Rationale of the Study
Recent trends in second language acquisition (SLA) research have shifted focus from the end product of learning to the process itself, emphasizing the development of communicative competence over linguistic competence (Chen, 1990) This study aims to explore the effectiveness of critical strategies in group speaking lessons for English major students at Hong Duc University, driven by these evolving perspectives in SLA.
In the twenty-first century, the demand for English proficiency, particularly in speaking skills, is rapidly increasing due to its dominance in critical fields such as business, technology, and international relations This trend is especially evident in Vietnam, where foreign investment is on the rise, making English a vital asset for career advancement Despite the efforts of Hong Duc University (HDU) to enhance English teaching methods and materials, there remains a significant gap in producing fluent speakers, primarily due to insufficient practice opportunities for students To address this, educators must implement more interactive practices, such as collaborative speaking (CS) in groups, which not only fosters communication skills but also encourages teamwork and positive social interactions essential for success in the real world.
Opponent strategy in groups is an effective teaching technique within the communicative approach, emphasizing the learner's central role in the educational process while positioning the teacher as a facilitator According to Breen and Candlin (1980), active participation in group activities is essential for developing communicative competence However, challenges such as shyness, lack of motivation, and limited vocabulary can hinder some learners from engaging in speaking lessons Therefore, it is crucial for teachers to implement strategies that foster student participation and encourage active involvement in class activities Utilizing opponent strategy in groups is a practical method to enhance student motivation and engagement in speaking exercises.
This study evaluates the effectiveness of a specific technique in enhancing speaking skills among students at the Foreign Language Department of HDU By identifying its strengths and weaknesses, the research aims to refine content relevance and improve teaching methodologies The findings, grounded in theoretical insights and current practices, are expected to support both student skill development and pedagogical innovation within the department.
Aims of the Study
This research examines the critical strategies employed by teachers in the English Department at Hong Duc University, aiming to provide recommendations for effectively applying these strategies to improve students' speaking skills The study's specific objectives include identifying current practices and suggesting enhancements to foster better oral communication among students.
- To investigate the teachers' and the students' beliefs and attitudes towards the application of the critical strategy in groups in the speaking lessons
- To find out the reality of teaching and learning CS in groups in the speaking lessons
- To find out the teachers' challenges when applying the critical strategy in groups in the speaking lessons
- To give some possible suggestions for using the critical strategy in groups to enhance students' speaking skills.
Research Questions of the Study
Regarding to the aims of the research, , the following research questions are put forward:
1 What are the teachers' and students' beliefs and attitudes towards the application of the critical strategy in groups in the speaking lessons ?
2 How is Critical Strategy applied in the speaking lessons?
3 What are the challenges underlying the application of the critical strategy in teaching speaking to the English second year students?
4 What modifications are necessary to make the critical strategy possible ?
Scope of the Study
This study examines the effectiveness of collaborative strategies (CS) in teaching speaking skills to second-year students at the English Department of HDU, amidst various existing teaching methods.
Methods of the Study
This study primarily utilized surveys, administering two questionnaires to both teachers and students Following the analysis of the survey results, class observations were conducted in K12 settings to assess the application of collaborative strategies (CS) during speaking lessons The observations aimed to evaluate the techniques and activities employed, the classroom atmosphere, students' attitudes toward the lessons, and their interactions throughout the sessions.
Design of the Study
The study is structured into three main sections: Part 1 introduces the rationale, aims, research questions, scope, and methods; Part 2 encompasses three chapters, with Chapter 1 focusing on literature regarding speaking skills, Critical Strategy (CS), and factors influencing CS application in teaching speaking, Chapter 2 detailing the study's methodology including setting, subjects, sample, instrumentation, data collection, and analysis, and Chapter 3 presenting the key findings and discussions; finally, Part 3 concludes with a summary of the main points, acknowledges study limitations, and suggests directions for future research.
LITERATURE REVIEW
Introduction
This chapter addresses key issues in the theories surrounding speaking skills and the Critical Strategy The literature review is organized into two main sections: the theoretical foundations of speaking skills and the theoretical underpinnings of the Critical Strategy.
An Overview of Speaking
Speaking is a crucial element of language learning, making it an essential focus in English studies As a result, it has been the subject of extensive research, leading to various definitions and interpretations.
Speaking is a crucial communication skill that allows individuals to produce utterances aimed at achieving specific goals, as noted by Donough and Shaw (1993) Savignon (1991) emphasizes that speaking is a productive skill, involving the generation of systematic verbal expressions to convey meaning Effective communication requires a diverse array of appropriate expressions tailored to fulfill various purposes.
Speaking is an interactive process of constructing meaning that involves both producing and receiving information, as noted by Brown (1994) and Burns & Joyce (1997) Byrne (1991) further emphasizes that oral communication skills are complementary, highlighting the dynamic roles of speakers and listeners In this communication process, information gaps arise and are bridged through collaborative efforts, underscoring that speaking is fundamentally a two-way exchange between the speaker and listener, engaging productive communication skills.
Richard and Rodgers (1986:165) emphasize that speaking encompasses a vast array of exercise types and activities centered on communication, as long as they help learners achieve the curriculum's communicative objectives They argue that teachers who prioritize communication in foreign language teaching can more effectively select, organize, and design oral tasks that promote negotiation and feedback exchange among students, thereby enhancing classroom communication.
In summary, despite the various definitions of speaking in linguistics, there is a consensus that speaking is essential for human communication and is a key macro skill that foreign language learners must cultivate to achieve their communicative goals.
1.2.2 The importance of speaking in language teaching and learning
According to Pattison (1992), language proficiency is often equated with the ability to speak, highlighting the significance of speaking as a productive skill in language acquisition Bryne (1991:8) emphasizes that among the four language skills, speaking plays a crucial role in the overall process of learning a language.
Speaking is a vital skill that allows individuals to produce utterances for effective communication, as noted by Donough and Shaw (1993) This ability not only facilitates the achievement of specific communication goals but also enhances learners' language acquisition and their capacity to produce language appropriately for various purposes.
In language teaching, speaking plays a crucial role in enhancing students' communication skills, enabling them to exchange information and culture effectively Additionally, it contributes to improved reading, listening, and writing abilities As highlighted by Bygate (1987), the importance of speaking in language acquisition cannot be overstated.
Speaking lessons serve as a valuable medium for language acquisition, allowing learners to engage with new language forms in real-life contexts In these lessons, students receive guidance from teachers while also discovering grammatical rules and language structures through their own experiences This process not only enhances their understanding of the language but also fosters motivation, making speaking a key element in foreign language learning for many students.
Speaking is a crucial skill in the language learning process, serving as the primary medium for output It plays a vital role not only as a productive skill but also in enhancing students' language competence and boosting their learning motivation.
1.2.3 The principles of teaching speaking
Encouraging student participation in speaking activities can be challenging for foreign language teachers, as it necessitates an understanding of each learner's language proficiency According to Kathleen M Bailey (2005:124), teachers should focus on three key principles for teaching speaking to advanced learners: first, they should help students blend fluency with accuracy; second, they should motivate students to take reasonable risks in their speaking; and third, they should create opportunities for learners to recognize and address gaps in their language skills.
Achieving proficiency in English requires a balance between fluency and accuracy Learners must be able to engage in spontaneous conversations at a natural pace while ensuring their language use remains precise This dual focus is essential for developing true language competence.
According to M Beily (2005:125), advanced English learners possess a functional vocabulary and can effectively communicate their needs However, they may become complacent with their proficiency, hindering further improvement It is essential for teachers to motivate these students to take reasonable risks and explore new aspects of the language, thereby enhancing their speaking skills and overall proficiency.
Learners should be provided with opportunities to "notice the gap," which involves recognizing differences between their own use of the target language and that of native or proficient speakers This awareness may pertain to vocabulary, grammar, idioms, phrases, pronunciation, or any other language component As educators, we can enhance learners' self-awareness through diverse tasks and materials designed for speaking activities.
Effective teaching of speaking skills relies on key principles that guide language educators in implementing appropriate strategies By utilizing these strategies, teachers can enhance their students' speaking abilities in the classroom, fostering more effective practice and improved communication skills.
1.2.4 The communicative approach to teaching speaking
1.2.4.1 CLT and teaching speaking in the classroom contexts
The Critical Strategy (CS) in Teaching Speaking
1.3.1 What is the Critical Strategy ?
According to Richards and Schmidt (2002), a strategy encompasses the procedures employed in learning and thinking to achieve specific goals A teaching strategy is a deliberate plan that integrates various skills and techniques aimed at fulfilling educational objectives A critical teaching strategy enhances classroom motivation and retention, fosters a positive self-image among students, promotes critical thinking and problem-solving, and encourages collaborative social skills Ultimately, the primary aim of this strategy is to cultivate critical thinking in students throughout the learning process.
In his groundbreaking 1941 study, Edward Glaser defines critical thinking as a multifaceted skill encompassing three key components: a thoughtful attitude towards problems and subjects, knowledge of logical inquiry methods, and the ability to apply these methods effectively Critical thinking enables learners to enhance their analytical skills, allowing them to assess the logical structure of texts and engage in reflective, independent thought.
Critical strategies significantly enhance students' language skills by fostering reflective and independent thinking, enabling them to think clearly and rationally By systematically analyzing issues, learners can improve both their expression of ideas and comprehension abilities Consequently, tailored critical strategies for learners' levels will particularly advance their spoken language skills.
1.3.2 The importance of CS to the development of students' speaking skills
Collaborative learning (CS) is a modern teaching technique that enhances learners' practical skills and leads to effective educational outcomes While implementing CS in English speaking classes poses challenges for educators, it ultimately fosters a student-centered learning environment This approach not only benefits overall teaching practices but also significantly improves students' speaking abilities.
To enhance students' speaking skills, teachers implement various communicative activities such as role-plays, simulations, and group discussions These tasks promote both intellectual and emotional engagement, fostering a dynamic classroom environment that motivates students and enhances interactive communication By collaborating on specific topics, each student takes responsibility for their learning, contributing to the group's overall goals This sense of contribution boosts their interest and self-confidence, empowering them to express their ideas and interact with peers in the target language.
CS significantly enhances students' practical speaking skills, equipping them with essential communicative abilities for life beyond school This technique prioritizes practicality and feasibility, aiming to develop students' language proficiency and communicative competence In CS-driven speaking lessons, students engage in meaningful practice, learning to express wishes, ideas, negotiate, solve problems, and maintain social relationships through real-life scenarios relevant to the target language community Additionally, interacting with classmates provides valuable experience that fosters effective communication outside the classroom.
CS significantly boosts language and presentation skills by fostering clear and systematic thinking, which enhances how learners articulate their ideas Additionally, by analyzing the logical structure of texts, critical thinking skills are sharpened, leading to improved comprehension abilities.
The benefits from CS indicate that it is a feasible teaching technique to foster students' spoken language as well as practical communicative skills
1.3.3 Teaching critical strategies used in the speaking Lessons
Computer Science (CS) is crucial in developing speaking skills, serving as an effective tool for enhancing students' communication abilities To maximize classroom interaction, educators can implement specific techniques such as oral presentations, group discussions, and seminars.
Emden & Becker (2004) emphasize that the ability to communicate effectively is a valuable asset for future endeavors, influencing individuals in unexpected ways This is particularly relevant in teaching speaking, as oral presentation skills enable students to engage in spoken interaction, allowing teachers to assess communication effectiveness Additionally, these skills provide teachers with immediate feedback on students' spoken language improvements, facilitating timely interventions Furthermore, students receive prompt feedback on their performance, which aids them in identifying more effective speaking strategies.
It helps students have critical thinking about everything, produce a well-organized oral report, which accordingly will help to develop their language proficiency
In this collaborative learning technique, students are organized into groups of 3-4 to prepare a specific topic at home before presenting it in class Each group member delivers a two-minute oral presentation on different aspects of the topic, while the rest of the class engages as active listeners This format encourages discussion, with the teacher serving as an observer and mediator, intervening when necessary to facilitate a consensus on the topic being explored.
Oral presentations, such as informative, instructional, arousing, persuasive, and decision-making presentations, as outlined by Randall P Whatley, are effective strategies for enhancing students' speaking skills and boosting their personal confidence.
Group work is a preferred teaching strategy, especially in large classes, as it facilitates simultaneous participation in communicative activities According to Brown (1994), the benefits of group work include generating interactive language, fostering a supportive emotional environment, encouraging learner responsibility and autonomy, and paving the way for individualized instruction.
Group work in the classroom has its disadvantages, such as a loss of teacher control, the potential for students to revert to their mother tongue, reinforcement of errors within small groups, and the challenge of monitoring multiple groups simultaneously Additionally, some students may prefer solitary work (Brown, 1994) However, successful group work can be achieved if teachers consider factors like student grouping, individual abilities, and personal characteristics It's crucial for teachers to ensure that every student has an opportunity to participate without overly interrupting their discussions Furthermore, incorporating engaging tasks—such as games, role-plays, simulations, projects, interviews, brainstorming, information gaps, jigsaw activities, problem-solving, decision-making, and opinion exchanges—related to everyday life can significantly enhance group discussions.
In a group discussion, students are divided into small groups of 3-4 to collaborate simultaneously, fostering interaction with minimal teacher intervention The teacher circulates among the groups, providing assistance only when necessary After group work, students share information and ideas, leading to a collective discussion and consensus within the larger group, which the teacher then summarizes.
Group discussions serve as a vital communicative tool that fosters meaningful interaction among students, encouraging them to articulate their opinions and attitudes By utilizing persuasive arguments and compelling evidence in the target language, these discussions motivate learners to engage actively in the learning process.
Summary
This chapter has explored key issues related to the study's topic, presenting prominent definitions of speaking skills from renowned scholars It addresses the principles for teaching speaking and the role of Communicative Language Teaching (CLT) The focus is primarily on Classroom Speaking (CS), covering its definition, significance, teaching strategies, and the factors influencing its application in the classroom, which serve as the foundation for this study.
THE STUDY
Introduction
This chapter shifts the focus from theoretical aspects to the practical study, detailing the methodology, data collection procedures, and data analysis techniques employed in the research.
The Context of the Study
The Foreign Language Department (FLD) at Hong Duc University (HDU) has been training English teachers since its establishment in 1998, primarily serving junior high schools in Thanh Hoa province Over the years, the demand for English teachers has been met, allowing the department to shift its focus towards equipping English major students with essential language skills and knowledge for their future careers As a relatively new department, FLD is committed to continuous innovation and development to enhance both teaching and learning experiences.
Each year, seminars and reports on teaching methodologies for speaking are conducted to enhance the quality of teaching and learning Among the various methods utilized, those aligned with the Communicative Approach and focused on learner-centered strategies are particularly valued for their effectiveness.
Students are encouraged to take an active role in their learning by engaging in self-study and collaborating with peers in group settings to share information and ideas Participation in extracurricular activities, such as English clubs and job interviews, is also promoted to help students gain valuable experience and enhance their speaking skills.
For second-year students who have a solid grasp of English grammar, enhancing their speaking skills is crucial They attend three classes per week, earning three credits per term, totaling 45 periods Each term includes six progress tests every two to three weeks, accounting for 20% of their overall assessment, along with a mid-term test.
The assessment consists of a 30% evaluation at the seventh week and a final test worth 50% at the fifteenth week This approach not only measures students' progress and the effectiveness of the teaching techniques and materials but also serves to motivate students in their speaking activities during class.
The second-year speaking course utilizes "Let's Talk 2" by Leo Jones, featuring 16 units that cover diverse topics and incorporate pair work, group activities, and discussions to enhance students' communication skills Teachers are encouraged to supplement the course book with authentic materials tailored to students' English proficiency, interests, and term objectives Classroom tasks are designed with a learner-centered approach, promoting active participation and engagement.
Facilitators empower learners by offering choices in their activities and methods, encouraging collaboration through pair and group work This approach enables students to practice English in situational contexts, equipping them with practical skills for effective communication beyond the classroom.
The Research Methodology
The study involved participants from two groups: 40 second-year students and 8 teachers from the Division of Language Skills Development at the Foreign Language Department of Hong Duc University.
A total of forty students were randomly chosen to participate in the research survey, utilizing a method known as cluster random sampling This approach involved selecting entire groups rather than individual participants, aiming to ensure that the chosen groups accurately represent the broader population.
A survey was conducted involving eight teachers, representing 80% of the participant group, all of whom have been teaching speaking skills for a minimum of two years Their extensive experience was anticipated to provide valuable insights for the study.
To obtain precise data, the researcher employed both quantitative and qualitative methods Quantitative data were collected through two survey questionnaires distributed to students and teachers, while qualitative insights were gained through class observations These combined approaches enabled a more comprehensive analysis of the findings.
The questionnaire was chosen for its popularity as a data collection tool, enabling the researcher to efficiently gather substantial information in a brief timeframe In this study, two questionnaires were distributed to a sample of forty students and eight teachers.
The student questionnaire was structured into four sections The first part included five questions aimed at exploring students' beliefs and opinions about critical strategies in group speaking lessons The next section, consisting of questions 6, 7, and 8, focused on students' preferences regarding the techniques and topics used by their teachers Questions 9 and 10 were multiple-choice inquiries designed to identify the challenges students faced during group speaking activities Finally, the last part of the questionnaire sought to gather students' suggestions for effectively implementing critical strategies in their learning.
The teacher questionnaire comprised four key sections: first, it assessed educators' beliefs and attitudes towards the implementation of collaborative strategies (CS) in group speaking lessons through four closed questions Next, it evaluated the current usage of CS in these lessons via four additional questions, including both closed and multiple-choice formats The questionnaire also identified students' difficulties and the challenges faced by teachers in applying CS through a specific question Lastly, it sought teachers' suggestions for enhancing the effectiveness of critical strategies in group settings.
Class observations aimed to evaluate teacher performance, assess classroom atmosphere, and understand student attitudes towards lessons, as well as to analyze student interactions and activities during these sessions.
This study involved four class observations conducted during the fourth term, each consisting of three stages: pre-lesson, while-lesson, and post-lesson In the pre-lesson stage, the researcher established contact with the teacher to understand their teaching points The while-lesson stage focused on observing the techniques and activities utilized by the teacher, as well as the interactions among students Finally, in the post-lesson stage, the researcher engaged in discussions and idea exchanges with the observed teachers, utilizing observation sheets as detailed in Appendix 3.
Data Analysis
In this part, the data collected and analyzed from the questionnaires and the class observations will be presented in the forms of tables and charts
2.4.1 Data analysis of the questionnaires
2.4.1.1 Data analysis of the teachers' survey questionnaire
To assess the relevance of Collaborative Strategies (CS) in enhancing speaking skills during group work, a questionnaire was distributed to eight English teachers at the DLSD of the FLD This survey, detailed in Appendix 1, included ten questions organized into four distinct categories.
- The teachers' beliefs and attitudes towards CS application in groups
- The teachers' situation of applying CS in group work in the speaking lessons
- The teachers' challenges when applying CS in group work
- The teachers' suggestions to make CS application possible
(i) The teachers' beliefs and attitudes towards CS application in groups
Teachers' beliefs and attitudes significantly influence the success of the teaching process By examining these beliefs, researchers can assess the effectiveness of specific teaching methods This study collected and analyzed data regarding teachers' perceptions of Communicative Strategies (CS), their understanding of CS's role in improving students' speaking skills, the students' English proficiency levels, and the relevance of current course book topics for CS application.
Question 1: The teachers' ideas of CS
Teachers' perspectives on communicative strategies reveal a strong inclination towards student-centered approaches, with 75% utilizing these strategies for all four language skills A significant 100% of educators emphasize the development of critical thinking, enabling students to analyze issues clearly and systematically Additionally, 100% prioritize fluency, while 75% focus on both fluency and accuracy simultaneously These strategies foster numerous opportunities for communication and create a secure, non-threatening classroom atmosphere, often implemented through pair and group work Although 25% of teachers noted a reduction in their workload, 100% incorporate authentic materials and emphasize language functions over forms.
Table 1: Teachers' ideas of CS
Table 1 reveals that the majority of teachers possess a strong understanding of Communicative Strategies (CS), recognizing it as learner-centered and essential for fostering critical thinking They believe CS promotes clear and systematic analysis of issues, encourages group communication, and creates a safe classroom environment while utilizing authentic materials Notably, 75% of teachers agree that CS can enhance all four language skills, focusing on both fluency and accuracy However, a smaller percentage, 37.5%, view CS as primarily beneficial for speaking skills, with only 25% believing it reduces the teacher's workload Overall, the limited misconceptions about CS among teachers suggest that their comprehension positively influences its application in speaking lessons.
Question 2: The role of CS in group work to the students' speaking skills development
Chart 1: Teachers' beliefs and attitudes towards the role of CS in group work to the students' speaking skills development
According to Chart 1, 62% of teachers recognize the significance of Collaborative Speaking (CS) in enhancing students' speaking skills during group work, while an additional 38% consider it very important This indicates a unanimous acknowledgment among educators of the vital role that CS plays in the teaching process.
Question 3: The correspondence of the topics in the current course book to CS application in group work
Chart 2: The teachers' beliefs and attitudes of the topics in the current course book to CS application in group work
According to Chart 2, 75% of surveyed teachers agreed that the topics in the current course book align well with collaborative speaking (CS) applications in groups, while 25% deemed it very suitable This indicates that the speaking course book is appropriately selected for second-year students and aligns with the teaching approach of FLD The positive perceptions of teachers regarding the current course book serve as a significant advantage for implementing CS applications.
Question 4: The correspondence of the students' English proficiency to CS application in group work
The correspondence of the students' English proficiency to CS application in group work
4 How feasible do you think the second year students' English proficiency is to CS application in group work?
Table 2: The teachers' beliefs and attitudes of the students' English proficiency to
CS application in group work
Table 2 illustrates the strong consensus among eight teachers regarding the impact of their beliefs on students' English proficiency in relation to Collaborative Strategy (CS) application This agreement highlights the teachers' positive attitudes toward CS implementation The findings indicate that the spoken English proficiency of second-year students is appropriate for effective group work using CS techniques.
(ii) The teachers' situation of applying CS in group work
Question 5: The frequency of applying CS in group work
The frequency of applying CS in group work No %
5 How often do you use CS in group work in the speaking lessons?
Table 3: The teachers' frequency of applying CS in group work
According to the survey results presented in Table 3, a significant majority of teachers (62.5%) frequently utilized collaborative speaking (CS) applications in group settings, with 25% of teachers employing it very often Only 12.5% of teachers reported using this technique occasionally This indicates a strong awareness among educators regarding the importance of CS in enhancing students' speaking skills, as no teachers were found to apply this method infrequently.
Question 6,7 and 8: The teachers' techniques in the speaking lessons
Classroom activities No of responses Percentage
Table 4: Types of techniques and activities used by the teachers (question 8)
Chart 3: The teachers' techniques used most (question 6 and 7)
Table 4 and Chart 3 illustrate the teaching techniques and activities commonly employed by teachers in their speaking lessons The findings reveal that oral presentation is the most frequently used technique at 75%, followed by group discussion at 50% According to the teachers, these methods significantly enhance the effectiveness of collaborative speaking activities.
In the classroom, a diverse range of activities, including opinion exchanges, games, drama, projects, problem-solving, and short surveys, received strong support from teachers, as shown in Table 4 Notably, problem-solving and drama were utilized the most, with a 100% implementation rate, highlighting their effectiveness in enhancing speaking lessons.
(iii) The teachers' challenges when applying CS in group work (question 9)
As seen in table 5, there were two main difficulties reported as the difficulties on the part of teachers and the difficulties on the part of students
The difficulties affirmed by teachers No %
1 The difficulties on the part of teachers
Negative attitudes to CS application 0 0
Deficiency in strategic and sociolinguistic competence in English 2 25
Limited time for teaching speaking 8 100
2 The difficulties on the students
Irrelevant English proficiency to CS application 0 0
Students' anxiety when preparing the contents of the topics or the tasks given by teacher
Students' anxiety when presenting a particular topic 8 100
Use Vietnamese in group work 6 75
Low interest to the topics in course books 3 37.5
Table 5: The difficulties affirmed by teachers
All teachers (100%) reported that limited time significantly hindered the implementation of communicative strategies (CS) during group work, with the 45-minute class period restricting students' speaking activities Additionally, some challenges stemmed from a lack of strategic and sociolinguistic competence in English, which affected teachers' ability to equip students with effective presentation, information exchange, and negotiation strategies for discussions.
Teachers identified several challenges affecting students' ability to engage in communicative speaking (CS) activities A unanimous 100% of teachers noted that students' anxiety during presentations significantly hindered their performance, attributing this to inadequate English proficiency, lack of presentation strategies, and low confidence Additionally, 62.5% of teachers highlighted anxiety related to content preparation, while 75% reported that the use of Vietnamese in group discussions impeded communication Furthermore, 62.5% of teachers observed resistance from students to participate in classroom activities, with some students failing to collaborate effectively and resorting to copying from peers Lastly, 37.5% of teachers pointed out that students' disinterest in the topics presented a further obstacle to successful CS application in speaking lessons.
(iv) The teachers' suggestions to make CS application possible (question 10)
Solutions suggested by teachers No %
1 The suggestions for the difficulties of teachers
Organize seminars with the help of experienced teachers or organize micro-teachings or peer observations to avoid misunderstanding in the application of CS
Self-study through magazines, newspapers, or materials on the internet, etc to improve the knowledge of CS as well as strategic and sociolinguistic competence in English
Allotted time for each group, and for every activity to a particular topic 8 100
2 The suggestions for the difficulties of students
To enhance students' learning, it is essential to adapt the course book to their specific English proficiency levels Additionally, providing relevant materials or recommending reference sources related to the topic can significantly aid comprehension Furthermore, equipping students with effective strategies for delivering successful oral presentations is crucial for their development and confidence in communication.
Suggest interesting topics for communication 5 62.5
Use authentic materials (songs, films, games, television, etc) 5 62.5
Create a variety of communicative activities 5 62.5
Build cooperative atmosphere in the class and in each individual 8 100
Make students change attitude toward mistakes 3 37.5
Make teachers' roles and students' roles clear to prevent students from depending so much on the teachers
Base assessment and evaluation on goals and objectives which are clear to students
Carry out on-going assessment (i.e give students marks, grades for class participation or in- class work)
Carry out small and funny punishments for students who do not participate or use Vietnamese
Adapt the topics in the current course books to the students' interest 3 37.5
Table 6: Solutions suggested by teachers
Table 6 stated the data related to the teachers' solutions to their teachers' challenges and the students' difficulties when applying CS in group work in the classroom
All teachers unanimously agreed on the importance of allocating sufficient time for each group and activity, allowing every student the opportunity to express their ideas Additionally, 25% of teachers highlighted the value of self-study through resources such as magazines, newspapers, and online materials to enhance their knowledge of computer science and develop strategic and sociolinguistic competence in English, ultimately aiding students in succeeding in speaking lessons.
With regard to the students' difficulties, the survey found a variety of different suggestions
Teachers unanimously agree that providing relevant materials and reference sources significantly alleviates students' anxiety during preparation and presentations Strategies for successful oral presentations also play a crucial role in helping students navigate these challenges Informal discussions highlight the effectiveness of supplemental resources, such as "Speaking by Doing" by William E Buys and Thomas Sill-Roy Beck, which has proven to be particularly beneficial for students.
Summary
This chapter provides a detailed overview of the study's implementation, including the context, sample selection, instrumentation, and data analysis methods It establishes a foundational understanding for the major findings and potential suggestions for the application of CS, which will be explored in Chapter Three.