INTRODUCTION
Statement of the problem and rationale of the study
One of the main purposes of studying English is to use it for communication
According to O'Malley and Pierce (1996), among the four skills, speaking seems to be an important skill that learners should acquire Therefore, to teach learners of
English to be able to speak English well is said to be one of primary goals in learning the target language
However, for non-native EFL speakers it is not easy to communicate effectively in English because learners of English have to master many important elements of
English including vocabulary, grammar, pronunciation, fluency and comprehension
To enhance students' speaking proficiency, English teachers must implement innovative teaching methods that engage and motivate learners to participate actively in speaking activities.
At Hanoi University of Business and Technology (HUBT), the teachers of
English language instructors often implement various activities to enhance student motivation and speaking proficiency, particularly through discussion exercises found in the "Market Leader - Pre-intermediate" course book However, many second-year EFL students face challenges that hinder their engagement, with a significant number displaying little interest in these discussions Some students find the activities unengaging, participating only when prompted, while others struggle with limited vocabulary and background knowledge, which affects their ability to collaborate effectively with peers Additionally, the repetitive use of similar discussion activities by teachers can further diminish student interest and enthusiasm in speaking classes.
Many university students exhibit a lack of motivation towards learning English, particularly in developing their speaking skills, as they often do not dedicate sufficient time to practice at home This disinterest can be attributed to a lack of engaging materials and activities that could otherwise enhance their learning experience.
Besides, the students are always asked to do tasks in formal or informal cooperative groups in class only without any preparation before class
To address the challenges associated with discussion activities, the researcher selected debates and layout problems to enhance students' self-study and cooperative learning Although these activities present greater challenges compared to previous methods, they prove beneficial when students dedicate time to research and prepare before class Participants engage in both formal cooperative groups and base groups, collaborating with peers as assigned by the teacher and forming stable groups at the semester's start This approach encourages students to study independently and work together at home to complete tasks, fostering long-term, supportive relationships among them.
To enhance English speaking instruction at the university level, action research is a more effective approach than experimental research Action research directly addresses practical classroom challenges and fosters the development of educational practices, while experimental research typically involves controlled environments that may not reflect real-world issues Additionally, action research allows for swift identification and resolution of problems due to time constraints, making it an ideal choice for educators seeking immediate improvements in their teaching methods.
All these conditions, henceforth, offered the researcher a chance to conduct a study on "Using Discussion Activities to Increase Motivation and Speaking
Proficiency of Second-Year EFL Students at Hanoi University of Business and
Technology: An Action Research Study.”
Aims of the study
The study aims at finding out whether discussion activities are used effectively in motivating the EFL second-year students at HUBT in learning speaking skill
Besides, the study also investigates how discussion activities can increase speaking proficiency of the students.
Research questions
To fulfill the aims of the research, the two following research questions should be answered:
1 How effective are discussion activities in motivating the students in learning speaking skill?
2 To what extent, do discussion activities increase speaking proficiency of the students?
Significance of the study
It is hoped that the results of the study will provide the researcher as well as
English language teachers who comprehend the significance of discussion activities can enhance students' motivation and proficiency in speaking skills Additionally, the findings of this study could benefit English teachers at Hanoi University of Business.
Incorporating technology into speaking lessons in Vietnam can significantly enhance students' motivation and proficiency in English speaking By leveraging innovative tools and resources, educators can create engaging learning experiences that foster skill development and boost confidence in communication.
Scope of the study
Discussion activities are highly effective in enhancing speaking skills in the classroom This study specifically investigates a group of 14 second-year EFL students from the Faculty of Accounting at HUBT It aims to assess the impact of discussion activities on student motivation and to evaluate the extent to which these activities can improve their speaking proficiency.
DEVELOPMENT
LITERATURE REVIEW
1.1.1 The importance of teaching and learning speaking skill
Among the four skills in English (speaking, listening, writing, and reading), speaking skill plays a crucial part in helping learners learn a language effectively
Pattison (1992) points out that when people mention knowing or learning a language, they mean being able to speak the language And according to Flohr and
According to Paesler (2006), speaking is the most crucial skill in acquiring a foreign language, with Flohr and Paesler (2006) highlighting that the emphasis should be on communication activities and expressive abilities to achieve fluency Therefore, it is essential to prioritize the teaching and learning of speaking skills, as they deserve equal or even greater focus compared to other language skills.
Considered as a major focus on language teaching, "speaking" catches much attention of linguists In Oxford Advanced Dictionary, the definition of speaking is
"to express or communicate opinions, feelings, ideas, etc., by or as talking and it involves the activities in the part of the speaker as psychological, physiological
Speaking is a vital skill that involves not only the correct pronunciation and intonation but also the appropriate selection and arrangement of words to convey meaning effectively Bygate (1987) emphasizes that speaking deserves as much focus as literacy skills in both first and second languages Learners are often expected to communicate confidently for basic transactions, making speaking essential for social interactions, professional growth, and business success Additionally, it serves as a key medium for language acquisition, particularly beneficial for many learners.
Speaking is a crucial yet challenging skill for EFL students to master Common difficulties include limited vocabulary, grammar issues, and insufficient practice According to Ur (1996: 121), there are four primary problems that EFL learners face in speaking.
Speaking in a foreign language necessitates real-time interaction with an audience, which can be daunting for EFL students Many learners feel inhibited in the classroom, often fearing mistakes or feeling shy about the attention their speech draws.
Even not being inhibited, students often complain that they cannot think of anything to say
In large group discussions, only one participant can speak at a time to ensure they are heard, which limits each person's speaking time This issue is further exacerbated by the tendency of some individuals to dominate the conversation, while others may contribute very little or not at all.
In classrooms where many students share the same native language, they tend to use their mother tongue more frequently, as it feels more natural and reduces feelings of exposure Consequently, this leads to a lack of discipline in using the target language during the learning process.
Students at HUBT, like many EFL learners, struggle with speaking skills, resulting in low proficiency levels Their lack of motivation and reluctance to speak stem from various linguistic, cultural, and psychological factors Despite having studied English for over seven years, many students find it challenging to communicate effectively and often exhibit a lack of enthusiasm for learning.
English skills well, particularly speaking skill
In conclusion, speaking is considered one of the most difficult skills to master, necessitating greater focus in both education and instruction Educators must be vigilant in identifying and addressing the challenges their students encounter during speaking lessons.
1.2 Characteristics of a successful speaking activity
Effective speaking is a crucial skill that students will be evaluated on in real-life situations, as it plays a vital role in daily interactions and often shapes first impressions According to Ur (1996), there are four key characteristics that define a successful speaking activity.
To enhance language learning, it is crucial for learners to engage in extensive speaking during activities, maximizing their talk time in the target language Unfortunately, teachers often dominate conversations, leading to reduced student participation A frequent issue in speaking tasks is that students may only contribute a few simple phrases in the foreign language before reverting to their native language for the majority of the time To ensure effective speaking practice, it is essential for teachers to minimize their talking and create an environment where students can practice speaking more actively.
Participation in classroom discussions should be equitable, ensuring that no single group of talkative students dominates the conversation To achieve this, tasks must be structured to encourage contributions from a diverse range of students, whether in whole-class settings or small groups Teachers play a crucial role in facilitating this balance, intervening when necessary to promote equal speaking opportunities for students of varying levels.
High motivation is a key characteristic of effective language learning, as it drives learners to engage in speaking due to their interest in the topic and their desire to contribute to task objectives Research highlights motivation as a critical factor for success in language acquisition Educators play a vital role in fostering and sustaining student motivation, which can significantly enhance the learning experience.
Students are more engaged in speaking activities when the topics are interesting and have clear objectives It is essential to align tasks with students' abilities; if a task is too easy, it may be perceived as childish, leading to a loss of interest.
A key characteristic of effective language learning is the use of language at an appropriate level, allowing learners to communicate through relevant and easily understandable utterances Successful speaking tasks should be designed to enable students to complete them using their existing language skills If students encounter significant vocabulary gaps, they may become frustrated and resort to their native language, hindering their progress.
In reality, few classroom activities meet all the desired criteria for effective language teaching Consequently, language educators must strive to implement diverse and effective techniques to fulfill these standards This study highlights two discussion activities—debates and layout problems—that significantly enhance student participation in speaking tasks Furthermore, the language utilized in these activities aligns well with the students' prior learning, ensuring it remains at an acceptable level.
1.3 Discussion and students' speaking proficiency
1.3.1 The role of discussion in improving students' speaking proficiency
RESEARCH FINDINGS AND DISCUSSION
CHAPTER 3 RESEARCH FINDINGS AND DISCUSSION 3.1 Levels of students' motivation
This section analyzes data collected from second-year EFL students in class KT17.13, utilizing Survey Questionnaire 1 to assess student motivation levels prior to intervention and identify challenges in developing speaking skills The results for questions 1 and 4 from the survey are illustrated in the accompanying chart.
Figure 3.1 Students' levels of interest in English speaking lessons and discussion activities
The data indicates that 64.29% of students expressed a dislike for speaking lessons, while only 35.71% showed a strong interest in them Notably, just 1 out of 14 students, or 7.14%, demonstrated a high level of enthusiasm for speaking lessons, with an equal percentage indicating they liked speaking very much.
Regarding students' interest in discussion activities, there were 5 students
A significant majority of students, 64.29%, expressed enjoyment in participating in speaking lessons and discussion activities, while 35.71% showed a lack of interest This data, illustrated in Figure 3.1, highlights the contrasting attitudes toward these educational activities among the students.
However, when considering the students' willingness to speak English, the researcher found that the majority of the students (71.43%) accepted that they spoke
The data reveals that 7.14% of learners communicated in English while conversing with friends, indicating they found it beneficial Notably, only 2 out of 14 students reported this practice.
(14.29%) spoke English when they found speaking activities interesting
You talk with your friends 7.14 %
You are interested in speaking activities 14.29%
Table 3.1 Students' speaking opportunities during speaking lessons
The collected data in the next figure revealed certain difficulties faced by the students during the process of learning speaking English
Figure 3.2 Students' difficulties in learning speaking English
Figure 3.2 reveals that students identified limited vocabulary and grammatical knowledge, along with the influence of their native language, as the primary barriers to effective English communication Additionally, half of the students reported that high anxiety and low self-confidence significantly hindered their ability to communicate.
42.86% and 35.71% of 14 students agreed that their low fluency and accuracy, and their low motivation were the other obstacles for learning English speaking skill
Only 4 out of 14 students (28.57%) had difficulty in speaking due to their poor background knowledge
The next figure shows a list of some certain discussion activities that had ever been given to the students by their teachers and their preferences for the activities
Figure 3.3 Students' preferences for types of discussion activities
In a study of student engagement with various activities, it was revealed that comparing and guessing were the most appealing, with 10 out of 14 students expressing interest Conversely, while putting in order and surveys were commonly used, they failed to engage half of the students Additionally, detecting differences was deemed uninteresting by five students, four of whom showed little to no interest Meanwhile, layout problems and debates were unfamiliar to most, with only one or two students having prior experience, yet those who did engage with these activities displayed a positive attitude.
After analyzing the data from the first survey questionnaire conducted with students in the preliminary investigation, it was evident that many students faced challenges in developing their speaking skills This struggle contributed to a lack of interest in speaking activities, indicating a broader issue with student engagement in this area of language learning.
To enhance student engagement in speaking lessons, the researcher introduced layout problems and debates, methods that were previously underutilized by teachers This approach aims to stimulate students' interest and improve their motivation levels The following section will evaluate the effectiveness of this action in boosting student motivation.
Survey questionnaire 2 aimed to assess changes in student motivation following the implementation of the action The results, illustrated in the figure below, clearly indicate the students' levels of motivation.
Figure 3.4 Students' levels of motivation in speaking lessons
Following the intervention, there was a significant increase in student motivation levels, as illustrated in Figure 3.4 The data revealed that 57.14% of students found the speaking lessons to be interesting, with 21.42% expressing that they found the lessons very interesting, and another 21.42% indicating a high level of interest.
There is only 1 out of 14 students (7.14%) choosing the option uninterested
In figure 3.5, the researcher presented students' levels of interest in discussion activities
Figure 3.5 Students' levels of interest when participating in discussion activities
Following the speaking lessons that included two discussion activities, 42.86% of students reported feeling very interested in participating in these discussions Additionally, 35.71% expressed interest, while 21.42% indicated a high level of interest in the speaking lessons overall Notably, none of the students selected the option indicating they were not interested at all.
The following table shows students' comments on some of the opinions about discussion activities
A Discussion activities make me feel relaxed and enjoyable
B Discussion activities help lower my anxiety and develop confidence
C Discussion activities give me more opportunities to speak English
D Discussion activities make the speaking lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with my friends
E Discussion activities help me a lot in improving my 0 9 4 1 0
Table 3.2 Students' comments on discussion activities (1: highly agree, 2: agree, 3: neutral; 4: disagree, 5: strongly disagree)
According to Table 3.2, a significant majority of students (92.86%) reported feeling relaxed and enjoying discussion activities, which they believed made speaking lessons more engaging Only one student remained neutral on these opinions Furthermore, all students acknowledged that discussion activities provided them with increased opportunities to practice speaking English When asked about the impact of these activities on their speaking motivation, 64.29% of students agreed that it was beneficial, while 28.57% were uncertain, and one student disagreed.
In figure 3.6 the researcher illustrated students' preferences for the two discussion activities that had been applied during the implementation
Figure 3.6 Students' preferences for discussion activities
Between the two discussion activities that had been applied by their teacher, the students seemed to prefer layout debates to layout problems with 57.14% and
A significant 42.86% of students expressed their enthusiasm for increased discussion activities in the classroom When asked about their expectations for future lessons, every student indicated a desire for their teacher to incorporate more of these engaging activities, highlighting their growing interest and excitement in participating.
English speaking lessons with discussion activities
In short, based on the data of survey questionnaire 2, we can see that the students' motivation was improved a lot after six weeks of implementation
During a six-week pilot teaching program, the researcher and her colleague conducted overall class observations, focusing on eight specific items Each item was evaluated using a scoring system ranging from 1 (low) to 5 (high), as detailed in Appendix 2.
The figure below specifically indicated the level of the whole class's motivation from the first week to the last week of implementing the action
Figure 3.7 Overall class motivation scores for all students
During the initial two weeks of class observation, motivation scores were recorded at 23 and 27, indicating increased student engagement in speaking lessons, particularly in categories 2, 3, and 4 A notable surge in overall class motivation occurred in the third week, with a score of 34 However, this motivation slightly declined to a score of 30 in the fourth week In the final two weeks, student motivation rebounded, reaching scores of 35 and 38, attributed to active and enthusiastic participation in discussion activities Additionally, the researcher and her colleague documented further observations alongside the motivation evaluations.
In general, the students' motivation was significantly improved from the first week to the sixth week of the implementation Most of the students participated in
38 discussion activities showing positive attitude towards learning speaking skill It seemed that discussion activities successfully involved the students even the laziest ones