Rationale of the Study
In recent years, research in second language acquisition (SLA) has shifted focus from the end product of learning to the learning process itself, emphasizing the development of communicative competence over linguistic competence (Chen, 1990) This study aims to explore the applicability of critical strategies in group speaking lessons for English major students at Hong Duc University, driven by this evolving interest in effective language learning methodologies.
In the twenty-first century, the urgent need to enhance students' communicative competence, particularly in English speaking skills, is paramount due to the language's global dominance in key sectors such as business, technology, and international relations As Vietnam integrates into the world community, the demand for English proficiency, especially in the job market, has surged, positioning it as a vital asset for career advancement Despite efforts by the teaching staff at Hong Duc University to develop effective language teaching methods, there remains a challenge in producing fluent speakers, primarily due to insufficient practice opportunities for students To address this, educators must foster environments that encourage frequent speaking practice, including collaborative group discussions that not only improve language skills but also teach essential teamwork and social interaction necessary in today's world.
Opponent strategy in groups is a teaching technique rooted in the communicative approach, which prioritizes the learner as the focal point of the educational process, with the teacher acting as a facilitator According to Breen and Candlin (1980), active participation in group activities is essential for enhancing interactive learning and developing communicative competence However, challenges such as shyness, lack of motivation, and insufficient vocabulary or pronunciation skills can prevent some learners from engaging in speaking lessons To address this, teachers must implement strategies that foster student participation and promote active involvement in class activities One effective method is the use of collaborative strategies in groups, which can significantly encourage students to engage enthusiastically in speaking activities.
This study evaluates the effectiveness of a specific technique in enhancing speaking skills among students at the Foreign Language Department, HDU By identifying its strengths and weaknesses, the research aims to optimize content relevance and improve teaching methodologies The findings, grounded in theoretical insights and current practices, contribute to the ongoing renovation of teaching methods at the department.
Aims of the Study
This research examines the critical strategies employed by teachers in the English Department at Hong Duc University and offers recommendations for effectively implementing these strategies to improve students' speaking skills The primary objectives of the study include identifying current practices and proposing methods to enhance student engagement and proficiency in spoken English.
- To investigate the teachers' and the students' beliefs and attitudes towards the application of the critical strategy in groups in the speaking lessons
- To find out the reality of teaching and learning CS in groups in the speaking lessons
- To find out the teachers' challenges when applying the critical strategy in groups in the speaking lessons
- To give some possible suggestions for using the critical strategy in groups to enhance students' speaking skills.
Research Questions of the Study
Regarding to the aims of the research, , the following research questions are put forward:
1 What are the teachers' and students' beliefs and attitudes towards the application of the critical strategy in groups in the speaking lessons ?
2 How is Critical Strategy applied in the speaking lessons?
3 What are the challenges underlying the application of the critical strategy in teaching speaking to the English second year students?
4 What modifications are necessary to make the critical strategy possible ?
Scope of the Study
This study examines the effectiveness of collaborative strategies (CS) in group settings for enhancing speaking skills among second-year students at the English Department of HDU, amidst various existing teaching methods.
Methods of the Study
This study primarily utilized surveys, administering two questionnaires to both teachers and students Following the analysis of the questionnaire results, class observations were conducted in K12 settings to assess the implementation of collaborative strategies (CS) during speaking lessons The observations aimed to evaluate the techniques and activities employed, the classroom atmosphere, students' attitudes towards the lessons, and their interactions throughout the sessions.
Design of the Study
The study is structured into three main parts: Part 1 introduces the rationale, aims, research questions, scope, and methods; Part 2 encompasses three chapters, with Chapter 1 reviewing literature on speaking skills, Critical Strategy (CS), and factors influencing CS application in teaching speaking Chapter 2 details the study's methodology, including the setting, subjects, sample, instrumentation, data collection, and analysis, while Chapter 3 presents the key findings and discussions Finally, Part 3 concludes with a summary of the main points, acknowledges study limitations, and suggests directions for future research.
LITERATURE REVIEW
Introduction
This chapter addresses key issues in the theories surrounding speaking skills and the Critical Strategy (CS) The literature review is divided into two main sections: the theoretical framework of speaking skills and the theoretical framework of Critical Strategy.
An Overview of Speaking
Speaking is a crucial element of English language learning, often regarded as an integral part of the overall process As a result, it has been the focus of extensive research, leading to various definitions and interpretations.
Speaking is a crucial skill that allows individuals to produce utterances for effective communication, as highlighted by Donough and Shaw (1993) According to Savignon (1991), speaking is a productive skill where learners generate systematic verbal expressions to convey meaning Mastery of this skill requires a diverse array of appropriate expressions to meet specific communicative purposes.
Speaking is an interactive process of constructing meaning that involves both producing and receiving information, as noted by Brown (1994) and Burns & Joyce (1997) Byrne (1991) further emphasizes that oral communication skills are complementary, highlighting the dynamic roles of speakers and listeners In communication, these roles often interchange, leading to the creation and closure of information gaps through collaborative effort Therefore, speaking is best understood as a two-way communication process that engages the productive skills of both parties.
Richard and Rodgers (1986) emphasize that speaking encompasses a vast array of exercise types and activities focused on communication They argue that these exercises should facilitate learners in achieving the curriculum's communicative objectives, actively engage them in communication, and involve processes such as information sharing, meaning negotiation, and interaction Consequently, teachers who prioritize communication in foreign language instruction can more effectively select, organize, and design oral tasks that promote negotiation and feedback exchange among students, enhancing classroom communication.
In summary, despite varying definitions of speaking among linguists, there is a consensus that speaking is essential for human communication It is one of the key macro skills that foreign language learners must cultivate to achieve their communicative goals.
1.2.2 The importance of speaking in language teaching and learning
According to Pattison (1992), language acquisition involves the ability to speak the language, highlighting the significance of speaking as a productive skill Bryne (1991:8) emphasizes that among the four language skills, speaking plays a crucial role in the overall process of learning a language.
Speaking is a vital skill that allows individuals to produce utterances for effective communication, as noted by Donough and Shaw (1993) This skill is essential for learners, as it enhances their ability to acquire and appropriately use the language for various communication purposes.
In language teaching, speaking plays a crucial role in enhancing students' communication skills, enabling them to exchange information and cultural insights effectively Additionally, it contributes to improved reading comprehension, listening skills, and writing accuracy As highlighted by Bygate (1987), the significance of speaking in language acquisition cannot be overstated.
Speaking lessons serve as a vital medium for language acquisition, immersing learners in real-life contexts that enhance their understanding In these lessons, students not only receive guidance from teachers to explore new language forms but also actively discover grammatical rules through their own experiences This process of induction fosters a deeper comprehension of the language Consequently, speaking is often recognized as a significant motivator for students engaged in foreign language learning.
Speaking is a crucial skill in language learning, serving as a primary medium for output It plays a vital role not only as a productive skill but also in enhancing students' language competence and boosting their motivation to learn.
1.2.3 The principles of teaching speaking
Encouraging participation in speaking activities can be challenging for foreign language teachers, as it necessitates an understanding of students' language proficiency levels According to Kathleen M Bailey (2005:124), there are three essential principles for teaching speaking to advanced learners: first, teachers should assist learners in balancing fluency with accuracy; second, they must promote a willingness to take calculated risks in their speaking; and third, it is crucial to create opportunities for learners to recognize and address their gaps in knowledge.
To achieve both fluency and accuracy in language learning, it is essential for learners to develop the ability to speak English spontaneously at a natural conversational pace while also ensuring grammatical precision Mastering this balance is key to attaining true proficiency in the language.
According to M Beily (2005:125), advanced English learners often reach a plateau in their proficiency, becoming comfortable with their vocabulary and grammar skills To overcome this stagnation, it is essential for teachers to motivate students to take reasonable risks in their speaking By encouraging learners to experiment with new language constructs, educators can help them enhance their English proficiency and continue their language development journey.
Learners should be provided with opportunities to "notice the gap," which involves recognizing discrepancies between their language use and that of native or proficient speakers This awareness can encompass various aspects of language, including vocabulary, grammar, idioms, phrases, and pronunciation As educators, we can enhance learners' self-awareness through diverse tasks and materials designed for speaking activities.
Effective teaching of speaking skills relies on key principles that guide language teachers in implementing suitable strategies By adopting these strategies, educators can enhance their students' speaking practice in the classroom, ultimately fostering more effective communication skills.
1.2.4 The communicative approach to teaching speaking
1.2.4.1 CLT and teaching speaking in the classroom contexts
The Critical Strategy (CS) in Teaching Speaking
1.3.1 What is the Critical Strategy ?
A teaching strategy is a deliberate plan that incorporates various skills and techniques aimed at achieving specific educational objectives According to Richards and Schmidt (2002), strategies are essential procedures for learning and thinking that facilitate goal attainment A critical teaching strategy enhances classroom motivation and retention, fosters a positive self-image among students, and promotes critical thinking, problem-solving, and collaborative social skills Ultimately, the primary goal of this approach is to encourage students to engage in critical thinking throughout the learning process.
In his groundbreaking 1941 study, Edward Glaser defines critical thinking as a multifaceted ability that encompasses three key components: a thoughtful attitude towards problems and subjects encountered in one's experiences, knowledge of logical inquiry and reasoning methods, and the skills to apply these methods effectively Consequently, critical thinking is characterized as a reflective and independent mode of thinking that enhances learners' ability to analyze the logical structure of texts, thereby improving the quality of their thought processes.
Critical strategies significantly enhance students' language skills by promoting reflective and independent thinking By encouraging clear and systematic thought processes, these strategies improve learners' ability to articulate their ideas and enhance their comprehension Consequently, tailored critical strategies can effectively develop students' language abilities, particularly in spoken communication.
1.3.2 The importance of CS to the development of students' speaking skills
Collaborative speaking (CS) in groups is a modern teaching technique that enhances practical skills and yields positive teaching outcomes While it poses challenges for educators in English speaking instruction, CS promotes a student-centered approach, offering numerous benefits for overall teaching effectiveness and significantly improving students' speaking abilities.
Encouraging students to practice speaking is essential for enhancing their engagement and communication skills Utilizing principles from Communicative Approach (CA), teachers implement diverse tasks such as role-plays, simulations, and group discussions to foster both intellectual and emotional involvement in problem-solving These interactive activities not only motivate students but also promote effective communication within the classroom When working in groups, each student takes responsibility for their learning, contributing to the group's overall success This sense of contribution boosts individual interest and self-confidence, enabling students to express their ideas more freely in the target language.
Collaborative Speaking (CS) significantly enhances students' practical speaking skills, essential for effective communication after school By emphasizing practicality and feasibility, CS serves as a highly effective teaching technique aimed at developing students' language abilities and communicative competence During CS lessons, students engage in meaningful practice, learning to express wishes, ideas, and opinions, negotiate, solve problems, and maintain social relationships in real-life contexts relevant to the target language community Furthermore, interactions with classmates provide valuable experience, preparing students to communicate confidently beyond the classroom.
CS significantly boosts language and presentation skills by fostering clear and systematic thinking, which enhances learners' ability to articulate their ideas effectively Additionally, by teaching students to analyze the logical structure of texts, critical thinking skills are developed, leading to improved comprehension abilities.
The benefits from CS indicate that it is a feasible teaching technique to foster students' spoken language as well as practical communicative skills
1.3.3 Teaching critical strategies used in the speaking Lessons
Computer Science (CS) significantly contributes to teaching speaking skills, serving as an effective tool for enhancing students' oral communication To maximize classroom interaction, educators can implement specific techniques such as oral presentations, group discussions, and seminars.
Emden and Becker (2004) emphasize that the ability to communicate effectively is a crucial asset that can significantly influence an individual's future This notion highlights the importance of oral presentation skills in enhancing teaching methods for speaking Firstly, these skills enable students to engage in spoken interaction, allowing teachers to assess communication effectiveness Secondly, they provide teachers with valuable feedback on students' spoken language progress, facilitating timely interventions Additionally, immediate feedback helps students identify more effective strategies for improving their speaking abilities.
It helps students have critical thinking about everything, produce a well-organized oral report, which accordingly will help to develop their language proficiency
In this collaborative learning technique, students are organized into groups of 3-4 to prepare for a specific topic or task at home before presenting in class Each group member takes turns delivering a two-minute oral presentation on different aspects of the topic, while the rest of the class engages as active listeners This format encourages discussion, with the teacher serving as an observer and facilitator, stepping in to provide guidance and support when necessary to help the group reach a consensus on the subject matter.
Oral presentations, including informative, instructional, arousing, persuasive, and decision-making types, are effective strategies for enhancing students' speaking skills and boosting their personal confidence, as highlighted by Randall P Whatley.
Group work is a preferred teaching method in large classrooms, as it enables more learners to engage in communicative activities simultaneously According to Brown (1994), group work provides several benefits, including the generation of interactive language, the creation of a supportive emotional environment, the promotion of learner responsibility and autonomy, and a pathway to individualized instruction.
Group work in the classroom has its disadvantages, such as reduced teacher control, reliance on students' mother tongues, reinforcement of errors, inability to monitor all groups simultaneously, and some students' preference for working alone (Brown, 1994) Nevertheless, successful group work can be achieved if teachers consider factors like student grouping, abilities, and personal characteristics It's essential for teachers to ensure that every student has the opportunity to speak while minimizing interference Additionally, incorporating engaging tasks—such as games, role-plays, simulations, dramas, projects, interviews, brainstorming sessions, information gaps, jigsaw activities, problem-solving, decision-making, and opinion exchanges related to daily life—plays a crucial role in fostering effective group discussions.
In a group discussion, students are organized into small groups of 3-4 members, allowing for simultaneous collaboration and minimal teacher intervention During this time, the teacher circulates among the groups, offering assistance when necessary After the group work, students engage in an exchange of information and ideas, leading to a broader discussion and a general consensus within the larger class The session concludes with the teacher summarizing the key points of the discussion.
Group discussions serve as an effective communicative tool to foster meaningful interactions among students, motivating them to articulate their opinions and attitudes through persuasive arguments and compelling evidence in the target language.
Summary
This chapter explores key issues related to the study topic, introducing prominent definitions of speaking skills from leading scholars It discusses principles for teaching speaking and the relevance of Communicative Language Teaching (CLT) A significant focus is placed on Code-Switching (CS) in teaching speaking, covering its definition, importance, strategies for implementation, and factors influencing its application in the classroom, all of which form the foundation of the study.
THE STUDY
Introduction
This chapter shifts focus from theoretical discussions to the practical study, detailing the methodology, data collection procedures, and data analysis techniques employed in the research.
The Context of the Study
The study was conducted at the Foreign Language Department (FLD) of Hong Duc University (HDU), which has been training English teachers since its establishment in 1998 Initially aimed at meeting the demand for English teachers in Thanh Hoa province's junior high schools, the department has evolved to also equip English major students with essential language knowledge and skills for their future careers As a relatively new department, FLD is committed to continuous innovation and development to enhance both teaching and learning experiences.
Each year, seminars and research reports on teaching methodologies for speaking are conducted to enhance the quality of education Among various methods, the Communicative Approach, which emphasizes learner-centered strategies and tasks, is particularly valued by teaching staff for its effectiveness in improving teaching and learning outcomes.
Students are encouraged to take an active role in their learning by engaging in self-study and collaborating with peers in group settings to share information and ideas Additionally, participation in extracurricular activities such as English clubs and job interviews is promoted to gain practical experience and enhance speaking skills.
For second-year students who have a solid grasp of English grammar, enhancing their speaking skills is crucial They attend three sessions per week, earning three credits each term, totaling 45 periods Throughout each term, students must complete six progress tests every two to three weeks, accounting for 20% of their overall assessment, along with a mid-term test.
In the seventh week, students will undergo an assessment worth 30%, followed by a final test in the fifteenth week, contributing 50% to their overall evaluation This assessment not only measures students' progress and the effectiveness of the teaching techniques and materials used but also serves to motivate students during class speaking activities.
The second-year speaking course utilizes "Let's Talk 2" by Leo Jones, which features 16 units covering diverse topics and activities that promote pair and group work, enhancing students' communication skills Teachers are encouraged to supplement the course book with authentic materials tailored to students' English proficiency, interests, and term objectives Classroom activities are designed with a learner-centered approach, allowing teachers to facilitate engaging and effective speaking lessons.
Facilitators empower learners by offering them choices in their activities and methods of engagement By encouraging students to collaborate in pairs or groups, they practice English in realistic situational contexts, enabling them to acquire practical skills that enhance their communication beyond the classroom.
The Research Methodology
The study involved participants from two groups: 40 second-year students and 8 teachers from the Division of Language Skills Development at the Foreign Language Department of Hong Duc University.
A total of forty students were randomly selected to participate in a research survey using cluster random sampling This method involved selecting groups rather than individuals, aiming to ensure that the chosen participants would accurately represent the broader population.
A survey questionnaire was distributed to eight experienced teachers, representing 80% of the participant population, who have been teaching speaking skills for a minimum of two years Their insights and expertise were anticipated to provide valuable contributions to the study.
To obtain precise data, a combination of quantitative and qualitative methods was employed Quantitative data were collected through two surveys distributed to students and teachers, while qualitative insights were garnered from class observations This approach enabled the researcher to gather comprehensive data for thorough analysis.
The questionnaire was chosen for its popularity as a data collection tool, enabling the researcher to efficiently gather substantial information in a short timeframe In this study, two questionnaires were distributed to a total of forty students and eight teachers.
The student questionnaire consisted of four parts aimed at exploring their beliefs and preferences regarding critical strategies in group speaking lessons The first part included five questions—four closed and one multiple choice—to assess students' opinions on these strategies The second part focused on gathering data about students' preferences for techniques and topics used by their teachers, through three closed questions The third part, comprising two multiple choice questions, aimed to identify the difficulties students faced during group speaking activities Lastly, the final section sought to gather students' suggestions for improving the application of critical strategies in their lessons.
The teacher questionnaire comprised four key sections: Firstly, it assessed educators' beliefs and attitudes towards the implementation of Collaborative Strategies (CS) in speaking lessons through the initial four closed questions Secondly, it explored the current application of CS in these lessons via questions 5 to 8, which included both closed and multiple-choice formats Thirdly, question 9 identified the difficulties faced by students and the challenges encountered by teachers in applying CS Lastly, question 10 aimed to gather teachers' suggestions for enhancing the effectiveness of critical strategies in the classroom.
Class observations aimed to assess teachers' lesson delivery, the classroom atmosphere, students' attitudes towards lessons, and the interactions and activities occurring among students during instruction.
The study involved four class observations conducted during the fourth term, each divided into three stages: pre-lesson, while-lesson, and post-lesson In the pre-lesson stage, the researcher established contact with the teacher to understand their teaching focus During the while-lesson stage, the emphasis was on the techniques and activities employed by the teacher, as well as the interactions between students Finally, in the post-lesson stage, the researcher engaged in discussions and idea exchanges with the observed teachers, utilizing observation sheets as detailed in Appendix 3.
Data Analysis
In this part, the data collected and analyzed from the questionnaires and the class observations will be presented in the forms of tables and charts
2.4.1 Data analysis of the questionnaires
2.4.1.1 Data analysis of the teachers' survey questionnaire
To assess the relevance of collaborative strategies (CS) in enhancing speaking skills within group work, a questionnaire was distributed to eight English teachers at the DLSD of the FLD This questionnaire, detailed in Appendix 1, included ten questions organized into four distinct categories.
- The teachers' beliefs and attitudes towards CS application in groups
- The teachers' situation of applying CS in group work in the speaking lessons
- The teachers' challenges when applying CS in group work
- The teachers' suggestions to make CS application possible
(i) The teachers' beliefs and attitudes towards CS application in groups
Teachers' beliefs and attitudes significantly influence the success of the teaching process By examining these beliefs, researchers can assess the effectiveness of specific teaching methods This study collected and analyzed data regarding teachers' perceptions of Communicative Strategies (CS), their impact on enhancing students' speaking skills, students' English proficiency, and the relevance of current course book topics for CS application.
Question 1: The teachers' ideas of CS
Teachers' perspectives on student-centered approaches in communicative skills (CS) reveal a diverse range of applications While 37.5% of educators focus solely on teaching speaking, a significant 75% incorporate all four language skills A notable 100% of teachers emphasize the development of critical thinking, encouraging students to analyze issues systematically Additionally, fluency is prioritized by 37.5% of teachers, while 75% strive to balance fluency and accuracy The classroom environment is enhanced as 100% of teachers create opportunities for communication and foster a secure, non-threatening atmosphere, often utilizing pair and group work Although 25% of teachers report a reduction in their workload, 100% employ authentic materials and emphasize language functions over forms.
Table 1: Teachers' ideas of CS
Table 1 indicates that most teachers possess a strong understanding of Communicative Strategies (CS), viewing it as a learner-centered approach that fosters critical thinking and systematic analysis They recognize CS as an opportunity for students to engage in group activities within a secure classroom environment, utilizing authentic materials A significant majority (75%) believe that CS can effectively enhance all four language skills, promoting both fluency and accuracy However, a smaller percentage of teachers (37.5%) perceive CS as primarily beneficial for speaking skills, and 25% feel it reduces their workload Overall, the limited misunderstanding of CS among teachers suggests that their positive comprehension of the technique enhances its application in speaking lessons.
Question 2: The role of CS in group work to the students' speaking skills development
Chart 1: Teachers' beliefs and attitudes towards the role of CS in group work to the students' speaking skills development
According to Chart 1, a significant 62% of teachers recognize the crucial role of collaborative speaking (CS) in enhancing students' speaking skills, with an additional 38% deeming it very important This indicates a unanimous acknowledgment among educators regarding the vital impact of CS in group work on their teaching processes.
Question 3: The correspondence of the topics in the current course book to CS application in group work
Chart 2: The teachers' beliefs and attitudes of the topics in the current course book to CS application in group work
According to Chart 2, 75% of surveyed teachers agreed that the topics in the current course book align well with collaborative speaking (CS) applications in groups, while 25% found it very suitable This indicates that the speaking course book is appropriately selected for second-year students and aligns with the teaching approach of FLD The positive perception of the current course book among teachers is a significant advantage for implementing CS applications.
Question 4: The correspondence of the students' English proficiency to CS application in group work
The correspondence of the students' English proficiency to CS application in group work
4 How feasible do you think the second year students' English proficiency is to CS application in group work?
Table 2: The teachers' beliefs and attitudes of the students' English proficiency to
CS application in group work
Table 2 presents the findings on teachers' beliefs regarding students' English proficiency for Computer Science (CS) application, revealing strong consensus among eight teachers on this matter This outcome indicates the teachers' positive attitudes toward the integration of CS applications in education Additionally, the data suggests that the spoken English proficiency of second-year students is adequate for effective group work in CS settings.
(ii) The teachers' situation of applying CS in group work
Question 5: The frequency of applying CS in group work
The frequency of applying CS in group work No %
5 How often do you use CS in group work in the speaking lessons?
Table 3: The teachers' frequency of applying CS in group work
According to the survey results presented in Table 3, a notable 62.5% of teachers frequently utilized collaborative speaking (CS) applications in group settings, with 25% of them using it very often Only 12.5% of the teachers reported using CS applications occasionally This indicates a strong awareness among teachers regarding the significance of CS in enhancing students' speaking skills, as none of the teachers were found to use this technique infrequently.
Question 6,7 and 8: The teachers' techniques in the speaking lessons
Classroom activities No of responses Percentage
Table 4: Types of techniques and activities used by the teachers (question 8)
Chart 3: The teachers' techniques used most (question 6 and 7)
Table 4 and Chart 3 present an overview of the techniques and activities utilized by teachers in their speaking lessons The findings reveal that oral presentations were the most commonly employed method, used by 75% of teachers, followed by group discussions at 50% These techniques are believed to enhance the effectiveness of collaborative speaking (CS) applications in group work.
In the classroom, a diverse range of activities such as opinion exchange, games, drama, projects, problem-solving, and short surveys received strong support from teachers, as indicated in Table 4 Notably, problem-solving and drama were utilized most frequently, with a 100% implementation rate, highlighting their effectiveness in enhancing speaking lessons.
(iii) The teachers' challenges when applying CS in group work (question 9)
As seen in table 5, there were two main difficulties reported as the difficulties on the part of teachers and the difficulties on the part of students
The difficulties affirmed by teachers No %
1 The difficulties on the part of teachers
Negative attitudes to CS application 0 0
Deficiency in strategic and sociolinguistic competence in English 2 25
Limited time for teaching speaking 8 100
2 The difficulties on the students
Irrelevant English proficiency to CS application 0 0
Students' anxiety when preparing the contents of the topics or the tasks given by teacher
Students' anxiety when presenting a particular topic 8 100
Use Vietnamese in group work 6 75
Low interest to the topics in course books 3 37.5
Table 5: The difficulties affirmed by teachers
All teachers (100%) reported that limited time significantly hindered their ability to implement collaborative speaking (CS) activities in group work, particularly within the 45-minute class period This time constraint negatively impacted each student's speaking engagement and the overall effectiveness of the CS sessions Additionally, some challenges arose from a lack of strategic and sociolinguistic competence in English, which affected teachers' ability to equip students with effective strategies for presentations, information exchange, and negotiation during discussions.
Teachers identified several challenges hindering students' effective communication skills (CS) application, with 100% citing anxiety during presentations as a primary issue They noted that students often lacked the necessary English proficiency, presentation strategies, and confidence to speak in front of an audience Additionally, 62.5% of teachers reported that anxiety related to content preparation, 75% highlighted the use of Vietnamese in group discussions, and 62.5% observed resistance to participating in communicative activities as significant barriers Some students failed to collaborate with peers on projects, often resorting to copying or relying heavily on Vietnamese Furthermore, 37.5% of teachers pointed out that students' low interest in the topics also posed a challenge to applying CS in speaking lessons.
(iv) The teachers' suggestions to make CS application possible (question 10)
Solutions suggested by teachers No %
1 The suggestions for the difficulties of teachers
Organize seminars with the help of experienced teachers or organize micro-teachings or peer observations to avoid misunderstanding in the application of CS
Self-study through magazines, newspapers, or materials on the internet, etc to improve the knowledge of CS as well as strategic and sociolinguistic competence in English
Allotted time for each group, and for every activity to a particular topic 8 100
2 The suggestions for the difficulties of students
To enhance students' learning experience, it is essential to adapt the course book to align with their English proficiency levels Additionally, offering relevant materials and reference sources related to the topic, along with strategies for delivering successful oral presentations, can significantly improve student engagement and performance.
Suggest interesting topics for communication 5 62.5
Use authentic materials (songs, films, games, television, etc) 5 62.5
Create a variety of communicative activities 5 62.5
Build cooperative atmosphere in the class and in each individual 8 100
Make students change attitude toward mistakes 3 37.5
Make teachers' roles and students' roles clear to prevent students from depending so much on the teachers
Base assessment and evaluation on goals and objectives which are clear to students
Carry out on-going assessment (i.e give students marks, grades for class participation or in- class work)
Carry out small and funny punishments for students who do not participate or use Vietnamese
Adapt the topics in the current course books to the students' interest 3 37.5
Table 6: Solutions suggested by teachers
Table 6 stated the data related to the teachers' solutions to their teachers' challenges and the students' difficulties when applying CS in group work in the classroom
All teachers unanimously agreed on the necessity of allocating sufficient time for each group and activity, ensuring that every student has the opportunity to express their ideas Additionally, 25% of the teachers highlighted the importance of self-study through various resources, such as magazines, newspapers, and online materials, to enhance their knowledge of communication strategies and sociolinguistic skills in English, ultimately aiding students in their speaking lessons.
With regard to the students' difficulties, the survey found a variety of different suggestions
Teachers unanimously believe that offering relevant materials and reference sources significantly alleviates students' anxiety during preparation and presentation of topics Strategies for successful oral presentations also contribute to overcoming these challenges Informal discussions revealed that the supplemental resource "Speaking by Doing" by William E Buys and Thomas Sill-Roy Beck proved particularly beneficial for students.
Summary
In summary, this chapter provides a comprehensive overview of the study's implementation, detailing the context, sample selection, instrumentation, and data analysis It establishes a foundational understanding for the key findings and recommendations regarding the application of CS, which will be further explored in Chapter Three.