Rationale for the study
Teacher-student interaction plays a crucial role in foreign language education, as it enhances language development and improves learning outcomes This study aims to explore how these interactions influence students' willingness to speak during English speaking classes.
At my school, where I teach English, speaking skills are a focal point for both educators and students; however, the outcomes in this area have been disappointing Among the four language skills, speaking is notably the weakest, as many students struggle to engage in oral communication It is surprising to see students with years of English study unable to perform a simple self-introduction This issue stems from their reluctance to participate actively in speaking activities during class.
Over my seven years as a high school English teacher, I have observed that several factors contribute to students' reluctance to engage in English classes, with inadequate teacher-student interaction being a significant issue.
I chose to investigate the effects of teacher-student interaction on students' willingness to engage in English speaking classes The goal of my research is to enhance student participation in speaking activities while simultaneously improving their speaking skills This approach could be beneficial when implemented in other schools facing similar challenges in teaching English speaking skills.
Aims of the research
The study aimed to explore the impact of teacher-student interaction on students' willingness to speak in English classes Additionally, the research sought to identify key factors that promote effective teacher-student interaction, ultimately enhancing student participation and improving speaking skills in English.
Questions of the research
To achieve the aims mentioned above, the following research questions were raised for exploration:
1 How can teacher-student interaction impact students’ willingness to speak during English speaking classes?
2 What can help form a good teacher-student interaction to enhance students’ participation in their speaking activities?
Scope of the research
This research focused on the effects of teacher-student interaction on the willingness of 10B1 class students at Kim Son A High School in Ninh Binh Province to speak during English classes The study involved 40 students, comprising 25 males and 15 females, primarily aged 15 to 16, who were in their first year of high school The researcher collected data through classroom observations, informal interviews, and questionnaires, which were subsequently analyzed by himself.
The research involved three experienced female English teachers, each with a minimum of three years of teaching at the school Prior to conducting speaking lessons in class 10B1, the researcher interviewed these teachers to gain insights into how teacher-student interactions influence students' willingness to engage in speaking activities.
Methods of the research
This research employed a qualitative approach to examine the effects of teacher-student interaction on students' willingness to speak in English classes The study involved a survey of high school students and teachers, alongside observations made during a class taught by Ms Lan, one of the interviewed teachers Additional observations were conducted during the researcher’s own speaking lessons, and the three selected teachers were invited to observe these classes The participants were purposefully chosen based on their availability and familiarity with the researcher, ensuring a comfortable interview environment To maintain authenticity, interviews were recorded and transcribed without alteration The transcriptions were then coded and thematically analyzed, forming the basis of the study's findings.
A survey was conducted among all 40 students of class 10B1 at Kim Son A High School to obtain valid and authentic results regarding teacher-student interactions and their effects on students' speaking skills Demographic factors such as age, gender, and religion were not considered in the survey The responses were assigned point values for analysis The findings from the survey were coded and analyzed, then combined with results from interviews and class observations to draw comprehensive conclusions for the study.
Organization of the study
The study is divided into three main parts The contents covered in each part are as follows:
This study aims to explore [insert specific topic], addressing key research questions that focus on [insert main research questions] The rationale behind this research lies in [insert reason for the study], highlighting its significance in [insert relevant field or context] The scope encompasses [insert scope details], utilizing [insert methods used] to gather and analyze data The organization of the study is structured to provide a clear understanding of [insert how the study is organized], ensuring a coherent flow of information throughout the research.
- Part B is the development of the study which comprises 3 chapters:
Chapter 1 presents the literature reviews of the study
Chapter 2 describes the process of implementation of the study
Chapter 3 involves data analysis, findings and discussions
- Part C is the conclusion and implications of the study.
LITERATURE REVIEW
Speaking skill overview
According to Oxford Dictionary of Current English (2009:414), speaking is
“the action of conveying information or expressing ones’ thoughts and feelings in spoken languages”
Chaney and Burke (1998:13) stated that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context.”
Speaking is a productive skill that relies on various factors such as knowledge, confidence, self-esteem, and enthusiasm, as noted by Zuraidah Ali (2008) When it comes to speaking a second language, additional requirements like exposure, consolidation, motivation, and acknowledgment play a crucial role Creating a supportive learning environment in an English as a Second Language classroom can foster these essential determinants for effective language acquisition.
Speaking is one of the four essential language skills—alongside listening, reading, and writing—that learners must practice and master As Nunan (2003) states, speaking is a productive oral skill that involves creating systematic verbal utterances to convey meaning Bygate (1987) emphasizes the importance of distinguishing between knowledge and skill in speaking lessons, arguing that speaking deserves as much attention as literary skills in both first and second language education To excel in speaking, learners must not only study grammar, vocabulary, and pronunciation but also develop the ability to effectively use this knowledge for successful communication.
In general, there are various ways definitions of speaking skill It may be considered as an action, a process and a skill as well In this research, the term
“speaking” is regarded as a skill which is related to language teaching and learning 1.2 Features of speaking skill
Speaking is essential for effective communication in English, acknowledged by both educators and students It serves as an ideal starting point for learners with low literacy or limited formal education, as it is often prioritized due to its significance in communication and the enjoyment it brings to students Additionally, engaging in speaking activities enhances classroom atmosphere and fosters positive group dynamics.
Producing the sounds, stress patterns, rhythmic structures, and intonations of the language;
Assessing characteristics of the target audience, including shared knowledge or shared points of reference, status and power relations of participants, interest levels, or differences in perspectives;
Selecting vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs;
Applying strategies to enhance comprehensibility, such as emphasizing key words, rephrasing, or checking for listener comprehension;
Using gestures or body language;
To enhance listener comprehension and engagement, it's essential to focus on the effectiveness of communication by adjusting speech components, including vocabulary, speech rate, and grammatical complexity (Brown, 1994:75).
Speaking lessons may follow the usual patterns below:
1.3.1 Preparation is step to establish a context for the speaking task (where, when, why, and with whom it will occur) and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words)
1.3.2 Presentation involves the teacher supplying learners with a preproduction model that furthers learner comprehension and helps them become more attentive observers of language use
1.3.3 Practice involves learners in reproducing the targeted structure, usually in a controlled or highly supported manner
1.3.4 Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress
1.3.5 Extension consists of activities that ask learners to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously acquired ones (Brown, 1994:75)
Below is an example of a speaking lesson (Carter & McCarthy, 1995:141-158) (Choosing appropriate topics for small talk)
To enhance learners' conversational skills, begin by displaying an image of two individuals engaged in casual dialogue within a relatable setting, chosen based on a previous needs assessment Encourage the learners to brainstorm potential discussion topics, relevant vocabulary, and common phrases that might be used in such a conversation.
In this activity, learners will watch video clips showcasing small talk in casual settings and complete a worksheet to identify discussed topics, the context of the conversations, and common phrases associated with small talk A subsequent discussion will focus on appropriate small talk topics, considering factors such as the relationships between participants and the physical environment Additionally, typical phrases used in small talk will be explored, and this information will be organized in a chart for better understanding.
To enhance small talk skills, provide learners with detailed information about the participants and the setting of a scenario where conversations will occur In pairs, they should brainstorm potential discussion topics and simple phrases that could be utilized Following this preparation, learners can engage in improvised dialogues, using the phrases they’ve identified to practice their conversational abilities effectively.
* Evaluation Give pairs a teacher-prepared dialogue Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both
Encourage learners to explore different community settings, such as workplaces, schools, churches, and bus stops, either individually or in small groups, and document the conversations they overhear Afterward, have them share their observations with the class, fostering a group discussion to analyze and reflect on these findings.
1.4 The teacher’s roles in the stages of teaching speaking
Byrne (1986) identifies three essential stages in teaching speaking: the presentation stage, the practice stage, and the production stage Each stage requires a distinct role for the teacher, adapting their approach to effectively facilitate student learning.
During the presentation stage, the teacher assumes the role of an informant, introducing new concepts in a clear and memorable manner This central position requires the teacher to effectively communicate the meaning of the new language while ensuring that students are engaged and focused To maximize learning, it is essential for the teacher to balance their instructional time, allowing students ample opportunity for independent practice.
During the practice stage, students take the lead in discussions while the teacher focuses on creating engaging and memorable practice opportunities This role contrasts sharply with that of the presentation phase, as the teacher acts like a skilled conductor, ensuring that each student has the chance to participate and monitoring their performance to ensure it meets expectations.
At the final stage, the production one, the teacher takes on the role of manager and guide Students are given opportunities to use language freely
Students may occasionally make mistakes during their learning process, but these errors are not significant The crucial aspect is that they have the opportunity to use the language freely and express their own ideas.
Students recognize the personal value of their learning, which motivates them to continue their education Unlike the practice stage, assessing student performance becomes more challenging for teachers, and there is no straightforward formula for success Therefore, teachers must exhibit flexibility, tolerance, and patience, while also striving to understand the difficulties faced by their learners.
THE STUDY
Description of the subjects
This study involved two groups: 40 tenth-grade students and 3 English teachers from Kim Son A High School The researcher conducted an observation of a speaking lesson in class 10B1 to analyze the existing teacher-student interaction within this classroom setting.
Before conducting the research, the researcher distributed questionnaires to 40 students After completing his speaking lessons in class 10B1, he administered a second set of questionnaires to the same students.
Interviews were conducted with the participation of 3 teachers of English All answers were recorded as the evidence for the analysis.
Settings and subjects of the study
This study was conducted at Kim Son A High School in Phat Diem Town, Ninh Binh, involving 40 tenth-grade students aged 15 to 16, both male and female While these students excelled in paper tests, their participation in English speaking lessons fell short of expectations, and many lacked confidence in communicating in English To gain deeper insights, the author included three experienced English teachers, each with over three years of teaching experience, to provide valuable information about the students' speaking skills and the influence of teacher-student interaction on their willingness to speak The goal was to identify effective solutions to enhance the students' speaking abilities.
Current situation of teaching and learning speaking skill at Kim Son A High School 19 1 Questions of the research
The teaching and learning of English speaking skills at Kim Son A High School face challenges similar to those in many other high schools in Ninh Binh province, primarily due to the mixed proficiency levels of students Many students enter the school with a limited understanding of English, a common issue in rural areas Compounding this problem, students often lack interest in speaking the language, as their exams focus solely on grammar and vocabulary through multiple-choice questions Additionally, insufficient teacher-student interaction may hinder student participation in speaking activities, further diminishing their willingness to engage in language practice.
To achieve the aims mentioned above, the following research questions were raised for exploration:
1 How can teacher-student interaction impact students’ willingness to speak during English speaking classes?
2 What can help form the good teacher-student interaction to enhance students’ participation in their speaking activities?
Qualitative method was employed to analyze the data collected through classroom observations, questionnaires and informal interviews.
Justification for data collection instruments
This study utilized three primary data collection methods: questionnaires for teachers and students, classroom observations, and teacher interviews These instruments proved to be effective in gathering essential information for the research.
This study utilized a questionnaire due to its numerous advantages, as highlighted by Saphier (1993) When meticulously designed, questionnaires efficiently gather extensive data and opinions from a large audience in a timely manner They are straightforward to analyze and are familiar to most individuals, making respondents feel comfortable and less apprehensive Additionally, questionnaires minimize bias by presenting uniform questions without the influence of a researcher’s opinions or any verbal or visual cues Furthermore, they are less intrusive compared to telephone or face-to-face surveys, allowing respondents to complete them at their convenience without interruptions.
The questionnaires administered to students and teachers included a mix of closed and open-ended questions, allowing the researcher to efficiently gather comprehensive information This approach facilitated easy analysis of the collected data and streamlined the presentation of the results.
The researcher implemented two rounds of questionnaires to assess students' speaking skills and teacher-student interactions The pre-questionnaires were administered prior to the study to gauge students' perceptions of their learning experiences and the influence of these interactions on their motivation for speaking activities Following the completion of speaking lessons in class 10B1, the post-questionnaires were distributed to evaluate any changes in students' attitudes and experiences.
The researcher aimed to assess the influence of teacher-student interactions on students' willingness to speak, with the goal of implementing changes to enhance motivation in speaking classes.
Interviewing serves as a fundamental research method in social science, utilized in this study to gather insights from teachers regarding their attitudes on the influence of teacher-student interaction on students’ willingness to speak Additionally, the research aims to explore teachers’ recommendations for fostering effective teacher-student interactions.
In this type of interviewing, most of the questions are open-ended designed to elicit the participants’ perspectives without sensitizing the participants to any hypotheses of the researcher
The researcher conducted interviews with three fellow teachers at the same school to gather detailed insights for the study These interviews were conducted prior to and concurrently with the distribution of survey questionnaires to the participating teachers.
Observation is a method of collecting data through the monitoring of behaviors, events, or physical traits in their natural environments This process can be classified as either overt, where subjects are aware of being observed, or covert, where they are unaware of the observer's presence Covert observation often yields more natural behavior, as individuals act without the pressure of being watched However, ethical considerations typically necessitate the use of overt observation methods to ensure transparency and respect for participants.
The researcher observed a speaking lesson in class 10B1, followed by his own lessons in the same class His goal was to compare teacher-student interactions before and during his study, focusing on how these interactions influenced student participation in speaking activities.
To ensure an unbiased evaluation of his teaching methods in speaking classes, the researcher invited three teachers to observe his sessions Following their observations, the teachers completed survey questionnaires, providing valuable insights that would help the researcher assess the effectiveness of his instructional approach.
DATA ANALYSIS AND FINDINGS
Data analysis and findings
1.1 Data analysis and findings of cycle 1
1.1.1 Data analysis and findings of teachers’ questionnaire survey (Pre- questionnaires)
Prior to conducting speaking lessons in class 10B1, the researcher distributed survey questionnaires to three teachers involved in the study The primary objective was to assess the current state of speaking skill instruction at Kim Son A High School, explore teachers' attitudes towards teaching speaking, and investigate the strategies employed by teachers to motivate students to engage in speaking activities.
1.1.1.1 The importance of speaking skill (Please refer to question 1 in
Very important Important Not very important Unimportant
Table 1: The importance of speaking skill (Number = 3)
Teachers surveyed unanimously emphasized the significance of speaking skills in assessing students' English proficiency They regarded speaking, alongside listening, as the primary goal in learning English.
“If students can speak English well, it means that their grammar and vocabulary are good”
“Students learn English for their communication in the future In other words, they learn English so that they can speak to other people in English”
“No speaking means no English at all Learning a language doesn’t mean doing exercises in books only Students should be able to speak in the language”
All three teachers emphasized the significance of speaking skills in learning English, highlighting that proficiency in this area reflects one's overall English ability.
1.1.1.2 The students’ speaking competence (Please refer to question 2 in Appendix 1)
Excellent Very good Good Average Poor
Table 2: The students’ speaking competence (Number = 3)
The table indicates that none of the students achieved an excellent level in speaking, and there was also no variation in the number of those rated as very good However, all teachers involved assessed their students' English speaking competence as good.
The survey results indicate that all students demonstrated effective communication skills in English during speaking lessons, with no participants reported to have average or poor English competence.
1.1.1.3 The students’ willingness to speak (Please refer to question 3 in
Strongly agree Agree Disagree Strongly disagree
Table 3: The students’ willingness to speak (Number = 3)
Despite all students demonstrating adequate speaking competence, they showed a reluctance to engage in speaking activities, indicating a lack of willingness to participate.
Students' speaking competence does not necessarily reflect their willingness to engage in speaking the language It cannot be definitively stated that those who excel in English speaking are more inclined to participate in speaking activities during lessons.
1.1.1.4 Factors that impact the students’ willingness to speak (Please refer to question 4 in Appendix 1)
Teacher’s excellence of the subject 3
Good interaction between the teacher and the students 0
Table 4 highlights the factors influencing students' willingness to speak, as perceived by teachers The primary factors identified were students' strong vocabulary and the teacher's expertise in the subject, which significantly enhance student participation in speaking activities Good school facilities were also deemed essential for motivating students to engage in conversation Interestingly, only one teacher considered good grammar as a factor, while the importance of teacher-student interaction was overlooked, with teachers not viewing it as relevant to students' speaking willingness.
It could be concluded that all of the teachers in the survey didn’t consider the good interaction between the teacher and the students to be important
So, they paid no attention to its role in motivating students to speak
Teachers emphasized that relying solely on paper exams discourages students from practicing speaking skills, leading to a lack of interest and motivation in verbal communication.
1.1.1.5 What teachers often did to encourage students to speak (Please refer to question 5 in Appendix 1)
Ask them to learn by heart all vocabulary and structures involved in the lessons 3
Ask them to practice their English at home every day 3
Recommend speaking to native speakers 3
Table 5: What teachers often did to encourage students to speak (Number = 3)
The table clearly indicates unanimous agreement among the three teachers on key strategies to encourage student speaking They collectively emphasized the importance of having students learn all vocabulary and structures from the lessons, practicing English daily at home, and engaging in conversations with native speakers.
To enhance students' willingness to speak, one teacher emphasized the importance of self-practice in speaking skills The teacher noted that students must recognize that their learning is for their own benefit; otherwise, external motivators, such as teacher encouragement, will be ineffective.
1.1.2 Data analysis and findings of teachers’ interviews
The three interviewed teachers showcased varying levels of experience in education: Mrs Pham Thi Hang with 8 years, Mrs Pham Thi Mai Lan with 5 years, and Ms Pham Thi Hai Yen with 3 years of teaching experience.
When questioned about the influence of teacher-student interaction on students' willingness to speak, the three teachers expressed uncertainty, admitting they had never considered this aspect They deemed such interaction irrelevant to the development of speaking skills.
“The students are not mature enough to understand what that interaction is
The lack of attention to the interaction between teachers and students raises questions about its impact on student engagement in speaking lessons This uncertainty suggests that fostering active participation may depend on the dynamics of classroom interactions.
“I haven’t thought of it before If it (the teacher-student interaction) has some impacts on students’ willingness to speak, those impacts are slight”
“Maybe it does Anyway, for me, this kind of interaction is not very worth being considered a major contribution to students’ motivation in speaking”
Consequently, they couldn’t make out exactly what impacts the teacher-student interaction had on their students’ willingness to speak during English speaking classes
However, all of them could tell what helped form a good interaction between the teacher and the students They are as follows:
To help students learn from their mistakes, teachers should maintain a positive tone and attitude when providing corrections Negative feedback can diminish a student's self-esteem and foster feelings of hopelessness, hindering their growth and learning process.
Conclusion and implications
Effective teacher-student interaction significantly influences students' motivation to participate in speaking lessons Positive engagement encourages students to express themselves, even if their English skills or ideas are not fully developed Conversely, a lack of interaction can lead to decreased enthusiasm for speaking activities, ultimately hindering the learning process.
As a result, they don’t want to join in the activities of the speaking lessons
Many teachers fail to recognize the vital importance of teacher-student interaction, which can lead to passive participation from students during speaking lessons, despite their competence Although teachers have implemented various strategies to encourage student engagement, these efforts often yield little change in speaking proficiency To foster a more dynamic learning environment, educators must understand the significance of effective interaction and take proactive steps to enhance it, ultimately motivating students to participate enthusiastically in speaking activities.
To enhance student involvement in speaking lessons, several key factors play a crucial role Constructive corrections during speeches, genuine care from the teacher, equal speaking opportunities for all levels, encouragement, and effective communication foster positive teacher-student interactions Building these elements takes time and patience, as teachers must actively work to understand and improve their current interactions with students Ultimately, a committed approach enables teachers to cultivate an effective and engaging learning environment.
In conclusion, positive teacher-student interaction significantly influences students' willingness to engage in speaking activities Effective communication fosters a supportive learning environment, benefiting both teachers and students Thus, it is essential for educators to cultivate strong interactions in speaking classes to enhance student motivation and participation.
The study revealed that teacher-student interactions significantly influence students' willingness to speak in English speaking classes Based on these findings, the author offers several implications for both teachers and students to enhance classroom engagement and communication skills.
Teachers must assess their current interactions with students, recognizing the significant impact these relationships have on students' willingness to engage in speaking activities To foster a positive environment, educators should prioritize building strong teacher-student interactions by considering key factors that contribute to a supportive and encouraging classroom atmosphere.
1.1.1 Making corrections in constructive ways
Teachers should note their students' mistakes and write them on the blackboard without identifying the individuals responsible, allowing the entire class to correct them collectively This approach minimizes embarrassment for students when receiving corrections Additionally, having students correct mistakes in pairs increases speaking opportunities within the classroom Finally, implementing a designated 'correction time' allows teachers to recognize and praise the good language use they observe during students' speaking activities.
To foster a trusting relationship, teachers should actively listen to their students' feelings and seek their feedback, demonstrating that their opinions are valued This approach cultivates a classroom environment where students feel safe to ask questions and build their confidence Additionally, by engaging with students as friends, teachers can gain insights into the challenges students face in communication, their needs, and their feelings regarding interactions, ultimately enhancing the learning experience.
Teachers must ensure equal treatment of all students to promote fairness in the classroom Regardless of their English proficiency levels, every student should have equal opportunities to participate and express their ideas during speaking classes By encouraging contributions from both high-achieving and struggling students, teachers can help all learners showcase their strengths This inclusive approach fosters a sense of belonging and value among students, ultimately increasing their motivation to engage in the learning process.
1.1.4 Encouraging students to speak up
Encouraging students during speaking activities is essential for their development Simple affirmations like “I believe you can do it” or “I know you’ve tried your best; keep trying, and you will improve” can significantly boost their confidence Additionally, expressing pride in their progress, such as saying “I am very proud of your successful progress,” helps students feel recognized for their efforts Offering small rewards, like candy or a fun class activity, can further motivate students to strive for success.
Students should recognize the crucial impact of effective interaction with their teachers on enhancing their speaking skills It is essential for them to communicate openly about their expectations and needs to foster enthusiasm in their lessons However, establishing a positive teacher-student relationship requires active participation from the students, who must meet the responsibilities expected of them in the learning process.
Mastering the English language is crucial for securing a good job in today's economically integrated world As a result, individuals must cultivate self-motivation to engage in language learning activities consistently.
Students should be well-prepared for new lessons and learn to collaborate effectively in pairs and groups It's essential for them to respond positively to the teacher, as there is no need for shyness when participating in discussions Being self-respondent and supportive of both the teacher and classmates is highly encouraged.
In conclusion, the students need to see that their participation in speaking activities all contribute to their better English speaking competence.
Limitations and suggestions for further studies
This study's generalization is limited due to the homogeneity of the survey participants and interview respondents, who predominantly share similar socio-economic backgrounds and ethnicities The primary distinction among them lies in their chronological age and teaching experience, which may lead to biased results favoring a particular perspective.
Due to time constraints, the researcher conducted the study in a single class, which may limit the generalizability of the findings regarding teacher-student interaction and its effects on students' willingness to speak It is important for teachers in other classes and schools to use these insights as a reference while recognizing that adaptations may be necessary to suit their specific student populations.
The interaction between teachers and students alone does not determine students' willingness to participate in speaking activities Numerous factors influence students' engagement in speaking lessons To enhance motivation among students, teachers must consider these additional factors that affect participation.
This study examines the effects of teacher-student interaction on students' willingness to engage in speaking activities It identifies key factors that enhance positive interactions, leading to increased motivation among students in speaking classes Future research can explore additional elements influencing motivation in English speaking lessons, further enriching the teaching and learning experience.
Future research should explore how teacher-student interactions influence students' willingness to engage in listening, reading, and writing lessons, as well as the mechanisms behind these effects.
Future research may explore additional factors influencing teacher-student interactions beyond those identified and analyzed in this study.
This research serves as a valuable resource for both students and teachers, offering reliable insights that can guide necessary changes and encourage further exploration in the same field.
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I am conducting research on the speaking skills of non-English major students Your participation in the questionnaire survey below is crucial for this study Please note that the information gathered will be used solely for research purposes and will not be shared or utilized for any other reasons.
(For each question, you may choose more than one option)
1 What is your opinion about speaking skill?
Very important Important Not very important Unimportant
Please specify your reasons for your choice: ………
2 What is your students’ speaking competence?
A Excellent B Very good C Good D Average E Poor
3 Your students are willing to speak during speaking classes
Strongly agree Agree Disagree Strongly disagree
4 What can impact the students’ willingness to speaking in speaking classes?
A Student’s good grammar B Students’ good vocabulary
C Teacher’s excellence of the subject D Good school facilities
E Good interaction the teacher and the students
5 What do you often do to encourage your students to speak?
A Ask them to learn by heart all vocabulary and structures involved in the lessons
B Ask them to practice their English at home every day
C Recommend speaking to native speakers
Thank you for your co-operation!
1 Apart from the factors that can make your students unmotivated to speak as you have listed in the questionnaires, do you think that your students are unwilling to speak because their interaction with you is not good?
2 In your opinion, what impacts may the teacher-student interaction have on students’ willingness to speak?
3 In your opinion, what can help form a good teacher-student interaction?
QUESTIONAIRE SURVEY FOR STDUENTS (Cycle 1 - Pre-questionnaires) The teacher-student interaction’s impacts on students’ willingness to speak
I am conducting a study on the speaking skills of non-English major students To assist with this research, please complete the questionnaire survey provided below Rest assured, the information collected will be used solely for this study and will not be utilized for any other purposes.
1 The positive teacher-student interaction is important
2 The positive teacher-student directly affects my participations in speaking
3 I trust my sharing personal information with my teacher
4 I believe that my teacher cares about my personal well- being
5 I believe my willingness to speak is affected by whether
I have positive interactions with my teacher
6 Are you satisfied with your present teacher-student interaction?
7 Are you willing to speak during speaking classes?
8 My interaction with my teachers affected my feelings about participations in the following ways:………
Thank you for your co-operation!
OBSERVATION SHEET ON STUDENTS’ WORK IN THE FISRT
Active to respond to the teacher
QUESTIONAIRE SURVEY FOR STDUENTS (Cycle 2 - Post-questionnaires)
I am conducting a study focused on the speaking skills of non-English major students To assist with this research, please complete the questionnaire survey provided below The information gathered will be used solely for this study and will not be utilized for any other purposes.
Completely agree Agree Disagree Completely disagree
1 The teacher cared about us individually
2 The ways my teacher corrected my mistakes was positive
3 I have the same opportunities for my speaking as other classmates
4 I have good interaction with my teacher
5 The interaction I have with my teacher helps me feel more motivated in my speaking lessons
6 I am willing to take part in speaking lessons now
Thank you for your co-operation!
OBSERVATION SHEET ON STUDENTS’ WORK IN SPEAKING LESSONS
Active to respond to the teacher