INTRODUCTION
Background of the study
The global spread of English has heightened awareness of its significance, particularly in Vietnam, where proficiency in the language is increasingly viewed as essential for securing desirable jobs, especially in foreign companies This has led to a growing demand for effective communication skills in English In response, the implementation of a learner-centered approach and communicative language teaching has significantly influenced English teaching and learning, emphasizing the importance of students' oral skills and active participation in class Teachers are now focused on encouraging students to engage in conversation, as studies indicate that those who actively participate, such as raising their hands and responding to teacher prompts, tend to perform better in assessments.
At Hai Phong University’s Faculty of Economics and Business Administration, the ability to communicate effectively in English is crucial for students' future careers, especially in a globalized work environment Despite years of implementing communicative language teaching, student participation in speaking activities remains limited This research focuses on the "case-study" activity from the "Market Leader" textbook, the official syllabus for the faculty, to explore how this approach can enhance English speaking skills among second-year Business Administration students.
Aims of the study and research questions
The "Case-study" activity in the "Market Leader" textbook enhances students' writing, speaking, and problem-solving skills This research analyzes the effectiveness of the "case-study" activity in real learning environments to promote English speaking among students To achieve this objective, the study focuses on key questions related to the application and impact of the activity in fostering communication skills.
1 To what extent do students participate actively in the “case-study” activity from the perspectives of 2 nd year students of Business Administration at Hai Phong University?
2 What are factors encouraging or inhibiting students to take part in the case- study activity?
3 What are the implications to enhance students‟ active participation in speaking lesson?
The scope of the study
The textbook "Market Leader," part of the official syllabus for second-year Business Administration students at Hai Phong University, integrates case studies that correspond to the business topics of each unit These case studies provide students with the opportunity to enhance their speaking skills in authentic business contexts, culminating in a writing task at the end of each study.
This research focuses on the oral tasks involved in a case-study activity, aiming to assess the level of student participation among 40 second-year students in the K11A class of Business Administration at Hai Phong University It explores the factors that encourage or inhibit participation, as well as students' expectations for teacher support to enhance their speaking engagement The study seeks to gather specific and accurate data to understand the overall learning environment and identify effective strategies to motivate students to speak English.
Significance of the study
This study highlights the importance of understanding learners' attitudes towards classroom participation, helping them recognize the factors that motivate or demotivate their engagement in case-study activities.
This research enables educators to better understand the challenges and motivations of students by examining their psychological characteristics and individual needs It also reveals students' expectations regarding changes they hope to see in case-study activities, prompting teachers to consider adjustments that could enhance English speaking opportunities Furthermore, this study provides valuable insights for future researchers interested in exploring this topic further.
The methods of the study
This study utilized a survey method, employing questionnaires and teacher self-observation to gather data By integrating both qualitative and quantitative approaches, the research aims to produce reliable results.
Organization of the thesis
The thesis consists of 3 main parts
Part 1: Introduction deals with the background, the aims and the research questions, the scope, the significance, the methods of the study, and the organization of the thesis
Chapter 1: Literature Review lays the theoretical foundation for the study by discussing Definition of Key terms and Framework
Chapter 2: Research Methodology details the methods which have been adopted and the procedures which have been followed when researchers conducted the study
Chapter 3: Presentation and analysis of data presents and discusses the degree of students‟ participation in the case-study activity and some demotivative factors affected their performance
Chapter 4: Findings and pedagogical implications presents the findings with comment and suggests what teachers should do to enlarge the students‟ participation in speaking activities
Part 3: Conclusion ends the study by summarizing the main points, revealing the limitations and suggesting further studies.
DEVELOPMENT
LITERATURE REVIEW
This chapter reviews the literature relevant to the study, focusing on the theoretical background and framework It begins with an overview of the definition of speaking, approaches, and principles for teaching speaking, as well as the definition of student participation Additionally, it discusses the factors influencing student participation and the characteristics of effective oral activities, ultimately establishing a theoretical framework for the study.
There is a long history of the study of the speaking skill in language learning Many variants of speaking definition were provided by different linguistics
First of all, it is worthy to consider the Byrne‟s view He suggested that
Oral communication is a dynamic two-way process that involves both speaking and listening skills, where the speaker encodes the message and the listener decodes it This interaction highlights the importance of effective communication between individuals Additionally, it is essential to recognize the differences between written and spoken language to enhance understanding in various contexts.
“…in contrast to the written language, where sentences are carefully structured and linked together, speech is characterized by incomplete and sometimes ungrammatical utterances and by frequent false and repetitions”
Bygates (1987) emphasizes that "speech is not writing," highlighting the challenges of speaking in a manner akin to writing, which can be "disagreeable and difficult." The author identifies two key differences between speech and writing: conditions and reciprocity In speech, factors such as time constraints and the pressures of planning and memory influence the spoken language's form Additionally, speakers can gauge listeners' reactions, allowing them to adjust their messages accordingly In contrast, writing requires authors to anticipate readers' understanding and preferences, making it essential for writers to predict potential issues in their work.
From these two first points of view, it is clearly seen that the researchers have defined speaking basing on the emphasis on the differences between spoken and written language
According to Brown and Yule (1983), spoken language is characterized by short, fragmented utterances with varied pronunciations Florez (1999, as cited in Bailey, 2005) describes speaking as an interactive process of constructing meaning that involves both producing and receiving information This process is spontaneous, open-ended, and evolving, yet it maintains a level of predictability.
Speaking is a productive oral skill characterized by spontaneity and clarity This study is grounded in Byrne's comprehensive definition, which serves as the foundation for the research development.
1.1.2 Teaching speaking according to communicative approach
The focus on communicative proficiency rather than the mastery is the most striking feature provided in the theory of Communicative Language
In the 1970s, language teaching evolved to prioritize communicative competence, as highlighted by Richards (1986), leading to a greater emphasis on speaking within the curriculum This communication-focused approach encourages learners to enhance their oral skills through various activities, promoting independent work under the teacher's guidance, who primarily facilitates the communication process Teachers create authentic communication opportunities for students to practice speaking However, as Thai and Suhor (1984) suggest based on Brown's research (1976), students should cultivate communicative competencies across five key functional areas relevant to daily life: controlling, sharing feelings, informing-responding, ritualizing, and imagining Therefore, developing communicative competence should extend beyond the classroom, incorporating everyday interactions and social experiences.
Teaching a language, as highlighted by Nunan (2003), is often mistakenly viewed as a simple process, leading many language schools to hire native speakers without teaching certifications for conversational English However, teaching a second language is inherently complex and requires adherence to specific principles Teachers must understand the distinctions between second language and foreign language learning contexts and create opportunities for students to engage in speaking through group and pair work, emphasizing both fluency and accuracy while minimizing teacher talk Additionally, a well-structured lesson plan is crucial for effective speaking sessions, incorporating tasks that promote negotiation for meaning and designing activities that provide guidance and practice in both transactional and interactional speaking.
Burns and Joyce (1997) emphasized the importance of a systematic approach to teaching speaking, identifying four key guidelines for educators Firstly, learners must grasp the cultural and social purposes of spoken interactions, which can be categorized into transactional and interactional communication Secondly, understanding how context shapes language use is crucial Additionally, vocabulary, grammar, and pronunciation should be taught in relation to real-life contexts Lastly, analyzing different types of spoken discourse with students can help them recognize typical structures and grammatical patterns.
Nunan offers comprehensive guidelines for planning speaking lessons, while Bums and Joyce highlight the significance of context in teaching speaking alongside learners' communicative goals Speaking encompasses not just vocabulary and structure but also the expression of individual thoughts, a vital concept that educators should consider when designing speaking activities.
1.1.4 Speaking difficulties of language learners
Burn and Joyce (1997) identify three main factors contributing to students' reluctance to engage in speaking tasks in the classroom: cultural, linguistic, and psychological Cultural factors stem from learners' previous experiences and the expectations associated with them, leading to challenges when they lack familiarity with the cultural context of the target language Linguistic factors involve difficulties in transitioning from the learners' first language to the target language, particularly regarding sounds, rhythms, and stress patterns Lastly, psychological factors such as cultural shocks, negative past experiences, lack of motivation, anxiety, and shyness can significantly hinder students' willingness to participate in speaking activities.
In a case study conducted in a secondary school classroom in Hong Kong, Tsui (1996) identified five key factors contributing to students' reluctance to participate in class discussions.
(1) Students‟ perceived low proficiency in English
(2) Students‟ fear of mistakes and derision
Language learners, particularly in non-English speaking countries like Vietnam, encounter significant challenges in acquiring English Students often have limited opportunities to practice English outside the classroom, resulting in minimal usage of the language in their daily lives Typically, they engage in English discussions only during class, returning home to communicate exclusively in Vietnamese with family and friends This lack of a real English-speaking environment poses a substantial obstacle for Vietnamese students striving to improve their language skills.
At the Center for Teaching Excellence at the University of Waterloo, educators describe student participation as an extensive dialogue involving the entire class, which can manifest through brief interactions between instructors and students or within small groups Green (2008) explored how both students and teachers perceive participation, noting that students often equate it with being actively engaged in class activities Teachers, on the other hand, emphasize the importance of student involvement through open interactions, self-expression, and responsive engagement with peers and instructors Allwright (1984) identified three types of oral engagement in language lessons: 'compliance,' where student responses are heavily guided by the teacher; 'navigation,' where students take initiative to clarify misunderstandings; and 'negotiation,' where roles become more balanced as students and teachers collaboratively reach decisions.
Classroom interaction, as defined by Luu and Nguyen (2010), can be categorized into two types: non-verbal and verbal Non-verbal interaction encompasses students' behavioral responses, such as head nodding, hand raising, eye contact, and body gestures In contrast, verbal interaction involves both written and oral communication; written interaction allows students to express their ideas in writing, while oral interaction includes speaking activities such as answering questions, asking for clarification, making comments, and participating in discussions.
In this study, the researcher adopts the interpretation of Luu and Nguyen (2010) as a basis for further analysis Student participation is defined specifically as oral interaction, encompassing voluntary responses to teacher questions, sharing opinions on discussed topics, making spontaneous contributions, providing commentary, asking questions, and engaging in group discussions.
1.2.2 Factors affecting students’ participation in oral activities
RESEARCH METHODOLOGY
In this chapter, we present a comprehensive overview of the methodology employed in the study, detailing the participants, instruments, and the procedures for data collection and analysis This practical approach builds upon the theoretical foundation established in the previous chapter, offering a clear understanding of how the research was conducted.
2.1 The setting of the study
Established in November 2007, the Faculty of Economics and Business Administration at Hai Phong University evolved from the Economics and Management Department of the Faculty of In-service Training Its primary mission is to deliver highly qualified human resources to meet the needs of international economic integration and national development, while also providing top-notch consulting services in economics and business administration for enterprises The faculty offers a diverse range of training programs, with the Business Administration Department consistently attracting a significant number of candidates during the entrance exams, featuring three classes each for K9, K10, K11, and K12.
The research focused on the K11A class, consisting of 40 students aged primarily between 19 and 21 To qualify for entrance exams in their field, these students must demonstrate proficiency in Mathematics, Literature, and English, indicating a strong foundational level in English language skills.
The text book “Market Leader”, the official ESP syllabus is taught for the
The Market Leader course is designed for second-year Business Administration students, offering an elementary level of business English over two semesters Developed in collaboration with the Financial Times, a premier source of global business information, the course features 12 engaging units that cover essential topics relevant to international business professionals and students alike.
Each unit has 7 main parts, including
+ Starting up which offer a variety of interesting activities in which students discuss the topic and exchange ideas about it
+ Vocabulary which provides students with important new words and phrases that learners can use when carrying out unit‟s tasks
+ Discussion helps to build up learners‟ confidence in using English and improve the fluency through interesting discussion activities
+ Reading with adapted articles on a variety of topics from the Financial Times and other newspaper will develop students‟ reading skills and essential English vocabulary
+ Listening part develops students with listening skills such as listening for information or note-taking
+ Skills will develop essential business communication skills such as making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations
The final component of each unit is a case study that addresses realistic business challenges, enabling students to apply their language and communication skills These case studies offer valuable opportunities for students to practice their speaking abilities in authentic business scenarios Additionally, each case study concludes with a writing task, equipping students with essential writing skills required in the business environment.
One semester will last for 15 weeks with 3 periods of ESP for each week, so that case studies are often taught and learnt within one period-45 minutes
The other periods are spent on teaching and learning others parts and skills of the unit
The study emphasizes the importance of student participation in using case studies to enhance English speaking skills A total of 40 students from the K11A class completed the questionnaires, with their English study experience ranging from 4 to 10 years; most reported studying for 7 to 8 years These students are the primary focus of the research, as they struggle with low participation during speaking activities, which is a key factor contributing to their limited proficiency in English communication.
For a collection of sufficient reliable and vivid data for the study, questionnaires and classroom observation were utilized as methods of the qualitative approach
The questionnaires, written in English, commenced with a brief overview of the research topic and a request for personal information To enhance understanding and data analysis, the researcher incorporated both open-ended and closed-ended questions These questionnaires are tailored for a specific area of investigation.
1 Students‟ degree of participation in the “case-study” activity
2 Factors encouraging students to speak in the case study activity
3 Factors inhibiting students to speak in the case study activity
The researcher utilized the practicum opportunity to observe five distinct case study periods of the K11A class, focusing on various oral tasks This observation provided crucial insights that reinforced the questionnaire data, enabling a comprehensive assessment of student participation in case study activities Consequently, this approach enhanced the validity of the collected information and the conclusions drawn from the findings.
The procedure of data collection could be put into 3 phrases as follows: Phase 1: Preparation
During this phase, the researcher successfully designed the questionnaires and observation sheets, made necessary adaptations to finalize the data collection instruments, and established a schedule for data collection.
During a five-period case study, the researcher examined the K11A class while they engaged in various oral tasks Students were organized into groups of five for each speaking task, allowing for 10 minutes per task, ensuring each student had a minimum of 2 minutes to speak The teacher and group leaders meticulously monitored and recorded the speaking time of each group member for every task.
Upon receiving the timetable, the researcher distributed questionnaires to the K11A class members, clearly explaining the purpose of the survey Students were encouraged to respond honestly and thoughtfully to enhance their learning experience and improve study outcomes.
Classroom observation data was systematically organized into four segments of speaking time, aligning with the research questions The questionnaires, designed in sections based on these questions, facilitated the classification of the gathered information After thoroughly reviewing student responses, the researcher categorized the factors, and the synthesized data was presented using diagrams and tables corresponding to each research question.
The data analysis methods employed proved effective in yielding comprehensive and insightful results, which will be discussed in detail in the following chapter.
PRESENTATION AND ANALYSIS OF DATA
This chapter analyzes data related to three key issues: the level of student participation in the case-study activity, the factors influencing their engagement—both encouraging and inhibiting—and students' preferences for better adaptation to the case-study format The insights gained here are crucial for informing the findings in the subsequent section of this study.
3.1 Students' degree of participation in the "case-study" activities
3.1.1 Students’ speaking time per task
ST ≤ 1 1' < ST < 2' 2 ≤ ST ≤ 3' ST ≥ 3' week 1 Unit 1 - Task 4 15 13 12 0 week 2 Unit 2 - Task 2 10 15 13 2 week 3 Unit 3 - Task 2 9 13 16 2 week 4 Unit 4 - Task 3 6 10 19 5 week 5 Unit 5 - Task 3 3 13 19 6
Table 5: Student's speaking time per task
The data indicates a steady increase in students' speaking time per task from Unit 1 to Unit 5 In the initial lesson of Unit 1, during task 4, many students appeared passive, with 15 students having speaking times of less than one minute By the following week, in task 2 of Unit 2, this number decreased to 10 students, while 12 students began to exceed one minute of speaking time, highlighting a positive trend in student engagement.
During the self-observation process, significant progress was observed in student speaking times In the third week, 16 students participated in task 2 of unit 3, each speaking for 2 to 3 minutes By the last two weeks, 19 students engaged in task 3 of unit 4, with many speaking for the same duration, while 5 students exceeded 3 minutes The final week maintained this trend, with only 3 students speaking for under 1 minute, while 6 students managed to speak for over 3 minutes.
Overall, the case-study activity has had beneficial impact on students It is obvious that their degree of participation increasingly rises lesson by lesson
Chart 1: Degree of students’ participation in the case study activity
A I'm willing to speak English in any "case-study" activities
B I like speaking English when appointed by the teacher
C I only like to speak English with friend at the same table
D I like to speak English when I have already prepared the speaking content at home
E I'm shy when participating in the "case-study" activities
The survey reveals that 53% of students are eager to participate in case-study activities in English, while 19% prefer to speak only after preparing their content at home Following this, 15% of students are willing to speak English when prompted by their teacher A smaller group, comprising 8%, enjoys speaking English only with friends at their table, and the least represented group consists of those who feel shy during case-study activities.
The analysis of the chart and table reveals significant variations in student participation in case-study activities, with a notable majority showing active interest and engagement Therefore, it is essential for teachers to understand both the motivating and inhibiting factors that influence student involvement to maximize the effectiveness of case-study methodologies.
Fact ors enco urag ing stud ents to spea k in the "case-study" activity
Chart 2: Factors encouraging students to speak in the "case-study" activities
A Practicing with realistic business problems and situations
D Tasks in text books are mixed with games, role plays, etc
E Moderate and delicate error correction of the teacher
F The use of visual aids, taps, etc
G Working in groups with different friends
Statistics reveal that engaging with realistic business problems is the key motivator for students to speak English during case-study activities, with 90% of respondents highlighting its importance Additionally, the appeal of diverse topics and a competitive atmosphere contributes to 80% and 60% of students' motivation, respectively Furthermore, 50% of students find that incorporating games and role-plays into textbook tasks encourages their English speaking Moreover, 53% appreciate when teachers correct errors gently, which also boosts their willingness to communicate The use of visual aids motivates 40% of students, while working in groups with different peers is a motivating factor for 30%.
The data presented in Figure 2 indicates that several factors motivate students to engage in speaking English during case-study activities, including realistic business scenarios, diverse and engaging topics, and a competitive environment To enhance student participation in speaking lessons, teachers should closely examine these motivating factors and adapt their teaching methods accordingly.
3.3 Factors inhibiting students to speak in the case - study activity
Chart 3: Factor inhibiting students to speak in the case-study activity
A Difficult text book instruction to understand and follow
E Difficulties in using power point to present the tasks
F Other students in team talk too much
G The lack of time to prepare
H Too fast speaking speed of the teacher
Over 60% of students struggle to comprehend and follow the complex instructions of case-study activities in their textbooks Additionally, 50% find the extensive vocabulary challenging, while 40% cite poor pronunciation as a significant issue Many students express difficulty in using the large vocabulary necessary to articulate their ideas in real business scenarios.
Many students struggle to participate in oral activities due to various factors, with 40% citing a lack of confidence as a primary reason Additionally, 35% find tasks like PowerPoint presentations challenging, while 30% feel inhibited by their talkative peers A lack of preparation time affects 10% of students, and only 6% are impacted by the teacher's fast speaking speed.
Many students struggle with challenging textbook instructions, complex vocabulary, and their own pronunciation issues, which hinder their ability to effectively use PowerPoint for presentations Additionally, factors such as group division, limited preparation time, and the teacher's speaking speed must be addressed to enhance the overall teaching and learning experience.
Chart 4 Students' expectant activities from the teacher
A Give feedback regularly using techniques as praise and grades
B Create opportunities to contact to foreigners in and outside class
D Create opportunities to exchange ideas and experiences in English to real successful businesspeople
F Motivate students by English songs, videos, funny stories or films
G Paraphrase the instructions in the textbook and make them easy to understand
According to the data, 95% of participants prefer regular feedback from their teachers, utilizing praise and grades to enhance their engagement in speaking lessons Additionally, 90% express a desire for opportunities to interact with foreigners both in and outside the classroom A competitive atmosphere is favored by 86% of respondents, while 70% seek opportunities to exchange ideas with successful businesspeople in English Furthermore, 50% of participants value group work with diverse peers, and the same percentage appreciates motivation through English songs, videos, and games Lastly, half of the respondents believe that teachers should clarify difficult instructions in the textbook.
To enhance student participation in oral activities, teachers should foster a friendly and engaging study environment that includes interaction with foreigners and businesspeople, as well as incorporating praise and entertainment.
FINDINGS AND PEDAGOGICAL IMPLICATIONS
This chapter presents key findings and pedagogical implications derived from the analysis of previous research on linguistic history, focusing on effective strategies and teaching techniques for enhancing case-study activities.
Data analysis from questionnaires given to 40 students and observations from 5 classroom sessions at the Economics and Business Administration Faculty of Hai Phong University reveal three key issues that require attention.
+ The positive impact of the case-study activity on the students
+ Factors encouraging students to speak English in the case-study activity + Students' expectant activities from the teacher
4.1.1 The positive impact of the case-study on the students
The findings from the survey questionnaires and 5 periods of classroom observation illustrates the beneficial influence of the case-study on the students
The initial key finding highlights the students' speaking time during the case-study activity, revealing a consistent increase in speaking duration per task over five lessons conducted over five weeks, as observed by the teacher.
In the initial two weeks, students struggled with oral activities related to case-study tasks, dedicating minimal time to speaking and practicing basic structures from the textbook However, by the third week, they began to engage more actively in these activities, showing increased interest in speaking tasks As a result, they made significant efforts to articulate their ideas in English and exchanged opinions more freely By the fourth week, five students spoke for over three minutes, and this number increased to six by the fifth week.
The significant level of student participation indicates that case studies positively impact their engagement Over half of the students are eager to speak English during case-study activities, while 19% prefer to prepare at home before speaking.
A significant 53% of the sample demonstrated a strong commitment to speaking English during case-study activities, reflecting their high motivation and enthusiasm, as noted in the teacher's self-observation of the speaking lessons.
According to Ur's theory on successful oral activities, which emphasizes learner engagement, participation, motivation, and language accuracy, the case-study approach has proven beneficial for students Haiphong University (HPU), a leading institution for business administration, attracts a growing number of candidates annually, all of whom must pass entrance exams in Mathematics, Literature, and English, resulting in a strong foundation for English learning Moreover, the increasing importance of English for securing high-paying jobs has fostered positive attitudes toward the language among students Additionally, the case studies in the curriculum are closely tied to relevant business topics, presenting realistic problems that encourage students to actively apply their language and communication skills through engaging activities.
The positive influence of case studies on student participation in speaking lessons is significant Consequently, it is strongly advised that educators leverage this activity to enhance student motivation and implement effective methodologies for optimal results.
4.1.2 Factors affecting student's participation in the "case- study" activity
The statistical analysis identified four key factors that motivate students in case-study activities: the use of realistic business problems, which ranked highest at 90%, followed by diverse and engaging topics at 80%, and a competitive atmosphere at 60% Additionally, incorporating games and role plays into tasks emerged as a significant motivator Conversely, students reported that challenging textbook instructions, extensive vocabulary, poor pronunciation, and a lack of confidence hinder their English speaking abilities Other contributing factors to low participation included difficulties with PowerPoint, excessive talking from peers, insufficient preparation time, and the fast speaking pace of teachers.
These findings enable teachers to gain a deeper insight into their students' characteristics, which must be thoroughly analyzed and addressed to enhance the learning experience.
Students greatly value regular feedback from their teachers, whether through praise or grades, as it helps them assess their proficiency and identify areas for improvement in their English skills Effective feedback, coupled with appropriate praise and fair grading, serves as a powerful motivator, inspiring students to engage more actively in speaking English.
Students increasingly seek dynamic learning environments that offer interaction with native speakers and opportunities to engage with successful business professionals They thrive in competitive atmospheres that promote teamwork and collaboration with peers of varying skill levels on diverse tasks.
Learners are motivated by engaging activities that combine tasks with games, role-plays, songs, and films Clear instructions from the teacher enhance their ability to follow these tasks, significantly boosting their motivation during case-study activities.
Many disruptive behaviors in the classroom stem from a lack of clear direction in activities, leading to frustration for both students and teachers Ambiguous instructions can create feelings of failure and purposelessness, causing students to disengage and exhibit off-task behaviors, such as talking Effective classroom management relies on concise instructions and clear expectations A case study indicates that 60% of students struggle to understand complex textbook directives, highlighting the need for teachers to simplify instructions to enhance student participation in oral activities Jim (2005) proposed five steps to improve instructional clarity.
1 Become aware of your instruction-giving (listen to yourself, record yourself, ask others to watch you and give feedback)
2 For a while, preplan essential instructions, analyze the instructions beforehand so as to include essential instruction in simple, clear language and sequence it in a sensible order Use short sentences-one sentence for each key piece of information Don‟t say things that are visible or obvious (e.g I‟m giving you a piece of paper) Don‟t give the instruction that they don‟t need at that point (e.g what you will do after this activity is finished)