Aims of the Research
The study is aimed at
- identifying the strategies used in English speaking lessons and the outcomes from these strategies
- suggesting some solutions in hoping to improve English speaking for students.
Research Questions
The following questions were made to achieve the aims above:
1 What instructional strategies do teachers at Van Xuan high school use in their teaching speaking skill?
2 Why do they use those strategies according to their self-reports?
Scope of the Research
This study examines the strategies employed to teach English speaking skills to students at Van Xuan High School in Hoai Duc It investigates specific classes to understand the rationale behind the selection of these teaching methods.
Research Instruments
To collect data and information, three outstanding instruments are used:
- The first one is related to class observation in speaking lessons of students in some particular classes
- The second one is interviewing the English teachers of these above classes at Van Xuan high school
- The last one is survey questionnaire for the students of these classes at Van Xuan High School
All comments, remarks, recommendations, assumptions and conclusions provided in the study based on the analysis of the statistics from class observation,
3 survey questionnaire and interview section conducted with the students from six groups (11D1, 11D2, 11D3, 11D4, 11D5 and 11D6 in 2013 - 2014) and their English teachers at Van Xuan high school.
Design of the Research
There are three main parts in this study, namely Introduction, Development, and Conclusions
Part A: The introduction, begins with the rationale, aims, research questions, scopes, research methods, and the design of the study
Part B: Development, includes the following chapters
Chapter 1: Literature review, presents definition of major terms used in this study, including overview on speaking skills, factors affecting students’ speaking skills, and strategies in teaching speaking skills
Chapter 2: Methodology includes settings, participants, data collection instruments, data collection procedure, data analysis methods
Chapter 3: Data analysis, presents data analysis and discussion
Part C: Conclusions, includes the summary of the findings, implications, limitations and recommendations for further studies
Literature review
Overview on speaking skills
In today's increasingly globalized world, speaking has become an essential aspect of life, significantly impacting both social interactions and academic success Its importance in the learning process cannot be overstated, leading linguists to focus on the concept of speaking, which has resulted in numerous definitions and interpretations.
Speaking is a vital form of communication, as defined by Jones (1989), who emphasizes the importance of conveying messages effectively Kathleen M Bailey (2005) further describes speaking as a productive oral skill, highlighting its role in expressing thoughts, needs, and desires Given that people engage in communication daily, speaking fulfills essential social and personal demands.
For speaking learners, the concept of "speaking" encompasses a deeper understanding According to Nguyen and Nguyen (2001), speaking is distinct from other language skills and is primarily concerned with two key aspects: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is defined as the ability to speak spontaneously without hesitation This dual focus is essential for language learners aiming to achieve effective communication.
Effective communication, both inside and outside the classroom, is essential for mastering speaking skills Learners are encouraged to enhance their speaking abilities using available resources, even if they make grammatical mistakes Language teachers advocate for teaching methods that prioritize conversational practice over strict adherence to communicative accuracy As students progress through different stages of language learning, the expectations for fluency and accuracy evolve, reflecting varying requirements at each level.
Bygate (1987) emphasized the importance of speaking as a skill that warrants equal attention to literary skills in both native and foreign languages He noted that effective communication in a foreign language requires a solid understanding of grammar and vocabulary, which is why language courses typically allocate a portion of their curriculum to this essential objective.
1.1.2 Theories of teaching speaking skills
Oral language is recognized as the most effective means of communication, prompting individuals to develop their unique forms of it Recent studies have highlighted the importance of promoting speaking skills, raising questions about how to enhance both language competence and practical language use Learning a foreign language is undoubtedly a challenging process, making effective teaching crucial Teaching speaking, along with appropriate strategies, enables learners to utilize environmental inputs and personal experiences to improve their communication skills Moreover, a focus on fluency helps learners organize their thoughts logically, allowing them to use the language confidently and swiftly, minimizing unnatural pauses.
According to Brown and Yule (1983), language serves two primary functions: the transactional function, which focuses on transferring information, and the interactional function, which aims to establish or maintain social relationships Interactional spoken language is characterized by topic shifts and short turns, where accuracy and clarity are not prioritized, and facts or opinions are rarely challenged In contrast, transactional spoken language features longer turns, emphasizing effective information transfer, with interlocutors actively negotiating meaning Brown and Yule describe interactional language as "listener oriented" and transactional language as "message oriented."
1.1.2.2 The role of speaking skills in communication approach
Many believe that English learners are closely connected to aspects of oral language Students who excel in English are often perceived as having skills comparable to those of native speakers.
Secondly, for further development of writing and reading skills, oral English play a useful role The above point of views is that Rivers obviously illustrated
Reading and writing are closely linked to our oral language skills, as highlighted by Rivers in 1968 He explains that when students engage in reading, they utilize their spoken English competence, suggesting that those who struggle with speaking may also face challenges in reading Furthermore, Rivers argues that writing similarly relies on one's oral abilities, reinforcing the interconnectedness of these language skills.
Strategies in teaching speaking skills
Strategies are essential in the language learning process, with teachers serving as facilitators who provide systematic practices for students Recent policy changes by the education ministry have shifted the focus from teacher-centered to student-centered teaching, allowing educators to guide and support learners in an engaging environment Various effective teaching strategies, including brainstorming, debates, discussions, group work, simulations, and communicative activities, can significantly enhance the speaking skills of English learners.
A study by Australian researchers in 2014 highlighted that brainstorming is an effective group activity that encourages students to concentrate on a specific topic while promoting the free flow of ideas In this teaching strategy, the teacher introduces a topic or poses questions related to it, prompting students to articulate their thoughts using relevant and coherent language within a set timeframe Following this, a class discussion is facilitated, with the teacher acting as a supervisor, allowing students to express their opinions freely and without fear of criticism.
Brainstorming provides students with valuable speaking opportunities, allowing them to express their own ideas while also listening to others When confronted with a specific speaking topic, students utilize their prior knowledge and adapt to diverse perspectives This collaborative exchange fosters an environment where they can assess and appreciate varying language skills Engaging in brainstorming activities also encourages students to develop the habit of creating outlines before embarking on any task.
The UNSW (2014), based on their observation, debating was defined as
“structured way of exploring the range of views on an issue” In a debate with
Structured argumentation involves two opposing individuals or groups advocating for and against specific ideas, reinforcing their positions Debates actively engage students, fostering interaction and critical thinking as they learn to analyze both sides of an argument To excel in competitive speaking activities, learners must develop strong listening and oral communication skills Unlike simple discussions, debating demands a higher level of dialogue and reasoning.
Discussion fosters communication among students, facilitating the development of cooperative skills and active participation Unlike traditional lectures, discussions encourage individual contributions and value each member's input By sharing opinions and collaboratively seeking solutions, students enhance their oral skills through expressing ideas, negotiating, and persuading others Furthermore, this interactive approach promotes critical thinking and problem-solving abilities, enriching the overall learning experience.
Group work is an effective strategy to enhance student motivation and engagement in the classroom By shifting from traditional, monotonous speaking lessons—where a teacher poses questions and students respond individually—cooperative learning fosters collaboration and active participation This approach not only transforms the learning environment but also encourages students to work together on tasks, leading to a more dynamic and interactive educational experience.
In fact, working together is more highly appreciated than working independently
Group work in teaching strategies enhances student participation and encourages collaboration, leading to increased engagement across the entire class This stimulating activity fosters an efficient and effective learning environment that boosts motivation among students.
9 enthusiasm to learn, confidence to speak and cooperation with others are valued (Jacobs and Ratmanida, 1996: 102)
Joan Andorfer (2008) emphasizes that simulations enhance language learning by creating engaging scenarios guided by the teacher This student-centered approach allows the teacher to maintain a controlling role, which is crucial, as noted by Burns & Gentry (1998) To maximize the effectiveness of simulations, it is essential for teachers to encourage students to study and provide them with relevant learning materials.
The primary objective of language learning is effective communication, making communicative activities essential in English classes These activities should foster student autonomy, defined as the ability to self-regulate performance through mastery of previously challenging skills (Thornbury, 2005) Speaking, as a cognitive skill, becomes more automatic with practice, and classroom activities should prioritize meaning and fluency without strict control over specific language forms Role play, for instance, allows students to immerse themselves in different contexts, enhancing their communicative competence and comfort in real-world interactions (Van Ment, 1999; Salies, 1995) Additionally, discussion activities provide opportunities for students to articulate and justify their thoughts, further enriching their language learning experience.
Engaging students in a debate on a controversial topic requires adequate preparation, including language skills and idea brainstorming The opinion-sharing activity emphasizes the use of factual information to formulate and justify arguments, allowing students to express their personal preferences, feelings, and attitudes In some cases, topics may not have definitive right or wrong answers, promoting critical thinking Additionally, incorporating reasoning gap activities and prepared talks can enhance communication skills, making these exercises valuable for student development.
Factors affecting the outcomes of learning speaking skills
The success of learning a second language is influenced by various factors, including the learner's aptitude, attitude, effective learning strategies, and psychological aspects Research indicates that these elements play a crucial role in determining the effectiveness of second language acquisition.
It is clear that difference in learning ability leads to a difference in language level It is reported that a poor aptitude often causes a poor learning strategy to use
Aptitude is a crucial factor in second language learning, as highlighted by Douglous et al (1995), Gardner (1980), and Skehan (1989) Students with strong language aptitude can effectively comprehend word functions in sentences and apply grammatical rules accurately Additionally, they excel at identifying key vocabulary, memorizing it, and using it correctly in context, significantly enhancing their language acquisition process.
A key insight into the relationship between aptitude and foreign language learning is that not all components of aptitude need to be fulfilled for successful second language acquisition For instance, students with excellent memorization skills may still achieve success despite having average aptitude in other areas Specific aptitude tests can assist teachers in identifying the various forms of aptitude present in individuals and measuring their levels, highlighting that aptitude can manifest in diverse ways.
Attitude is a crucial factor influencing the outcome of second language learning, as highlighted by Gardner and Lambert (1972), who noted that learners' persistence is heavily dependent on their learning goals A positive attitude towards language acquisition is closely linked to motivation, which can be categorized into extrinsic and intrinsic types Extrinsic motivation is shaped by external factors, while intrinsic motivation stems from internal desires, such as the aspiration to achieve learning goals or the enjoyment derived from the learning process Conversely, students who view language learning as a mandatory task often lack the motivation needed for effective learning.
Learning strategies play a crucial role in language achievement, as they directly influence the development of a learner's language system According to Rubin (1987), these strategies are essential for enhancing language acquisition Gass et al (1993) describe them as actions taken by learners to improve their language skills O’Malley and Chamot (1990) further define language learning strategies as specific thoughts or behaviors that aid in comprehension and retention of new information Each learner selects the strategies that work best for them; for instance, some may contextualize vocabulary for better retention, while others may repeatedly look it up until memorized Successful second language learners often excel by adopting strategies that align with their individual learning styles.
Active participation in class is crucial for language proficiency, as highlighted by Howard, Short, and Clark (1996), who noted that engaged students enhance their learning experience However, psychological factors, defined by Wood as internal developmental processes, significantly influence classroom participation Teachers play a vital role in addressing these psychological challenges (1981:92) To effectively develop speaking skills, learners require both motivation and opportunities for interaction Therefore, it is essential to create a supportive learning environment where students feel valued and safe to express themselves Additionally, fostering clear cooperation between peers and between teachers and students is necessary for a successful learning experience.
Anxiety significantly hinders the process of learning and speaking a foreign language, creating obstacles for learners, particularly in speaking Different types of anxiety, including trait anxiety, state anxiety, and situational-specific anxiety, can affect language acquisition According to Spielberger (1983), anxiety is defined as the apprehension experienced in response to specific situations, such as public speaking, exams, and class participation Understanding the role of personality in anxiety can provide valuable insights into its impact on language learning.
The success of second language acquisition is significantly influenced by students' aptitude, attitude, learning strategies, and psychological factors Teachers must understand how these elements interact with language learning outcomes By fully grasping these factors, educators can implement effective teaching strategies to enhance English speaking skills among students.
METHODOLOGY 2.1 An overview of the research site
Subjects
The study involved 276 participants, divided into two groups, with the first group comprising 270 grade 11 students from six classes (11D1 to 11D6) during the 2013-2014 academic year All participants were seventeen years old and had followed the same English curriculum from primary to high school, specializing in Math, Literature, and English, which they chose for their university entrance examinations Their academic performance was notably stronger in social science subjects compared to natural sciences The students showed a keen interest in learning English, attending three regular lessons and one additional selective lesson each week, totaling four English lessons weekly, and they had been studying the language for nearly six years.
The second group consists of six English teachers aged 32 to 39, each with a minimum of seven years of teaching experience They are responsible for teaching English 11, with one teacher holding an M.A degree and two others pursuing their advanced degrees Five of these teachers graduated from the University of Languages and International Studies at Vietnam National University, Hanoi, while the remaining teacher completed in-service training programs Most of these young and dynamic educators have greater access to Communicative Language Teaching (CLT) resources, including classes, the Internet, and various educational materials.
Teachers typically manage seventeen periods each week, alongside significant responsibilities such as designing tests, grading, and managing form classes, in addition to their family obligations Notably, half of the teaching staff is currently enrolled in English courses as part of the 2020 foreign language initiative.
Instruments of data collection
In the process of doing the study, three instruments were used: observation, questionnaire and interview
Observation is a crucial method for understanding our surroundings, defined by Marshall and Rossman (1989) as "the systematic description of events, behaviors, and artifacts in the social setting chosen for study" (p.79) It allows researchers to capture existing situations through sensory experience, creating a "written photograph" of the context (Erlandson et al., 1993) This information can be recorded for later analysis and can also serve to validate data obtained from future questionnaires In this study, class observation was the primary tool, with the researcher attending speaking classes taught by six different instructors to gain insights into their teaching strategies The aim was to evaluate the effectiveness of these strategies and assess student participation without prior notification of the observation objectives to avoid bias The observation sheet included three key items for assessment.
Item I was to make an overview toward the setting of the class
Item II was to explore the teacher’s strategies through the lesson plan, method and procedure
Item III was to see whether those strategies work effectively or not through the students’ activeness in participating in the lessons
Interviews are essential for uncovering the narratives behind participants' experiences, as noted by McNamara (1999) They allow interviewers to delve deeply into specific topics, which is why interviews were selected as the second step in the data collection process for this study Six English teachers, whose classes had previously been observed, participated in personal interviews During these interviews, a combination of Yes/No questions and WH questions requiring explanations was utilized The focus was on understanding the strategies the teachers employed in their speaking classes and the rationale behind their choices Since the interviews were conducted with proficient English teachers, the discussions were held in English.
At Van Xuan High School, six grade 11 English teachers received handouts containing eight questions designed to gather their opinions on the speaking lesson design in the textbook The survey aimed to identify the challenges they face in conducting speaking lessons and to explore their strategies for teaching English speaking skills effectively.
Questionnaires are a key tool in research due to their cost-effectiveness, ease of use, and ability to gather standardized data without the need for the researcher to be present These advantages make questionnaires particularly suitable for collecting students' perspectives in this study.
The student questionnaire comprised 11 straightforward questions in English, designed for those specializing in English, Math, and Literature to ensure clarity Handouts were distributed to all students, and their responses were collected for analysis The purpose of the questionnaire was to investigate students' perspectives and experiences.
17 attitude toward learning speaking in general and toward the teachers’ strategies in specific.
Data analysis methods
After completing data collection, we proceeded with data analysis using a combination of quantitative and qualitative research methods This article will provide a brief overview of these two research approaches.
Qualitative research encompasses various approaches aimed at exploring how individuals perceive, experience, and interact with the social world Researchers in this field seek to gain a deep understanding of human behavior and the underlying motivations driving it Unlike quantitative methods that focus on the "what," "where," and "when," qualitative research delves into the "why" and "how" of decision-making processes As a result, it often employs smaller, targeted samples rather than large ones to ensure a more nuanced exploration of the subject matter.
Aliga and Gunderson (2000) define quantitative research as the process of explaining phenomena through the collection of numerical data, which is then analyzed using mathematical methods, particularly statistics This approach emphasizes the gathering of numerical data to draw generalizations across various groups of people.
Quantitative research deals in numbers, logic and the objective, focusing on logic, numbers, and unchanging static data and detailed, convergent reasoning rather than divergent reasoning
The research data was analyzed using both quantitative and qualitative methods Quantitative results were presented through numerical values and percentages, with student questionnaires being analyzed using descriptive statistics The data was processed in Excel and displayed in tables, charts, and diagrams Meanwhile, qualitative data from classroom observations and interviews underwent descriptive and interpretive analysis, followed by transcription to uncover insights about the teachers.
18 strategies in teaching speaking skills, the students’ response, their participation and
Research procedure
The research was carried out following these steps:
- The researcher attended some speaking classes to get an overview of teaching and learning English speaking at the school
- The researcher got in touch with six teachers teaching English 11 and told them about the purpose of the interview The interview was carried out the following day
- The researcher made contact with students of six classes 11D1, 11D2, 11D3, 11D4, 11D5 and 11D6 and told them about the purpose of questionnaires Then
270 copies of the questionnaires were delivered to students of the six classes The researcher took back the questionnaires the day after
- The researcher summed up the results from class observation, questionnaires and interviews
DATA ANALYSIS 3.1 Results from class observation
FINDINGS AND RECOMMENDATIONS 4.1 Findings
The students and teachers’ difficulties in speaking lessons
Motivation plays a crucial role in the success of second language learning, particularly in developing speaking skills At Van Xuan High School, many students exhibit low motivation to participate in speaking lessons due to several factors Primarily, students focus heavily on grammar exercises, as speaking skills are not emphasized in school or university entrance exams Additionally, quieter students often receive insufficient attention from teachers, leading to a lack of perceived progress in their learning, which further diminishes their motivation Lastly, a monotonous teaching approach contributes to student disengagement and boredom, negatively impacting their enthusiasm for speaking practice.
Only 30% of participants studied English out of interest, while 70% viewed it as a mandatory subject The focus on written examinations led to a lack of concern for spoken language skills.
Statistical findings indicate that a significant factor hindering student participation in speaking lessons is a lack of confidence Many students have admitted to feeling shy and reluctant to engage in speaking activities during these lessons.
Many students hesitate to participate in speaking lessons due to fear of making mistakes and being ridiculed, which leads to a reluctance to speak in front of their peers This anxiety is compounded by difficulties in understanding the teacher's instructions, causing some students to want clarification but refrain from asking out of concern for their perceived English proficiency As a result, they often choose to remain silent and avoid eye contact, further isolating themselves in the classroom environment.
Being afraid of making mistakes
In English speaking lessons, students often fear making mistakes and receiving negative feedback, which leads them to avoid speaking in front of their peers and teachers This reticence results in a reliance on self-practice outside the classroom, where they believe they can perfect their skills Consequently, this avoidance significantly limits their opportunities to practice the target language, contributing to their slow progress in speaking.
Lack of ideas, social knowledge and expression skill
A recent survey revealed that students' lack of ideas, social knowledge, and English expression skills significantly hinders their participation in speaking lessons Despite having a strong foundation in grammar and vocabulary from secondary school, many students struggle to articulate their thoughts in English and often find it challenging to generate ideas for assigned topics The questionnaire results indicated that their low expression skills negatively impacted their engagement in speaking activities, leading to a reluctance to participate and a gradual decline in interest in speaking altogether.
Generally there were from 43 to 46 students in one class That was the reason why nervous students felt more anxious when they had to speak to the whole class
Many students experience an overwhelming fear of losing face in large classes, leading them to avoid speaking opportunities This environment poses unique challenges for anxious students, as their chances to share ideas and receive feedback from teachers are significantly reduced Additionally, the noise levels and excessive use of their mother tongue during group work and activities can be difficult for teachers to manage effectively.
Many educators expressed concerns that the 45-minute lesson duration is insufficient for students to engage in meaningful discussions about textbook topics following the teacher's guidance Additionally, certain subjects in the curriculum lack relevance to real-life situations, leading to excessive preparation time for students before they can participate in discussions.
The teachers’ teaching strategies used in speaking lessons
Recent survey results and observations of speaking lessons indicate that English teachers at Van Xuan High School are increasingly prioritizing the teaching of speaking skills Recognizing the importance of enhancing students' communicative competence, teachers have agreed that providing opportunities for students to engage in communicative activities is crucial The activities implemented include information gaps (IG), role plays (RP), games, interviews, class surveys, discussions, and group presentations (PS).
The outcomes from the teachers’ teaching strategies in speaking lessons
By analyzing the results of class observation, questionnaire for students as well as interview for teachers, there were some outcomes from teachers’ teaching strategies
At Van Xuan High School, English teachers are dedicated to enhancing students' speaking skills by creating engaging lessons that encourage participation Class observations reveal that these educators invest time in lesson preparation and effectively integrate technology into their teaching methods.
To enhance lesson engagement, various activities were utilized extensively, allowing for a more dynamic learning environment Additionally, frequent use of English during each session provided students with valuable opportunities to practice and improve their listening and speaking skills.
One significant advantage was the students' eagerness to communicate, which greatly enhanced their involvement in activities Their active participation played a crucial role in the success of the communicative activities.
Students expressed positive views on communicative activities, noting that these interactive lessons made learning more engaging Many agreed that such activities helped alleviate the monotony of traditional lessons, leading to increased participation and effectiveness in their learning experience.
The students’ expectations towards their teachers
The questionnaire results indicate that students desire more engaging activities in speaking lessons, as these help them express their ideas freely and creatively Additionally, they seek speaking topics that relate to real-life situations, fostering an enjoyable classroom atmosphere that encourages even reluctant students to participate.
Recommendations
Based on class observations, student questionnaires, and teacher interviews, it is evident that the teachers at Van Xuan High School employ communicative activities to enhance speaking skills However, several challenges in teaching and learning these skills remain Therefore, this section offers recommendations for English teachers to help alleviate these difficulties and improve the effectiveness of their strategies.
A careful plan of the speaking lesson
The change in students’ speaking habit and opportunity for students to use English in real life
4.2.1 A careful plan of the speaking lesson
To achieve success in any scientific endeavor, a well-structured plan is essential Likewise, teachers must be thoroughly prepared for their lessons, ensuring they have a clear vision of the classroom activities they aim to implement Consequently, creating a detailed lesson plan prior to teaching is crucial for effective instruction.
A lesson plan is a comprehensive outline created by a teacher that includes the lesson's content, activities, teaching aids, and time allocation tailored for a specific group of learners To effectively develop a lesson plan, foreign language teachers must consider key questions that guide their preparation and ensure a successful teaching experience.
- planning for whom (the learners),
- planning for what (the syllabus),
- and planning for when (the schedule)
By answering these three questions, he/ she will at the same time answering two other questions: why and how
Understanding the learners' age, needs, and English proficiency levels enables teachers to create effective lesson plans tailored to their students This insight allows educators to select appropriate supplementary materials and engaging speaking activities, ultimately addressing challenges such as time management, student motivation, and varying levels of English skills.
To create an effective lesson plan, language teachers must thoroughly understand the textbooks utilized in Vietnamese schools, which have recently been updated in both content and methodology A comprehensive grasp of the textbook's overall content, particularly the speaking section, is essential for teachers to apply it flexibly in their teaching This includes knowledge of the number of tasks within each speaking section, the specific requirements for each task, and the goals and objectives outlined for each unit.
He can modify the speaking tasks by shortening them or altering the requirements to better suit his students' needs Additionally, he has the flexibility to change the format of these tasks, ensuring they are appropriate and effective for his learners.
Teachers must assess the available time for English instruction, particularly for speaking skills, across various timeframes such as weekly, monthly, termly, and yearly This evaluation is essential for determining the total knowledge imparted to students, selecting suitable speaking activities, and allocating time effectively for each task Careful examination of the textbooks is crucial for this planning process.
The 45-minute teaching period often proves insufficient for lessons incorporating multiple communicative activities, typically allowing time for only one activity alongside warm-up and pre- and post-speaking stages To maximize the while-speaking stage, teachers can streamline other phases, such as expediting vocabulary teaching and providing handouts instead of requiring students to copy them Additionally, clear and concise instructions are crucial; teachers should use straightforward language to ensure students can easily and quickly grasp the directions.
Teachers play a crucial role in the success of communicative activities in speaking lessons According to Tait (2001), the effectiveness of these activities, whether in pairs or groups, hinges on the preparation and guidance provided by the teacher prior to the students engaging in the task This preparation encompasses both pre-class planning and in-class setup to ensure a productive learning environment.
When planning communicative activities, teachers should consider key questions to enhance effectiveness, such as how to establish the context and set the scene, clarify the task's purpose, and spark student interest.
36 the activity?; will students require preparation time?; what type of grouping will be appropriate?; and what type of exchanges should students is expected to produce?
To effectively prepare students for an activity, teachers should follow a structured approach that includes several key stages: setting the scene to generate interest, modeling the preparatory task, allowing time for student preparation, demonstrating the task, facilitating pair work, addressing any problems that arise, encouraging further pair work, and finally concluding the activity.
To achieve a successful communicative activity, the teachers should keep in mind what they should do are:
- Identifying a “realistic” communicative context or situation
- Identifying a clear objective or purpose
- Ensuring there is an “information gap” or “opinion gap”
- Allowing students preparation time if necessary
- Being aware of the likely conversational framework or format
- Determining appropriate types of groupings
- Involving students in the self-correction of errors
4.2.2 The change in students’ speaking habit and opportunity for students to use English in real life
To foster a supportive learning environment, teachers should establish a relaxing classroom atmosphere that encourages students to speak freely Incorporating numerous speaking activities in pairs and groups allows students to practice their English skills comfortably, without the pressure of speaking in front of the entire class.
- The teachers should let students be exposed as much as possible to naturally pronounced speech The more natural speech they hear, the more effective their learning speaking
- The teachers should accustom students to combining listening and speaking in real time and in natural interaction This is very important for them to be
37 familiar with listening and speaking in the manner of combination Then, in other real situations outside classroom, they can listen and speak not very difficultly
Teachers must select materials that align with their students' needs, ensuring that classroom activities are diverse and tailored to their interests and skill levels By incorporating topics that resonate with students' personal experiences, educators can create an engaging and dynamic learning environment that fosters motivation and participation.
Teachers should foster a supportive relationship with students to boost their confidence in communication By being approachable and ready to assist shy or hesitant learners, educators can create a safe environment where students feel encouraged to practice their English skills It’s important for teachers to avoid standing passively in front of the class, waiting for responses, and instead actively engage with students to facilitate learning.
Teachers should employ varied feedback methods tailored to the lesson type, as direct and immediate feedback is essential in grammar lessons but not appropriate in communicative lessons In speaking activities, for instance, teachers should refrain from interrupting students with corrections Instead, feedback should be provided after presentations, and students should be encouraged to identify and correct their own mistakes.
Limitations of the study
Despite the researcher's diligent efforts to complete the study, several limitations emerged Firstly, the process of distributing the questionnaire to students faced challenges, as some students were reluctant to participate due to unfamiliar terminology or time constraints Additionally, while the researcher identified the most favored and effective strategies for teaching and learning English, there was insufficient time to expand and implement a comprehensive application plan.
Suggestions for further studies
The researcher aims to share valuable insights from their limitations to assist future studies It is crucial for researchers to meticulously design questionnaires and seek greater support from students Furthermore, the researcher encourages subsequent studies to build upon this work and expand the implementation of communicative activities in English teaching, particularly in speaking lessons.
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2 Bailey, K,M (2005) Practical English Language teaching: Speaking New York :McGraw- Hill
3 Bang, N & Ngoc, N, B (2001) A course in TEFL theory and practice III National University Publish
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6 Brown, G & G Yule (1983b) Teaching the Spoken Language Cambridge University Press
7 Rivers, W.M (1968) Teaching Foreign-Language Skills The University of Chicago Press
8 İsmail ÇAKIR (2006) The Turkish Online Journal of Educational Technology - TOJET October 2006 ISSN: 1303-6521 volume 5 Issue 4 Article 9
9 Jacobs, G & Ratmanida (1996) The appropriacy of group activities: View from some Southeast Asian second language educators Relc, 27, 103-102
10 Burns, A.C.,& Gentry, J.W (1998), Motivating students to engage in experiential learning: a tension-to-learn theory, Simulation and Gaming
11 Andorfer, J (2008) Simulations stimulate Students, Center for Teaching Excellence Newsletter, Frostburg State University Available at:http:// www.frostburg.edu/admin/cte/2008_11.pdf
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22 NCLRC Reporters, Goals and Techniques for teaching speaking, available at: http://www.nclrc.org/essentials/speaking/goalsspeak.htm
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25 Tait, S (2001) Ingredients for Successful Communicative Tasks TEFL.net Retrieved from https://www.tefl.net/esl-articles/esl-communicative-tasks.htm on January 31, 2013
APPENDICES APPENDIX 1: CLASS OBSERVATION SHEET Setting: (seating arrangement, equipment …)
The use of teaching strategies
Students are responsive or not
APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS
1 What do you think about the speaking lessons in the text book?
2 How much time did you spend designing a speaking lesson?
3 What difficulties do you encounter most when holding a speaking class?
4 What do you usually do when facing students with low ability or motivation to speak?
5 How often do you use the following speaking strategies in speaking class?
IG Rarely Sometimes Usually Always
6 What are the students’ participations when you apply these strategies in speaking lesson?
7 What are the outcomes that you achieved?
8 What strategies do you find the most effective? Why?
APPENDIX 3: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to gather data for the research titled "A Study on English Teachers' Reasoning for the Strategies They Use in Teaching Speaking Skills at Van Xuan High School, Hoai Duc, Hanoi." The research focuses on assessing the current state of teaching and learning speaking skills using the new English textbook 11 and the strategies employed at Van Xuan High School Your participation in this questionnaire is crucial, and your responses will be treated confidentially Your cooperation is greatly appreciated and will significantly contribute to the success of this research.
Thank you very much for your co-operation!
Put tick(s) (√) to choose the suitable answer(s) for the following questions:
1 The reason why you learn English: o Self-interest o A compulsory subject o An international language o Better job opportunities in the future o Others (please specify)………
2 What do you think about the learning material- text book? o Interesting o Boring o Suitable o Difficult o Acceptable o Others………
3 In speaking lesson, how often do you take part in? o Always o Often o Sometimes
4 How often does the teacher use English to speak? o Always o Often o Sometimes o Never
5 How often do you have speaking opportunities in class? o Always o Usually o Sometimes o Rarely o Never
6 Do you spend time on preparing a speaking lesson at home? o Yes o No
7 How often does the teacher use the following strategies in speaking class?
IG Rarely Sometimes Usually Always
8 Does the teacher give you other speaking topic and activities outside the class? o Yes
9 If you make mistake when participating in a speaking lesson, the teacher: o Interrupt and correct immediately o Wait until you finish, point out and correct for only you o Wait until you finish, point out and correct for the whole class o Others………
10 Do you encounter any difficulties in English speaking section?
Lack of vocabularies, grammar structures and pronunciation competence
Lack of ideas and social knowledge
Personal shyness to speak in front of the whole class
11 Do you have any suggestions for the teacher to improve English speaking skills?
By the end of the lesson, Ss will be able to talk about the causes of population explosion, problems of overpopulation and solutions to these problems
II Time: One period of 45 minutes
III Students’ level: 11 th grade students
-A computer and a projector to present the lesson using Microsoft office PowerPoint
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
- To draw students’ attention and to motivate them
- To lead students to the topic of the lesson
Game: Guessing Game- Key word
In this engaging classroom activity, students are divided into two teams tasked with guessing a 14-letter keyword The teacher will offer three clues to assist them, and teams can respond after any clue is given The team that provides the correct answer the fastest will be declared the winner, fostering a fun and competitive learning environment.
- T tells Ss to start the game
Cues: 1 It is one of the most serious threats to mankind
2 It means that there are too many people on Earth
3 It begins with the prefix “over”
- T leads in by using a picture:
The world reached 7 billion people on October 31 st , and it has faced up to overpopulation Today we learn:
UNIT 7: World population Period 37: B – Speaking
Instruction: You are going to put the following causes to overpopulation in order of importance
- Before letting Ss do the task, T asks them to read through the causes provided on page 83 T makes sure that Ss understand these statements
- T gets Ss to work individually to put the causes in order of importance
- T goes around observing and provides help
- T calls on one student to present the order
- T asks Ss to work in pair to find out their partner’s idea about what the most important cause is and explain their decision
A: What do you think is the most important cause of overpopulation?
B: Well, in my opinion, the most important cause is that fewer children die at birth
A: Why do you think so?
B: Because that will increase the birth rate and contribute to overpopulation
- T calls on two pairs to present their ideas
- T should bear in mind that the answers are open There is no right or wrong answer, provided that Ss can explain their answers
Instruction: I’d like you to look at the pictures and work out the problems of overpopulation
IX poor living conditions low living standards not enough food lack/ shortage of hospitals a high rate of unemployment social evils
- T reads the words/ phrases and asks Ss to repeat
- T asks Ss to make sentences with two of the phrases:
E.g People live in poor living conditions
There is a lack of hospitals
Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries
- Now Ss work in pairs to list the problems of poor and overpopulated countries T may ask them to think of other problems not mentioned in the book
Lam: What can be the problems facing poor and overpopulated countries?
Yen: I think the first problem is that people have to live in poor living conditions
Lam: Yes, that’s true And there is a lack of food for so many people in the world
Yen: Besides, people have low living standards
- T calls on two pairs to act out their conversation
- T calls on one student to give comment T comments and gives corrective feedback
- T provides Ss with some new words, asks them to repeat after the tape in chorus and individually
+ exercise (v) /'eksəsaiz/ : thực thi, áp dụng
+ carry out (ph.v) /'kổri aut/ : tiến hành
+ reward and punishment policy (n.ph)
[ri'w :d ổnd 'p ni∫mənt 'p ləsi/: chớnh sỏch thưởng, phạt
To address the challenges of overpopulation, it is essential to raise awareness about the impact on living standards Implementing educational programs and family planning initiatives can significantly help in managing population growth Encouraging the use of birth control methods and enforcing population control policies can also contribute to sustainable solutions By promoting these strategies, we can work towards improving quality of life and ensuring a balanced population.
- T reads the words/ phrases and asks Ss to repeat
Instruction: Now you work in groups to find out the solutions to the problems of overpopulation
- T asks Ss to work in groups to do the task Ss may work out other solutions
Yen: What do you think we should do to solve the problems of
Lam: Oh, I think we should carry out population education programmes
Phuong: Yes, that’s true And the second solution, in my opinion, is that people should use birth control methods
Thai: Besides, the government had better raise the people’s living standards
- T goes around and offers help
- T calls on some Ss to present their group’s ideas
- T elicits feedback from the class and gives final comments
- T asks Ss a question: “What are the five world largest countries in population?”
Instruction: Imagine that you are attending a conference on overpopulation You are talking about the problems of overpopulation in your country and solutions to them
You are the representative of one of the following countries:
Now you are going to work in groups to talk about one problem of overpopulation and offer solutions, using the results of TASK
- T reminds Ss that now they are going to give a short presentation of the problem of population explosion and the solutions to them
+ First of all, the problem is that…
+ The first solution is that…
+ The next solution is that…
+ Also/ besides/ moreover/ in addition
- Ss can begin their talk with: “Good morning, I come from… , an overpopulated country I’m talking about the problem of overpopulation in my country and offering some solutions to it
- When Ss work in group to perform the task, T goes around, observes and provides help when necessary T may also collect
Ss’ typical mistakes and errors
- T calls on some group representatives to present and asks others to comment Finally, T gives feedback on Ss’ presentations and corrects the typical mistakes and errors he/she has collected
- T introduces the rules: The class is divided into 2 teams They Team work
XIV will have to answer 5 questions There are 3 seconds for each question Each correct answer is given 10 points The team with the most points will be the winner
- T tells Ss to start the game
1 Question 1: When is world population day?
2 Question 2: Overpopulation is a serious problem to
A: the poor and undeveloped countries
3 Question 3: The population growth rate in Vietnam is … A: high
4 Question 4: In Vietnam today, the number of males is ……… that of females
A: hasn’t done anything to solve the problems of overpopulation
B: has taken some measures to solve the problems such as population education programmes, family planning, etc C: doesn’t think that overpopulation is a serious problem
- T assigns homework- T asks Ss to:
1 Write a short paragraph (about 150 words) on the problems of overpopulation in Vietnam and solutions
2 Prepare for Unit 7- Part C: Listening
Extra activity: Complete the following network
I Objectives: By the end of this lesson, students will be able to:
- Give their opinions about the causes and the problems facing over populous countries
III Teaching Aids: textbooks, pictures
Stages/Time Teacher’s Activities Students’
Questions -T asks Ss to some questions:
1 How many children do your parents have?
2 Do you want to have more or fewer? Why?
3 Do you know any families that have more than 10 children nowadays?
4 According to you, what are the causes to population explosion?
-T notes Ss’ ideas on the board
Task 1 – Giving Opinion -T tells Ss to read the causes to population explosion in the textbook to see how much of their ideas is similar to the opinions given
-T gets Ss to put them in order of importance and
-T moves around the class to help Ss
-T calls on some pairs to explain their priority
-T gives comments and then introduces to Ss some ways to give opinion, agreement and disagreement
We should say “according to (another person) Ex: According to Mr Smith, her
Task 2 – Listing the problems -T ask Ss to work in pairs to discuss and list the problems facing poor and over populated countries by combining the vocabulary in the useful language
-T encourage Ss to think of more problems to add to their list
-Within 4 minutes which pair gives the most reasonable ideas will receive good marks
-T moves around to control and give help if necessary
-T asks Ss to report their results to the class
-T gathers feedbacks and gives out the correct answer
Task 3 – Working out the solutions
(10 minutes) Situation: “If you were a Prime Minister of Vietnam, what would you do to solve the problems of overpopulation?”
-T asks Ss to work in groups of four Each group chooses a secretary to record the others’ opinions
-T asks Ss to use the suggestions in the useful language and encourages them to add more ideas
-T has Ss use the expressions to give opinions that they have learnt
-In 5 minutes, which groups gives the most practical or interesting ideas will get good marks
-T moves around to help Ss
-T asks secretary of some groups to present their groups’ ideas in front of the class
-T asks other Ss to give comments
-T gives feedback and declares the best group
Situation: “You are at a population conference Share your ideas about the causes to population explosion and the solutions to this problems”
T organizes group discussions for students to analyze a given situation Each group selects a chairman to evaluate and choose the best ideas, while a secretary is responsible for recording the group's suggestions.
-T tells Ss that they can use the results of Task 2 and 3
-T calls on some pairs to act out their meeting
-T takes note of their errors if any and correct them
-T asks other Ss to give their comments
-T summarise the main points in the lesson
-T asks Ss to learn by heart all the expressions about population in the textbook
-T requires Ss to prepare LISTENING for the next period
By the end of the lesson, Ss will be able to talk about the celebrations of Tet and other festival’s activities
II Time: One period of 45 minutes
- A computer and a projector to present the lesson using Microsoft office
Students often lack the vocabulary needed to discuss various celebrations and their associated activities, and they may be unfamiliar with certain festivals from other countries Therefore, teachers should be prepared to offer assistance and guidance to enhance their understanding.
WARM – UP: Game - Crossword Puzzle
- T introduces the rules: The class is divided into 2 teams
Participants will need to identify a 10-letter key word by deciphering clues from 10 lines, each containing a hidden word Each line is accompanied by a question that aids in uncovering the key word The team that answers correctly and swiftly will emerge as the winner.
- T introduces some new words in the lesson
1 Thanksgiving (n): ngày lễ tạ ơn
TASK 1: Practising and analyzing the dialogue
- T gives the instruction : Mai is talking with Anna, her new
English friend, about Tet holiday in Vietnam Practise reading the dialogue
- T asks Ss to practise the dialogue in pairs T encourages Ss to remember the dialogue so that they can act it out more naturally
- T goes around to help Ss
- When Ss have finished , T calls on some pairs to act out
13’ the dialogue and gives comments
- T gives Ss handouts and asks them to analyze the dialogue to find out what kinds of information related to Tet holiday are mentioned in the dialogue
TASK 2: Discovering festivals through songs
In this activity, participants will listen to a selection of music and collaborate in groups to identify the celebrations depicted in each piece Each group is tasked with noting the names of the celebrations that correspond to the numbered songs.
- T calls some Ss to give their answers and other Ss to give comments
1 New Year (Solar New Year)
2 Tet Holiday (Lunar New Year)
WHILE-SPEAKING TASK 3: Matching, asking and answering about holidays
- T gives the instruction : You have to work in groups to
XXII match the holidays with its main purpose and activities
- T gives Ss handouts containing 6 festivals with its main purpose and activities
- T calls some Ss to give the answers and asks other Ss to give feedback
Activities 2: Asking and answering about holidays
- T gives the instruction : You are going to work in pairs to ask and answer about the holidays in activity 1 , using the dialogue in Task 1 as the model
- T gives Ss handouts which are speaking cards
The teacher encourages students to partner up and engage in a dialogue about various holidays Each student is prompted to ask and answer questions regarding the holidays assigned to them Additionally, they are invited to share any extra information they know about these holidays to enhance the conversation and make it more engaging.
S1 : Do you know that next month is Valentine’s Day
S1 : It’s the time when people express their love
S1: Well, it is on February 14th
S2: What do people often do on this occasion?
S1: Well, they often give chocolates, flowers, or gifts to the people they love
S2: Oh, that sounds really interesting
- T goes around to observe and offer help
- T calls some pairs to act out the conversation and asks other Ss to comment T corrects some typical errors and gives Ss marks
POST-SPEAKING TASK 4: Talking about one festival you like
- T gives the instruction: you have to work in groups to discuss the festival that you like
- T asks Ss to work in groups to do the task
In Vietnam, numerous festivals are celebrated throughout the year, but my favorite is the Mid-Autumn Festival This vibrant event marks the celebration of the largest full moon of the year, bringing families and communities together in joy and tradition.
On the 15th day of the 8th lunar month, children don masks and take to the streets in lively parades This festive occasion is marked by gatherings featuring special cakes and an abundance of fruits, creating an atmosphere filled with excitement and joy It's a truly fascinating celebration.
- T goes around to observe and offer help
- T calls the representative in some groups to present the answer
- T asks Ss to give comments and then T gives feedback and marks to Ss
- T summarizes the main points of the lesson
- T assigns homework: Write a paragraph (120 words) about the festival you like best
Unit 9(cont.) THE POST OFFICE
I Objectives: By the end of this lesson, students will be able to make requests and talk about different postal services
III Teaching Aids: textbooks, pictures
Stages/Time Teacher’s Activities Students’
Game – Jumpled words -T gives out a list of jumbled words (prepared beforehand on a paper)
-T give Ss 2 minutes to prepare individually, and then asks them to go to the board to write down the correct words
-T goes around the class to control the game -T gives feedback
1 mail 2 money transfer 3 fax 4 press delivery Pre – speaking
Task 1 – Practising the dialogue -T requires Ss to work in pairs, practising the dialogue in the book
-T asks Ss to answer the questions: “What service is the customer using in the dialogue?”
-T moves around the class to help Ss
-T calls on some pairs to role play the dialogue in front of the class
Task 2 – Making a conversation -T ask Ss to work in pairs to make a conversation from the suggestions in the textbook
-T encourage Ss to think of more ideas to add to their list
-T moves around to control and give help if necessary
-T asks Ss to report their results to the class
-T gathers feedbacks and gives out the correct answer
Task 3 – Role play -T asks Ss to think of situations that they themselves need to go to the post office
-T gets Ss to act out the conversations that may happen there
-T calls on some pairs to the front of the class to act out the conversations
-T moves around to control and helps Ss
-T asks other Ss to give comments
-T summarise the main points in the lesson
-T asks Ss to learn by heart all the expressions about the postal services
-T requires Ss to prepare LISTENING for the next period
Unit 11(cont.) SOURCES OF ENERGY
I Objectives: By the end of this lesson, students will be able to:
- talk about advantages and disadvantages of energy resources
- express their own ideas about alternative sources of energy
III Teaching Aids: textbooks, pictures
Stages/Time Teacher’s Activities Students’
Game – Right or Wrong Chair -T asks Ss to work in two groups Five Ss from each group stand in two lines
-T puts two chairs in front of the class, sticking the word: limited and unlimited on each chair
-T says out some sources of energy randomly (oil, wind power, natural gas, nuclear power, solar energy, coal,
In a fun and engaging activity, students listen to a discussion about different types of energy, identifying which ones are limited and which are unlimited They take turns racing to designated chairs to indicate their answers, and the group with the most points at the end of the game emerges as the winner This interactive approach not only reinforces their understanding of energy sources but also promotes teamwork and friendly competition.
-T goes around the class to control the game -T gives feedback and declares the winner
* Expected sources of energy and keys:
Nuclear power Solar power Water power
-T leads in the new lesson by asking the questions:
Who can tell again about the advantages and disadvantages of these sources of energy?
-T invites some Ss to answer the questions
+ reactor (n) radiation (n) + hydroelectricity (n): using the power of water to produce electricity
Task 1 – Showing the ideas -T requires Ss to work in pairs to decide which statement is about advantage (A) and which is about disadvantage (D) of various sources of energy
-T moves around the class to help Ss
-T calls on Ss to tell their ideas in front of the class
-T has Ss repeat the dialogue after the T
-T has Ss role play the conversation in pairs
-T calls some pairs to the front of the class to act out the conversation
-T asks Ss to work in pairs to substitute some words in the dialogue with suitable words in the Useful Language to make new dialogues
-T moves around to control and give help if necessary
In Activity 3, students are divided into groups of four or five to discuss their beliefs regarding the growing reliance on alternative energy sources in the future, utilizing the concepts explored in Tasks 1 and 2.
S1: I believe that the use of solar energy should be the alternative source of energy in our country
S2: I agree with you It is the most feasible way to have solar energy in our country because Vietnam is a tropical country
Task 3 – Group Discussion -T asks Ss to work in groups of four to make a list of things the family should do to save energy
-T asks Ss to share ideas with others by changing groups
+ Try to reduce the amount of water bill or electricity by cutting power such as lights, air-conditioner when necessary
+ Do not cook with electricity
+ Make sure there are no leaks in the gas pipes
-T moves around to control and helps Ss
-T asks Ss to search the Internet to find out some more information about endangered animals
-T has Ss prepare LISTENING for the next period
SPEAKING Aims: By the end of the lesson, student will be able to :
- talk about collections Teaching aids: handouts, colored chalk
Divide the class into two groups Each group nominates one representative Write these activities ib piece of paper