the students' weak motivation in class significantly diminishes the effectiveness of these speaking exercises.
Teachers are integrating speaking skills with other language skills to enhance English learners' oral abilities, utilizing various communicative activities to engage students and encourage participation Their teaching qualities are generally good, characterized by flexibility in lesson planning, clear instructions, and effective feedback However, there is a notable lack of group work opportunities, with only 23% of teachers organizing group activities due to concerns about dominant talkative students overshadowing weaker ones Consequently, many students rely heavily on their more proficient peers, leading to passivity during lessons Additionally, teachers rarely utilize all activities in the course book, often opting to create their own communicative tasks based on unit topics This limitation may stem from the course book's focus on all four English skills, making its speaking activities insufficient for teachers' needs The findings suggest that recommendations will be provided in the implications chapter to help teachers effectively improve their students' speaking skills.
To enhance the speaking abilities of first-year students at HaUI, a questionnaire survey was conducted to gather valuable feedback from both learners and teachers The primary aim is to identify effective communicative activities beyond the course book that can significantly support the development of speaking skills.
Communicative activities play a crucial role in enhancing students' oral English skills A recent survey identified several popular communicative activities that significantly contribute to student motivation These activities highlight key factors that determine the success of speaking lessons, which the study's author emphasizes as essential focal points.
Despite several advantages, teachers at NED, FFL face significant challenges in implementing communicative activities The data collected reveals that these educators struggle with insufficient preparation, a lack of creativity, and limited genuine effort in selecting and applying appropriate communicative activities tailored to their students' needs.
Motivation in language learning is crucial for teachers, who prioritize engaging topics, appropriately challenging tasks, and interesting teaching materials before focusing on techniques and activities Students are more likely to participate in speaking English when the lesson content resonates with their interests and knowledge levels If topics are too difficult, students may become disinterested, especially when they stem from their limited background knowledge Relying solely on course book materials can exacerbate this issue; therefore, incorporating supplementary materials is essential to bridge knowledge gaps A classroom atmosphere that fosters student interest and demonstrates tangible benefits from lessons will prevent boredom and enhance motivation.
Students often face inhibitory factors that hinder their participation in communicative activities, primarily due to shyness and reluctance to speak in class This lack of engagement can be attributed to insufficient interaction between teachers and students, as well as among peers, leading to feelings of embarrassment when students wish to contribute.
Speaking skills and communicative activities are highly valued by both teachers and students at NED, as they are crucial for mastering a foreign language Many students recognize the importance of effective communication in English but often feel intimidated by their perceived lack of proficiency, stating, "my English is not good enough." This fear hinders their participation in speaking activities, posing a significant barrier to the successful implementation of communicative methods in English language teaching and learning.
Despite years of learning English, many students struggle to express their ideas clearly due to insufficient mastery of grammatical rules and pronunciation To address this challenge, educators need to implement effective strategies for organizing communicative activities that engage and motivate students during speaking lessons.
Conclusion
In this chapter, data collected from a survey of teachers and students at NED has been analyzed to assess their attitudes toward speaking and communicative activities This analysis aims to identify challenges faced by both groups in enhancing students' speaking skills during these activities Based on the findings, the researcher will provide targeted recommendations in the following chapter.
Some kinds of effective communicative activities
Effective communication activities can enhance free expression among students, but they often need practice in controlled and semi-controlled settings first Therefore, the researcher will outline a step-by-step approach for teachers to gradually reduce their control over these activities, thereby encouraging greater student engagement and participation in communication.
Incorporating songs at the beginning of lessons serves as an effective warm-up activity, fostering both listening and oral skills in students By encouraging students to retell the song's content after listening, teachers can enhance engagement and comprehension This approach is particularly beneficial in speaking and listening lessons, making the learning experience more dynamic and interactive.
In this engaging classroom activity, the teacher provides handouts featuring song lyrics with missing words for students to fill in while listening to the song After completing the exercise and verifying their answers with the teacher, students collaborate in small groups of four or five to identify interesting verb phrases from the song's content The teacher then selects students from various groups to present their findings, encouraging peer support and discussion among classmates.
Material: the song ―Fly without wings‖
Material : the song ―All around the world
Communicative games designed to enhance speaking skills offer students increased opportunities for conversation, significantly boosting their motivation to participate These engaging activities allow learners to utilize their limited English in a more natural way, as they focus on problem-solving rather than worrying about language production.
This article highlights three effective speaking games—"?", "Guess Where? Mining," and "Say Things About Picture"—that are particularly suitable for first-year students aiming to improve their speaking skills.
In this engaging classroom activity, the teacher presents a picture filled with various objects related to a specific topic Students are tasked with quickly jotting down as many relevant words as they can within a limited time frame, fostering a competitive spirit among classmates This exercise not only enhances vocabulary but also encourages teamwork and quick thinking.
Material: Unit 5: Where do you live?
In this engaging classroom activity, the teacher divides the class into two groups and presents them with a picture Students are then given ten minutes to brainstorm and write down as many items as they can identify from the image, such as books, bookshelves, lamps, curtains, and rugs, on the board This exercise encourages collaboration and enhances observational skills while fostering creativity and vocabulary development.
Finally, teacher checks their answer and finds out the winner
This game is good for students remember words that they have just studied during the lesson
In this engaging classroom activity, the teacher prompts a student to name a job-related object or word The remaining students then inquire about the item by posing indirect yes/no questions to the teacher, fostering critical thinking and communication skills This interactive approach not only enhances vocabulary but also encourages teamwork and collaboration among peers.
Material: Unit 3: The world of work
Procedure: Teacher keep a picture which hide a job Two group of students will make indirect yes/ no question to find what job is
Is he work in factory? No, he isn‘t
Is he work in hospital? No, he isn‘t Does he wear uniform? Yes, he is Does he work with crime? Yes, he is
So the answer must be Policeman
Incorporating various games at the start of each lesson serves as an effective warm-up activity, helping students feel motivated and relaxed This relaxed atmosphere enables them to produce their best English, enhancing their overall learning experience.
Students create their own questions and answers based on topics discussed in class, illustrations from course materials, or texts and dialogues they have encountered This engaging activity encourages deeper understanding and personal connection to the subject matter.
Interviews can be conducted in two primary ways in the classroom In the first method, students ask questions to a classmate who stands up, with the only rule being that they cannot pose questions they would want to answer themselves; the interviewee must respond appropriately, even if the answers are not truthful Alternatively, a visitor may be interviewed during class The second method involves pairs of students interviewing each other on a specific topic, fostering interaction and discussion.
In a semi-controlled question and answer activity, teachers encourage students to express their own responses to various questions This interactive approach allows teachers to either pose the questions themselves or enable students to collaborate in pairs, taking turns asking and answering questions sourced from the textbook or provided by the teacher.
Controlled questions and answer activity: Students have script to follow and few decisions to make
In this engaging classroom activity, teachers present a list of Wh-questions on the blackboard and distribute cards with missing information to pairs of students Students are then given 10 minutes to formulate and ask as many Wh-questions as they can, promoting critical thinking and enhancing their questioning skills.
Student A: What‘s his first name?
Student B: His first name is Patrick Student A: What is his job?
Student B: He is an accountant
Role play is an engaging educational skit where learners take on the identities of specific characters within a defined scenario, allowing them to express the unique personalities, needs, and desires of those characters To effectively set up a role play, the teacher should clearly explain the context, review potential dialogues that may arise, and potentially demonstrate the role play with a student The subsequent steps will vary based on the specific type of role play being implemented.
Engage in free role play with minimal structure and limited guidance, allowing students to explore their creativity Vocabulary can be provided as needed, while the teacher assigns characters or encourages students to create their own scenarios After sufficient preparation time, students present their role plays, showcasing their understanding and improvisational skills.
Some considerations and suggestions on using communicative activities 45 4.3 Limitations and suggestions for further research
From the researcher‘s own experience and the precious advice of the experienced teachers of English at NED, some considerations and suggestions are offered on the using of communicative activities
In language teaching, the conventional method involves first equipping students with the necessary vocabulary and structures for effective communication, gradually transitioning from controlled to semi-controlled and then to free communication Alternatively, some educators adopt a contrasting approach, encouraging students to engage in communication without any prior preparation.
Students may encounter situations where they need to use unfamiliar language, prompting them to employ essential communication strategies These include recalling previously learned vocabulary, finding alternative expressions when the right words are unavailable, recognizing when their message isn't understood, and rephrasing their thoughts This process requires them to creatively convey meaning using their existing knowledge of English Although mistakes are inevitable, they are a vital aspect of the learning journey Ultimately, this experience fosters the confidence necessary for students to express their opinions in English, which is crucial for mastering a foreign language.
As students engage in communication, the teacher circulates the classroom, assessing their understanding to identify knowledge gaps, which informs future instruction This approach tailors teaching to the specific needs of students Additionally, by closely monitoring student interactions, teachers can minimize the reliance on the mother tongue during activities.
During communicative activities, teachers should refrain from correcting grammar, as this can disrupt the flow of conversation and inhibit students' ability to express themselves The primary focus of assessment should be on whether information is effectively conveyed, rather than on grammatical accuracy While corrections are important, they should occur outside of communicative activities Students should feel that their language use will first be evaluated by their peers, fostering a more collaborative environment Additionally, conducting these activities in pairs or groups promotes cooperation among students To ensure that more proficient speakers do not dominate discussions, teachers should randomly call on different students to participate, providing opportunities for less confident learners to share their ideas in English.
This chapter builds on previous findings by proposing various communicative activities, complete with sample designs, tailored for the course book Inside Out to improve students' oral communication skills It also offers practical suggestions and considerations for implementing these activities, aiming to equip teachers with fundamental steps for integrating communicative methods into their teaching and learning processes.
4.3 Limitations and suggestions for further research
While the current research presents notable strengths and contributions, it also has limitations The reliance on self-report instruments introduces inherent biases, a common issue in this field To enhance the reliability of the findings, future studies should include a larger participant pool Additionally, employing interviews alongside questionnaires and classroom observations could yield more comprehensive insights.
This study focused specifically on first-year, non-English major students at HaUI and their teachers from NED-HaUI, highlighting the influence of their teaching and learning curriculum Future research should consider a broader context to reach a wider audience and enhance the relevance of the findings Additionally, beyond the instructed students and teachers surveyed, respondents engaged in various activities, which should be taken into account by researchers exploring similar fields to enrich their surveys.
Conclusion
Communicative activities are widely utilized in foreign language teaching at universities, particularly in enhancing English speaking skills These activities provide students with authentic opportunities to practice their language in real-life contexts This thesis aims to explore effective communicative activities designed to develop oral skills for first-year students at HaUI.
This study focuses on enhancing first-year students' speaking skills at NED through communicative activities It reviews theoretical aspects of language teaching, the nature of spoken language, and the roles of teachers while also examining the application of these activities in improving oral skills at HaUI through classroom observations and surveys The findings highlight the current practices of teachers and suggest several practical communicative activities tailored to the specific teaching and learning context, along with recommendations for their effective implementation in the final chapter of the thesis.
The study presents several limitations that must be addressed for future research Firstly, the limited sample size of teachers and students at NED restricts the data's generalizability, suggesting that larger-scale studies are necessary Secondly, the reliance on qualitative methods, such as survey questionnaires, should be supplemented with quantitative approaches like testing or experiments to enhance data collection Additionally, the proposed communicative activities lack systematic structure and quantity, indicating a need for more comprehensive strategies to improve speaking skills among first-year students at NED Lastly, the author's limited academic knowledge and teaching experience may have contributed to unavoidable errors in the paper Addressing these limitations in future studies could lead to more robust findings.
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APPENDIX I SURVEY QUESTIONNAIRE (for teachers)
This survey is part of my research titled "A Study on Activities to Motivate First-Year, Non-English Major Students in English Speaking Lessons at HaUI." Your honest responses are crucial for the success of this study, as there are no right or wrong answers Rest assured, your identity will remain confidential in any analysis of the data.
Survey conductor: Quang Thi Bich Ngoc
University of Languages and International studies
Please tick () where appropriate or write in brief where necessary (You can choose more than one answer to some questions)
The role of English speaking skills
1 What do you think of the importance of speaking skills? a very important b important c unimportant
2 What do you think about your students‘ speaking ability? a very good b good c acceptable d bad
3 Do you teach speaking skills in the combination with other skills? a Yes b No
4 In your experience, what makes students afraid of speaking? (more than one option is possible) a poor background knowledge b poor vocabulary and grammatical knowledge c low accuracy and fluency d others:………
The applicability of communicative activities
5 What do you think about the importance of the communicative activities in the textbook for first year students‘ practicing? (more than one option is possible) a interesting b boring c helpful d various e enough f poor
6 When do you usually use communicative activities? a at the beginning of the lesson b during the lesson c at the end of the lesson d out of the class time
7 What kind of communicative activities do you usually use in your English teaching process? a Discussion b Information gap c Using songs d Story telling e Role play f Communicative games g Question and answer h Others: ………
What form of the activity do you usually organize?
8 a at the whole class work b group work d individual work
What difficulties do you meet when applying the communicative activities? (more than one option is possible)
9 In terms of students‘ side a they often keep quiet and only speak when they are asked b learners are too shy to speak in front of the class c they are not interested in the topic
10 In terms of your own side a it‘s difficult to organize b it takes too much time to make a lesson plan
11 In terms of objective factors a lack of materials b size of class c time allocation d atmosphere in class e Other difficulties that you face: ………
Thank you very much for your cooperation!
APPENDIX II SURVEY QUESTIONNAIRE (for students)
This survey questionnaire is part of my research titled "A Study on Activities to Motivate First-Year, Non-English Major Students in English Speaking Lessons at HaUI." Your honest responses are crucial for the success and significance of this study There are no right or wrong answers, so please answer sincerely Rest assured, your identity will remain confidential in any discussions regarding the data collected.
Survey conductor: Quang Thi Bich Ngoc
University of Languages and International studies Vietnam National University, Hanoi
Please tick () where appropriate or write in brief where necessary (You can choose more than one answer to some questions)
The role of speaking skills
1 How do you feel towards speaking skill? a Interested b Not really interested c Uninterested
1 What do you think about the importance of speaking in four skills: writing, listening, speaking and reading)? a More important b Equally important c Less important
2 How often do you speak English in class? a Very often b Sometimes c Rarely
3 When do you usually speak English a You talk with your friends b Your teacher asks you c You are interested in the topic and activities
4 What makes you afraid of speaking English? (more than one option is possible) a Poor background knowledge b Poor vocabulary and grammatical knowledge d Others:………
The applicability of communicative activities
5 What kinds of communicative activities do you like to take part in your class? (more than one option is possible) a Discussion b Information gap c Using songs d Story telling e Role play f Communicative games g Question and answer h Others:………
6 How do you like the activities? a Very much b Not much c Not at all
7 What forms of the activity do you like to take part in? a The whole class work b Groups work c Pairs work d Individual work
8 What is the most effective way of practicing the activities for you? a You can speak more fluently b You feel more confident c You have chance to practice English d You are more interested in learning English e Your English is much improved f Others:………
9 What are your difficulties in practicing the activities? a You lack vocabulary to express your opinion b You are afraid of making mistakes c You fear for being criticized or losing face d You feel shy while speaking in front of the class e You have nothing to say f Others:………
Thank you very much for your cooperation!
APPENDIX III CLASSROOM OBSERVATION CHECKLISTS
1: Very bad 2: Bad 3: Fair (Average) 4: Good 5: Very good
2 Appropriateness of lesson within framework of general syllabus
4 Lesson plan (realistic/lesson links/ teachers' sensitivity to the lesson plan/ timing)
B Interaction and Class Atmosphere Comments 1 2 3 4 5
6 Interaction between Ts and Ss
9 T's provision of safe and supportive context for practice
C Teaching Strategies and skills Comments 1 2 3 4 5
10 Teacher‘s decision making the classroom
11 Achievement of the lesson aims/ objectives
14 Teacher‘s roles in action (manager/ facilitator/ social worker/ monitor/ counselor/ facilitator/ friend/ informant, etc)
19 Teacher's Confidence (non-verbal language)
24 Learners' willingness to ask when uncertain
25 Learners' tolerance of other students
Summary of Strengths and Areas Needing Improvement:
APPENDIX IV RESULT FROM CLASSROOM OBSERVATION CHECKLIST
1: Very bad 2: Bad 3: Fair (Average) 4: Good 5: Very good
2 Appropriateness of lesson within framework of general syllabus
4 Lesson plan (realistic/lesson links/ teachers' sensitivity to the lesson plan/ timing)
6 Interaction between Ts and Ss 0% 0% 13,3% 60% 26,7%
9 T's provision of safe and supportive context for practice
10 Teacher‘s decision making the classroom 0% 0% 0% 66,7% 33,3%
11 Achievement of the lesson aims/ objectives 0% 0% 24% 49,3% 26,7%
14 Teacher‘s roles in action (manager/ facilitator/ social worker/ monitor/ counselor/ facilitator/ friend/ informant, etc)
19 Teacher's Confidence (non-verbal language) 0% 0% 0% 86,7% 13,3%
24 Learners' willingness to ask when uncertain 20% 13,3% 53,3% 6,7% 6,7%
25 Learners' tolerance of other students 0% 0% 7% 93% 0%
APPENDIX V SAMPLE 1 Listen to the song and fill in the blank with words you hear Work in groups and discuss the role of music in this song
One thing that makes it all complete
You'll it in the strangest places
Places you never knew it could be
Some find it in the face of their children
Some find it in their lover's eyes
Who can deny the joy it _
When you've found that special thing
You're flying without wings
Some find it sharing every morning
Some in their solitary lives
You'll find it in the words of others
A simple line can make you _ or cry
You'll find it in the deepest friendship
The kind you cherish all your life
And when you know how much that means
You've found that thing
You're flying without wings
So, impossible as they may seem
You've got to fight for every _
Cos who's to know which one you let go
Would have made you complete
Well, for me it's waking up beside you
To watch the sunrise on your face
To know that I can say I love you
In any given time or place
It's things that only I know
Those are the things that make you mine
And it's like flying without wings
Cos you're my special thing
And you're the place my life begins
And you'll be where it ends
And that's the joy you bring
Listen to the song and fill in the blanks with the words you hear Collaborate in groups to discuss the significance of the missing words in the song The correct words will be highlighted in bold.
I don't know _ my baby is where/ when
But I'll find him, somewhere, somehow
I've got to let him know much I care how/ why
I'll never give up looking for my baby
Been around the world and i, i, i
I don't know when, I don't know why
And I don't know where he can be, my baby
We had a quarrel and I let go himself /myself
I said so many things, things he didn't know
And I was oh oh so bad
And I don't think he's comin' back, mm mm
He gave the reason, the reasons he should go
And he _ so many things he never said before said/ say
And he was oh oh so mad
And I don't think he's comin', comin' back
I did too much lyin', wasted too much time,
So open hearted, he never did me wrong
I was the one, the weakest one of all
And now I'm oh oh so sad
And I don't think he's comin' back, comin' back