INTRODUCTION
Rationale
Speaking skills are essential in second language acquisition, as they embody the ability to effectively communicate in a foreign language (Louma, 2004) Mastering spoken English is a top priority for many learners, especially in today's globalized world where English serves as a key medium for international communication and collaboration Learners often gauge their success and the effectiveness of their English courses based on their speaking proficiency However, developing speaking skills is complex and requires significant time and effort To address these challenges, various teaching approaches have been proposed to enhance speaking abilities in language learners.
In Vietnam, English is a mandatory subject in universities, preparing students for successful communication in the workplace after graduation This is also true at Hanoi University of Business and Technology (HUBT), a private institution committed to enhancing students' language skills for their future careers.
As an English teacher at HUBT's English Department, the author has focused on enhancing communication skills across listening, speaking, reading, and writing Through interactions with students from freshmen to seniors in various majors, she has identified significant challenges in their speaking abilities Many students hesitate to speak due to issues such as poor pronunciation, fear of making mistakes, limited vocabulary, and a lack of an immersive language environment for practicing English.
In the initial courses, the author faced significant frustrations as some motivated students struggled to improve their English speaking skills Despite their understanding of her English, many expressed difficulty in comprehending native speakers In response, the author implemented changes aimed at enhancing motivation and support for her students' speaking abilities through an action research project The findings of this research are detailed in the thesis titled “An Investigation into Methods of English Teaching Speaking Skills Using Useful Expressions for Third-Year Students at Hanoi University of Business and Technology.”
Third-year students at HUBT, who have completed two years of English studies, are preparing to obtain a TOEIC certificate for graduation With Vietnam's integration into global organizations like the WTO and TPP, it is essential for these learners to become familiar with common phrases and expressions used in the international workforce This knowledge will enable them to communicate effectively with seniors, colleagues, and clients The study aims to enhance teaching methods, particularly in developing speaking skills, which is a key focus for the instructor.
Aims and objectives
This study aims to evaluate the effectiveness of teaching speaking skills through Useful Expressions for third-year students at HUBT The research focuses on two key objectives: first, to assess how the use of useful expressions contributes to student improvement, and second, to explore students' attitudes towards this teaching technique.
Scope of the study
To enhance students' speaking skills, educators can implement various techniques This study specifically examines the effectiveness of teaching useful expressions as a method to improve students' speaking abilities.
This action research was conducted over five consecutive speaking lessons with approximately 30 third-year students from various majors at HUBT, spanning a period of 8 weeks The study aimed to analyze the collected data to determine the impact of using effective expressions on enhancing students' speaking skills.
Research questions
This study is conducted to find the answers for the following questions:
1 What is the students‟ attitude towards useful expressions?
2 To what extent does the use of useful expressions enhance speaking skill for the students from the teacher and the students‟ perspectives?
Method of the study
Action research is employed in this study Both qualitative and quantitative methods are used in this research The data were collected by means of:
The questionnaire aims to collect students' perspectives on the specified criteria, while insights from teacher interviews will be documented, analyzed, and utilized to enhance the overall understanding of the topic.
The two research instruments are utilized across three phases of action research: the preliminary investigation, the exploration of the effects generated by the action, and the reflection on the action phase.
Design of the study
A part from the Introduction and Conclusion, the study is organized into three main parts: Literature Review, Methodology, Results and Discussion
In the first part, Introduction consists of the rationale, aims, research questions, significance of the study, scope of the study, and the design of the study
In the second part, chapter 1 - Literature Review mentions the theoretical background of the study and the review of the previous studies
The Methodology chapter outlines the comprehensive process of conducting the research, beginning with the selection of the research design and concluding with the collection of results.
The chapter 3 is Results and Discussion This part reports the statistical results and the analysis of the data
In conclusion, this study summarizes its findings with key remarks while acknowledging limitations and proposing suggestions for future research Additionally, it includes a comprehensive list of references and appendices that support the study's content.
CHAPTER 1: LITERATURE REVIEW
Definition of terminology
Researchers often utilize various terms with similar meanings to describe fixed or useful expressions For instance, Wiktorsson (2002) refers to them as "prefabs," while Grant and Nation (2006) use the term "figurative." Additionally, Nation and Meara (2002) and Wiktorsson contribute to this terminology discussion.
In 2003, the concept of "multi-word units" was introduced, highlighting the significance of fixed expressions in language According to Gluckberg (2001), these expressions can be categorized by their frequency of use, including compounds, idioms, names, clichés, as well as titles of songs, books, movies, quotes, and well-known foreign phrases.
From the author's viewpoint, useful English expressions are fixed phrases commonly used in conversation to convey specific concepts or ideas Unlike proverbs, these expressions serve as standard forms that have developed more precise meanings beyond their individual words and are integrated into sentences.
The role of speaking in language learning
Speaking is essential for human communication, as it plays a crucial role in our daily interactions Most people engage in more verbal conversations than written communication throughout the day Effective speaking skills are vital for language learners, as they enable meaningful exchanges and connections Without the ability to speak, communication becomes significantly limited, highlighting the immense importance of developing speaking skills in any language.
To become a well-rounded communicator, one must master the four essential language skills: listening, speaking, reading, and writing Among these, speaking skillfully offers significant advantages, particularly in professional settings such as job interviews, presentations, and contract negotiations Effective communication not only enhances personal joy through sharing ideas but also fosters a deeper understanding of life and oneself Moreover, strong speaking abilities can greatly support one's career and contribute to overall success.
Public speaking is a vital skill, particularly evident in political campaigns for the American presidency, where candidates must effectively present their ideas to large audiences Success in these campaigns hinges on the ability to persuade the public, instilling trust in their vision and strategies for the future Key components of effective public speaking include clear and persuasive communication, argumentation, discussion, negotiation, and the ability to make concessions These essential skills highlight that speaking is a learnable craft, and with practice, anyone can become a master communicator.
For many individuals, speaking a language equates to mastering it; however, according to Bailey and Savage (1994), communicating in a second or foreign language is often considered the most challenging of the four language skills.
In today's globalized world, the Internet has made information more accessible to students, prompting a shift in English-as-a-Foreign-Language (EFL) teaching methods towards immersive English instruction (Goh, Goh, & Burns, 2012) As learners increasingly seek to enhance their speaking skills for better job prospects and opportunities in international universities, the importance of proficient speaking and listening abilities has grown significantly These skills are now considered essential for language proficiency, directly influencing both personal and professional success for many individuals.
Goh et al (2012) emphasize that speaking is an essential communication tool in ESL classrooms, crucial for academic success For second language learners in academic or professional programs, communication skills training is often provided through English for Academic Purposes (EAP) and English for Specific Purposes (ESP) courses, which focus on presentation, seminar, profession-specific speaking, and lecture note-taking skills Additionally, ESL students in primary, middle, and secondary education must develop speaking skills to enhance their thinking abilities across various subjects, enabling them to engage critically with their social and physical environments.
According to Wolvin and Coakley (1996), the link between language learners' speaking abilities and their academic success is significantly influenced by spoken language Proficiency in English, the medium of instruction, enhances students' participation in class and their understanding of the subject matter To effectively communicate in English, second language learners must cultivate various pragmatic competencies, such as initiating and maintaining conversations, sustaining group discussions, expressing feelings, providing reasons, and seeking additional information or assistance (Brice, 1992) Thus, developing strong speaking skills is essential for second language learners to engage in meaningful classroom communication.
Goh et al (2012) emphasize the necessity for second language learners to develop effective speaking skills for diverse learning contexts Often, these learners are unfairly perceived as less capable due to their struggle to articulate their understanding, doubts, and opinions in English This communication barrier can lead to reluctance in class participation, hindering their engagement in academic discourse Consequently, many second language learners face disadvantages in educational settings, as they are unable to effectively use the "mainstream" language that is crucial for success in formal education (Cummins, 2000).
Grainger (2004) emphasizes that developing spoken English skills for academic learning goes beyond basic communication; it involves engaging with complex ideas and expressing abstract thoughts clearly Learners must cultivate effective oral communication skills to collaborate successfully in group settings, which enhances their understanding of abstract concepts in both spoken and written forms Mastering oral language is essential for language learners to thrive academically and fully benefit from education in a second language.
Second language learners in academic settings benefit significantly from strong speaking skills, which enable them to engage effectively in discourse Without these abilities, they may face disadvantages in environments where proficiency in the target language and mastery of the academic register are essential Furthermore, developing speaking skills directly supports the acquisition of a second language, enhancing overall learning outcomes.
The ability to communicate effectively in a language is essential for daily interactions and academic success, highlighting its significance in both everyday and classroom settings.
Components of speaking competence
Depending on the aim of the test to assess the speakers‟ ability to communicate effectively, components of speaking competence are utilized in various ways
In the IELTS speaking test, candidates are evaluated based on four key criteria: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation Fluency and Coherence assess the candidate's ability to speak at an appropriate pace and connect ideas effectively, while Lexical Resource measures their vocabulary range and usage, including the social implications of their speech Grammatical Range and Accuracy focus on the variety and correctness of sentence structures used by the candidate Lastly, Pronunciation evaluates the clarity of speech, the impact on listener comprehension, and the prominence of the candidate's accent This comprehensive assessment is globally recognized for its academic credibility.
At HUBT, learners' speaking competence is assessed through five key categories: Vocabulary, Grammar, Fluency, Pronunciation, and Content Vocabulary evaluates the accuracy and range of word choice, while Grammar assesses the variety and correctness of tense usage Fluency measures the ability to speak smoothly without excessive pauses, and Pronunciation considers the clarity of both individual words and entire sentences Finally, Content focuses on the organization and development of ideas related to the given topic.
Effective vocabulary use is crucial for learners as it influences their ability to communicate specific objectives, such as asking for or giving information, expressing agreement or disagreement, and making suggestions or recommendations Utilizing a variety of fixed expressions tailored to each context can greatly enhance clarity and effectiveness in communication.
Objectives Asking for information Asking for opinions
I was wondering if you could give me
How do you feel about that?
Different techniques used to teach pronunciation
Various techniques have been employed globally to teach pronunciation, including discussions, role play, simulations, information gaps, brainstorming, storytelling, interviews, story completion, reporting, and picture description.
The role of useful expression or fixed expression in developing speaking skill
Expression plays a crucial role in every language, as all languages are rich in idioms (Boers, 2008) Native speakers often use these expressions instinctively, often overlooking their figurative meanings Consequently, non-native speakers may struggle to comprehend many of these idiomatic expressions.
Due to the differences between spoken and written language, speakers often have limited time to plan their responses, resulting in shorter, less complex sentences that may include grammatical errors They must produce utterances under significant constraints, as they cannot anticipate what will be said to them, requiring quick responses to keep the conversation flowing This rapid formulation of speech highlights the spontaneous nature of spoken communication.
“right” on several levels is central to the spoken communicative skill (Taylor, 1983)
Time pressure significantly impacts the language we use, prompting speakers to adopt strategies to alleviate this stress Effective solutions include utilizing devices that aid in speech production and compensate for challenges Among these strategies are time-saving techniques and the use of idiomatic or formulaic expressions This article explores how incorporating useful expressions can enhance learners' spoken language skills, providing them with practical tools for effective communication.
The Market Leader textbook offers a comprehensive guide to various business communication scenarios, such as product presentations, contract negotiations, meeting management, and networking As individuals engage in these diverse interactions, it is essential to adapt their communication style to suit the formality of each situation, ensuring effective and appropriate exchanges.
Previous studies
Effective communication relies on using sets of words rather than just individual words arranged in correct order Words naturally group together, creating specific phrases that are commonly used in discussions about particular topics, such as education or business While some word combinations can be predicted, others, known as lexical bundles, idiomatic expressions, and structured conversations, are often unpredictable and essential for fluent communication.
Lexical bundles are sequences of frequently reused words that function as "prefabricated chunks," enabling speakers and writers to easily retrieve and utilize them as building blocks for text (Neely & Cortes, 2009) Biber and Conrad (1999) define lexical bundles as contiguous sequences of three or more words that appear in classroom talk at a significant frequency.
Lexical bundles are groups of words that frequently appear together in specific contexts, enhancing meaning and coherence within a text These extended collocations occur more often than would be expected by chance, playing a crucial role in shaping understanding in various registers (Hyland).
Lexical bundles play a vital role in the success of language users within specific discourse communities, particularly in university settings Research indicates that these bundles are especially common in classroom teaching at universities They can be categorized based on their formal linguistic characteristics and their functional roles within texts According to Biber, Conrad, and Cortes (2004), lexical bundles serve three primary discourse functions: stance expressions, discourse organizers, and referential expressions.
Biber and Conrad (1999) highlight that lexical bundles are frequently occurring word sequences within a specific register that play a crucial role in developing speaking skills These bundles are typically not fixed expressions, meaning that individual words cannot be easily substituted within the sequence, and many are structurally incomplete.
Lexical bundles in conversation often consist of the start of a main clause followed by the beginning of an embedded complement clause These bundles serve as essential discourse building blocks, allowing speakers to introduce content tailored to specific contexts By utilizing lexical bundles, individuals can effectively construct relevant conversational content suited to particular situations.
Lexical bundles are essential in both conversation and academic prose, with nearly 4,000 different bundles identified in spoken language and around 3,000 in written academic texts In conversational contexts, three-word bundles appear more than 80,000 times per million words, while four-word bundles are noted over 8,500 times per million words Conversely, in academic writing, three-word bundles occur more than 60,000 times per million words, and four-word bundles are present over 5,000 times per million words (Conrad & Biber, 2004).
Biber and Conrad (1999) identified 14 key categories of lexical bundles relevant to transactional speaking These include combinations such as personal pronoun plus lexical verb phrases, exemplified by phrases like "I don't know what " and "I don't know how " Another category consists of pronoun or noun phrases followed by the verb "be," as seen in expressions like "It's up to you" and "It's going to be " Additionally, Wh-question fragments, such as "What do you mean," serve as another critical category in conversational discourse.
“What‟s the matter with” and so on
Idiomatic expressions are phrases whose meanings cannot be deduced from their individual components, as noted by Cacciari and Tabossi (2014) These expressions possess a figurative meaning that is conventionally recognized by native speakers, differing significantly from the literal interpretations of the words involved Essentially, idioms convey hidden meanings that go beyond the surface level of their language.
Idioms play a significant role in both spoken and written English, with estimates suggesting that native speakers may use up to 20 million idioms throughout their lives (Polio, Barlow, Fine, & Polio, 1977; Vasiljević, 2013).
Cooper (1998) emphasizes the importance of idiomatic expressions in language learning, asserting that they should be prioritized in educational programs rather than treated as secondary elements Idioms not only convey cultural and historical context but also enhance one’s comprehension and use of a language With thousands of idioms present in English, their meanings can often be perplexing, as the collective meaning of the phrases differs significantly from the individual words Therefore, to truly grasp a language, understanding its idioms is essential.
Idiomatic expressions are integral to every language's vocabulary, reflecting its history and culture, as noted by Fromkin (2003) For non-native speakers, mastering these idioms enhances fluency and fosters a more native-like communication style Additionally, understanding idiomatic expressions deepens learners' cultural awareness and knowledge of customs associated with the language The significance of idioms is underscored by their prevalence in the everyday speech of native English speakers, making their acquisition vital for improving English proficiency and achieving a more authentic conversational tone.
Therefore, learning English idiomatic expressions not only enhances one‟s second or foreign language skills but helps non-native speakers of a language understand that target language better (Yule, 2006)
According to Maisa and Karunakaran (2013), no translator or language teacher can afford to ignore idioms if a natural use of the target language is an aim
In short, lexical bundles, idiomatic expressions or useful expressions are parts in learning language They help learners acquire language more deeply and naturally
The learners using these expressions become alike to native speakers
Recent research on "Useful Expressions for Implementing Cooperative Learning in English" by authors M Asakawa and colleagues highlights the limited studies available on effective expressions in this area.
A.Kanamaru, T Plaza and C Shiramuzu from different schools and universities in
The questionnaire results revealed that students found the list beneficial for enhancing their English language communication with peers It not only boosted their confidence but also increased their motivation to participate Additionally, individual comments highlighted that the list was instrumental in facilitating discussions, enabling students to contribute more effectively, even with quick responses.
The author's provided list significantly enhanced students' ability to express their ideas, going beyond mere phrases Students reported that the list not only facilitated connections between utterances, improving their conversational flow, but also bolstered their confidence in communicating effectively in English.
METHODOLOGY
Context of the study
This study is based on research conducted at Hanoi University of Business and Technology (HUBT), a private institution in Vinh Tuy ward, Hai Ba Trung district, Hanoi, Vietnam HUBT is renowned for offering educational opportunities in two primary fields: business and technology, encompassing various majors in Economics, Business, Technology, and Foreign Languages Among these, Management and Accounting are the most sought-after programs, attracting thousands of students each year who have high expectations In response to these aspirations, the university continually strives to meet the needs of its students.
To meet the demands of today's competitive job market, the university prioritizes English and Information Technology alongside other major subjects, making English essential for all students The HUBT curriculum offers English courses lasting between six months and three years, while the faculty continuously seeks innovative methods to enhance English teaching and learning Each year, the English department updates textbooks and course materials to ensure relevance Recent improvements in university infrastructure include the provision of modern teaching aids such as computers, projectors, and audio equipment in every classroom Additionally, the library offers a range of reference books and interactive multimedia resources, while computer rooms provide free Internet access, all of which support students in developing their English skills both in and out of the classroom.
The university prioritizes enhancing students' English proficiency by continuously updating its learning methods A prime example is the English online program offered at HUBT, which allows students to practice their language skills anytime and anywhere, even outside of school This flexibility helps learners overcome shyness and improve their communication abilities with foreigners Consequently, HUBT students often demonstrate superior English competence compared to non-major students from other colleges.
Third-year students receive English instruction three to four times a week, with each lesson spanning 12 periods that focus on the four key skills: listening, speaking, reading, and writing In addition to these skills, the curriculum includes grammar and skills sections to enhance students' overall understanding of the language.
At the beginning of each academic year, lecturers at HUBT hold a meeting to discuss important updates regarding the schedule, syllabus, course materials, and regulations They also review assessment methods, including attendance tracking and grading for mid-term and final exams The English teachers at HUBT come from diverse universities across Vietnam, and many are young, dynamic, and dedicated However, some educators lack formal training in teaching, while others, particularly those over fifty, may struggle with accurate English pronunciation Additionally, teachers who initially specialized in other languages, such as Russian, may face challenges in classroom management and expertise, which can adversely impact student performance.
The study
The study involved a random selection of 30 Management students from HUBT, all of whom have studied English for at least seven years Having completed their second year of the academic curriculum last semester, these third-year students are expected to be well-acquainted with the learning and teaching styles at HUBT.
The 30 students of Faculties of Managing participating in the study are assumed by the researcher to be more studious than those at other faculties because of their current academic and future career requirements Thus, this study does not necessarily present the whole population of the university Because of the scope of the study, the author tries to investigate the effectiveness of learning speaking through a questionnaire and interview
In this study, a survey questionnaire served as the primary data collection tool, recognized for its effectiveness in gathering structured and numerical information This method allows for administration without the researcher’s presence and simplifies the analysis process, making it a valuable instrument for survey research.
Using questionnaires as a research tool can effectively explore the effectiveness of learning speaking skills, as highlighted by Manion and Morrison (2013) This method is not only comfortable and time-saving but also economical to administer, making it a viable solution to methodological challenges Despite some drawbacks, such as the tendency for participants to respond in a way they believe the researcher prefers, Ellis (1985) emphasizes that questionnaires offer valuable insights into the personal aspects of language learning, especially in classroom settings.
This study employs both quantitative and qualitative research methods, with the questionnaire serving as the primary instrument Qualitative data was gathered through interviews with English students and teachers during the development and implementation of the questionnaire To enhance comprehension, the researcher provided a Vietnamese translation of the questionnaire items and offered explanations when necessary.
The researcher employs survey questionnaires and private interviews, alongside adaptive pre-tests and post-tests from the Intermediate Market Leader textbook (3rd edition, Pearson Education Limited, 2012) The selected expressions for teaching align with each lesson's topic, which includes socializing, introductions, networking, structuring presentations, dealing with figures, social English, and telephone communication Key activities in the lessons involve individual listening, pair and group work, role-playing, and presentations.
The questionnaire aimed to assess students' progress in using useful expressions to enhance their speaking skills and their learning and practice methods It included both open-ended and closed questions, featuring a title, a "thank you" section, instructions, questionnaire items, and additional information To facilitate understanding and minimize misunderstandings, the questionnaire was provided in both Vietnamese and English This bilingual approach ensures the validity and reliability of the data collected by the author.
Students were delivered the questionnaire at the end of the course The author introduced the objectives of the research, some detailed information and say
We extend our gratitude to the students for their participation To ensure the accuracy of the information collected, clear guidance was provided both prior to and during the completion of the questionnaire Students were asked to complete the questionnaire within a 15-minute break in the university classroom.
The questionnaire consists of 18 questions regarding the effectiveness towards using useful expressions to learning speaking skill The participants are also required to give their interest in learning speaking
This section of the questionnaire utilizes a 5-point Likert scale to maintain consistency with the previous section on learning strategies The scale ranges from (1) strongly disagree to (5) strongly agree, indicating varying levels of student motivation A rating of 5 reflects high motivation, while a rating of 1 represents the opposite Research suggests that even-numbered scales can lead to frustration and inaccurate responses, as they force respondents to choose without a neutral option (Losby & Wetmore, 2012) Additionally, although a 7-point scale offers greater discrimination, the differences in responses are minimal, leading the researcher to consider the implications of scale choice on data accuracy.
The researcher believes that despite the questionnaire's length of seven items and the limited time for distribution and completion, the study's adaptation is sufficiently reliable for conducting the research.
The study examined learners' attitudes toward the use of useful expressions for enhancing speaking skills Specifically, students responded to questions regarding their interest in these expressions and their suitability for improving speaking proficiency The findings indicate a positive correlation between the use of useful expressions and students' engagement in developing their speaking abilities.
Questions 5 and 6 emphasized the practical application of useful expressions in enhancing speaking skills and other related abilities Meanwhile, questions 7 through 12 assessed the improvements students experienced after incorporating these expressions into their speaking practice The final three open-ended questions sought to identify the challenges participants faced during the research, along with their insights on lessons learned and suggestions for improving future lessons and research efforts based on their experiences.
Interest Q1 The interest when using useful expressions to learn speaking skill
Q2 The suitability of useful expressions with the participants‟ levels
Q3 The suitability of the useful expressions practice activities
Q4 The appropriateness of the amount of overall of time to practice in class Q5 The practical knowledge of the practice lessons
Q6 The implementation of useful expressions in learning other skills such as listening
Improvements after learning useful expressions
Q7 Feeling familiar with speaking topics in business
Q8 Feeling more excited when taking part in speaking activities Q9 Being more confident when practicing speaking topics Q10 English is used more than Vietnamese
Q11 Better knowledge when using useful expressions appropriately in different communicative situations in business
Q12 Overall speaking skill improvement due to the use of the useful expressions
Difficulties Q13 The difficulties that the students met during the research
Q14 Students‟ suggestions to help the teacher and classmates use useful expressions in learning speaking Q15 The improvement for further researches
2.2.4 Pre-test and Post-test results
The pre-test and Post-test were formed and adapted from text book (the 3 rd edition
The Intermediate Market Leader by Pearson Education Limited (2012) is an effective resource for teaching and learning speaking skills Its advantages include a well-organized structure, updated information, authoritative content, and time-saving features.
After collecting all the completed questionnaires, the researcher utilized SPSS Statistics Software, version 20, to analyze the data comprehensively This software encompasses a range of statistical methods that were employed throughout the study.
The data collected for the study were organized into an SPSS file, where the 15 questionnaire items were transformed into 15 distinct variables Respondents' answers were categorized into five levels of agreement: 1-Strongly Agree (SA), 2-Agree (A), 3-Not Sure (NS), 4-Disagree (D), and 5-Strongly Disagree (DA) This chapter has thoroughly outlined the context, subject, instruments, and the data collection and analysis procedures of the study The subsequent chapter will focus on the Data Analysis.
The research is planning as eight-week work It consists of in-class practice lessons and the pre-test and the post-test
A statement and a sample of assessment
Students are assessed at 2 stages of the course: the entry test and final term tests
Luoma (2004) identifies three frameworks for evaluating speaking skills during interviews: linguistically oriented, communication-oriented, and situation-based The linguistically oriented framework includes key components such as Vocabulary, Grammar, and Pronunciation Additionally, important criteria for assessing oral skills encompass Intonation and Stress, as well as Cohesion and Content.
In this project, the most criteria are useful expressions to be utilized in Vocabulary in speaking part
The key assessment scales are divided into 5 bands from 1 to 10, with 1 being the lowest and 10 the highest Descriptors for each criterion are provided for bands 1, 3,
5, 7, and 9 and indicate is expected to demonstrate at each band The descriptors for band 5 and above generally indicate performance of at least passing level
In Chapter 1 of the Literature Review, specifically in section 1.3 on Components of Speaking Competence, the marking scale and speaking assessment criteria are outlined This scale integrates the IELTS speaking band descriptors with the assessment criteria utilized at HUBT.
Evidence of accuracy in elementary constructions, but only partial control
Handles elementary constructions accurately most of the time, but does not have thorough control; some more complex structures
Occasional errors in low frequency and complex structures, no patterns of error
Rote utterances and memorized material
Ability to use vocabulary related primarily to immediate environment and self
Ability to use general vocabulary for general interest topics and circumlocution
Broad vocabulary and a variety of communicative strategies
May evidence considerable groping and usually speaks
Able to link sentences into paragraphs by using
Ability to link paragraphs and speak with ease in discrete or isolated sentences connectors with only occasional grasping for words
Errors frequent but generally comprehensible to a sympathetic listener used to dealing with foreigners
Create with language, initiate, maintain, and bring to a close simple conversations by asking and responding to simple questions
Some informal settings and a limited number of transactional situations
Predictable, familiar topics related to daily activities
Most informal and some formal settings Topics of personal and general interest
Most formal and informal settings Wide range of general interest topics and some specials fields of interest and expertise
DATA ANALYSIS
Students‟ general attitude towards using useful expressions in learning
This study aimed to explore students' attitudes toward utilizing useful expressions in developing their speaking skills, focusing on the challenges they faced and the lessons learned during the project implementation The collected questionnaires were analyzed through both descriptive and interpretive methods, revealing significant findings that contribute to the research.
This article explores five key categories related to students' engagement with useful expressions in developing speaking skills: (1) their attitudes towards the interest in utilizing these expressions, (2) their perceptions of the suitability of these expressions for effective communication, (3) their opinions on the practical benefits of incorporating useful expressions, (4) their reflections on personal improvement following the learning of these expressions, and (5) the challenges students face while undertaking the project.
3.1.1 Students’ attitude towards interest in using useful expression in learning speaking skill
The initial question in the questionnaire aimed to assess students' overall attitudes toward the use of helpful expressions in enhancing their speaking skills Participants were asked to indicate their agreement with the importance of these expressions in learning to speak, providing five response options to choose from.
Figure 3.1.1 Useful expressions improve speaking skill
The data indicates that a significant majority of students believe that useful expressions enhance their speaking skills, with 21 participants agreeing and 2 strongly agreeing, totaling 23 respondents in favor In contrast, only one respondent strongly disagreed, and just three participants were uncertain about the effectiveness of using useful expressions to improve speaking ability.
The number of each variable
3.1.2 Students’ opinion towards the suitability of using useful expressions in speaking lessons
The following two questions examined the impact of useful expressions on enhancing students' speaking skills After conducting a statistical analysis, the summarized results are illustrated in the figure below.
Figure 3.1.2: The suitability of using useful expressions
The data indicates that a significant majority of participants (46 out of 60) believe that the research practice enhanced their speaking skills, with many expressing strong agreement Specifically, for question 2, 21 participants felt that the useful expressions taught by the instructor were appropriate for their level, while 3 remained neutral and 6 disagreed regarding their effectiveness In question 3, 23 respondents agreed that the practice activities utilizing these expressions were suitable, with only 3 neutral responses and 2 disagreements, and notably, no participants strongly disagreed.
Strongly agree Agree Not sure Disagree Strongly disagree 1
3.1.3 Students’ opinion towards the practical aspect of using useful expressions in speaking lessons
Questions 4, 5, and 6 were designed to gather participants' opinions on the practical use of useful expressions in speaking lessons, as illustrated in Figure 3.1.3 below.
Figure 3.1.3: The practical aspect of using useful expressions
The chart indicates that students showed increased interest in learning speaking skills through the use of useful expressions, and they expressed a desire to apply this technique to other skills In response to question 4, 21 participants agreed or strongly agreed that the overall amount of practice time in class was appropriate, while only one strongly disagreed, and four disagreed, with an additional four neutral responses For question 5, 20 participants felt that the practice aligned with their knowledge and heightened their interest in learning pronunciation, whereas four were neutral and three strongly disagreed Overall, the data from question 6 demonstrates that the practice was beneficial.
20 strongly agree agree not sure disagree strongly disagree 1
Q4Q5Q6 participant a interest of 21 so that they also would like to apply this technique to other skills such as listening beside speaking skill
3.1.4 Students’ opinion towards their improvements after learning useful expressions
Question 7, 8, 9, 10, 11 and 12 collected the data for learners‟ improvements after learning useful expressions The results are shown in the figure below:
Figure 3.1.4: The learners’ improvements after learning useful expressions
Approximately 75% of students reported positive progress in learning useful expressions from their teacher, while only 13.8% felt their expectations were not met After eight weeks of instruction, 73.3% of students felt familiar with business speaking topics, with an additional 3.3% strongly agreeing, and only 16.7% disagreed; notably, no students strongly disagreed This indicates that the majority of students became familiar with the relevant speaking topics.
25 strongly agree agree not sure disagree strongly disagree 1
Q7Q8Q9Q10Q11Q12 in business after the time learning useful expressions
In response to question 8, a significant majority of students, specifically 24 out of 30, expressed excitement about participating in speaking activities, with only 3 students disagreeing and another 3 remaining neutral Similarly, question 9 revealed that nearly 70% of students reported feeling more confident when practicing speaking topics, a figure that exceeds the combined percentage of those who disagreed or strongly disagreed by more than four times.
Question 11 concerning whether English is used more than Vietnamese or not Similarly, approximately 73% thought that agreed and strongly agreed with that However, a small portion did not think that they used English more than Vietnamese in speaking lessons, they still remain to speak Vietnamese by force of habit
In the final question of the survey, 86% of students (26 out of 30) affirmed that learning useful expressions significantly enhanced their understanding of various communicative contexts in business This highlights the importance of using appropriate expressions in diverse business situations for effective communication.
Among 30 students surveyed, only 4 expressed uncertainty about the statement, with no negative responses indicating disagreement This suggests that the majority of students believe that utilizing effective expressions significantly improves their knowledge in workplace communication.
3.1.5 Students’ difficulties in doing the project
An open-ended question was employed to explore the challenges faced by students during the project, revealing that they encountered several difficulties The students identified numerous obstacles, with the most common issues highlighted in the findings.
Out of 30 participants, 8 expressed that their practice time at home was too limited A significant challenge for students was the lack of new vocabulary, reported by 24 participants Additionally, 19 participants identified grammar deficiencies as an obstacle Furthermore, 21 students struggled with generating new ideas on various topics Lastly, 12 participants mentioned that the absence of bonus marks or rewards posed another difficulty.
The effectiveness of the research
This study aimed to evaluate whether the use of effective expressions could enhance students' test scores Researchers analyzed pre-test and post-test results to assess improvements in students' speaking skills following their participation in the study Quantitative data collected from students' work provided insights into their progress throughout the research.
25 a Not enough time b Lack of vocabulary c Lack of grammar d No new ideas e Other ideas 8
The pre- test‟s and post-test‟s results
The tables below present the number of students who achieved the lowest and highest scores, along with the percentage of participants who scored below 5 out of 10, which is the average mark for the two tests.
In the pre-test, scores ranged from a minimum of 3 to a maximum of 7, with around 30% of participants scoring below 5 Notably, only 5 out of 28 students, representing 16.7%, achieved the highest score.
6 The most frequent score is 5 up to one third of the participants The average score in the pre-test is 4.7
In general, if score 5 is considered to be the average score to evaluate the students‟ level, the entry result here is quite low, under the average level
The post-test results reveal that the minimum score achieved by participants is 5, representing only 13.3% of the total Encouragingly, no students scored below 5, while the highest score reached 9 The most common score among participants indicates a positive trend in performance.
7 and 6 up to 40 % and 23.3%, respectively The average score in the post-test is 6.8 which is considered to be much higher compared with that 4.7 in the pre-test
Obviously, after nearly two months learning and practising speaking skills through the use of useful expressions, the students‟ result dramatically enhances
The data indicates that incorporating useful expressions in teaching significantly enhances students' speaking skills.
3.4.1 Students’ general attitude towards using useful expressions in learning speaking skill
The findings indicate that students perceive speaking lessons as significantly more engaging and practical when they incorporate useful expressions into their learning process Notably, the levels of strong agreement and agreement among students are nearly six times higher than those of strong disagreement and disagreement.
It is interesting to note that students‟ viewpoints towards the suitability of using useful expression in speaking lessons are mostly the same as the finding above
The data indicates that a significant majority of participants believe that useful expressions improve their speaking skills, with nearly 70% of respondents asserting that these expressions can positively influence their future performance.
It is quite clear that the improvement of the speaking ability through providing the students‟ knowledge of the useful expressions was the most successful result from the research
Teachers play a crucial role in selecting appropriate expressions for lessons and guiding students effectively Evaluating specific communicative contexts is also essential Feedback from students regarding the useful expressions technique was generally positive; however, many faced challenges, particularly with vocabulary and grammar, which 80% of participants identified as significant issues Additionally, around 27% of students felt demotivated due to the pursuit of bonus marks or gifts and time constraints, as some had part-time jobs that limited their participation This affected their research outcomes The researcher recognized the need to select a more suitable timeframe for future projects Furthermore, the lack of grammar knowledge presented an obstacle for students, with 63.3% and 70% struggling with generating new ideas on topics.
Students expressed a desire for more real-life activities and situations to enhance their practice They also prefer watching business-related videos, finding them to be a more effective learning tool Additionally, rewards such as gifts and good grades serve as significant motivators for completing classroom tasks The teacher will take these suggestions into account and adapt them flexibly to various situations.
3.4.2 The effectiveness of the research
In conclusion, the study's findings indicate that incorporating useful expressions is an effective strategy for enhancing speaking skills in both teaching and learning contexts The results related to the two research questions support this conclusion.
The chart data indicates a significant positive response regarding the effectiveness of practice lessons conducted in class, with 135 respondents expressing strong agreement or agreement, while only 25 participants disagreed or strongly disagreed about their usefulness.
Learning useful expressions enables students to effectively use appropriate phrases in various contexts while expanding their vocabulary and understanding grammatical structures Additionally, listening activities enhance their pronunciation, and regular speaking practice in class, along with at-home exercises, significantly improves their English speaking fluency over the course of eight weeks Overall, the integration of these activities helps students enhance their speaking abilities through the mastery of useful expressions.
Recapitulation
This research explores the use of useful expressions to enhance the speaking skills of third-year students at Hanoi University of Business and Technology (HUBT) It investigates the opinions of both students and teachers regarding this approach, focusing on two key questions: students' perceptions of useful expressions and the effectiveness of the project in achieving its objectives The study involved 30 non-major third-year students and five English teachers at HUBT, utilizing three data collection tools: student questionnaires, teacher interviews, and document analysis Employing both qualitative and quantitative methods for data analysis, the study revealed significant findings related to the research questions.
Main findings
In general, the research results provide confirmatory evidence that students and teachers at HUBT had a good feedback to the use of useful expressions in learning and teaching speaking skills
The study revealed that students' responses were predominantly neutral, indicating a need for more engaging expressions to enhance their speaking skills While some students expressed interest and motivation to actively learn speaking, they faced challenges such as time constraints, unfamiliar vocabulary, and interruptions from part-time jobs To improve outcomes in future research, it is recommended that students take a more proactive approach and manage their time more effectively.
In conclusion, the use of useful expressions has proven to be an effective method for enhancing students' speaking skills, as it not only improves oral competence but also fosters self-study and motivation in learning English It is recommended that students establish a consistent practice schedule, such as dedicating 30 minutes each night to speaking exercises Additionally, teachers can assist in creating personalized self-practice plans Incorporating practical scenarios, such as daily or business contexts, into lessons can further familiarize students with real-life applications However, while useful expressions are beneficial, a variety of teaching techniques and methods should be employed to effectively develop speaking skills It is essential for teachers to consider each student's unique strengths and weaknesses to tailor their approach for optimal improvement in speaking competence.
To enhance students' speaking abilities, the objectives of fostering confidence and fluency in English have been largely achieved A diverse range of materials sourced from various business contexts has equipped students with a broad spectrum of communication scenarios It is essential to maintain and further develop these goals throughout the teaching and learning of additional skills.
The project reveals that while useful expressions are infrequently included in textbooks, they significantly enhance the ease of teaching and learning speaking skills These expressions enable students to communicate more fluently and confidently Throughout the learning process, students require additional guidance and support from their teachers to effectively and accurately use these valuable expressions.
Limitation of the study
This action research aimed to enhance teaching and learning for a small group of students However, like other action research studies, it has notable limitations, particularly the inability to generalize the findings.
The researcher plans to implement effective expressions to enhance speaking skills among a larger group of students over an extended period, incorporating real business contexts Specifically, she will conduct a longitudinal study aimed at designing lesson plans that are closely aligned with practical, real-world situations.
Due to the lack of the previous researches, it causes a number of difficulties for the researcher during the time of carrying out the project.
Suggestions for further study
The research conducted at HUBT involved a limited student population due to time constraints and the scope of the thesis, which restricts the generalizability of the findings To enhance the study's validity, it is recommended that future research include a larger sample size across diverse majors and extend the duration of the study Additionally, interviewing teachers could provide valuable insights and practical advice based on their teaching experiences.
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Survey questionnaire for the third-year students
I am Le Hong Phuong, conducting a Master’s research study titled “An Investigation into the Use of Useful Expressions to Enhance Speaking Skills for Third-Year Students at Hanoi University of Business and Technology.” Your participation in this survey is essential, and I kindly ask for your sincere responses Please be assured that all information collected will remain confidential and will only be used for research purposes.
Thank you very much for your cooperation!
The following table indicates your evaluation of using Useful Expressions in your recent speaking lessons Tick (√) in the box the answers you choose
1 Feel interested in learning useful expressions in English speaking lessons
2 Find useful expressions that teacher used to teach speaking are suitable with your level
3 Find practice activities when using the useful expressions to teach speaking skill are suitable
4 Have enough time to practice in class
5 Provide the practical knowledge of the practice lessons
6 Can practice other skills such as listening
7 Feel familiar with speaking topics in business
8 Feel more excited when taking part in speaking activities
9 Feel confident when practicing speaking topics
10 English is used more than Vietnamese
11 Know how to use useful expressions appropriately in different communicative situations in business
12 Improve your speaking ability after learning useful expressions
Please complete this questionnaire by circling the choices that are suitable to you
13 Do you find any difficulties when using useful expressions in English speaking lessons? ( you can choose more than one) a Not enough time b Lack of vocabulary c Lack of grammar d No new ideas e Other ideas
14 Do you have any suggestions to help your teacher and classmates use useful expressions to learn speaking?
15 Can you make any suggestions to help the researcher improve for further researches?………
APPENDICES B: THE RESULTS OF THE PRE-TEST AND POST-TEST
The result of the pre-test
The result of the post-test
Table 1.1: The results of pre-test and post-test
The 30 third-year students majoring in Management at Hanoi University of Business and Technology
III OBJECTIVES: By the end of this lesson, the students should be able to
To get familiar with phrases in the Useful expressions and practice them efficiently
To develop students‟ speaking skill in real situation in business
IV TEACHING AIDS AND REFERENCES :
Textbook and teacher‟s book: the 3 rd edition Intermediate Market Leader
Stages Teacher’s activities Students’ activities WARM
Display a video and ask students to guess the topic
Skills: Socializing: Introduction and networking
Watch a video and guess the topic
Students will explore key language related to networking and socializing, as the teacher introduces essential expressions from the useful language box.
Listen and take note the objectives of the lessons and useful expressions
Explain the situation and get students to look through the different conversation types
Ensure that student understand the situation
Student A is attending with his boss (student B)
Student B is attending with a junior colleague
Student C is a colleague of students A and B from a subsidiary who met student A at the same conference last year
Student D is attending the conference for the first time and doesn‟t know anyone
Divide class into fours, allocating roles of students
Get students A and B to prepare their roles together, with student C and D each preparing their roles separately
Go round and assist where necessary
Once the groups are prepared, instruct them to start the role play while remaining seated As they engage, circulate among the groups to monitor their use of language, paying particular attention to both their strengths and areas for improvement, especially concerning networking language.
Bring the class to order Mention some of the good points in the language teacher heard and work on a half of dozen points that need improvement
Ask one or two groups to repeat their
“performances” in front of class they don‟t understand the situation
Work in pairs or individually Practice
Go through the expressions in the useful language box, telling students that teacher will check them orally on it in the next lesson
Ask students to see if they have any questions
The 30 third-year students majoring in Management at Hanoi University of Business and Technology
III OBJECTIVES: By the end of this lesson, the students should be able to
To get familiar with phrases in the Useful expressions and practice them efficiently
To develop students‟ speaking skill in real situation in business
III TEACHING AIDS AND REFERENCES :
Textbook and teacher‟s book: the 3 rd edition Intermediate Market Leader
Stages Teacher’s activities Students’ activities WARM
Display a short video of famous presenters and ask students to guess the topic
Introduce the topic Skills: starting and structuring a presentation
Watch a video and guess the topic
Ask students mention what needs for preparation of a presentation Make a list of them
Tell the students to pay attention to some of the language associated with a presentation that teacher is going to introduce based on the useful language box
Listen and take note the objectives of the lessons and useful expressions
WHILE- Get students to check the expressions against those Take notes if
TEACH in the useful language box, deciding if they are formal or informal
Pair students and assign one of three presentation scenarios to each group Emphasize the significance of not only greeting the audience but also clearly indicating the structure of their presentation.
Get students to prepare their presentation openings, writing notes rather than a complete text Go round and assist where necessary Get them to practice their presentation with each other
Establish classroom order and allow students to focus on any outstanding tasks independently Highlight the positive feedback noted by the language teacher while addressing areas that require enhancement.
Ask one or two students to give their presentation in front of class
Students should review any existing issues and be mindful of them during their upcoming presentations It is essential for them to ask questions if they do not fully understand the situation.
Work in pairs Work individually Practice
Go through the expressions in the useful language box, telling students that teacher will check them orally on it in the next lesson
Ask students to see if they have any questions
The 30 third-year students majoring in Management at Hanoi University of Business and Technology
III OBJECTIVES: By the end of this lesson, the students should be able to
To get familiar with phrases in the Useful expressions and practice them efficiently
To develop students‟ speaking skill in real situation in business
III TEACHING AIDS AND REFERENCES :
Textbook and teacher‟s book: the 3 rd edition Intermediate Market Leader
Stages Teacher’s activities Students’ activities WARM
Give some numbers and call some students to read aloud them
Introduce the topic Skills: Dealing with figures
With the whole class, point out that figures is another way of referring to numbers
Ask students mention numbers in different contexts
Tell the students to pay attention to some of the language associated with numbers that teacher is going to introduce based on the useful language box
Listen and take note the objectives of the lessons and useful expressions
Go through the examples in the useful language box
Explain some words “roughly, about, approximately, nearly and almost”
Write each types of number on the board Ask students to read aloud individually
Explain the task and get students to work in pairs
Ensure that Student A and Student B are on the correct page It's crucial that Student A is reviewing the accurate version of the article, while Student B is examining a version that contains errors in some figures.
Go round and assist where necessary
Bring the class to order and work on any problems that were causing particular difficulty
Tell the students that they are going to hear student B‟s version
Play the recording, check the answer key, stop at key points, and get students to repeat the numbers, concentrating on their pronunciation
Get students to work on task individually Go round and assist where necessary
Put question if they don‟t understand the situation
Work in pairs Work individually Practice
Go through the expressions in the useful language box, telling students that teacher will check them orally on it in the next lesson
Ask students to see if they have any questions
Take note the homework Make question if necessary Stand up and say “goodbye”
The 30 third-year students majoring in Management at Hanoi University of Business and Technology
III OBJECTIVES: By the end of this lesson, the students should be able to
To get familiar with phrases in the Useful expressions and practice them efficiently
To develop students‟ speaking skill in real situation in business
IV TEACHING AIDS AND REFERENCES :
Textbook and teacher‟s book: the 3 rd edition Intermediate Market Leader
Stages Teacher’s activities Students’ activities WARM
Display a video about several small talks of social English and ask students to guess the topic
Introduce the topic Skills: Social English
Watch a video and guess the topic
Tell the students that they will be doing “social English” situations
Listen and take note the objectives of the lessons and useful expressions
Get students to listen to the dialogue once right through, then again, stopping after each exchange and getting students to make some suggestions to improve
Get one or two pairs to perform the improved version, and then with feeling
Go through the useful expressions and explain any difficulties
Put students into pairs Get them to suggest situations in which the expressions are used Go round the room and help where necessary
Play the recording, stopping after each item Get students to write down exactly what they hear
Explain the task and get students to work on it in pairs Go round and assist where necessary
Bring the class to order and elicit the answers
Play the recording and get students to check their answers Get students to practice the conversation in pairs Go round the room and assist where necessary, especially with intonation
Get some pairs to “perform” the conversation for the whole class
Put question if they don‟t understand the situation
Work in pairs Work individually Practice
Go through the expressions in the useful language box again, telling students that teacher will check them orally on it in the next lesson
Ask students to see if they have any questions
The 30 third-year students majoring in Management at Hanoi University of Business and Technology
III OBJECTIVES: By the end of this lesson, the students should be able to
To get familiar with phrases in the Useful expressions and practice them efficiently
To develop students‟ speaking skill in real situation in business
IV TEACHING AIDS AND REFERENCES :
Textbook and teacher‟s book: the 3 rd edition Intermediate Market Leader
Stages Teacher’s activities Students’ activities
Display a short video of the phone calls and ask students to guess the topic
Introduce the topic Skills: Getting information on the phone
Watch a video and guess the topic
Listen and take note the objectives of the lessons
Students should focus on the key phrases related to obtaining information over the phone, as the teacher will introduce essential language from the useful language box This will enhance their communication skills and help them effectively gather information in phone conversations.
Listen and take note the useful expressions
Get students to look through the
Take notes if necessary conversation and to anticipate what might be in the gaps Then play the recording and get students to complete the conversation
Play the recording again to clarify any remaining difficulties
With the whole class, elicit the answers
Ensure students understand the situation Put them into pair and allocate roles Go round the class and assist where necessary
Monitor the language used in class by observing students during activities Take note of effective communication examples and identify at least six areas for improvement, focusing particularly on the language skills required for obtaining information over the phone.
Bring the class to order Praise good points and work on those that need further practice, getting individual students to say the correct thing
Get one or two pairs to repeat their role play in front of the class
Put question if they don‟t understand the situation
Work individually Work in pairs Practice
Go through again the expressions in the useful language box, telling students that teacher will check them orally on it in the next lesson
Ask students to see if they have any questions
Take note the homework Make question if necessary Stand up and say “goodbye”
SKILLS: SOCIALISING: INTRODUCTIONS AND NETWORKING
Hello, Great to see you again
Can I introduce you to Miriam?
Robert, have you met Vladimir?
You and Tom have something in common
You bothlike/ enjoy/ are interested in
INTRODUCING YOURSELF TALKING ABOUT YOUR
The company was founded in
We make/ manufacture/ sell/ distribute/ supply
We have subsidiaries/ factories/ branches/ outlets in
We're very interested in
Do you know anyone who could help us? Could you let me have their contract details?
Could i call him and metion your name?
SKILLS: STARTING AND STRUCTURING PRESENTATIONS
GIVING A PLAN OF YOUR TALK INVITING
Advertising, I'd like to welcome you My name's Marc
Marc Hayward Good to see you all
I'm going to tell you about the ideas we've come up with for the ad campaign
This morning, I'd like to outline the campaign concept we've developed for you
I've divided my presentation into three parts Firstly, I'll give you the background Secondly, I'll discuss the media we plan to use Finally, I'll talk you through the storyboard
This presentation is structured into three key sections: first, I will provide an overview of the campaign's background; next, I will discuss the media strategies we intend to implement; and finally, I will present the storyboard for the commercial.
If there's anything you're not clear about, feel free to stop me and ask any questions
I'd be grateful if you could leave any questions to the end
2012: two thousand and twelve or twenty twelve
17.38%: seventeen point three eight per cent
0.185: (nought/ zero) paint one eight five
€250 two hundred and fifty euros ¥125 one hundred and twenty-five yen ẳ: A quarter 2/3: two thirds ẵ: a half ắ: three quarters
3,560: three thousand five hundred and sixty (BrE)/ Three thousand five hundred sixty (ArnE)
598,347: five hundred and ninety-eight thousand, three hundred and forty-seven (BrE)/ Five hundred ninety- eight thousand, three hundred forty-seven (ArnE)
1,300,402: one mil/ion three hundred thousand, four hundred two (AmE)/ One million three hundred thousand, four hundred and two (BrE)
$7.5bn: seven point five billion dollars
€478m: four hundred and seventy-eight mil/ion euros (BrE)/ four hundred seventy-eight million euros (ArnE)
Help yourself It's on me
That sounds good Bad luck
SKILLS: GETTING INFORMATION ON THE TELEPHONE
USEFUL LANGUAGE SAYING WHO YOU ARE STATING YOUR PURPOSE ASKING FOR INFORMATION
Good morning, my name's Lisa Mann
I was wondering if you could give me ? Could you tell me ?
CHECKING INFORMATION SHOWING INTEREST ENDING A CALL
Just to get this clear
There's just one other thing, I'd like to check
Certainly, what do you need to know?
I look forward to getting it
Right, I think that's all I need to know.