Rationales of the study
In Vietnam, the popularity of teaching and learning English has surged in recent years, as it has become an essential tool for communication across various sectors, including international commerce, science and technology, and education Consequently, the objectives of English language learning have evolved; students now aim to develop communication skills not just for passing exams but also to enhance their job prospects and opportunities for studying abroad Therefore, mastering speaking skills is crucial for achieving these goals.
To enhance the effectiveness of English teaching in high schools, new textbooks and innovative teaching methods have been introduced Emphasizing communicative language teaching (CLT), student participation in classroom activities is vital for lesson success Nevertheless, many teachers face the significant challenge of students' reluctance to speak during class.
After six years of teaching English at Doson High School, I have observed that students often lack active participation in speaking activities To address this issue, I decided to explore the underlying causes and potential solutions, leading me to choose the topic “Factors Affecting the Participation in Speaking Activities of 10th Grade Students at Doson High School and Some Possible Solutions” for my thesis.
This study explores the various factors influencing student participation in oral activities, highlighting the roles of teachers, students, and classroom conditions It will analyze the techniques employed by teachers and identify challenges in teaching speaking skills The researcher aims to uncover effective solutions to enhance student engagement in speaking activities.
Aims of the study
The study aims to investigate the factors affecting the participation in speaking activities of 10 th grade students at Doson High School and find out some possible solutions
To be more specific, the major aims of the study are as follows:
- To identify factors affecting the participation in speaking activities of 10 th grade students at Doson High School
- To examine some techniques and activities applied by teachers and students‟ preference
- To offer some suggestions for teachers to increase students‟ participation in speaking activities.
Research questions
The study is implemented to answer the following questions:
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
Methods of the study
To conduct the study, both quantitative and qualitative methods are used The data was collected by means of:
Survey questionnaires, one for students and the other for teachers were mainly used to gather information and evidence for the study
To enhance data reliability, interviews and classroom observations were performed, ensuring that all comments, recommendations, and conclusions in the thesis are grounded in thorough analysis.
Scope of the study
This study focuses on 10th-grade students, who are eager and motivated to engage in learning It emphasizes oral activities, as speaking skills are crucial for effective communication The research aims to identify factors that influence student participation in speaking activities, including teacher, student, and classroom-related elements that may hinder involvement, while also seeking potential solutions Both quantitative and qualitative methods were employed for their reliability and ease of use.
Significance of the study
Understanding the factors that influence participation in speaking activities is essential for both students and English teachers, particularly at Doson High School The recommendations provided to enhance student engagement enable teachers to address challenges effectively and conduct successful lessons Undoubtedly, this study holds significant value for both students and educators in the field of English.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationales, aims, methods, scope, significance and design of the study
Part B: Development – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about speaking skill and factors affecting students‟ participation in speaking activities
Chapter 2: The study – presents the situation analysis, participants, data collection instrument, data collection procedures and data analysis The detailed results of the research are focused
Chapter 3: Major findings, discussion and recommendations – shows major findings, discussion and some recommendations for teachers to increase students‟ participation in speaking activities
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study
LITERATURE REVIEW
Theoretical background of speaking in second language learning and teaching
Speaking is the process of constructing and communicating meaning through verbal and non-verbal symbols across various contexts (Chaney, 1998) It is recognized as a productive oral skill, involving the systematic production of verbal utterances to convey meaning effectively (Bailey, 2005).
In addition, Florez (1991:1) defines speaking as “an interactive process of constructing meaning that involves producing and receiving and processing information” (cited in Bailey, 2005:2)
Oral expression encompasses the correct use of sounds, rhythm, and intonation, along with the selection of appropriate words and inflections arranged in the right order to effectively convey meaning (Mackey, 1965, as cited in Bygate, 1987:5).
From the above definitions, it can be concluded that speaking is the productive skill used to convey meaning
From the teaching point of view, language skills consist of four macro skills: listening, speaking, reading and writing Those four skills have a supportive relationship
Among the four essential language skills, speaking is paramount as it underpins human communication (Ur 1996:120) In our daily interactions, individuals engage in speaking far more frequently than in writing, highlighting its significance in everyday life.
Effective communication in social contexts relies heavily on speaking skills According to Kayi (2006) and Bygate (1987), learners must develop the ability to speak confidently to manage essential transactions Therefore, given the significance of oral skills in language education, it is crucial to prioritize the development of speaking abilities.
1.1.3 Approaches to the teaching of speaking
The Grammar-Translation Method focuses on teaching students to analyze grammar and translate texts between languages, primarily to help them read literature from different cultures However, this approach falls short in developing students' speaking skills, making it unsuitable for enhancing fluency, oral production, or communicative competence in English Consequently, the method does not align with the objectives of improving English learners' overall language proficiency.
- The Direct Method and Audio - lingualism
The Direct Method emphasizes the use of everyday vocabulary and sentences, conducting lessons entirely in the target language It prioritizes speaking over writing for introducing new teaching points, utilizing a structured approach that focuses on question-and-answer exchanges between teachers and students.
Audiolingualism emphasizes the teaching of speaking through repetition and memorization of dialogues from textbooks Bygate (2001) notes that this method relies on engineering the repeated oral production of language structures However, while it focuses on repetition drills to help students become familiar with sounds and patterns, this approach does not effectively lead to fluent communication in real-life situations.
By the late 1960s, the Audio-Lingual Method faced significant criticism from American sociolinguistics and British functional linguistics, which advocated for a broader understanding of language Hymes (1972) introduced the concept of "communicative competence," highlighting the importance of appropriate language use over mere linguistic knowledge Concurrently, Brumfit and Johnson (1979) stressed the significance of focusing on communicative proficiency rather than just structural mastery (Richards and Rodgers, 2001:153) Communicative Language Teaching (CLT) incorporates more interactive activities, such as role plays, information gaps, pair work, and group work Overall, CLT is considered the most effective approach for fostering communication in language education.
CLT and teaching speaking
To define CLT, Nunan (1989:194) states:
Communicative Language Teaching (CLT) perceives language as a medium for expressing meaning, emphasizing activities that promote oral communication and meaningful tasks for learners The objectives are tailored to meet learners' needs, focusing on both functional skills and linguistic goals In this approach, learners act as negotiators and integrators, while teachers serve as facilitators of the communication process.
In brief, CLT emphasizes communication in a foreign language and improves the learners‟ competence through communicative activities
According to Richards and Rogers (2001:161), CLT has a rich theoretical base and some of the characteristics of the communicative view of language are:
- Language is a system for the expression of meaning
- The primary function of language is to allow interaction and communication
- The structure of language reflects its functional and communicative use
- The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse
In Brumfits‟s view (1984:91-93), CLT‟s characteristics can be summarized as follows:
- Teaching is leaner – centered and responsive to learners‟ needs and interests
- The target language is acquired through interactive communicative use that encourages the negotiation of meaning
- Genuinely meaningful language use is emphasized , along with unpredictability, risk-taking and choice-making
- There is exposure to examples of authentic language from the target language community
- There is a whole language approach in which the four traditional language skills (speaking, listening, reading and writing) are integrated
Communicative Language Teaching (CLT) emphasizes communicative competence, learner-centered approaches, and the integration of the four language skills These key characteristics guide teachers in selecting suitable techniques and activities to enhance students' communicative abilities in the classroom.
Communicative activities, as defined by Harmer (1999), engage students in meaningful interactions that foster their desire to communicate and utilize language purposefully These activities are essential in language classrooms, enabling students to effectively use the language and achieve a level of autonomy in their communication skills.
Richards and Rogers (2001) emphasize that the variety of exercise types and activities using a communicative approach is vast, as long as they facilitate learners in achieving the curriculum's communicative goals and actively involve them in communication.
1.2.4 Students’ participation in speaking activities
Student participation refers to their engagement in classroom activities, particularly oral tasks, involving interactions among peers and between students and teachers This interaction is fostered through pair and group work, where the level of participation can be assessed by the students' sense of responsibility and cooperation.
Students engage with their teacher during class discussions by expressing their thoughts, answering questions, and sharing their knowledge or personal experiences.
For a lesson to be successful, it is essential that students actively and evenly participate Various factors, including those related to students, teachers, and the classroom environment, can influence participation in oral activities.
Factors affecting students’ participation in speaking activities
An individual's learning style in education reflects their unique approach to acquiring new information According to Keefe (1979), learning style encompasses cognitive, affective, and physiological traits that serve as stable indicators of how learners perceive, engage with, and react to their learning environment (as cited in Brown, H.D.) Understanding these styles can enhance educational outcomes by tailoring teaching methods to meet diverse learner needs.
2007:120) Although we share similar learning patterns, preferences and even approaches, everyone learns and processes information in their own way
Willing (1987, as cited in Bailey 2005:169-170) divides learners into four groups based on their behaviors:
- concrete learners are interested in social aspects of language learning
- analytical learners would rather work individually on reading and grammar
- communicative learners are willing to communicate with other speakers
- authority – oriented learners tend to be independent and prefer to work in non – communicative classroom
Willing's classification indicates that when most students in a class belong to concrete and authority-oriented groups, their participation in oral activities tends to be low.
The contrast between reflectivity and impulsivity significantly influences student participation in speaking lessons, as noted by Brown (1994) Reflective learners tend to be slower and more cautious, carefully considering their words before speaking, while impulsive learners make quicker decisions and take risks in their responses Consequently, impulsive learners may speak faster but often lack the accuracy that reflective learners possess.
As claimed by Ellis (1985:120), extroverted learners are more willing to interact with others than the introverted, and therefore they are more successful in oral communication
According to Lightbown and Spada, several personality traits significantly impact the success of second language learners, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness (1995:54-55).
Neglecting the diverse needs of students in the classroom can limit the benefits of activities to only a few individuals, as it is natural for not all students to engage actively in every task.
In Tsui‟s research (1996) in HongKong, she found out five principal factors affecting the reluctance of students‟ participation in class speaking lesson:
- students‟ perceived low proficiency in English
- students‟ fear of mistakes and derision
Many Vietnamese high school students struggle with a limited vocabulary, inadequate sentence structures, and insufficient expressions, leading to a reluctance to speak As a result, numerous students remain silent during class and do not engage in classroom activities.
According to Burns and Joyce, students face challenges in English pronunciation, including sounds, rhythms, and stress patterns, as well as deficiencies in social and cultural knowledge, limited grammar proficiency, and difficulties in translating from their native language to English These linguistic factors contribute to breakdowns in language processing and communication.
Limited language proficiency can hinder students' confidence in expressing themselves, impacting their participation in activities they enjoy To foster engagement, it is essential to select topics and activities that align with their language abilities, thereby encouraging more active involvement.
Harmer (1999:51) defines motivation as “some kind of internal drive which pushes someone to do things in order to achieve something” According to Lightbown and Spada
Motivation in second language learning is influenced by two key factors: learners' communicative needs and their attitudes towards the second language community When learners possess positive attitudes and a strong desire to communicate in the second language, their motivation to achieve language proficiency increases significantly.
According to Harmer (1999:51), motivation can be categorized into two types: intrinsic and extrinsic Intrinsic motivation arises from an individual's personal interest in an activity, while extrinsic motivation is driven by external factors, such as the desire to pass an exam or the anticipation of financial rewards.
Many students focus solely on learning English to pass written exams, leading them to believe that speaking activities are unnecessary Consequently, language teachers face the challenge of motivating students to engage in speaking lessons and develop a genuine interest in improving their conversational skills.
In order to do so, we have to understand the sources of motivation as “without knowing where the roots of motivation lie, how can teachers water those roots?” (Oxford
& Shearin, 1994:15) Fisher (1990) points to three major sources of motivation in learning:
- The learners‟ natural interests (intrinsic satisfaction)
- The teacher/ employment…etc (extrinsic reward)
- Success in the task (combining satisfaction and reward)
According to Harmer (1999:51), motivation sources are varied and can stem from societal influences, significant relationships, and teaching methods Teachers play a crucial role in enhancing and guiding student motivation by establishing clear goals, fostering a supportive learning environment, and delivering engaging lessons, all of which can significantly boost student participation.
According to Downs (2000), student motivation can be significantly enhanced when learners feel acknowledged and understood, possess confidence in their abilities, perceive language as having a communicative purpose, and take responsibility for their own learning Additionally, Lightbown and Spada (1999) emphasize that creating an engaging classroom environment with interesting content, clear and achievable goals, and a supportive, non-threatening atmosphere can further boost student motivation.
Motivation is crucial for successful language learning, significantly influencing students' participation The level of motivation directly correlates with involvement in oral activities; thus, highly motivated students engage more actively in speaking tasks.
Anxiety is a troubled mental state characterized by feelings of tension, apprehension, and worry, often linked to the activation of the autonomic nervous system (Spielberger, 1983) It encompasses emotions such as uneasiness, frustration, self-doubt, and nervousness (Scovel, 1978) Anxiety can be categorized into three types: trait anxiety, state anxiety, and situation-specific anxiety, with trait anxiety representing a consistent pattern of anxious feelings (Scovel, 1978).
THE STUDY
Research setting
2.1.1 An overview of Doson High School
Doson High School, established in 1969 in Doson District, just 20 kilometers from Haiphong city, has evolved into a trusted institution for students and parents alike With a current enrollment of nearly 1,200 students across 26 classes from grades 10 to 12, the school boasts a dedicated teaching staff of 80 teachers, one-third of whom are young and enthusiastic.
Doson High School employs six English teachers, comprising five females and one male, aged between 25 and 40 All teachers hold a Bachelor’s Degree in English, with two graduates from Vietnam National University, Hanoi – University of Languages and International Studies, and the others from Haiphong University They are known for their helpfulness, enthusiasm, and openness to innovative teaching methods However, their relatively young age indicates limited teaching experience.
Despite beginning English studies in grade six, students exhibit low proficiency levels, primarily due to a focus on test preparation rather than practical communication skills Many students struggle to communicate effectively, even with a solid understanding of grammar Additionally, the emphasis on group A subjects for university entrance exams diminishes motivation to learn English, particularly in developing speaking skills.
At Doson High School, the primary resource for English instruction is the newly approved textbook, Tieng Anh 10, which features 16 units divided into reading, speaking, listening, writing, and language focus sections Designed with a communicative approach, the textbook aims to enhance students' ability to engage in basic conversations related to the topics covered While the new English curriculum is deemed more relevant to the current educational landscape in Vietnam, it presents challenges for both teachers and students due to varying levels of English proficiency and diverse teaching and learning environments across schools.
Methodology
This research aims to explore the factors influencing the participation of 10th-grade students in speaking activities at Doson High School and to identify effective solutions to enhance student involvement The study seeks to answer specific questions related to this objective.
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
The study involved 120 randomly selected students from classes 10 C1 to 10 C8, along with 6 English teachers, conducted during the second term of the school year All participants completed survey questionnaires, and to gather more detailed insights, 10 students were also interviewed for in-depth data.
This study utilized two distinct questionnaires, one designed for students and the other for teachers Each questionnaire featured a combination of closed and open-ended questions, checklist items, and a scale ranging from agreement to disagreement.
The student questionnaire comprises two sections with a total of 12 questions The first section gathers personal information such as gender, age, and class The second section assesses students' engagement levels, their self-evaluations, perceptions of teachers and the textbook, factors influencing participation in speaking activities, and includes suggestions from the students.
The teacher questionnaire is divided into two key sections, featuring a total of 13 questions Part I gathers demographic information such as gender, age, and years of teaching experience Part II explores teachers' attitudes towards teaching speaking skills, their perspectives on Communicative Language Teaching (CLT), factors influencing student engagement, and proposed strategies for improvement.
Two interviews, conducted in Vietnamese with ten students, took place before and after treatment, each lasting approximately ten minutes These informal conversations were documented on paper, allowing the researcher to take notes and gain a comprehensive understanding of the students' challenges, preferences, and feedback.
In addition to survey questionnaires and pre- and post-interviews, the researcher employed classroom observations to enhance the reliability and validity of findings related to factors influencing student involvement and the effectiveness of applied techniques The researcher observed multiple English speaking lessons both prior to and during the treatment, documenting teacher activities, teaching methods—including instructions, encouragement, comments, and feedback—as well as student involvement, preferences, and attitudes towards the techniques used in a detailed checklist.
The research data was collected through questionnaires, interviews, and classroom observations Initially, questionnaires were distributed to six teachers and 120 randomly selected students After analyzing the questionnaire responses, the researcher conducted interviews with ten students to gain deeper insights To ensure data validity, classroom observations of English lessons were performed to identify factors influencing student participation Based on these findings, a hypothesis was developed regarding techniques and activities aimed at enhancing student engagement Additionally, classroom observations during the intervention and follow-up interviews were conducted to assess the impact of the applied techniques and students' reactions to speaking activities.
The primary data for this study was collected from responses to two questionnaires designed for students and teachers In addition to the survey data, interviews and classroom observations were conducted to enhance the richness of the information gathered.
The questionnaire was delivered to 120 students, however only 114 answers were collected and analysed 114 students selected randomly including 46 male and 68 female ones were at the age of 16
2.2.5.1.1 Students’ assessment of their speaking ability ok 26% bad 65% very good
Chart 1: Students’ assessment of their speaking ability
According to the data presented in Chart 1, only 2% of students rated their speaking skills as very good, while 7% considered themselves good, and 26% reported a medium level of proficiency Alarmingly, 65% of participants (74 out of 114) felt they were poor at speaking English This indicates that a majority of students are struggling with their speaking abilities, likely due to insufficient practice or low engagement in speaking activities To enhance their speaking skills, it is essential for students to seize opportunities to practice English both in class and in external learning environments.
2.2.5.1.2 Students’ level of participation in speaking activities
According to Chart 2, student participation in speaking lessons is notably low, with 50% of students rarely engaging and mostly remaining silent unless called upon by the teacher Only 31% of participants (36 out of 114) occasionally contributed, depending on their interest in specific topics or activities Furthermore, 16% of students often spoke English, while a mere 3% were consistently active in discussions Overall, these findings highlight a significant lack of engagement in speaking lessons.
Chart 2: Students’ level of partipation in speaking activities
2.2.5.1.3 Students’ attitudes towards speaking skill important 40% very important not important 30%
Chart 3: Students’ attitudes towards speaking skill
According to Chart 3, a significant majority of students (70%) recognized speaking as an important or very important skill, while 26% considered it of little importance, and only 4.4% underestimated its significance Overall, students highly valued the importance of English, particularly in terms of communication skills However, this appreciation appears to contradict their low level of participation in classroom activities.
2.2.5.1.4 Students’ assessment of speaking activities in the class
According to Chart 4, 37% of participants (42 out of 114) found the speaking activities appropriate for their level, while 16% expressed interest in the tasks; however, none rated the activities as very interesting In contrast, nearly half (47%) deemed the speaking activities uninteresting Interview data further revealed that participants considered the speaking tasks boring and lacking creativity, as most activities were derived directly from the textbook without modifications, failing to motivate students In conclusion, effective speaking lessons necessitate teachers to possess strong teaching techniques, knowledge, and enthusiasm to design engaging and creative activities that provide more in-depth information than standard textbooks.
Chart 4: Students’ assessment of speaking activities in the class
2.2.5.1.5 Students’ evaluation on learning speaking English
1 I prefer doing exercise to speaking in the classroom 64 56.1% 50 43.9%
2 I enjoy practising English at home by myself 40 35% 74 65%
3 I always take every opportunities to speak English 4 3.5% 110 96.5%
4 I only speak English when the teacher calls me 96 85% 18 15%
Data from Table 1 indicates that a significant majority of students exhibit passive learning styles, with 56.1% preferring exercises over speaking in class and 65% enjoying solitary English practice at home Alarmingly, 96.5% of students rarely seize opportunities to speak English unless prompted by the teacher, who calls on volunteers 85% of the time This dynamic suggests that in large classes with limited time, silent students may never engage unless their learning styles are considered Therefore, implementing group work is recommended as an effective strategy to ensure all students have the chance to participate actively in classroom activities.
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
The data reveals that 40% of respondents express a desire to improve their English fluency and pronunciation, yet only 19.3% actively engage in speaking activities to enhance their communication skills for future use Interviews with students indicate that eight out of ten study English primarily to prepare for their future careers, with none citing a passion for the language or an interest in exploring native cultures This suggests that, despite a generally positive attitude towards speaking skills, students exhibit a lack of intrinsic motivation, which significantly impacts their participation in speaking activities.
7 I‟m afraid of making mistakes when speaking English 100 88% 14 12%
9 I often feel nervous when I have to speak in front of the class 108 95% 6 5%
Table 3 presents students‟ anxiety in terms of being afraid of making mistakes (88%)and feeling nervous when speaking in the class (95%) During the interview, 9 out of
MAJOR FINDINGS, DISCUSSIONS AND RECOMMENDATIONS
Major findings and discussions
3.1.1 Students ‘ level of participation in class oral activities
An analysis of questionnaires from teachers and students, along with interviews and class observations, revealed that 10th grade students at Doson High School exhibited low levels of participation in oral communicative activities Despite recognizing the importance of speaking skills, many students showed reluctance to engage Identifying the factors contributing to this low participation is essential for teachers to address this significant challenge.
The findings showed that the factors came from the teachers, the students, the materials and the classroom itself
Despite teachers at Doson High School having a solid understanding of Communicative Language Teaching (CLT), its implementation is hindered by large class sizes, varying student proficiency levels, and passive learning habits Teachers often rely on monotonous teaching methods that fail to engage students, as they primarily use textbook topics for speaking lessons To enhance student motivation, educators need to develop innovative and challenging activities that encourage exploration and self-discovery Additionally, the excessive amount of time teachers spend talking limits student practice opportunities It is essential for teachers to prioritize student speaking time, aligning with the CLT principle that places learners at the center of the classroom experience.
Students face several challenges in learning English, including low proficiency, lack of motivation, anxiety, and passive learning styles Many reported that their limited vocabulary and difficulty expressing ideas contributed to their reluctance to participate Additionally, students often viewed English as a requirement for future employment rather than a personal interest, indicating a lack of intrinsic motivation crucial for effective language learning Observations revealed that anxiety during speaking lessons was prevalent, with students fearing embarrassment from mistakes or unexpected calls from the teacher Furthermore, passive learning styles hindered their success in speaking activities To address these issues, it is essential for teachers to recognize students' difficulties and implement effective strategies to support their learning.
Classroom dynamics significantly influence students' learning success, with many students favoring a cooperative environment over a competitive and stressful one A supportive atmosphere fosters safety and comfort, encouraging idea-sharing among peers Conversely, a tense classroom climate can heighten shyness and anxiety In larger classes, varying skill levels can lead to lower-performing students feeling anxious and fearful of negative judgments from their peers Therefore, it is crucial for teachers to focus on creating an engaging classroom environment to enhance student involvement.
There is a significant disconnect between teachers' and students' evaluations of topics and tasks, with teachers deeming the textbook suitable while many students find it unengaging Although teachers incorporate activities like Q&A and group discussions, students show a preference for engaging games and entertaining quizzes This mismatch between teaching methods and student interests leads to low participation To address this issue, it is essential for teachers to adapt the textbook and introduce more captivating activities.
3.1.3 Students’ attitudes towards the applied teaching techniques
Observations and post-treatment interviews indicate a significant increase in student participation in oral activities The implementation of new teaching techniques and engaging activities has sparked students' interest in oral tasks, fostering a willingness to collaborate in group work and cooperate with teachers Consequently, it can be concluded that these teaching methods positively influence student involvement in oral activities.
Recommendations
To effectively motivate students to improve their English speaking skills, it is essential to incorporate diverse activities that align with their interests and proficiency levels These oral exercises should address various learner needs, enhance intrinsic motivation, and utilize authentic language in relevant contexts.
In multi-level and large classrooms, implementing pair and group work proves beneficial as it encourages every student to engage in activities, share ideas, and support one another This collaborative approach allows anxious students to receive assistance from their more confident peers, fostering a secure and non-threatening learning environment.
Teachers can enhance student engagement by incorporating games into their lessons These interactive activities not only make learning English more enjoyable but also alleviate stress and anxiety, leading to more effective learning outcomes.
- Finally, teachers can apply a lot of other activities such as discussion, role play, story telling, interview, picture description, raking exercises, etc in other stages of a speaking lesson
In short, teachers should use various speaking activities to avoid students‟ boredom of repetition everyday
The TIENG ANH 10 textbook features 16 diverse topics, yet many students find some of them unengaging and disconnected from their interests To foster student participation in speaking, it is essential to choose topics that resonate with their preferences, such as Music and Films, which they are passionate about Additionally, topics must align with students' language proficiency and knowledge levels; overly complex subjects can lead to demotivation In conclusion, teachers should tailor the topics to make them more relevant, engaging, and accessible for students.
3.2.1.3 Using group work to good effect
In order to use group more effectively in large classes, teachers should consider the following points:
Teachers can use various criteria to group students for oral tasks, considering factors like classroom conditions and student characteristics such as shared preferences or proficiency levels (Hammer, J 1991) By adjusting group members frequently, teachers can ensure students collaborate with different partners over time, preventing monotony Additionally, it's important to manage the size of each group effectively.
3 or 4 so that every member of the group can have chances to practise speaking English
In a speaking lesson, it's essential for teachers to assign clear and specific tasks to groups of students, ensuring that each student has a defined role to prevent any one individual from dominating the discussion As facilitators and resource providers, teachers should circulate the classroom to observe interactions and ensure that all students have ample opportunities to practice speaking English.
In a large classroom, students exhibit varying levels of confidence and engagement, with some eager to participate and others feeling hesitant or anxious about speaking the target language To foster an inclusive learning environment, teachers must effectively balance speaking opportunities among all students.
- Firstly, teachers should lengthen the wait – time for students‟ answers Thus, the anxious students have more time to think carefully and be confident about their responses
In addition to this, teachers need to be more tolerant towards students‟ responses
To enhance student engagement, teachers must refine their questioning techniques Nolasco and Athur (1988) emphasize the importance of maintaining student alertness through dynamic and rapid questioning This approach involves teachers posing questions and randomly selecting students to respond, ensuring that all learners are prepared to participate actively in the classroom.
Teachers should assign suitable tasks to students to enhance participation and reduce inhibition For instance, lower-level students can take on roles such as note-takers or secretaries during group work, or provide feedback on their peers' answers This approach encourages engagement and fosters a collaborative learning environment.
Creating a cooperative classroom environment that encourages student participation in oral activities allows learners to express their opinions freely, without fear of making mistakes or facing negative evaluations To foster this atmosphere, teachers must be tactful in correcting errors to avoid demotivating students from speaking English Additionally, enhancing techniques such as providing constructive feedback, comments, and praise can significantly boost student confidence It is also essential for educators to steer clear of tension-inducing tasks, such as surprise quizzes or overly competitive activities, and instead promote cooperative work among students within their groups.
3.2.1.6 Establishing good rapport with students
A strong relationship between teachers and students is essential, as it fosters trust and respect, leading to a positive classroom environment When this rapport is established, students are more likely to feel happy and comfortable, encouraging them to share their thoughts openly To cultivate such a relationship, teachers can implement strategies suggested by Brown (1994).
- Show interest in each students as a person
- Give feedback on each student‟s progress
- Openly solicit the students‟ ideas and feelings
- Laugh with the students and not at them
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
3.2.1.7 Combining the textbook with other relevant materials
The TIENG ANH 10 textbook is a solid resource, but it may not fully engage all students due to varying interests and levels To enhance speaking lessons, teachers should integrate additional materials from the internet, magazines, and newspapers Encouraging students to deliver oral presentations on selected topics can further broaden their knowledge, boost confidence, and promote research skills In today's digital age, leveraging online resources allows both teachers and students to practice English, improve pronunciation, and interact with native speakers, ultimately enhancing their language proficiency and speaking abilities.
In the context of Communicative Language Teaching (CLT), it is essential that learners take center stage in the classroom, prompting teachers to minimize their speaking time to maximize student practice Increased speaking opportunities significantly enhance students' speaking skills, and careful preparation is vital for building their confidence to participate actively Additionally, having students prepare speaking topics at home can further bolster their confidence and clarity in expressing their ideas during class discussions.
To achieve successful group work, students must foster cooperation and maintain positive relationships with one another Collaborating on topics, sharing ideas, providing peer feedback, and offering constructive comments during presentations are essential practices for effective teamwork.
Students should collaborate not only with their peers but also actively engage with their teachers during discussions, questions, and feedback Utilizing the teacher's assistance is crucial, especially when encountering unfamiliar vocabulary or pronunciation challenges, to enhance task completion effectively.
Summary of the study
This study investigates the factors influencing the participation of 10th-grade students in speaking activities at Doson High School and explores potential solutions Utilizing instruments such as questionnaires for both students and teachers, student interviews, and classroom observations, we addressed three key research questions to uncover insights into student engagement in speaking activities.
At Doson High School, the involvement of 10th-grade students in oral activities is notably low, with many students displaying reluctance to participate Consequently, speaking lessons often conclude in a silent and uninspiring environment, highlighting the need for improved engagement strategies.
The participation in speaking activities is influenced by various factors, including the roles of teachers, the attitudes of students, and the dynamics of the classroom environment.
Teachers' roles, characteristics, and methodologies significantly influence student participation in the classroom A lack of engagement often stems from uninteresting topics and activities, with an over-reliance on textbooks that stifles creative thinking While some classes attempted pair and group work, these methods were largely ineffective Additionally, teachers frequently dominated speaking time, which hindered students' opportunities to practice their English skills Although teachers possess a general understanding of Communicative Language Teaching (CLT), its implementation in language instruction remains limited.
Students' learning experiences are significantly influenced by factors such as their learning styles, language proficiency levels, attitudes, motivation, and anxiety Among these, low English proficiency emerged as the most critical barrier Students often experience anxiety related to the fear of making mistakes or receiving negative judgments, which hinders their participation in oral activities Despite having a positive attitude towards speaking skills, many students lack intrinsic motivation, leading to reluctance in engaging with lessons Additionally, a passive learning style further contributes to their inhibition in speaking English.
In classroom settings, group cooperation often hinders student collaboration, particularly in multi-level and large classes This dynamic leads to uneven participation, where higher-performing students overshadow their peers, ultimately discouraging engagement in oral activities.
To enhance student participation in speaking activities, the findings from interviews and classroom observations demonstrated that the implemented techniques and activities were effective Consequently, students showed a greater interest in oral activities, leading to a significant increase in their level of participation following the intervention.
In summary, this study's findings will greatly enhance the teaching and learning of speaking skills for 10th-grade students at Doson High School.
Limitations and suggestions for further study
The study presents several strengths, but inherent weaknesses arise from time constraints and limitations in scope Notably, the questionnaire was administered to only 120 students, which does not represent the entire student body of the school Additionally, the duration of the treatment was insufficient to draw broad conclusions about the effectiveness of the teaching techniques employed.
Basing on the findings and the limitations of this study, I would like to continue the study with the following topics:
- Strategies to maximize students‟ involvement in language learning
- Increasing the effectiveness of collaborative work in speaking lessons
- Personalizing oral activities to increase students‟ participation
In order to pilot the effectiveness of the study, the further research should be implemented by an experimental or an action research
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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the factors influencing participation in speaking activities among 10th grade students at Doson High School Your cooperation in completing the following items is greatly valued All information provided will be utilized exclusively for research purposes Thank you for your support!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How do you evaluate your English speaking ability?
A very good B good C OK D bad
2 How often do you participate in speaking activities in the class?
3 How is English speaking skill important to you?
A very important B important C little important D not important
4 What do you think about speaking activities in the class?
A very interesting B interesting C All right D not interesting
5 Tick your appropriate choice (Learning style, Motivation, Anxiety, Language level)
1 I prefer doing exercise to speaking in the classroom
2 I enjoy practising English at home by myself
3 I always take every opportunities to speak English
4 I only speak English when the teacher calls me
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
7 I‟m afraid of making mistakes when speaking English
8 I want to speak English but I don‟t know enough vocabulary
9 I often feel nervous when I have to speak in front of the class
10 I don‟t have a lot of chances to speak as better students are always the first to give their ideas
6 How often do you feel reluctant to speak in the class?
7 How do you find the speaking topics in the textbook TIENG ANH 10?
A very interesting B interesting C All right D.not interesting
8 What do you think about the teacher’s talking time?
A too much B much C all right D too little
9 How does your teacher encourage you to speak?
10 How do you evaluate your speaking lessons?
A All students are very active
C Students feel happy and willing to speak
D Most students are reluctant to speak
11 Which factors affecting your participation in speaking activities? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
12 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
This survey aims to investigate the factors influencing 10th grade students' participation in speaking activities at Doson High School Your cooperation in completing the questionnaire is greatly valued, and all information you provide will be utilized exclusively for research purposes Thank you for your contribution!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How important do you think speaking skill is to your students? a very important b important c not very important d not important at all
2.How much do you like teaching speaking skill? a very much b so so c not very much d not at all
3 What do you think about students’ participation in your speaking class? a high level of participation c low level of participation b average level of participation d no participation
4 Give your opinions about CLT
2 CLT emphasizes on accuracy more than fluency
3 CLT gives students opportunities to communicate with others
4 Teachers always create good language atmosphere to interest students to learn
5 What teaching methods are currently being applied in your speaking lesson? a Grammar – Translation method b Audio – Lingual method c Communicative Approach d Combination of different methods
6 What are the problems you are facing in teaching speaking skill? a Students‟ reluctance to speak English b Students‟ lack of motivation c Students‟ uneven participation d Students‟ low English proficiency
7 How often do you use pair work and group work? a very often b often c sometimes d never
8 What do you think of your talking time in class? a too much b a little much c all right d too little
9 How often do you use the following activities in speaking lessons?
Very often Often Sometimes Never 1.Questions and answers
10 How is the relationship between you and your students? a very good b good c all right d not very good
11 What do you think about speaking topics and tasks in textbook Tieng Anh 10? a very interesting b interesting c all right d boring
12 According to you, what are factors affecting students’ participation in speaking lessons? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
13 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
APPENDIX 3: PRE – TREATMENT INTERVIEW QUESTIONS
1 Do you think that speaking skill is very important? Why?
2 How often do you participate in English speaking activities?
3 Do you like speaking activities in you class?
4 What do you think about the speaking topics in the textbook Tieng Anh 10?
5 Are you afraid of making mistakes when speaking in the class?
6 Do you feel reluctant in speaking English in the class? Why?
7 Do you have a lot of opportunities to speak in the class?
8 What activities does your teacher often use in your speaking lessons? (Interview, role – play, pair work, group work, discussion, report, story – telling, dialogue completion, games…) Which activities do you prefer?
9 Does your teacher often encourage you to speak English?
10 Is your teacher helpful, enthusiastic and tolerant?
11 Do you have enough time to do speaking tasks in the class?
12 Can you name some factors affecting your participation in speaking activities? Which is the decisive factor?
13 What should your teacher do to increase your speaking involvement?
APPENDIX 4: POST – TREATMENT INTERVIEW QUESTIONS
1 How often do you participate in English speaking activities in recent lessons?
2 Do you like speaking activities applied in you class? Why?
3 What do you think about the teaching material?
4 Are you satisfied with your teacher‟s teaching technique?
5 Do you feel reluctant in speaking English in the class? Why?
6 Do you have a lot of opportunities to speak in the class?
7 Does your teacher often encourage you to speak English?
8 Do you have enough time to do speaking tasks in the class?
9 What are the roles of your teacher in recent speaking lessons?
10 What are the effects of using these techniques and activities?
11 Do you have any suggestions to make these techniques and activities more effective?
1 Students‟ level of participation in speaking activities Very low 1 2 3 4 5 Very high
2 Students‟ interation with the teacher and other partners Very bad 1 2 3 4 5 Very good
3 Students‟ attitudes towards speaking activites Not interested 1 2 3 4 5 Very interested
4 Teacher‟s teaching techniques & apeaking activities Not appropriate 1 2 3 4 5 Very appropriate
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active