Rationale
The growing prominence of English as a global language has heightened awareness of its importance among the people of Vietnam, particularly in Tien Lang This recognition is evident in both informal conversations and the national English language curriculum (MOET, 2006), which emphasizes the need for high school students to engage in English conversations about familiar daily topics However, despite these expectations, many students exhibit anxiety during lessons, often remaining quiet, uncooperative, or speaking with a trembling voice, accompanied by unnecessary pauses and visible signs of nervousness such as shaking hands or legs.
This study investigates the reluctance of Toan Thang high school students to engage in English-speaking class interactions, driven by my three years of teaching experience with them My observations indicate a lack of spontaneous discourse and minimal individual contributions during oral interactions, leading to frustration among both teachers and students regarding learning outcomes This situation necessitates an urgent examination to understand the underlying factors affecting student participation and to improve the teaching and learning of oral English at Toan Thang high school.
Students from diverse backgrounds exhibit varying behaviors and worldviews, contributing unique perspectives and insights into the topic of reticence These factors have motivated the researcher to pursue a study thesis titled "An Investigation into Students’ Reticence in English Speaking Lessons: A Case of Toan Thang High School."
Aim of the study
The current study aims at:
Exploring the nature of students‟ reticence in English speaking lessons at Toan Thang high school and some common situations for reticence to flourish,
Investigating students‟ viewpoints of their own learning behaviour and potential obstacles to their verbal participation in the classroom,
Finding out students‟ aspiration on whether, and how, to move the classroom to a more interactive mode.
Research questions
(1) To what extent do the students remain reticent in English speaking classes, and what activities make them the most reticent?
(2) What are students‟ perceptions of their own learning behaviour and factors influencing such behaviour?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode?
Scope of the study
This minor M.A thesis investigates the phenomenon of reticence among 11th graders during English speaking lessons at Toan Thang High School, exploring the students' perspectives and motivations regarding this issue.
Methods
This study employs a mixed-methods survey approach to achieve its objectives, utilizing various data collection tools such as class observations, semi-structured interviews, and questionnaires.
Design of the study
There are three main parts in the thesis:
Part A: Introduction, which presents the rationale, aims, scope and research questions
Part B: Development of the research which includes:
Chapter 1: Literature Review, which reviews theoretical foreground from the previous studies on students‟ reticence behaviour in general and in English speaking classes in particular
Chapter 2 outlines the research methods employed in the study, divided into three key sections: the suitability of the case study for the research objectives, a detailed description of the participants and the study setting, and the data collection process.
Chapter 3: Findings and discussion, which is the discussion of the findings through an analysis of the data collected through means of researching: observations, semi-structured interviews and questionnaire
Part C: Conclusion, in which major findings of the study will be briefly summarized as well as the acknowledgement of the limitations of the study will be elaborated
Besides, the classroom transcripts, interview transcripts, questionnaires and tables of data analysis results are included in the Appendices
LITERATURE REVIEW
Reticence behaviour in foreign language class
The terminology of reticence in academic writing was first introduced in
In 1965, Phillips' article revolutionized the field of speech communication by highlighting that some individuals struggle to communicate effectively in various situations This pivotal work sparked interest among researchers and linguists, leading to the exploration of related concepts such as reticence (Keaten & Kelly, 2000), communication incompetence, communication apprehension (McCroskey, 1970), and unwillingness to communicate (Burgoon).
In their research, Keaten and Kelly (1976) identified reticence as a communication issue encompassing cognitive, affective, and behavioral dimensions They concluded that individuals often choose silence over speaking due to the fear of appearing foolish.
Reticence, particularly in the context of English-speaking classrooms, is heavily influenced by the insights of Keaten & Kelly This behavior is characterized by a reluctance to communicate, often manifesting as chronic silence due to fears of appearing foolish Non-native speakers frequently experience feelings of uneasiness and apprehension when engaging with a second language, leading to a pattern of reticence rooted in misconceptions about communication and the language learning process.
Since the beginning of reticence research, theories have been made relating to what involved in reticence behaviour, and who often reveal themselves as reticents
Reticence often reflects a characteristic of shyness, encompassing feelings and attitudes such as low self-confidence in unfamiliar social situations, an overwhelming focus on oneself around others, insufficient social skills, and anxiety that leads to self-criticism in social contexts (Cheek & Watson, 1989).
Second, reticence may imply too much inner speech overlapping one another, which is conductive to depression, morbidity and anxiety (Tomlinson,
Reticence can convey acceptance of another person; however, it may also indicate passivity, a lack of creativity, and insufficient knowledge or justification.
Reticence often reveals a lack of interest in the situation at hand, indicating that individuals may not fully engage with the topic This silence can also stem from a misunderstanding, particularly when discussions or lessons involve complex or advanced subjects.
Many individuals occasionally feel shy in challenging social situations, as noted by Russel, Cutrona, and Jones (1986) and Zimbardo (1977) Additionally, some people experience fear and anxiety when faced with unprepared scenarios, leading them to avoid uncertain challenges (Ely, 1986; Liu & Jackson, 2008).
Numerous studies by linguists have demonstrated a significant correlation between environmental factors and communication reticence, suggesting that reticence is notably influenced by these antecedent factors This supports etiological explanations rooted in learning theory and perception theory.
Reticence often stems from a complex interplay of factors during social interactions, including tension, inhibition, awkwardness, and self-consciousness, which can manifest as physical symptoms like an upset stomach, rapid heartbeat, sweating, trembling, or blushing This anxiety can lead to increased stress and depression, and if left unaddressed, may have serious repercussions on the individual's health.
Reticence in foreign language classes can lead to significant challenges in language acquisition, as active involvement and participation are crucial for improving spoken language skills This concept is illustrated by the "Matthew Effect," where engaged learners tend to thrive while less active students struggle Research indicates that students who participate actively experience greater satisfaction and persistence in their language learning journey.
Silence and reluctance to engage in the target language are major sources of frustration for both students and instructors, significantly impacting the effectiveness of the Communicative Language Teaching approach (Flowerdew & Miller, 1995; Jackson, 2002) This passive behavior disrupts instructional plans and hinders active learning, preventing students from making progress and achieving desired learning outcomes Consequently, instructors often face challenges in finding strategies to overcome uncomfortable silence and reduce feelings of disorientation in classroom interactions.
In short, students‟ reticence, withdrawal, or fear of interacting not only deprives them of sharing what they know, but also deprives the teacher and
The reticence of students significantly impacts the teaching and learning process, highlighting the necessity for both teachers and classmates to actively work towards reducing or eliminating this issue.
Students‟ reticence behaviour in English speaking lessons
1.2.1 Students’ participation in verbal interaction
Despite increasing expectations for verbal participation in second and foreign language learning, research on reticence has gained attention among language theorists and educators Hilde (2009), drawing from over 15 years of experience teaching EFL speaking skills, observed that many students at Qassim University exhibit reticence during speaking activities Similarly, non-English major students in Saudi Arabia, like learners in other foreign language contexts (Jackson, 2002; Howritz et al., 1986), often remain quiet or speak with a trembling voice, making unnecessary pauses and exhibiting physical signs of anxiety during English lessons and oral tests This issue is also prevalent in other Asian countries.
Research indicates that Malaysian students often refrain from participating in lecture discussions, remaining silent when questions are posed by instructors (1995, p 5) Similarly, Korean students typically only speak when specifically invited by their teachers, while Japanese students exhibit anxiety about asking questions during class, preferring to seek clarification privately after the session (Chen, 2003, p 267-268).
In Vietnam, despite over a decade of education, many students struggle with basic communication skills, exhibiting a noticeable reluctance to participate in class discussions This behavior, often interpreted by outsiders as shyness or a lack of motivation, highlights a significant challenge in fostering self-expression among students (Bao, 2013).
Vietnamese students exhibit a learning culture characterized by a strong reliance on teachers' instructional methods, which primarily focus on delivering subject knowledge (Bui, 2004).
It is crucial to investigate the reasons behind students' reluctance to engage in English language classes, as this understanding can significantly improve both the teaching and learning of oral English.
1.2.2 Potential obstacles to students’ verbal participation
Reticence in classroom speaking activities can be attributed to three main factors: cultural, linguistic, and psychological/affective Cultural factors, particularly in Asian societies, are often seen as primary contributors to this behavior, as highlighted by Burns and Joyce (1997) and further expanded by Cheng (2003) through concepts like "Confucian culture" and "previous learning experience." Bao (2013) referred to these influences as "external forces." Additionally, linguistic factors also play a significant role in communication apprehension, as evidenced by studies from Lucas (1984) and Foss & Reitzel (1988).
Research indicates that individuals often feel anxious and hesitant when communicating or expressing themselves in a foreign language in which they lack full proficiency (Aida, 1994) This reticence is closely linked to self-esteem and self-acceptance, with introverted and shy personalities frequently displaying such behavior, particularly in foreign language classrooms.
According to Hui (2011), a student‟s reticence in class not only reveals that he/ she is unwilling to talk in certain circumstances; it could also indicate any of the following symptoms:
(1) the student‟s apathy toward the topic at hand or to the learning process itself;
(2) the student who is not comprehending is overwhelmed, or is bored;
(3) the student is isolated from the learning community;
(4) the student has not learned the value or strategies of engagement or he/ she does not appreciate or believe in that value
Additionally, reticence can be the result of high tension beween the new approach and learners‟ traditional perception (Jarvis, 1986; Little & Sanders, 1990)
In conclusion, various interconnected factors contribute to students' reticence, as noted by Van Worde (2003, p.5), indicating that these elements often influence one another rather than functioning independently.
1.2.3 Teachers’ roles towards students participation
Teachers play a crucial role in shaping students' behavior in the classroom, as evidenced by a study involving 100 Vietnamese university students Over 90% of participants had studied English for at least eight years prior to the survey, which examined factors contributing to demotivation in English learning, often resulting in reticent behavior The findings revealed that the primary source of demotivation was linked to teachers, with teaching methods identified as the most significant factor Reticence in students can be directly affected by various teaching approaches, questioning techniques, error correction, and the teacher's proficiency and characteristics Additionally, indirect influences include the teacher's beliefs, established classroom habits, and the broader educational content provided beyond just English language skills.
Teachers' inadequate English language skills contribute to student disengagement and reluctance to participate in class Le (2002) highlights that despite the emphasis on Communicative Language Teaching (CLT), insufficient professional development prevents teachers from effectively implementing communicative methods in real classrooms As a result, lessons often focus on abstract grammar rules and choral readings rather than fostering genuine communication.
Teacher misconceptions about students' abilities can lead to feelings of being underestimated or neglected, resulting in reticent behavior among students A survey by Tomlinson & Bao (2004) revealed that over half of the teachers surveyed were resistant to changing their teaching methods, with some doubting students' willingness to participate and their potential to communicate fluently in English.
Teachers often struggle to implement communicative approaches in the classroom, focusing instead on methods that prioritize students' exam success (Kim, 2006) Additionally, an overreliance on authority can hinder students' verbal performance, as many educators are reluctant to embrace diverse perspectives on issues (Bao, 2004).
The traditional role of teachers significantly impacts students' attitudes toward classroom participation in several ways Firstly, teachers' unchallenged expertise and complacency can lead to ineffective teaching and, consequently, reduced student engagement Conversely, positive teacher qualities can foster active collaboration and enthusiasm among students Secondly, misconceptions about students' potential may contribute to their reluctance to participate Thirdly, an excessive focus on written tests and high scores can hinder students' involvement in speaking activities Lastly, the overuse of authority by teachers can create an environment of fear and silence, further diminishing student participation.
RESEARCH METHODS OF THE STUDY
Participants and setting of the study
The study focuses on the perspectives of 373 students aged 17 to 18 from one intermediate level class and seven preliminary level classes, highlighting their English learning experiences The students, predominantly from low to middle-income families in rural areas, have received varying amounts of English instruction—four periods per week for the intermediate class and three for the preliminary classes This cohort of 11th graders, with two to three years of study at the school, provides insights into their current English classes and their educational history Notably, 96.5% of the students have never interacted with foreigners, and half express no desire to continue using English post-graduation Additionally, only 5.6% plan to pursue subjects necessary for university entry.
The analysis was carried out as a case study of Toan Thang high school This is a state- run school located in Tien Lang district, which is about 30 kilometer from
Hai Phong city center is characterized by its residents who primarily engage in farming, deep-sea fishing, and various traditional handicrafts Currently, there are no English clubs or centers available in the area.
At this school, students participate in five mandatory morning periods and have the option to attend three additional afternoon classes Eleventh graders adhere to the curriculum set by the Ministry of Education and Training, dedicating 135 minutes weekly to English, divided into three 45-minute sessions Only students in the intermediate class, 11B8, receive an extra weekly elective lesson All students utilize Basic English textbooks that focus on both themes and skills.
The assessment of facilities and technology highlights significant deficiencies, including inadequate resources and outdated equipment The absence of essential tools, such as flexible seating and reliable power supply, hampers the learning environment Additionally, the reliance on deteriorating chalkboards, rather than modern whiteboards or other teaching aids, further limits educational effectiveness The library's meager collection of audiovisual materials and English books restricts access to diverse learning resources Moreover, the logistical challenges of transporting and setting up projectors or laptops deter teachers from incorporating these tools into their daily lessons.
In grade 11, a selective class at Toan Thang High School reports a higher average score; however, English proficiency among students is uneven due to large class sizes of 44 to 48 mixed-level students, which complicates teaching The school enforces strict rules and harsh punishments to uphold discipline, requiring students to wear uniforms and badges, take notes meticulously, and maintain silence during lessons A dedicated disciplinary team of teachers and students monitors behavior daily, further emphasizing the school's commitment to maintaining high standards.
The testing system at this school does not assess communicative competence, reflecting the broader trend of non-communicative testing within Vietnam's educational framework Although the goal is for students to develop communicative skills, the Ministry of Education has established multiple-choice tests as the sole method for standardized high-stakes assessments These tests focus exclusively on phonetics, grammar, vocabulary, and reading comprehension, neglecting the evaluation of speaking and listening abilities.
Data collection
For the purpose of this study, a triangulation of three different methods was used for data collection These included classroom observation, questionnaire and semi-structured interviews
Observation plays a crucial role in classroom research, as highlighted by Hopkins (cited in Mr Donough, J & Mr Donough, S., 1997, p.101) In this study, observation serves three key purposes: it helps determine if reticence is specific to certain individuals or a common trait among students in various classroom settings; it assesses the practical implementation of teaching methodologies that may influence student reticence; and it examines the dynamics of cooperation and interaction among students and between teachers and students during tasks To achieve these objectives, the researcher closely observed class activities and analyzed the communicative features of verbal exchanges between students and teachers.
14 target language, information gap, sustained speech, the students‟ readiness to answer, as well as their mood and behaviours
To ensure a comprehensive understanding of classroom dynamics during observations while minimizing observer bias, a combination of note-taking, video recording, and audio recording was utilized discreetly At Toan Thang High School, students regularly welcome teachers from different classes for observations, fostering a familiar and friendly environment that aids researchers in gaining deeper insights into the classroom's nature.
There are two sets of questionnaire used in this study, which consists of 14 questions that sought information to answer the three research questions:
(1) To what extent do the students remain reticent in English speaking classes, (Question 1 and 3) and what activities make them the most reticent (Question 8)?
(2) What are students‟ perception of their own learning behaviour (Question2, 4,
5, 6, and 7) and factors influencing such behaviour (Question 13 and 14)?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode (Question 9, 10, 11 and 12)?
The questionnaire comprised structured and open-ended items, initially written in English and subsequently translated into Vietnamese for clarity To maintain the concentration and interest of teenage respondents, the questionnaire was divided into two parts, administered in two separate sessions within each class Part 1 addressed various issues, while Part 2 focused on factors influencing students' reticence behaviors.
The rationale of this questionnaire originated from Burns and Joyce‟s identification of three sets of factors explained in chapter 2 of this study (Burns &
Joyce, 1997) that might cause the reticence in class Furthermore, it consisted of items extracted from instruments used in previous studies, including:
-Bao Dat‟s questionnaires (Bao, 2013; Bao, 2014) to create the 2 nd questionnaire of this research;
- Chen Meihua and Wang Xuehua‟s questionnaire (Chen & Wang, 2013) to construct question 3 in the 1 st questionnaire;
- The second section of the questionnaire in Young‟s research (Young, 1990) with twenty different in-class activities to set up question 8 in the 1 st questionnaire of this thesis
However, the final set of questionnaires used in this study is a result of the researcher‟s preliminary investigation rather than attaching other studies‟ outcomes
Eight observations and five pilot studies conducted with 10th and 12th graders at Toan Thang High School, along with 11th graders at Tien Lang High School, significantly contributed to the revision of the original questionnaires This process involved simplifying terminologies and complex expressions, ensuring that the language used is more accessible and easily understood by the students.
Interviewing serves as a powerful research tool for gaining a comprehensive understanding of classroom dynamics, offering a more organic approach compared to questionnaires and other methods By employing standardized questions, interviews yield diverse and unpredictable responses, providing richer, more realistic insights than traditional paper-based answers This method can also function as a valuable checking mechanism to validate data obtained from other sources (Bryman, 2008) However, challenges such as managing interviewee responses and the time commitment required can arise Consequently, researchers must approach interviews with sensitivity, engagement, and tact to effectively stimulate questions and elicit meaningful answers.
Despite its disadvantages, semi-structured interviewing is appropriate for this case study involving six students (three males and three females) selected based on availability, willingness, and thoughtfulness in their questionnaire responses The interviews focused on their English speaking practices in class, perceptions of reticence and interactive modes, and suggestions for enhancing the classroom environment To ensure privacy, pseudonyms—Lan, Mai, Hoa, Nam, Tuấn, and Hùng—were assigned to the participants from classes B1, B2, B3, B4, B7, and B8 The interviews were recorded to allow interviewers to engage fully in conversation and utilize appropriate body language without the distraction of note-taking, with transcripts created afterward to enhance the analysis process.
At the beginning of the second semester, eight classroom observations were conducted in morning classes across various periods Following two weeks of observation and three weeks of study, primary questionnaires and interviews were developed and tested for clarity and relevance Pilot tests were conducted at Toan Thang High School with grades 10 and 12, and at Tien Lang High School with grade 11, both located in the same district The research instruments were refined to address timing and budgeting concerns Thirteen teachers and administrators granted permission for the researcher to conduct the investigation in eight eleventh-grade classes, each session lasting 30 minutes The two questionnaires were administered one week apart to allow students to reflect on their answers after attending an additional Speaking lesson The purpose of the questionnaires was explained to students to gather information related to a "communicative class model."
The study focused on encouraging open communication among respondents to minimize shyness and bias Participants were given time to formulate their responses independently, following a clear explanation provided at the start of the investigation Teachers were instructed to guide the students, while the researcher remained available for support throughout the process A semi-structured interview was conducted with a select group of respondents who offered complex ideas and intriguing perspectives Participant selection was based on voluntary availability within the case context Table 1 outlines the data collection procedures used in the study.
In the morning In the afternoon
1 st 2 nd 3 th 4 th 5 th 1 st 2 nd 3 th 4 th 5 th
10 Interview Lan Mai Hoa Nam Tuấn Hùng
Data analysis prioritizes in-depth interpretation over mere factual reporting, as emphasized by Wellington (2000) and Bryman (2004), to uncover themes and meanings in empirical data Observation transcripts capture essential factors related to research objectives, including teacher-student interactions, communication styles, and various activities and behaviors Additionally, the researcher utilized questionnaire data by analyzing response frequencies and exploring relationships between variables Key issues identified in the questionnaire analysis were further investigated through in-depth interviews.
Participants' perceptions are analyzed through content analysis of their interview responses, where their words are categorized and interpreted to reveal their thoughts, behaviors, and viewpoints This method of categorization and interpretation effectively produces research outcomes, as supported by Cohen et al (2011) and Creswell.
(2008), Hesse-Biber & Leavy (2004) and Maxwell (2005) The researcher also compared and linked the findings to those in the relevant literature for further insights
To maintain objectivity in data analyses, it is crucial to limit dependence on researchers' prior knowledge, using it solely to link key issues This approach is supported by theorists like Bryman (2008) and Asher (1965), who emphasize its importance in interpretive research.
FINDINGS AND DISCUSSIONS
Findings
The findings of the research, derived from classroom observations, questionnaires, and interviews, are organized into three key themes: students' reticence in English speaking classes, the factors influencing their behavior, and their expectations regarding the learning experience.
3.1.1 Students’ reticence behaviour in English Speaking classes
The researcher initially observed students' reticence behavior as an outsider, which was later confirmed by the students' responses in the first questionnaire and interviews While many educators have noted similar reticence behaviors, a surprising finding was the students' lack of awareness regarding their own reticent habits.
Eight classroom observations revealed that students exhibited various forms of reticence, with silence dominating over half of the class time during each of the eight speaking lessons.
The classroom environment is marked by significant anxiety and embarrassment among students, with two-thirds exhibiting nervous behaviors such as stammering, trembling, and avoiding eye contact when called upon Despite lessons focused on speaking, only 4.56% of students volunteered to participate, indicating a strong inhibition towards oral participation and questioning This reluctance spans various activities and student types, as many who are not typically shy still refrain from engaging in group work, often opting for ineffective communication methods While some students are genuinely reticent, others display active or even aggressive behaviors, highlighting a classroom dynamic heavily influenced by the teacher and dominant personalities.
Although 11 th graders at Toan Thang high school are notorious for their heavy reliance on teachers in English classes, not all the students view themselves as verbally passive When being asked about the frequency of attending English Speaking activities such as group work, role play, interview, etc (in question 8, part
During the lesson, students demonstrated varying degrees of participation instead of remaining completely disengaged The accompanying figures illustrate the percentage of students who contributed their ideas, along with the average score for each item assessed.
GRAPH 1: Students' self- evaluation The frequency of attending English Speaking Activities
Item 8.1 Item 8.2 Item 8.3 Item 8.4 Item 8.5 Item 8.6
Item 8.7 Item 8.8 Item 8.9 Item 8.10 Item 8.11 Item 8.12
Item 8.13 Item 8.14(See more detail in appendix 8) Item 8.15 Item 8.16 Item 8.17
The data from the graph above shows that “group work” (item 8.5, 8.7 and
The preference for active participation in English lesson activities, as indicated by a ranking of 8.17, highlights a significant contrast with the typically passive roles students tend to assume.
It seems that students prefer working in pairs or in groups rather than working individually, no matter who are involved in that group (item 8.1- 3,64; item
8.2- 3,76; item 8.3- 3,62) Hoa, an interviewee, added that:
The challenge of the Speaking task is what frustrates us, rather than our classmates While I can't speak for other classes, mine is very close-knit, allowing us to feel at ease collaborating in diverse groups, whether among high or low achievers or mixed genders.
Some preferable group activities include learning to sing (item 8.17), competing in games by team (item 8.5), repeat after teacher (item 8.8) and work on projects (item
Activities that are enjoyable and accessible for all skill levels are frequently engaged in, while open discussions, role-plays, and skit performances are participated in occasionally This indicates that students exhibit a mix of verbal and non-verbal behaviors, adapting their engagement based on personal interest and the interactive nature of the subject matter Nam and Lan support this observation, highlighting the variability in student participation.
- (Nam) No, I‟m not (a reticent) I‟m active in some certain activities and passive in others……It depends on whether the task is compelling or not
Role play can be an enjoyable activity, but I prefer to participate "sometimes" due to uncertainty about my performance It is essential that the task is manageable, and I need sufficient time to prepare Additionally, having the teacher review my work before the actual performance is crucial for success.
When evaluating their own learning behavior, only 1% of students identify as reticent, noting that those who are reticent in their class do not exhibit shyness Instead, they are described as "active outside the classroom," only showing reticence during English classes Interestingly, 77% of students report that they sometimes display reticent behavior.
According to the students' self-assessment, 81 students (22%) do not consider themselves reticent Despite half of the respondents perceiving the English speaking lessons as uncommunicative with limited interactions, they believe that the number of reticent individuals in the class is minimal and insignificant.
According to recent statistics, students perceive English classes as active environments, with participation levels at 10.456% However, meaningful English interactions are infrequent, occurring only 44.772% of the time Additionally, a positive classroom atmosphere is predominantly fostered by a small group of dominant students, accounting for 44.236% of the dynamic.
The interview results reveal students' attitudes towards participation in class While four respondents view themselves as active communicators, Mai, Hùng, and Tuấn acknowledge their tendency to remain silent but assert that they can engage when they wish, rejecting the label of passive learners One student highlighted that participation levels alone do not determine a learner's engagement status Furthermore, all respondents perceive the classroom atmosphere as constructive, influenced by a few dominant individuals In their English speaking class, fewer than five students are typically reticent, contributing only when prompted This diverse feedback raises questions about the nature of learner engagement.
23 how students understand the term „participation‟ in English Speaking class Is keeping silence one way of participation? To clarify this issue, the researcher continues with question 1 and question 3
(See more detail in appendix 9)
The majority of responses in this section indicate a strong tendency towards disagreement, with most scores falling below 3.5, particularly around 1 and 2, suggesting that reticence and passivity are prevalent among students who are hesitant to share their ideas.
1, 3, 5, 6) nor ask questions (item 2 and 4) during the lesson
They seldom use English in class to express ideas, work in group or chat with friends (Question 1- 65, 95%) Comparing this number with the mean of above
Discussions
This section will explore three key issues derived from the data presented in the introduction A thorough investigation will be conducted into the phenomena of divergence and convergence in participants' conceptualizations to ensure accurate interpretations.
3.2.1 To what extent do the students remain reticent in English speaking classes, and what activities make them the most reticent?
Class observations revealed that students exhibited significant reticence during English Speaking activities, with most showing reluctance to volunteer or contribute ideas when questions were posed Their shyness and nervousness indicated a lack of preparedness to engage, even during interactive games and pair work Instead of discussing and sharing opinions, students often conversed in Vietnamese or merely repeated textbook content Some remained passive, indifferent to collaboration with peers This behavior aligns with findings from previous studies (Bui, 2004; Bao, 2013; Lương Trường Xuân, 2014), highlighting that participation in lessons was often fewer than five students, underscoring a consistent trend of reticence across various speaking activities.
3.2.2 What are students’ perception of their own learning behaviour and factors influencing such behaviour?
In this study, students' perceptions of their learning behavior contrast sharply with the views of teachers and previous research (Jackson, 2002; Chen, 2003; Bui, 2004) While 11th graders exhibited reticence in class, they did not identify themselves as reticent, claiming to be socially active and maintaining good relationships with teachers and peers They noted that only a small number of students were truly reticent and expressed a willingness to participate in class activities This discrepancy between student self-assessment and observational findings suggests potential misunderstandings regarding their classroom behavior.
A study involving 32 students and educators explored the concept of "participation," as suggested by Jarvis, Little, and Sanders The findings revealed that students primarily viewed traditional class participation as listening to lectures and taking notes Additionally, misconceptions emerged, such as the belief that respecting teachers and talented individuals requires silent listening without critical feedback, and that effective speaking is solely based on mastering extensive vocabulary and grammar.
The research on factors causing reticence among 11th graders at Toan Thang High School in speaking English highlights key issues, particularly English language competence and communication skills, as these were frequently mentioned by students This contrasts with findings from other studies, which often identified harsh teacher comments and unengaging teaching methods as primary factors influencing student reluctance (Cheng, 2003; Bao).
Teachers face challenges in making lessons comprehensible for students with varying language competencies, as highlighted in a 2014 study Despite not viewing themselves as reticent, students lack confidence in their communication skills, which contributes to their perception of incompetence in English Factors such as learning habits, inadequate preparation, teacher influence, classroom atmosphere, and student roles also play a significant role in this behavior The observed reticence often stems from established classroom habits shaped by the learning environment, rather than being an intrinsic trait of the learners Therefore, improving the classroom environment can effectively reduce student reticence.
3.2.3 What are students’ perspectives on whether, and how, to move the classroom to a more interactive mode?
Many students seek a more interactive role in their communicative English classes, expressing this desire through various suggestions to their teachers They hope for the inclusion of fun and relaxing activities, as recommended in previous studies (Tomlinson & Bao, 2004; Tran & Baldauf, 2007; Lương Trường Xuân, 2014) Additionally, they emphasize the need for simpler tasks, slower speech with clear explanations, more frequent support for weaker students, and guidance on preparing for upcoming lessons.
The relatively low number of respondents selecting "Neutral" on the Likert scale indicates that students are not indifferent but rather engaged in the discussion This choice typically reflects those who are truly neutral, lack sufficient knowledge, or prefer not to express their opinions Contrary to initial assumptions of reticence, the data from two questionnaires reveal that 11th graders at Toan Thang High School are accessible and willing to share their viewpoints, demonstrating a strong desire for innovation Their decisive responses in multiple-choice questions and eagerness to provide insights in open-ended questions suggest that these students are neither introverted nor conservative There is a significant need for teachers to understand and empathize with the challenges faced by their students.
Conclusion
A survey conducted at Toan Thang High School aimed to explore students' attitudes toward English Speaking lessons and the manifestation of reticence using mixed methods The literature review established a foundational understanding of how researchers in Vietnam and globally have addressed this issue, highlighting key definitions such as the concept and interpretation of reticence, along with its consequences The study specifically examined students' reticence behavior during English Speaking lessons, drawing on expert insights regarding student participation in verbal interactions and identifying potential obstacles Notably, the role of teachers emerged as a significant factor in shaping students' misconceptions and influencing their participation positively or negatively Additionally, related studies on students' reticence in English Speaking lessons were reviewed to provide a comprehensive overview of the topic.
In this study, the selection of an appropriate research methodology was guided by the established background knowledge and the study's objectives To gather comprehensive data, a mixed methods approach was employed, utilizing multiple sources: observations to assess the dynamics of English speaking lessons and student reticence; questionnaires to gauge students' perceptions of their learning behaviors, personal motivations, and expectations; and interviews to provide further clarification and affirmation of the findings.
All those mentioned scrutiny and techniques are for the benefit of exploiting the potential and feasibility of English Speaking lessons for 11 th graders at Toan Thang high school
Based on the analyses and discussions presented above, the following conclusions can be reached
At Toan Thang High School, while the majority of 11th graders show a strong desire to engage in English class activities, they often remain reticent during speaking tasks Many students hesitate to actively participate in discussions, particularly when it involves sharing personal opinions, seeking clarification, or providing feedback to teachers.
Many students hold misconceptions about learning and participation, often rooted in traditional methods that emphasize passive listening and memorization Factors contributing to their reluctance to engage include low English proficiency, limited communication skills, habitual passive learning, lack of preparation, and teacher-related influences Consequently, many students struggle with self-confidence and question their ability to use the target language It is crucial for teachers to provide clearer explanations and actively encourage student participation in communicative speaking classes.
Students highly value interpersonal interactions but often refrain from engaging due to various reasons To foster a communicative classroom, incorporating enjoyable and manageable speaking activities with clear explanations and ample practice is essential The students in this case study express a strong desire to gain sufficient knowledge before overcoming their reticence and actively participating in lessons Consequently, teachers should address any misunderstandings or uncertainties regarding speaking task requirements while boosting students' confidence and interest through well-structured activities and detailed instructions.
Pedagogical implications
The study reveals that students can overcome their reticence in English Speaking lessons, highlighting their perceptions and expectations regarding teaching and learning This insight encourages teachers to foster a more interactive classroom environment, enabling students to actively share their ideas and contribute to the lesson.
Passing on stereotypes is more hindering than beneficial in the classroom Effective teaching relies on selecting appropriate methods rather than worrying about student reticence Students' insights into their reluctance and their desire for a more interactive approach highlight the need for teachers to focus on their current English proficiency and individual needs instead of merely completing textbook tasks A well-structured lesson should include pre-skill activities, a main activity tailored to students' performance levels, and post-activity exercises Modifying textbook tasks to incorporate these activities can enhance efficiency Additionally, homework must be clearly explained by the teacher to ensure students understand the expectations, especially in mixed-ability classes like the 11th grade at Toan Thang High School, which necessitates careful lesson planning and task redesign.
The communicative approach requires careful consideration before implementation in real-world classrooms, particularly in Vietnam, where it remains unfamiliar to students at Toan Thang High School While class discussions and interactions are commonplace in the West, Vietnamese students recognize their significance but often struggle with misconceptions about this method.
Many students struggle to express their opinions due to a focus on finding the "right answer" and "best choice," which can hinder their participation in discussions This challenge is compounded by their unfamiliarity with Western teaching styles, including discourse conventions like turn-taking and non-verbal communication Teachers often adopt a Western approach that emphasizes discussion, leading to potential conflicts as students aim to build vocabulary and grammar skills before speaking To bridge this gap, it is essential to foster open communication between teachers and students, establishing common rules for English speaking classes Additionally, students should be educated on modern concepts, such as the idea that presenting differing viewpoints does not equate to disrespect.
Limitations of the study
Despite the researcher's significant efforts, this study has notable limitations Firstly, the thesis primarily addresses key points related to three research questions, while many concerns regarding English learning and teaching at Toan Thang High School were raised by students during data collection Due to the small scale of this study, not all issues identified in the questionnaires and interviews could be explored Secondly, the findings are specific to the context of English speaking lessons for 11th graders at Toan Thang High School, aiming to enhance awareness of student feedback among English teachers in the upcoming school year.
38 modify their own teaching methods Third, the thesis would be more satisfactory if the data collected was the combination of both students and teachers‟ voice.
Suggestions for further study
Further research should focus on gathering teachers' perspectives to complement student voices and conducting action research studies While this project highlights learners' perceptions and aspirations, incorporating teachers' insights would provide a more comprehensive understanding Implementing the suggestions from students as teaching methods and strategies in the classroom can facilitate reflection among teachers and students This collaborative approach not only enhances the educational experience but also fosters critical discussions on current practices, enabling the exchange of ideas that could benefit Toan Thang High School and similar institutions.
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Observer: Nguyen Thi Lan Anh Teacher‟s name: Ms A
Subject: Speaking Date: February 17th, 2014
Lesson11: Sources of energy Period 4 in the morning
Furniture arrangement: Students sit in horizontal lines
The classroom, located in the corner of the first floor, suffers from a lack of natural light, making it difficult for students to see the board clearly, even with four light bulbs.
- Students sit in 4 to 5 in a fixed table
- Teacher (T) and students (Ss) are in relaxing feelings
- T steps into class, greets the class, take her seat, check for students‟ attendance and uniform
- (Ss in chorus) Good morning teacher!
- The monitor checks other members‟ attendance and uniform
- T: We‟ve finished Unit 11A- Reading Let‟s go to Part B- Speaking
- Ss: some open their bags, some look around to find their things, tease others, chat with friends, some sit idly or even yawning…
- T: Trong phần này chúng ta có mấy bài tập?
- Ss: (in chorus) ba bài
- T: Chúng ta vào bài thứ nhất Task 1 Đọc cho cô yêu cầu của bài này nào?
- Đoàn Linh: Em thưa cô, Task 1, The following statements…
- Đoàn Linh: (continued) list some…
- Đoàn Linh: disadvantages of various sources of energy Read and tick the…
- Đoàn Linh: appropriate box A for the…
- Đoàn Linh: advantages or D for the…
- Đoàn Linh: disadvantages, then compare the results…
- Đoàn Linh: (continued) with a partner‟s
- T: Rồi, bạn Linh ngồi xuống và về nhà nhớ luyện đọc lại đi nhé, nói kém quá, mấy từ này học ở tiết trước rồi mà vẫn đọc sai
- Đoàn Linh: nod her head and flatten her lips
Bài viết này trình bày 7 câu về những hạn chế và thuận lợi của các loại nguồn năng lượng khác nhau mà các em đã học Hãy đọc và thảo luận với bạn bên cạnh để xác định những khó khăn và lợi ích của từng loại nguồn năng lượng Cô yêu cầu các em làm việc theo cặp, hai bạn ngồi cạnh nhau sẽ hỏi nhau về các vấn đề này.
Fossil fuels are projected to be depleted in the near future, raising concerns about energy sustainability.
- Ss:………….(look at their teacher with confused eyes and say nothing)
- Some students: (from two first row on the left) Không ạ
- T: À đúng rồi, các em mở lại phần bài đọc xem nào
- Some students: (open their book to find the Reading text)
- T: Câu đấy ở dòng nào? Tìm thấy chưa?
- Some Ss: (from two first row on the left) Dòng thứ 3, đoạn 1 ạ
Việc cạn kiệt nguồn nhiên liệu hóa thạch đang gây ra nhiều thách thức cho chúng ta Điều này không chỉ ảnh hưởng đến nguồn năng lượng mà còn tạo ra áp lực lớn lên môi trường Tuy nhiên, nó cũng mở ra cơ hội cho việc phát triển các nguồn năng lượng tái tạo và khuyến khích sự sáng tạo trong công nghệ xanh Vì vậy, chúng ta cần nhìn nhận vấn đề này một cách toàn diện để tìm ra giải pháp bền vững.
- One girl: (in the second row on the left) D
- T: Rồi, vậy bây giờ chúng ta cùng thực hành như vậy theo cặp nào
- Teacher went round the class to urge the students practice speaking
- Many students start falling asleep, some keep silent and look over the window
- During the practicing time (4 minutes), some students:
+ ask their friends for the right answer, but in Vietnamese,
+ look at their notebook doing nothing
+ chat with their partner about something else
- T: Thôi hết giờ rồi Bên dưới làm xong hết cả chưa?
- Others sit idly or do something else
- T: Who volunteer? Bạn nào xung phong nói trước lớp nào?
- T: Đứng tại chỗ đọc từng câu một và giải thích nhé Câu 2 nào, bạn nào xung phong?
- Phong: Thưa cô em đọc Geothermal heat…
- Phong (repeated after teacher) Geothermal heat is available…
- Phong: (continue) only in a few places in the world Câu này là True, à quên, D
- Phong (continue) D, vì năng lượng địa nhiệt chỉ có ở một vài nơi trên thế giới, nên là khó khăn ạ
- T: Đúng rồi, em ngồi xuống Câu 3 nào Mời bạn Nam
Nam emphasizes that without wind, there can be no wild energy generated, highlighting the crucial role of wind in producing wind energy.
- Nam: Thưa cô vì câu này có nghĩa là gió không thổi thì không có năng lượng gió nên nó là khó khăn ạ
- T: Ừ, câu này dễ rồi, mời em ngồi xuống Câu số 4 cũng rất dễ, bạn nào xung phong nào?
- Only one student timidly raises her hand Others remain silence
- Vân Hà: Thưa cô….câu này là….A ạ
- T: Em đọc câu lên xem nào
- Vân Hà: Water power provides energy without pollution
- T: Được rồi Vì sao câu này là advantages?
- Vân Hà: Thưa cô vì năng lượng nước không gây ô nhiễm thì là thuận lợi ạ
- T: Đúng rồi, em ngồi xuống Câu thứ 5 nào Câu này có từ mới phải không nhỉ?
- Students from the first and second desks on the right: Vâng
- T goes to the board and write the new words:
- nuclear reactor (n) lò phản ứng hạt nhân
- release (v) thải ra, xả ra
- Ss write the new words in their notebook (keep silence in 20 seconds)
Từ thứ hai đã được đề cập trong bài số 10 về môi trường Hãy nhìn lên bảng và nghe cô đọc mẫu, sau đó cùng đọc theo nhé.
- T read out loud word by word
- Ss repeat in chorus Most of the students follows the chorus (Only three students don‟t)
- T: Rồi, bây giờ bạn nào làm câu 5 nào
Ngô Nhung emphasizes the importance of understanding that a nuclear reactor emits harmful radiation, posing significant risks to the environment.
- T: Is this advantage or disadvantage?
- Ngô Nhung: Thưa cô là D, vì năng lượng hạt nhân nguy hiểm cho môi trường
- T: Đúng rồi, em ngồi xuống What about sentence number 6?
- Thương: Thưa cô em đọc Solar energy is not only plentiful and unlimited but also clean and safe
- T: Is this advantage or disadvantage?
- Thương: Thưa cô là advantage vì năng lượng mặt trời thì không giới hạn và sạch, và an toàn
- T: Đúng rồi, mời em ngồi What about sentence number 7?
- Tuyên: It is expensive to build a dam for hydroelectricity D
- Other students: (whispering) expensive đấy
- T: Cái gì expensive? Em phải nói là because water energy is expensive so it is disadvantage chứ Thôi ngồi xuống
- T: Let‟s move on to task 2 What do we do in task 2? (repeat the question twice)
- T: Một bạn cho cô biết yêu cầu của bài 2 nào? Bạn Ngô Linh nào?
- Ngô Linh: Thưa cô bài này….hỏi và trả lời ạ
Linh, hãy ngồi xuống để chúng ta tiếp tục thảo luận về các nguồn năng lượng Bây giờ, chúng ta sẽ thực hành hỏi và trả lời dựa trên đoạn hội thoại ở trang 128 Hai bạn hãy đứng tại chỗ và đọc đoạn hội thoại này cho cô nghe.
- Nam and Hiền read out loud the dialogue
- T: Hai bạn ngồi xuống Hai bạn khác dịch đoạn hội thoại sang tiếng Việt nào Mời Đoàn
- Đoàn Linh and Phong translate into Vietnamese
Trong đoạn hội thoại mà chúng ta sẽ thực hiện, bạn đầu tiên sẽ bắt đầu bằng một câu chào hoặc câu hỏi mở để khởi động cuộc trò chuyện Sau đó, bạn thứ hai sẽ tiếp tục bằng cách đặt câu hỏi liên quan hoặc phản hồi để duy trì sự tương tác và phát triển nội dung cuộc hội thoại.
- Phạm Nhung stands up and mumbles somethings incoherently
- T: Câu đầu tiên bạn A đưa ra suy nghĩ của mình về gì nhỉ?
- Phạm Nhung: Thưa cô là năng lượng gió là năng lượng thay thế ạ
The teacher engages students by asking for their opinions on which type of energy they believe could serve as a viable alternative energy source.
(On board) A: I think/ believe that……(energy) can be an alternative source of energy
- Students note down on their notebooks Some students take advantage of teachers‟ not paying attention to use phone or to do something else
- T: Khi nghe ý kiến bạn A như vậy thì bạn B sao nhỉ?
- Phạm Nhung: B hỏi lí do vì sao…
- T: (interrupt) Đúng rồi, hỏi nguyên nhân bằng câu hỏi là…
- Phạm Nhung: Why do you think so?
B: Why do you believe/ think so?
- T: Rồi, bạn A làm gì tiếp theo?
- Phạm Nhung: Trả lời là Because ạ
- T: Sau đó bạn B có đồng ý không?
- Phạm Nhung: Thưa cô có ạ
- T: Nhưng bạn ấy còn đưa ra những hạn chế của nguồn năng lượng đó nữa đúng không nào?
- Phạm Nhung (nods her head) Vâng ạ
- T: Được rồi, em ngồi xuống Cả lớp đã hiểu cách làm chưa nhỉ?
- T: Bây giờ các em thảo luận theo nhóm với những gợi ý như trên về bài số 2 Sau đó cô sẽ gọi một nhóm làm mẫu để lấy điểm miệng
- Students start asking each other in Vietnamese
- T goes round the class to help and give comments
- The group discussions: mainly asking for the correct answers and then writing the whole fixed dialogue into their notebooks
- After 10 minutes, T asks: Are you ready?
- T: Alright, one pair from group 1 please
- Group 1- read from their notebook
Student 1: I think that solar energy can be an alternative source of energy
Student 2: Why do you think so?
Student 1: Because our major sources of energy are running out while the sun is abundant and unlimited
Student 2: I know it is also clean and safe to the environment However, the solar panel is too expensive