MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY LE THI HONG THO EFFECTS OF IMPLEMENTING COOPERATIVE PRINCIPLE ON IELTS STUDENTS’ SPEAKING PERFORMANCE: A CASE IN THE MEKONG DELTA MAS
Rationale
The International English Language Testing System (IELTS) has become the standard for evaluating English language proficiency on a global scale (Michell, 2021).
The standardized test is recognized for its validity and reliability, serving as a crucial assessment of English proficiency for candidates seeking higher academic opportunities or immigration eligibility.
The rising influx of international students in English-speaking countries has made English language proficiency assessments essential for university admissions (Dooey & Oliver, 2021) This proficiency serves as a gateway for students, granting them access to prestigious universities and colleges globally (Nguyen, 2010) Consequently, possessing an IELTS certificate is advantageous for students aspiring to study abroad.
In Vietnam, the IELTS certificate is a crucial requirement for academic learning, with many universities in 2023 allowing students who achieve a score of 5.5 to commence their major courses High school students with an IELTS score of 4.0 are exempt from the English component of the National High School Graduation Exam To reach the desired band score, candidates must demonstrate proficiency in the four IELTS skills: Listening, Speaking, Reading, and Writing As a result, there is a significant demand for English proficiency across these four areas.
In 2022, IELTS scores for speaking, writing, reading, and listening were reported as 5.8, 6.0, 6.4, and 6.4, respectively, indicating that speaking scores were the lowest among the four skills (IELTS, 2023) A study by Nguyen (2010) highlights that Vietnamese candidates face significant challenges in the speaking test, particularly in part 3, and that EFL teachers struggle to assist students in this area To enhance performance in the IELTS Speaking test, thorough preparation and a strong understanding of exam strategies are essential, underscoring the need for effective practice.
Recent research at a language centre in the Mekong Delta reveals that many students face significant challenges with the IELTS speaking test, particularly in Part 3, where they must articulate complex ideas and opinions Teachers noted that students often struggle to provide logical responses, frequently hesitate, repeat themselves, or remain silent until prompted with backup questions.
In foreign educational contexts, various solutions have been proposed to address the challenges faced by teachers and students regarding exam preparation Rehman (2022) identifies key obstacles for educators, including student attitudes, classroom dynamics, and anxiety levels Meanwhile, Halid (2022) highlights the difficulties students encounter, such as varied preparation techniques, differing views on the IELTS, challenges in speaking, and the necessity to adapt responses to the exam's time constraints The study advocates for enhanced reading practices, collaborative efforts, and the supportive role of lecturers However, it underscores the importance of further research to effectively tackle these challenges.
Babajani, Ahmadian, and Miri (2020) emphasize the importance of enhancing students' awareness of pragmatics in their research A key finding from their study highlights the significance of adhering to Grice's Cooperative Principle, specifically the four maxims of Quality, Quantity, Relation, and Manner.
Cooperative Principles (CP) significantly enhance students' speaking performance, particularly in the IELTS speaking part 3, as demonstrated by Wang (2022) Supporting this, Mina (2021) reported that awareness of the four maxims positively impacts students' performance Both studies emphasize the importance and feasibility of integrating CP with IELTS speaking instruction.
In Vietnam, research on applying the Cooperative Principle to assist students with IELTS speaking test questions, particularly in the discussion segment (part 3), is limited Consequently, there is a pressing need to develop effective teaching strategies that incorporate the Cooperative Principle to enhance student performance in the IELTS speaking test.
Research aims, research questions and hypotheses of the study 3 1 Research aims 3 2 Research
This study aimed to explore the effects of the Cooperative Principle on the speaking performance of IELTS students, specifically analyzing their adherence to the four maxims The research sought to determine whether the frequency of students' compliance with these maxims during the IELTS speaking test influenced their overall speaking performance.
Proceeding from the research aims, the present study addressed the following questions:
1 To what extent does CP affect IELTS speaking performance?
2 How does observing maxims of the CP affect IELTS students' speaking performance?
Research indicates that implementing Cooperative Principles (CP) significantly enhances IELTS students' speaking performance Additionally, it is suggested that adherence to more maxims correlates with higher scores.
1.3 The scope of the study
This study examined how applying the Cooperative Principle affects the speaking performance of pre-intermediate IELTS students during part three of the IELTS test at a language center in the Mekong Delta A recent survey revealed that students considered this section the most challenging, prompting the focus of the research exclusively on part three to tackle these difficulties.
This study highlights the importance of effective language teaching methodologies, especially for students preparing for the IELTS exam, a vital assessment for non-native English speakers By examining the impact of the Cooperative Principle on students' speaking performance, the research enhances our understanding of how structured communication strategies can improve fluency, coherence, and overall effectiveness in part three of the IELTS speaking test.
The study's findings can guide curriculum development and teaching methods in language centers, resulting in enhanced preparation programs that better equip students for high-stakes language assessments Additionally, the research underscores the significance of conversational principles in fostering communicative competence, which may have wider implications for language education across diverse contexts.
The current research is presented in five chapters: Introduction, Literature
Review, Methodology, Results, and Discussion.
Chapter one – Introduction outlines the rationale and background information in relation to the study Besides, it includes the significance of the study and its organisation.
Chapter two –Literature Reviewcovers an exploration to significant terms and underlying theoretical frameworks in accompany with a re-examination to relevant
4 studies in the fields of the current research The clarifications of concepts and designs for the intervention used in this study is also presented.
Chapter Three – Methodology outlines the research questions alongside the methods utilized for the study It details the instruments used for data collection, describes the participants involved, explains the intervention process, and outlines the procedures for data analysis.
Chapter four, titled "Results and Discussion," presents the study's findings based on the analysis of quantitative data from tests and qualitative data from student responses It summarizes key findings and contextualizes them with previous relevant research Chapter five, "Conclusions and Recommendations," highlights the implications, limitations, and suggests directions for future research on the topic.
This chapter examines the foundational theories and empirical research relevant to the current study, beginning with an overview of the IELTS speaking construct and its performance assessment It then explores Grice’s Cooperative Principle and its significance in the context of the IELTS speaking test Additionally, the chapter discusses effective methodologies for teaching speaking skills, specifically within the framework of IELTS preparation Finally, it concludes with a review of related studies that focus on teaching IELTS speaking through the lens of the Cooperative Principle.
IELTS Speaking Test
Introduction to IELTS test
IELTS, which can be taken in a both computer and paper format, has been recognised as one of the top standardized tests by several institutions globally since
The IELTS exam, established in 1989 and administered by organizations such as the British Council, IDP, and Cambridge University Press, evaluates language proficiency on a scale from 1 to 9 across four skills: speaking, listening, reading, and writing Test-takers scoring 1.0 are classified as non-users, whereas those achieving a score of 9.0 are considered expert users The primary objective of the IELTS exam is to facilitate opportunities for individuals seeking to work and study in English-speaking countries.
The IELTS test consists of two types: the Academic test and the General Training test The General Training test is designed for individuals seeking migration or permanent employment in English-speaking countries, while the Academic test assesses whether applicants possess the necessary skills for higher education in an English-speaking environment.
English proficiency enough to be admitted to foreign universities.
The exam comprises four sub-tests: Listening (30 minutes), Reading (60 minutes), Writing (60 minutes), and Speaking (11-14 minutes) Both modules share the Listening and Speaking tests, but differ in the Reading and Writing sections The Academic Reading test features three lengthy texts, each between 650 and 1000 words, sourced from periodicals, magazines, and newspapers In contrast, the General Reading test includes one long narrative or descriptive text along with several shorter texts.
Candidates for the Academic Writing program must submit a 250-word essay and a 150-word summary based on information presented in a graph, chart, diagram, or table Additionally, the General Training Writing assignment includes writing a letter of about 150 words and an essay of approximately 250 words.
Candidates must complete the Listening, Reading, and Writing sub-tests in a single day, while the Speaking test can be taken within seven days before or after the other tests Upon completion, all candidates receive a certificate displaying their scores on a Band Scale from 1 to 9, which reflects their strengths and weaknesses in speaking ability IELTS does not have a pass or fail grading system; instead, the required band score is determined by the institution to which candidates are applying.
The IELTS Speaking Test
The IELTS Speaking Test, established in 1989, is designed to evaluate general speaking proficiency rather than solely academic skills Its purpose is to assess the ability to communicate effectively in social, survival, and academic contexts without an emphasis on technical language features This foundational approach has been preserved in the revised IELTS Speaking Test introduced in 2001.
The IELTS Speaking Test consists of a one-on-one interaction between a candidate and an examiner, lasting between 11 to 14 minutes It is divided into three main parts, each with a specific function related to interaction patterns, task input, and candidate responses (Seedhouse & Supakorn, 2015).
In Part 1 of the examination, candidates answer general questions about their personal backgrounds, including their homes, families, jobs, studies, and interests Examiners begin by introducing themselves and verifying the candidate's identity This segment, lasting four to five minutes, assesses the candidate's ability to communicate effectively through a series of verbal questions based on familiar topics.
7 information and opinions regarding common experiences and situations, as well as commonplace topics
In Part 2 of the examination, candidates receive a verbal prompt on a card and are tasked with discussing a specific topic They are allowed one minute to prepare before delivering a speech lasting between one and two minutes Following this, the examiner poses one or two concluding questions This section assesses the candidate's capability to speak extensively and coherently on the assigned topic, utilizing suitable language and organizing their ideas effectively Candidates are likely to draw on their personal experiences to enrich their responses during this lengthy turn.
In Part 3 of the IELTS speaking exam, candidates participate in a two-way discussion with the examiner, focusing on abstract issues related to the topic from Part 2 This section assesses the candidates' ability to express and support their opinions while analyzing, debating, and speculating on various subjects.
IELTS Speaking part 3
In the IELTS speaking test, Part 3 features an interactive dialogue between the examiner and the candidate, where participants are required to express their opinions and provide detailed descriptions To succeed, candidates must demonstrate the ability to think and articulate their thoughts swiftly in English, stay informed on current topics, and effectively respond to questions (Nakatsuhara & Khabbazbashi, 2023).
In this section, candidates are required to demonstrate a variety of language functions, including explaining, describing, and speculating, to effectively respond to questions from a social perspective This segment assesses critical thinking skills, with the examiner closely monitoring the time allocated for responses (Seedhouse & Nakatsuhara, 2018).
Effective communication skills, including the ability to answer questions and articulate abstract concepts, are crucial for achieving success Mastery of grammar and vocabulary is necessary for accurately conveying ideas related to the topic at hand Part 3 of the assessment lasts 4-5 minutes, featuring questions from the examiner's script or spontaneous inquiries based on prior responses This segment evaluates the candidate's capacity to provide in-depth and detailed answers using suitable language and terminology.
To achieve a high score in IELTS Speaking Part 3, candidates should implement effective strategies, such as always providing answers and taking a moment to gather their thoughts if needed (Fitria, 2024) Instead of saying "I do not know," candidates can politely request time to think or seek clarification from the examiner They should also ask for rephrasing of questions rather than repetition to ensure better understanding Approaching questions from multiple perspectives allows candidates to deliver comprehensive answers that reflect their analytical skills Familiarity with various question types, including opinion-based, hypothetical, comparative, and predictive queries, enables candidates to use suitable language structures and transition words effectively By practicing these strategies and responding to diverse question types, candidates can improve their performance in IELTS Speaking Part 3, showcasing both language proficiency and analytical ability.
IELTS Speaking Performance
Definition of Speaking
A number of outstanding scholars have taken the definition of speaking into account (e.g., Bygate, 1987; Nunan, 1989; Burn & Joyce, 1997; Chaney & Burk, 1998; Brown, 2001; Richards & Renandya, 2002).
Speaking is claimed to be the growth of certain skills to communicate (Bygate,
According to Burn and Joyce (1997, as cited in Torky, 2006), speaking is an interactive process that involves constructing meaning through the sending, receiving, and decoding of information This perspective is supported by Chaney and Burk (1998, as cited in Kayi), highlighting the collaborative nature of effective communication.
2006) goes further by asserting that speaking is a process of constructing and sharing meaning by using verbal or nonverbal indications in different contexts.
Speaking skills are demonstrated when an individual can effectively and appropriately sustain a conversation Successful language learning is characterized by the ability to express oneself in a way that meets pragmatic goals through interactive discourse with others (Brown, 2001).
Effective speaking skills encompass the ability to utilize language in various social contexts, integrating both verbal elements like pitch, stress, and intonation, as well as nonlinguistic components such as gestures and body language (Richards & Renandya, 2002) Bygate (1987) highlights the distinction between knowledge and skills in speaking, emphasizing that successful English speakers must possess a solid understanding of grammar, vocabulary, and pronunciation, along with the capability to apply this knowledge for effective communication.
Nunan (1989) identifies two primary approaches to speaking: the bottom-up approach, which emphasizes building from simple linguistic units to complex structures, and the top-down approach, where speakers analyze language chunks to understand smaller components Through his review of various scholars, Nunan outlines ten essential skills for effective oral interaction, including clear articulation of phonological features, mastery of pronunciation aspects like stress and intonation, fluency, effective information transfer, and the ability to maintain social relationships Additionally, he highlights the importance of turn-taking, conversation control, meaning negotiation, good listening skills, interaction purpose negotiation, and the strategic use of English fillers.
In the context of English Language Teaching (ELT), speaking is defined as the productive skill that involves systematic verbal expressions to convey meaning (Nunan, 2003, p 48) This study emphasizes that speaking entails articulating and sharing ideas verbally, which is essential for effective communication in daily life across any language, serving as a fundamental practice in our everyday interactions.
Nature of Speaking 10 2.2.3 Speaking Content 11 2.2.4
Speaking is an essential skill that is interconnected with reading, writing, and listening These skills are categorized into two groups: reading and writing as written skills, and listening and speaking as spoken skills.
Whereas speaking is a constructive skill and it has a close relation with listening skill Speaking in this study is the main skill which will be researched Speaking is able
Delivering a speech can be either planned or spontaneous, focusing on a specific idea to effectively communicate with an audience According to Luoma (2004), key aspects of spoken conversation include the organization around a central theme, which enhances clarity and engagement.
- May be planned (c.g., a lecture) or unplanned (c.g., a monologue) -
Applies additional obscure or generic words than written communication -
Applies fixed phrases, fillers, and wavering markers
- Includes slips and errors reflective online process
- Comprises exchange (i.e., interactions are constructed together)
- Demonstrates variation (e.g., between formal and casual speech), - Replicates speaker roles, speaking goal, and the situation (as cited in Richards, 2008, p 19)
Understanding language options and the nuances of spoken discourse is essential for researchers This knowledge enables them to analyze the speaking characteristics of students effectively.
It can be thought that every student has totally different language features and spoken conversation.
According to Jacobs (2015), effective content must be clear and comprehensible to the audience, ensuring they grasp the intended message and extract valuable information Content encompasses the relevance and depth of the explanation regarding the subject matter For successful communication, the content must be cohesive and thorough; without meaningful content, speakers struggle to organize and prepare their thoughts before articulating their ideas.
Achieving accuracy in speech is crucial for clear communication, particularly when it involves careful pronunciation and sentence structure Many students struggle with English pronunciation due to the influence of their native language To improve their speaking skills, it is essential for them to engage in regular practice of English sounds.
Fluency means speaking by the quality of being fluent This is one of the biggest problems of students in using English orally The speaker should transfer his thoughts
Effective speaking requires a balanced pace; if a speaker talks too slowly or too quickly, listeners may lose interest To maintain engagement, speakers should use clear and straightforward language, focusing on the essence of their message Employing adequate grammar enhances comprehension, while avoiding lengthy pauses ensures that the flow of conversation remains smooth and captivating.
Comprehensibility refers to the ability of listeners to grasp the speaker's intent and overall meaning, necessitating a collaborative effort between both parties The speaker must effectively encode their message using appropriate language, while the listener decodes and interprets it In the context of this research, the focus was on assessing the components of speaking—accuracy and fluency—particularly in light of the Covid-19 pandemic, which has shifted interactions to virtual platforms This transition has limited student interactions and hindered the ability to gauge comprehensibility due to reduced study time and the challenges of online learning.
Speaking is defined by Howarth (2001) as the act of conveying opinions, ideas, information, or emotions, highlighting the significance of speaking assessment Fulcher (2003) emphasizes that assessing speaking involves evaluating an individual's ability to produce oral language This form of assessment is crucial across various contexts, including large-scale, small-scale, and classroom-based evaluations, as noted by Bachman (1990).
Speaking skill is divided into two essential categories: accuracy and fluency Accuracy involves the correct use of language components such as grammar, vocabulary, and pronunciation, while fluency refers to the ability to speak spontaneously and coherently Fluency encompasses linking words and sentences effectively, using appropriate stress and intonation, and pronouncing sounds correctly Additionally, accuracy in vocabulary entails selecting suitable words for the appropriate contexts.
Fulcher (2003) believes that although both speaking and writing are thought of as productive skills, speaking is more than mere production It involves verbal skill as well.
12 Furthermore, according to Fulcher (2003), the linguistic features observed in speaking are different from those observed in writing.
Speaking performance is the ability of a speaker to effectively communicate their message to a listener, who can then understand and respond appropriately (Brown & Yule, 1983) This involves the speaker's skill in expressing ideas clearly for the listener to grasp the intended message According to Bachman and Palmer (1996), speaking performance is influenced by both language ability and the conversational context In this context, speaking performance specifically pertains to a speaker's proficiency in using the English language to respond to questions in the IELTS speaking test.
Fluency, coherence, grammatical accuracy, pronunciation, and a rich lexical resource are essential components of effective speech for EFL learners (IELTS, n.d) This study evaluates speaking performance through these key criteria: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation.
Assessing IELTS Speaking Performance
Recent approaches to assessing speaking focus on the ability to effectively communicate messages (Bachman, 1990) The complexity of speaking performance makes evaluation challenging, as various factors such as test takers' characteristics, the nature of the speaking test, raters, and rubric descriptors can influence speaking scores (Seong, 2014; Qian, 2007) Additionally, beyond linguistic knowledge—like pronunciation, vocabulary, stress patterns, and rhythm—strategies for utilizing this knowledge also play a crucial role in conducting effective speaking assessments (Fulcher, 2003).
In this study, the candidates were assessed in four criteria: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation.
Each criterion is described on a 0–9 scale, with each band denoting particular abilities of candidates An IELTS Speaking examiner will use band descriptors (see Appendix
1) to evaluate candidates’ speaking skills The examiner will carefully consider the
The assessment utilizes 13 descriptors to evaluate overall performance across four categories, with each category receiving a band score ranging from 0 (lowest) to 9 (highest) These criteria are thoroughly defined and detailed by Seedhouse, Harris, Naeb, and Ustunel (2014).
Fluency and coherence in speech involve the ability to communicate with a natural flow, maintaining appropriate rates and effort while effectively linking ideas Key indicators of fluency include speech rate and continuity, while coherence is characterized by logical sentence sequencing, clear transitions in discussions or narratives, and the use of cohesive devices such as connectors, pronouns, and conjunctions These elements are essential for producing connected and meaningful speech.
▪ speech rate: ideally, not too slow (hard to keep links between words/propositions in mind)
To achieve optimal speech continuity, it is essential to minimize interruptions caused by false starts, backtracking, and unnecessary repetitions of words and phrases Additionally, reducing pauses that occur while the speaker searches for the right words contributes to a smoother flow of speech.
▪ logical sequencing of ‘spoken sentences’
▪ clear marking (with appropriate use of pausing, and spoken discourse markers and fillers) of stages in a discussion, narration or argument
▪ relevance of spoken sentences to the general purpose of a turn
▪ use of cohesive devices within and between spoken sentences (e.g logical connectors, pronouns and conjunctions)
The candidate's vocabulary range is crucial for effectively conveying meanings and attitudes Key indicators include the diversity of words employed, their suitability and appropriateness, as well as the ability to circumlocute—skillfully navigating vocabulary gaps using alternative expressions, whether with or without hesitation.
Key indicators of lexical resource
The effectiveness of vocabulary use hinges on its adequacy and appropriateness across several dimensions Firstly, it is essential to ensure referential meaning, which involves accurately labeling concepts and objects Additionally, the choice of vocabulary should align with the intended style, whether formal or informal Furthermore, collocation plays a crucial role, encompassing the use of idiomatic expressions that enhance meaning Lastly, vocabulary should reflect the speaker's attitude towards the content, indicating whether it is favorable, neutral, or unfavorable.
▪ ability to use paraphrase (getting round a vocabulary gap by using other words), with or without noticeable hesitation
Grammatical Range and Accuracy (GRA) assesses a candidate's effective use of grammatical resources, focusing on the length and complexity of spoken sentences, the correct application of subordinate clauses, and the diversity of sentence structures Key indicators of grammatical range include the ability to rearrange sentence elements for emphasis, while grammatical accuracy is measured by the frequency of errors within speech and their impact on communication.
▪ the length of spoken sentences
▪ appropriate use of subordinate clauses within clauses and phrases ▪ complexity of the verb phrase (correct use of auxiliaries in continuous/perfect aspect, modality and passive voice)
▪ complexity of other phrases (use of pre- and post-modification: items before and after the head noun/adjective, etc.)
▪ range of sentence structures, especially to move elements around for information focus.
▪ error density (the number of grammatical errors in a given amount of speech) ▪ the communicative effect of error (its effect on intelligibility and precision or expression).
The ability to produce clear and understandable speech is crucial for meeting the requirements of a speaking test Key factors include the strain placed on the listener, the level of unintelligible speech, and the influence of the speaker's first language (L1) on their communication.
▪ the ability to divide speech into meaningful utterances or chunks within spoken sentences
▪ the appropriate use of rhythm and stress timing, and the linking of sounds, using features such as elision to produce connected speech
▪ the use of stress (e.g emphatic/contrastive) and intonation to enhance meaning
▪ the production of sounds at the word and phoneme level (e.g word stress, vowel and consonant production), and the degree of effort required of the listener to understand these
▪ the overall effect of accent on intelligibility.
In short, the description of the band descriptors and indicators are crucial factors for the development of the intervention in chapter three and the discussion part in chapter four.
Grice’s Cooperative Principle
Maxim of Quantity
This principle emphasizes that speakers should aim to provide relevant and necessary information to ensure effective communication, ensuring that no critical details are overlooked in the exchange of ideas.
In conversations, it is essential to provide only the necessary information, avoiding unnecessary details Therefore, one should aim to contribute just the right amount of information that their speaking partner requests, ensuring clarity and relevance in communication.
Maxim of Quality
The quality maxim of the Cooperative Principle mandates that speakers express their beliefs truthfully and back their assertions with sufficient evidence When uncertain, it is essential to include disclaimers or hedges to indicate doubt As noted by Grundy (2019), this principle highlights the importance of courage in communication, requiring speakers to share information that is both accurate and contextually relevant.
Maxim of Relation
Grice (1975) proposed the Maxim of Relevance, which asserts that participants in a conversation should ensure their contributions are pertinent to the topic being discussed This principle emphasizes that speakers ought to provide responses that are directly related to the subject matter, thereby maintaining a meaningful connection to the ongoing dialogue.
Maxim of Manner
The maxim of Manner emphasizes the importance of clarity in communication, as outlined by Grice (1975) It consists of four specific guidelines aimed at eliminating ambiguity and obscurity First, contributions in a conversation should be clear and straightforward, avoiding complex language that may confuse the listener Second, speakers should steer clear of ambiguous structures that complicate comprehension through multiple interpretations Lastly, brevity is essential, ensuring that messages are concise and to the point for better understanding.
The 17 maxims of clarity emphasize the importance of delivering concise information, enabling listeners to focus on essential elements during conversations The final maxim highlights the necessity of presenting information in a logical order, facilitating easier comprehension and processing for the audience.
The Manner Maxim, part of the Cooperative Principle, emphasizes that speakers should strive for clarity and avoid ambiguous or confusing expressions By communicating information in a straightforward manner, it helps prevent misunderstandings and fosters effective communication.
The Relationship between Cooperative Principle and IELTS speaking test
The IELTS speaking test evaluates candidates not on their opinions but on their ability to think critically and engage in logical debate As noted by Seedhouse and Harris (2010), achieving a high score necessitates answering the question and elaborating on the topic Therefore, teachers should encourage students to adhere to the maxim of quality by discussing real-life scenarios, which can enhance fluency and ensure that their responses are logically sound.
The significance of effective communication is highlighted in the IELTS speaking module, where candidates must balance their speaking time across different parts of the test In part one, designed as an icebreaker, candidates answer straightforward questions that should be concise yet informative While responses should not be overly lengthy, they must adequately develop the topic presented in the examiner's questions (Seedhouse & Harris, 2010).
Candidates must answer questions briefly, providing a justification for their responses without additional explanations In the second part of the speaking test, candidates prepare for one minute and then deliver a two-minute monologue on a general topic Adhering to the maxim of quantity is crucial in this section.
18 if test takers are not as informative as required, it can have a negative effect on their score.
Excessive information during the speaking test can lead to interruptions by the examiner, which, while not affecting the score, may negatively impact performance in subsequent sections Unlike Part One, where brief answers are acceptable, Part Three requires test takers to provide more detailed explanations due to the abstract nature of the questions Candidates who fail to recognize this need for elaboration risk lower scores.
In the IELTS test, when faced with an unfamiliar question, such as the most common means of transportation in a city, test takers can effectively buy time by using formulaic language They can then pivot to discussing the prevalent transportation methods in their own city, utilizing an approximation technique that maintains a connection to the original question (Mina, 2021).
Examiners cannot penalize candidates for answers that do not explicitly address the relationship, as this is not clearly outlined in the band descriptors However, they can recognize memorized responses, which may adversely affect candidates' scores Additionally, examiners believe that providing relevant answers enhances the flow of conversation While some view the IELTS as a test of language proficiency, most acknowledge that meaningful content is equally important (Inoue, Khabbazbashi & Nakatsuhara, 2021).
In the IELTS test, clarity is essential for effective communication, as the primary objective is to ensure that information is easily understood (Seedhouse et al., 2014) To achieve this, it is crucial to eliminate ambiguity and obscurity throughout all sections of the test Additionally, maintaining brevity is particularly important in part one of the IELTS.
19 speaking test and prolixity must be avoided (Mina, 2021) Last but not least, she added that one should express their thoughts in a logical order.
Indicators of the Maxims
Grice's Cooperative Principle outlines essential rules for effective communication, comprising four maxims: quantity, quality, relevance, and manner IELTS students must adhere to these maxims to provide clear and effective responses during their speaking tests The indicators for observing these maxims are detailed in Table 2.1 of this study.
Table 2.1The indicators of the four maxims
Quality Justification of information (examples, explanation, comparison, hypothesis, results.) Disclaimers or hedges (I don’t know but…) Quantity Provide enough information – explanation in 25-35 seconds
Relation Words, phrases related to the given topic Manner Orderly, logic responses
Intelligibility (individual sounds, intonation, stress)
Teaching IELTS Speaking
Teaching speaking to EFL learners
According to Nunan (2003), teaching speaking to EFL (English as a Foreign Language) learners is to help learners produce meaningful utterances in a logical sequence, express values and judgement confidently and fluently.
Figure 2.1What is teaching speaking (Nunan, 2003) Brown (2001, pp 275-276) proposed some principles for teachers to follow:
Use techniques that cover the spectrum of learners needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency.
When selecting a teaching technique, educators focus on the primary objective of enabling students to understand and effectively use the language, while also ensuring that practice exercises are as meaningful as possible.
Teachers should prioritize understanding and addressing students' needs and interests to foster a desire for knowledge, competence, and autonomy By demonstrating the personal benefits of learning activities, educators can effectively engage students and enhance their educational experience.
Encourage the use of authentic language in meaningful contexts.
This is a crucial part to make students use the language appropriately despite the fact that this attempt is time consuming and takes a lot of effort.
Provide appropriate feedback and correction.
EFL students heavily rely on their teachers for valuable language feedback, highlighting the importance of educators utilizing their English linguistic knowledge to deliver constructive criticism effectively.
Encourage the development of speaking strategies
Teachers need to raise students’ awareness of strategic competence and apply those strategies in speaking practice Those strategies are listed as follow:
- Asking someone to repeat something (Huh? Excuse me?)
- Using fillers (Uh, I mean, Well) in order to gain time to process - Using conversation maintenance cues (Uh huh, Right, Yeah, Okey, Hm ) - Getting someone’s attention (Hey, Say, So)
- Using phrases for structures one can’t produce.
- Appealing for assistance from the interlocutor (to get a word or phrase, for example)
- Using formulaic expressions (How much does ….cost?)
- Using mime and nonverbal expressions to convey meaning.
According to Orlich et al (2010), a teaching strategy is a structured plan of techniques and exercises designed to achieve specific learning outcomes Effective teaching strategies for speaking can significantly enhance students' fluency and accuracy, ultimately helping them meet their educational goals.
According to Nunan (2003), there are some principles for teaching speaking. Some of which are described below:
1.Give students practice with both fluency and accuracy
At the beginning and intermediate levels of language studies, it is essential for learners to enhance both their fluency and accuracy Fluency involves speaking the language quickly and confidently, while accuracy focuses on correct usage of the target language Teachers should provide balanced practice opportunities that address both aspects, ensuring that students develop their speaking skills comprehensively without prioritizing one over the other.
2 Use group work or pair work
To enhance students' speaking skills, it is crucial to increase student talk time while reducing teacher talk time in the classroom Language teachers should facilitate more opportunities for students to engage in speaking activities Incorporating pair work and group work can significantly boost the time learners spend speaking in the target language, allowing for greater interaction and practice with their peers.
Teaching IELTS speaking
The IELTS Speaking test evaluates English-speaking skills as part of the International English Language Testing System It consists of three sections that assess oral communication, comprehension, and the ability to convey messages effectively in English (Karim & Haq, 2014).
The IELTS exam presents a skill-based challenge for candidates, as highlighted by Kurniawan and Ghozali (2023) Kunnan (2014) emphasized concerns regarding test fairness, particularly regarding candidates' familiarity with the test format—such as short answers and written letters—and the medium used, whether paper-based or computer-based He argued that without adequate knowledge of the test format, question types, band score criteria, and effective strategies for tackling language tasks, test-takers may struggle to demonstrate their true abilities.
Documenting test-takers' experiences in preparing for language proficiency exams is crucial for understanding the test's impact on their lives Gardiner and Howlett (2016) emphasize that familiarity with test formats and items is vital for minimizing anxiety and enhancing the validity of standardized language tests Consequently, effective preparation for the IELTS can significantly reduce negative emotions such as confusion and anxiety among students.
The IELTS exam presents a significant challenge for many candidates due to their limited understanding of its structure and insufficient test-taking skills Consequently, teachers play a crucial role in preparing these test-takers and must seek innovative strategies that differ from traditional classroom teaching methods to effectively address this issue.
Issit (2008) outlines three effective teaching strategies for students preparing for the IELTS speaking exam The first strategy focuses on utilizing contemporary psychology self-help materials to enhance student confidence The second strategy promotes critical thinking by integrating diverse academic perspectives Lastly, the third strategy emphasizes a comprehensive analysis and practical application of the IELTS manual's established marking criteria.
Chappell, Yate and Benson (2019) outlined test preparation activities They proposed that these can target development in two areas: 1) language proficiency; and
2) test-taking strategies Some strategies for speaking tasks are listed as followed:
• Manage your affective state: relax/be natural/be calm/be confident.
• Make eye contact with the examiner.
• Speak clearly/avoid pronunciation errors.
• Ask the examiner for clarification.
To enhance your speaking skills and demonstrate language proficiency, incorporate fillers like "that's an interesting question" to maintain fluency without pauses It's essential to utilize various tenses—past, present, and future—as well as both active and passive voice This approach serves as foundational literature for developing the lesson plan for the intervention The subsequent section will elucidate the teaching method.
The ESA method, developed by Harmer in 2007, is an instructional framework focused on learner engagement and active language use It comprises three key phases: Engage, Study, and Activate, aimed at enhancing student understanding and participation.
The Engage phase is crucial for capturing students' interest and motivating them to actively participate in the learning process During this phase, teachers work to ignite students' enthusiasm and prepare them for the new lesson By appealing to their emotions, attention, and curiosity, educators strive to foster a deep sense of engagement among learners.
To engage students effectively, teachers can utilize various interactive methods such as showing pictures, playing simple games, and facilitating discussions Incorporating activities like miming and acting, along with prompting questions, encourages students to think critically and communicate in English The primary aim of this phase is to capture students' attention and introduce key vocabulary or topics, fostering their interest in the subject matter, the classroom environment, and the learning process itself.
Active student engagement significantly enhances understanding, retention, enjoyment, and appreciation of the material learned The effectiveness of learning increases with higher levels of student participation in the process Therefore, it is crucial for teachers to engage students prior to the learning experience Utilizing various activities and materials, such as music, games, and visual simulations, can effectively captivate students' interest and foster a more productive learning environment.
The Study phase is a crucial part of language teaching where teachers deliver planned lessons through various activities, including text analysis, dialogues, gap-fill exercises, and games These activities are designed to help students grasp new vocabulary and language structures effectively According to Harmer (2007), this phase emphasizes the construction of language elements such as grammar, vocabulary, and pronunciation, including intonation patterns and lexical phrases During this stage, teachers focus on explaining grammar rules and guiding students in practicing pronunciation, with an emphasis on achieving accuracy in the target language.
The Activate phase is a phase where exercises or activities which are designed to make students use language as freely and communicatively as they can (Harmer,
The activate phase is crucial for reinforcing what students have learned, involving activities like class discussions, small group work, role-plays, story building, and debates This phase encourages students to apply new vocabulary and structures, allowing the teacher to assess their understanding and identify those who may need additional support By engaging in these interactive tasks, students have the opportunity to practice and solidify their knowledge effectively.
25 practice real language for the real world It’s time for the students to have fun The focus of this stage is on communication and fluency.
The ESA method is increasingly favored for its focus on enhancing student engagement, fostering interaction, and promoting the practical use of language skills Research has shown the method's effectiveness across diverse language learning environments (Zhang, 2018; Kurniawan, 2020).
The ESA method has been the primary teaching approach utilized at the language center where this study took place Consequently, this research implemented the ESA method in both the control and experimental groups, with a comprehensive description of the lesson plan design provided in Chapter Three.
Related Studies
This section advocates for the implementation of the Cooperative Principle in IELTS speaking preparation It starts by examining various studies that highlight the effectiveness of applying the Cooperative Principle in both teaching and learning contexts for IELTS.
Mina (2021) conducted a case study on the impact of Cooperative Principle and nonverbal communication in the IELTS speaking module, involving eight students who participated in a mock test and three two-hour training sessions Throughout these sessions, students learned specific techniques and maintained journals to reflect on their learning A follow-up mock test indicated that these techniques significantly enhanced participants' speaking performance, with 37.5% of responses adhering to the Maxims of Quality, Quantity, and Relation, while 75% complied with the Manner Maxim This study provides an empirical basis for future research, although it lacked a clear lesson plan to demonstrate the practical application of the Cooperative Principle and nonverbal communication techniques.
Another study about the application of the Cooperative Principle is from Wang
(2022) The study analysed the functions of Cooperative Principle in IELTS Speaking
The findings indicated that during the two-way discussion segment of the IELTS Speaking test, adherence to the maxims of Relation, Quantity, and Manner significantly improved students' ability to address abstract topics Additionally, it was suggested that following the maxim of Quality enables teachers to identify and guide students in avoiding logical errors, thereby ensuring their responses are more coherent and reasonable.
Candidates should support their arguments with real-life examples while adhering to the maxim of Quantity by providing concise answers to avoid examiner interruptions Utilizing simple sentences and clear signposting can help structure their responses effectively To stay on topic, it’s essential for candidates to follow the maxim of Relation Additionally, candidates should avoid using obscure language to comply with the maxim of Manner This study highlights the role of conversational principles (CP) in teaching IELTS speaking, but further research is needed to explore the teaching strategies employed by EFL teachers and their impact on this aspect of the test.
Judy (2018) conducted an in-depth analysis of students' strategic processes in completing the simulated part 3 of the IELTS Speaking Test, offering valuable insights for teachers preparing students for this assessment By incorporating multifaceted strategies, educators can significantly enhance students' performance One effective approach involves helping students build topical knowledge and transitioning to techniques that guide them from general discussions to specific details Utilizing methods such as providing examples, explaining causes and effects, and citing sources can foster logical and coherent speaking in both testing and communication scenarios While the study did not explicitly address the Cooperative Principle, its findings align with Grice's maxims, emphasizing the importance of effective communication strategies.
Research on teaching strategies for IELTS Speaking Part 3 in Vietnam is scarce Nguyen (2010) identified challenges faced in teaching and learning IELTS speaking skills, providing valuable insights into the instruction of IELTS Speaking tests for Vietnamese learners Extensive data was gathered from both teachers and students to support these findings.
A recent study explored the challenges faced by students in each section of the IELTS speaking test through a questionnaire, complemented by semi-structured interviews with teachers regarding potential solutions Findings highlighted that anxiety and time management were significant concerns, alongside linguistic factors such as vocabulary, grammar, and pronunciation Additionally, a lack of general knowledge and higher-order thinking skills negatively impacted student performance The study recommends a greater focus on developing students' thinking skills and cultural awareness, in addition to linguistic proficiency Utilizing graphic organizers can aid students in formulating clear and logical responses within the time constraints Furthermore, transitioning from teacher-centered to student-centered teaching methods aligns with the four maxims of effective communication.
The literature review emphasizes the crucial role of the Cooperative Principle in IELTS speaking and establishes a theoretical framework for designing the lesson plan and subsequent data analysis It highlights a gap in research regarding the application of the Cooperative Principle in IELTS speaking, with no statistical evidence available to assess its impact on students' speaking performance This underscores the necessity for the current study, which aims to explore the effects of implementing the Cooperative Principle on IELTS students' speaking abilities and to analyze the extent to which students adhere to the maxims during their speaking tests.
This chapter outlines the research questions, describes the study design and participants, and details the intervention It also provides an overview of the research instruments used, along with the procedures for data collection and analysis.
This paper reported on a case in a foreign language centre in the Mekong Delta.
This study investigates the effects of applying the Cooperative Principle in IELTS speaking within an EFL context, utilizing a mixed-methods approach By combining quantitative and qualitative data, this methodology offers a holistic understanding of the research issue, leading to a more comprehensive interpretation of the results (Fraenkel, Wallen & Huyn, 2012).
This study utilised a quasi-experimental design to enable the investigation of causal relationships between the intervention and the outcome variables (Creswell,
2015) The participants were assigned into two groups: an experimental group and a control group.
The experimental group was given the special treatment to raise IELTS students’ awareness on observing the four maxims of Cooperative Principle called
The study focused on the Gricean Maxim-based lesson, where the control group received conventional teaching methods that did not incorporate Grice's principles The research examined the impact of the independent variable, which utilized the Cooperative Principle, on the dependent variable, specifically the speaking performance of IELTS students.
Table 3.1The design of the research
Group Independent variable Dependent variable
Students’ speaking performance Students’ speaking performance
This study involved 24 pre-intermediate students from a private language center in the Mekong Delta, who were preparing for the IELTS exam with the goal of achieving a score of 6.0 or higher out of a possible 9.0.
The analysis ensured the anonymity of each student by omitting any personal information, with no emphasis placed on age or gender; the primary focus was solely on evaluating their speaking performance.
Students were selected for the study based on their academic performance, specifically those who scored between band 4 and 5 These students were randomly assigned to two groups: the experimental class and the control class The distribution of participants in both groups is detailed in Table 3.2.
Table 3.2Distribution and Population of the Treatment
Group Treatment Number of students
Level Experience sitting an IELTS test
This part describes in detail the lesson plan used in the experimental group including the procedure, activities and how they link with the theoretical framework.
For the experimental group, the teacher implemented Grice’s Cooperative
Incorporating principles into teaching practice involves addressing questions while adhering to the five maxims Lessons were crafted using Grice’s Cooperative Principle alongside IELTS speaking band descriptors The teaching methodology employed was the ESA method (Engage – Study – Activate), which is actively utilized at the center.
Participants
Students’ speaking performance Students’ speaking performance
This study focused on a group of 24 pre-intermediate students enrolled in IELTS preparation courses at a private language center in the Mekong Delta The participants aimed to achieve a score of 6.0 or higher on the IELTS, which is assessed on a scale of 0 to 9.
The analysis ensured the anonymity of each student by omitting any personal information, with no emphasis on age or gender; the primary focus was solely on evaluating their speaking performance.
Students were selected for the study based on their classroom performance, specifically those who achieved scores in the band of 4-5 These students were randomly assigned to two groups: the experimental class and the control class The distribution of the treatment and population is detailed in Table 3.2.
Table 3.2Distribution and Population of the Treatment
Group Treatment Number of students
Level Experience sitting an IELTS test
Intervention
Gricean maxim-based lesson
For the experimental group, the teacher implemented Grice’s Cooperative
Incorporating principles into teaching practice involves addressing questions while adhering to the five maxims Lessons were structured around Grice’s Cooperative Principle and aligned with IELTS speaking band descriptors The teaching methodology employed was the ESA method (Engage – Study – Activate), which is currently implemented at the center.
In the Activate stage, students' existing knowledge is engaged, which plays a crucial role in enhancing their fluency and skill in speaking during language classes According to Richard and Schmidt (2002), tapping into EFL learners' background knowledge allows them to draw on their pre-existing schemas, facilitating better communication This approach also encourages students to adhere to the maxims of Relation and Quality in their interactions.
Table 2.3The Design of “Gricean Maxims- Based Lesson”
Phase Maxims observed Teaching content/activities
Engage Relation, Quality Students’ schemata activation, Discussion,
Study Relation, Manner, Quantity Vocabulary input
Technique for answering questions: examples, explanations, hypothesis, comparison, actual facts, results Fillers/ Linking words
Activate Four maxims Students’ practice
Activate Four maxims Student practice
Study Manner Pronunciation (word stress, sentence stress, intonation, chunking)
Activate Four maxims Students practice in pairs – peer feedback
In the study phase, students were introduced to topic-specific lexical items essential for observing the Maxims of Quality and Relation The lessons progressed to the activate phase, where various techniques for supporting ideas—such as examples, explanations, hypotheses, comparisons, and factual results—were taught, along with fillers and linking words to help students construct logical answers This approach allowed students to effectively apply the Maxims of Relation, Quality, and Quantity To further address the Maxims of Quality and Manner, specific grammar structures and pronunciation features were introduced, tailored to the lesson's topic and language function For instance, comparative and superlative structures were emphasized when comparing items Additionally, pronunciation elements like syllable and word stress, clusters, sentence stress, intonation, and chunking were covered The study aimed to help students achieve an IELTS band score of 6 or higher, in line with the band descriptors.
31 to have intonation, appropriate chunking, intelligibility – which means “can be generally understood throughout without much effort” (IELTS, n.d.).
In the Activate phase of the IELTS Speaking test preparation, students engage in paired discussions where one student responds to selected questions while the other takes notes This feedback process is grounded in the IELTS Speaking band descriptors provided by the British Council, ensuring a structured and effective learning experience.
In conclusion, students benefited from valuable feedback provided by both their peers and the teacher To reinforce their learning, they were encouraged to practice answering the questions again at the lesson's conclusion The design of the intervention is detailed in Table 3.3.
Teaching Materials
In this study, the teaching materials utilized were specifically developed for IELTS preparation courses by the academic team at the center Additionally, the instructor incorporated personally developed resources to enhance participants' speaking skills, covering a diverse array of speaking topics.
Table 3.3Teaching content in both groups
Instruments
The study employed a mixed-methods approach, utilizing both quantitative and qualitative data collection techniques.
To answer the first research question, a pre-test and post-test were administered before the treatment and after the treatment, respectively The tests are sets of speaking
This study involved 32 mock test questions to evaluate students' speaking performance Data was collected from pre-test and post-test scores of both a control group and an experimental group The pre-test scores assessed the initial speaking abilities of both groups, while the post-test scores measured the impact of the implemented teaching method on the speaking performance of the experimental group.
The test materials utilized in this study are sourced from the Cambridge ESOL series, specifically the past papers of IELTS tests ranging from Cambridge IELTS 13 to Cambridge IELTS 18 (refer to Appendix 2) A total of 24 sets of speaking tests, centered around real-world topics, were developed, with the examiner randomly selecting 2 sets to reduce any potential subjectivity in the assessment process.
To ensure the validity and reliability of the mock tests, students were evaluated by two experienced teachers, including a Cambridge Assessment of English speaking examiner who conducted the tests and provided immediate scores The second teacher reviewed the recordings and assigned scores, both utilizing their expertise in assessing IELTS speaking tests The assessment was based on the public version of the IELTS Speaking Band Descriptors, which features a nine-band analytic scale comprising four key criteria.
Fluency and Coherence (FC), Lexical Resource (LR), Grammatical Range and Accuracy (GA), and Pronunciation (P) are the key criteria for scoring Each criterion is assigned a score in whole bands, which are then averaged and rounded to the nearest upper half band or whole band.
Elder and O’Loughlin (2003) found that students improved their English skills over a three-month period, achieving an average gain of half a band In this study, to provide more precise results, students' scores were rounded to two decimal places rather than being rounded up to the nearest whole number For instance, a student's average score of 4.75 would be reported as 4.75 instead of 5.0.
The objectivity and accuracy of the data were ensured by utilizing authentic versions of both the pre-test and post-test, which adhered strictly to the IELTS speaking procedures This rigorous approach reinforces the reliability of the results obtained in the final phase of the assessment.
A study by Khabbazbashi (2017) found that variations in topic difficulty do not significantly impact students’ speaking performance This finding enhances the validity and reliability of the tests employed in the research.
Data collection procedure
The weekly work schedule facilitated the data collection process, beginning with a pre-test given to students in both the control and experimental groups By comparing the pre-test results with the post-test outcomes, the study aimed to assess the differences in speaking performance between the two groups.
Over an 8-week period, students received instruction using the ESA (Engage, Study, Activate) method The lessons began with the Engage stage, which aimed to capture students' interests through activities such as games, brainstorming, and revision exercises Following this, the Study phase introduced the target language along with various drills The Study and Activate phases were flexible and could be repeated based on lesson objectives Ultimately, students practiced answering sets of questions from part three of the IELTS speaking test, as detailed in Appendix 3.
Students in the experimental group were treated with Grice's Cooperative Principle during the discussion segment of the IELTS speaking test, as outlined in the earlier section (refer to Appendix 4 for the sample lesson plan).
The speaking practices were conducted weekly in a 90-minute class over a period of 8 weeks At the conclusion of the program, participants completed a post-test to evaluate the effects of the treatment on the experimental group Additionally, 12 responses from part 3 of the students in the experimental group were analyzed.
34 group were audio-recorded and transcribed In short, the data collection procedure were conducted as shown in Figure 3.1.
Data Analysis
Quantitative data from the pre-tests and post-test
The quantitative data gathered from the tests were analyzed using SPSS version 26, employing descriptive statistics to summarize the findings and inferential statistics to assess the study's hypotheses This analysis aimed to identify statistically significant differences between the experimental and control groups, with a significance level set at p