INTRODUCTION
Rationale of the study
In recent years, learning English as a foreign language in Vietnam has become increasingly important, driven by the need for skilled human resources for the country's industrialization and modernization, as highlighted in the national foreign language project from 2008 to 2020 This initiative, overseen by the Ministry of Education and Training, emphasizes the necessity of foreign language proficiency in the context of globalization and international integration Today, English is essential not only for academic purposes but also for effective communication in a competitive global market, as Vietnamese students must engage with international businesses and partners.
In Vietnam, the demand for English proficiency is not limited to foreign companies; domestic institutions also require applicants to have English skills, highlighting a trend towards international integration Despite the infrequent use of English in some roles, it has become a crucial requirement for job seekers, particularly in a developing country like Vietnam Recognizing the importance of English for securing high-quality employment, effective communication, and accessing scientific resources, many young people are learning the language early Consequently, universities and colleges are increasingly offering courses in English and standardizing English language output for graduates to better prepare them for the global job market.
English language skills encompass listening, speaking, reading, and writing, with speaking being a vital component of effective communication Despite receiving seven years of English education, many students graduate high school unable to speak English proficiently To improve their speaking abilities, they often need to engage in additional conversational or communication classes, as their current skills are quite limited This highlights significant challenges in the teaching and learning process of English, particularly in the area of speaking, within Vietnamese high schools today.
Teaching and learning speaking skills can be ineffective due to several factors, including lack of focus, motivation, and basic knowledge Many students struggle with essential vocabulary, making it difficult for them to engage in speaking and listening activities in English Additionally, some students may not participate actively in lessons or complete assignments, resulting in a lack of understanding of the material The high student-to-teacher ratio, often exceeding 40 students per class, further complicates the situation, as teachers find it challenging to address the needs of every student Consequently, some students resort to speaking Vietnamese or working independently, while teachers may miss opportunities to identify and correct speaking errors among their students.
For athletic students, mastering English is essential for effective communication during international travel To address this need, educators must employ innovative teaching methods and diverse training exercises tailored to various content areas It is crucial to inspire and motivate all students to engage actively in their language practice This article reviews the implementation of kinesthetic activities aimed at enhancing speaking skills among 10th-grade EFL students at Nghe An Talent Sports School in Nghe An.
Aims of the study
This paper evaluates the effectiveness of a kinaesthetic approach in teaching English speaking skills to high school students in Vietnam Specifically, it investigates whether incorporating kinaesthetic activities into speaking lessons for 10th graders in an English as a Foreign Language (EFL) context is beneficial The study aims to determine the appropriateness of these activities for enhancing students' speaking abilities.
- Identify students ‘attitudes toward the use of kinaesthetic activities in speaking lesson
- Investigate whether kinaesthetic activities would promote engagement in speaking among 10th graders in speaking lesson or not
- Propose recommendations on kinaestheticactivities in speaking lesson at Nghe An talent sports school
From the outcomes of the research, the author hopes to identify recommendation strategies for teachers and a suggestion for future research concerning teaching speaking English
In order to achieve the above – mentioned aims, the study was designed to seek answers to the following research questions:
- What are students ‘attitudes toward the use of kinaesthetic activities in speaking lesson?
- Do kinaesthetic activities promote engagement in speaking among 10th graders in speaking lesson?
Object and scope of the study
- Research object: 10 th grade students school year 2017 – 2018 at Nghe An talent sports school, Nghe An
- Data collected during the 2 nd semester of the school year
- Solutions and recommendations for Nghe An talent sports school 10 th grade students school year 2018 - 2019
Significance of the study
Recent trends in English language learning reveal significant gaps in the curriculum, content, and the expectations for knowledge and skills Several key factors influence learners' abilities to effectively acquire the language.
The implementation of innovative teaching methods in English education can significantly enhance learners' motivation and attitudes towards the language By fostering self-study skills, students can develop a passion for learning English, which positively influences their performance in other academic areas Additionally, adopting new teaching approaches can promote self-learning, ultimately improving the teaching capabilities of educators and empowering students in remote areas where resources and qualified teachers are limited.
This paper presents a cost-effective teaching approach aimed at enhancing students' English speaking skills, which is increasingly vital in today's global landscape The findings could significantly benefit English language instruction nationwide, particularly through the integration of kinaesthetic learning methods alongside the government-provided curriculum Consequently, this study plays a crucial role in the foreign language project within the national education system for the 2008-2020 period, overseen by the Ministry of Education and Training.
Organisation of the study
In the dissertation outside the introduction, conclusion, list of research documents, there are three main chapters in the body part of the thesis:
• Chapter 1 identify the rationale, the aims of the study, the scope, the significance, the method of the study and the design of the study are considered
• Chapter 2reviews of the concept of speaking skill, teaching approach in Vietnam and international, the theoretical backgrounds of kinaesthetic teaching, alongside its’ previous implication in Vietnam
• Chapter 3 list the methodology of processing the study including the participants in the paper, the method of data collection and analysis approach, and ethical issues
• Chapter 4 then assesses the findings and analysis of the data obtained using the method mentioned in the previous chapter
• Chapter 5 conclusion of the research of the thesis, have limitations to overcome the thesis
Besides, the survey questionnaire for the teachers and students, the classroom observation transcripts and the interview transcripts are included in the Appendices.
LITERATURE REVIEW
A summary on English teaching in Vietnam
In Vietnam, the Ministry of Education and Training enforces strict standards for teaching across all educational levels, from elementary to university These regulations cover various aspects, including textbooks, facilities, teacher and student qualifications, assessment methods, fees, and lesson content Consequently, all English lessons must comply with legal requirements A notable example is the Official Letter No 2653/BGDĐT-GDTrH 2014, which outlines guidelines for teaching English to junior high school graduates as part of the Foreign Language Project.
2020, the Ministry of Education and Training introduced detailed standards for the schools, the teachers, the students, textbooks and contents of the textbooks, and even the implementation of the activity
In Vietnam, English is a mandatory subject from 6th grade through 12th grade, with opportunities to continue at the university level based on students' academic performance (Nguyen, 2017) This means that Vietnamese students, beginning at the age of 11, are required to study English full-time However, many students actually start learning English full-time as early as 3rd grade, in accordance with Decision No 01/QD-BGDDT, which outlines the General Education Program set by the Ministry of Education.
Education and Training dated 03 January 2012, English at Secondary school is a continuation of the Primary English Program At this level, English is an optional subject (Nguyen, 2017)
The three-year compulsory English for Academic Purposes program at Upper Secondary school, established by Decision No 5209/QD-BGDDT, aims to enhance students' English communication skills to Level 3 of the Vietnamese Foreign Language Competence Framework (equivalent to Level B1 of the Common European Framework of Reference for Languages) Spanning 315 periods across grades 10 to 12, the program prepares students to confidently engage in English within diverse, multi-lingual, and multi-cultural environments By the end of the program, students are expected to comprehend main ideas from clear input on familiar topics, navigate various communication situations, construct coherent paragraphs on preferred subjects, and articulate their past experiences, dreams, and future plans effectively.
Students will gain an appreciation for diverse cultures while valuing Vietnamese culture through English They will connect linguistic knowledge to other academic areas, enabling them to pursue higher education or enter the workforce immediately after high school Additionally, they will develop the ability to apply various learning strategies to enhance their English proficiency independently However, it is important to note that while content, facilities, and qualifications are regulated, the teaching approach lacks a clear outline, provided it is approved by the Ministry of Education.
Training should be implemented in a manner that aligns with legal standards, ensuring that the adopted teaching methods are approved This includes compliance with regulations regarding content, facilities, teacher qualifications, student qualifications, fees, and assessment approaches.
Speaking skill
2.2.1 About language and English-speaking ability
Speaking is an interactive process that involves generating, receiving, and processing information, as highlighted by researchers such as Byrne (1986), Brown (1994), and Burn & Joyce (1997) This two-way communication requires the speaker to encode information while the listener decodes it, emphasizing the collaborative nature of effective speech More recent studies by Bailey continue to explore this dynamic interaction.
Speaking is the systematic production of verbal statements aimed at conveying meaning According to Bashir, Azeem, and Dogar (2011), language consists of arbitrary vocal symbols and serves as a vital communication tool that bridges diverse backgrounds and cultures.
Effective communication is a fundamental aspect of human interaction within societies and communities Speaking serves the purpose of conveying messages, making requests, and fulfilling the innate need for socialization, all of which must be comprehensible to the audience Thus, the act of speaking transcends mere words, embodying a vital tool for connection and understanding among individuals.
According to Dogar (2011), effective learning requires the verbal expression of words, emphasizing the importance of practice and repetition This highlights that speaking is a crucial communication process involving both the speaker, who conveys information, and the listener, who receives it.
The process of learning to speak English is typically divided into five key stages: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency.
In the journey of language acquisition, learners progress through five stages, evolving from basic listening and repetition to speaking in short phrases, then complex sentences infused with personal style and opinions, ultimately achieving near-native proficiency According to Bashir, Azeem, and Dogar (2011), assessing speaking ability encompasses three critical areas: mechanics (pronunciation, grammar, and vocabulary), functions (transaction and interaction), and adherence to social and cultural norms (such as turn-taking and speech rate) A learner who demonstrates fluency across these dimensions is considered to have reached a near-native level of speaking capability.
Figure 1: The three areas of the speaking capability
Byrne (1991) identifies three key stages in promoting student speech: presentation, practice, and production In the presentation phase, teachers select relevant topics and provide clear instructions, while students adopt a passive role, primarily listening and understanding The practice phase shifts the focus to active engagement, where students practice speaking skills through activities like role plays and discussions, with teachers guiding and correcting their pronunciation and grammar Finally, in the production phase, students present their speaking practice individually or in groups, demonstrating their developed skills.
2.2.2 Motivating and demotivating factor during English speaking learning process
Learning a foreign language presents various challenges, including the influence of one's mother tongue and a lack of confidence To motivate students, effective strategies must be implemented According to Byrne (1986), games can serve as engaging activities that foster excitement and participation In the context of teaching English speaking, games aim to enhance communication skills in English Therefore, selecting an interesting game is crucial to encourage learners to engage in conversation and interact with others Ultimately, games provide students with the opportunity to practice and reinforce their existing knowledge while facilitating the acquisition of new language skills.
The effective use of games in the classroom is influenced by various factors, including lesson content, student proficiency, and teacher creativity Games should be strategically integrated during school hours: at the beginning to stimulate learning, in the middle for language practice, and at the end to alleviate stress while reinforcing knowledge Additionally, Byrne (1986) emphasizes that 'role-play' serves as a valuable speech exercise, allowing students to adopt different perspectives or hypothetical scenarios This method encourages students to practice specific behaviors in an imaginative context, enhancing their learning experience.
When implementing role play in the classroom, it's essential to consider each student's abilities and personalities, pairing students of varying skill levels to foster mutual support Beyond the standard curriculum scenarios, teachers can create engaging and relevant topics that resonate with students' lives, enhancing their interest and inspiration This activity not only promotes collaboration but also serves as an effective alternative assessment method for evaluating students' speaking skills Each group prepares and presents their unique approach to a given situation, while other groups provide evaluations based on criteria set by the teacher.
Students have the opportunity to conduct interviews with their classmates on teacher-assigned topics, allowing them to develop their speaking skills While teachers provide guidance on potential questions, it is beneficial for students to create their own interview questions Following the interviews, students will present their findings to the class, enhancing their communication abilities Furthermore, as highlighted by Kayi in "Teaching Speaking," organizing discussions after each lesson can encourage students to reach conclusions, share ideas about events, or collaboratively find solutions within their discussion groups.
Before initiating a discussion, teachers should clearly define its purpose to keep students focused and prevent off-topic chatter For instance, in the New English File Intermediate level, students engage in discussions where they must agree or disagree with statements Teachers can organize students into small groups of 4 to 5 and provide them with controversial statements, such as "Private schools are better than public ones." Each group then collaborates on the topic for a set time before presenting their ideas to the class.
In this engaging classroom activity, the teacher and students collaboratively determine which team best defends their ideas, fostering critical thinking and quick decision-making skills Students learn to articulate and defend their viewpoints, even amidst disagreements Group formations can be assigned by the teacher or chosen by students, but rotating groups for each discussion is encouraged to enhance collaboration and expose students to diverse perspectives Throughout these discussions, students should actively ask questions, share ideas, and seek clarification Additionally, teachers can implement various activities, such as simulations, brainstorming sessions, story completion, and interactive games, to further develop students' speaking skills.
Both motivating and demotivating factors significantly impact language learners and teachers, with the latter often overshadowing the former A study involving 15 language teachers and 10 learners in Iran revealed that elements such as lack of contact with native speakers, poor learning environments, and discouragement from teachers and peers play a crucial role in the foreign language learning process Specifically, negative influences from educators and classmates emerged as the primary demotivating factors, followed closely by issues related to equipment and classroom utility.
Meaning, given the same materials and courses, a good teacher remains more important than any others
Effective teaching requires proper equipment and utilities, as limitations in these areas can hinder learning outcomes A study involving 96 high school students highlighted the importance of teachers adopting an interactive approach rather than relying solely on traditional rote learning methods (Bejtullahu, 2016) In Vietnam, research conducted with 200 11th-grade students at Le Thanh Hien High School revealed that students struggle with speaking skills due to insufficient use of English in class, fear of making mistakes, and a lack of motivation, issues often exacerbated by the attitudes of peers and instructors (Tuan & Mai, 2015; Bejtullahu, 2016; Soureshjani & Riahipour, 2012).
Theoretical background of kinaesthetic activities
In the 1980s, an American psychologist, Howard Gardner, PhD in developmental psychology at Harvard University, introduced the Multiple
Intelligence Theory, often referred to in Vietnam as Multiple Intelligence Theory, has gained significant traction in early childhood education systems across Europe, America, and parts of Asia over the past two decades This theory challenges traditional views of intelligence, which typically focus on linguistic and mathematical abilities, by proposing that intelligence encompasses a broader range of skills valuable across different cultures, including problem-solving and creativity (Gardner & Hatch, 1989).
Howard Gardner originally proposed seven types of intelligences, with the first two being particularly valuable in educational settings: linguistic and mathematical intelligence The next three are often linked to the arts—musical, spatial, and bodily-kinesthetic intelligence—while the final two are categorized as personal intelligences, which include interpersonal and intrapersonal intelligence In 1996, Gardner expanded his theory by introducing two additional intelligences: naturalistic and existential intelligence He posited that everyone possesses all these intelligences but utilizes them differently, suggesting that teachers should adopt diverse instructional strategies to engage students effectively This implies that kinesthetic activities may be particularly beneficial for those students who excel in bodily-kinesthetic intelligence.
Research by Tuan (2011), Jones (1997), Reid (1987), Chu & Chew (1997), and Rossi-Le (1995) indicates that students in non-English-speaking countries favor kinaesthetic learning styles over traditional teaching methods This preference aligns with Byrne's (1986) findings on motivating activities in English teaching and contrasts with Soureshjani's observations on demotivating factors.
Research by Riahipour (2012), Bejtullahu (2016), and Tuan & Mai (2015) highlights the effectiveness of games and activities, as suggested by Byrne (1986), in enhancing students' motivation to learn and practice speaking English through kinaesthetic approaches.
‘role-play’, discussion, and interview
A hands-on approach to learning a foreign language can stimulate bodily-kinesthetic intelligence in students, moving beyond the constraints of traditional verbal-linguistic teaching methods Engaging in kinaesthetic activities not only fosters excitement but also alleviates the anxiety associated with making mistakes, a significant demotivating factor in foreign language speaking, as identified by Soureshjani.
& Riahipour (2012), Bejtullahu (2016), and Tuan & Mai (2015)
Figure 3: The eight types of intelligence in the multiple intelligences theory
Sourced: (Ostwalt-Kowalt, 2013) The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed Howard
Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:
• Verbal-linguistic intelligence refers to an individual's ability to analyse information and produce work that involves oral and written language, such as speeches, books, and emails
• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems
• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information
• Musical intelligence enables individuals to produce and make meaning of different types of sound
• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world
• Bodily-kinaesthetic intelligence entails using one's own body to create products or solve problems
• Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions
• Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves
Research by NLP experts in the US highlights that individuals learn through five senses: visual, auditory, tactile, taste, and smell (Gilakjani, 2012) Among these, the primary modes of information processing are Visual, Auditory, and Kinaesthetic Each individual has a preferred learning style, with many gravitating towards visual methods, while others may excel in auditory or kinaesthetic approaches Those with kinaesthetic intelligence favor hands-on activities such as holding, grasping, and moving, and they often struggle with distractions in low-stimulation environments These learners thrive when they engage directly in tasks, preferring experiential learning over traditional tutorials, which leads to the incorporation of specific activities tailored to their style (Gilakjani, 2012).
• Use colourful markers to highlight the course syllabus
• Playing with things using hands like small balls or pen
• Relax with stretching exercises such as stretching, breathing
• Transfer information from text to another such as keyboard, drawing
• Practice what they have learned
• Unable to sit still for too long
• Reading, writing is often slow, and tends to ignore instructions, literal theory
Figure 4: The three main learning styles for non-English speakers
Active learning is essential in the classroom, as it benefits not only active learners but also auditory and visual learners through interactive activities (Gilakjani, 2012) Engaging students in practical exercises allows them to experience speaking firsthand and learn from their mistakes Ultimately, learning is a fundamental process of personal development, where students acquire essential skills and knowledge that reflect aspects of objective reality.
Learning activities are a vital cognitive process that enable learners to transform themselves and enhance their awareness of reality While visual and auditory methods have long dominated classrooms, kinaesthetic activities are equally essential for effective learning Implementing these activities requires experienced teachers who meticulously prepare their lessons Although this approach poses significant challenges, it leads to impressive academic outcomes and engages students interested in learning English Nonetheless, incorporating kinaesthetic activities in a traditional classroom with many students and only one teacher can be quite difficult.
In summary, the concept behind kinaesthetic activities emerged due to the difference in types of intelligences within students and the individual preference to varying approach to learning styles
2.3.2 Practices of kinaesthetic activities in speaking lessons
There are many possible kinaesthetic activities for English speaking learning
The "teaching through teaching practice" method is a student-centered approach where individual students or groups assume the role of a teacher to deliver lessons in English, either based on their own interests or assigned topics by the instructor (Devall, 2015) In this framework, the teacher serves as an observer and facilitator, while students engage as both learners and tutors, promoting active participation and collaboration in the classroom.
This method offers several benefits, such as encouraging student engagement in learning, enhancing friendships among peers, and fostering positive relationships between teachers and students, while also providing opportunities for language practice However, similar to other kinaesthetic activities for learning English, it is time-consuming and demands significant effort and preparation from both students and teachers (Devall, 2015) Additionally, students' limited knowledge and skills can lead to inconsistencies in content delivery and teaching methods, which may hinder the overall effectiveness of the class.
- Applying activities, games in time, efficiency:
Incorporating engaging activities into foreign language lessons is crucial for enhancing student enthusiasm and ensuring effective learning (Devall, 2015) Teachers should select appropriate activities based on the lesson's objectives and characteristics, utilizing interactive games like Brainstorming, Guessing Game, Bingo, Kim's Game, and Noughts and Crosses to capture students' attention and foster excitement.
Teachers should limit their time on activities to just 3 to 5 minutes, integrating streamlined games and activities during Speaking and Post-Speaking sessions to reinforce student knowledge and enhance lesson effectiveness Engaging activities not only make learning enjoyable but also ensure that the chosen games align with the lesson content Commonly used games include Noughts and Crosses, Lucky Number, and sentence creation, while activities may involve discussions, comparisons, expressing feelings and opinions, brainstorming, surveys, interviews, retelling, arranging events in order, and asking and answering questions.
- The method of organizing speech performance
To effectively develop speaking skills in students, a systematic and continuous approach is essential, guided by the principle of progressing from easy to hard tasks Teachers should employ creativity in redesigning and adjusting task layouts to emphasize key focus areas and enhance speaking opportunities (Devall, 2015) To address challenges in teaching speaking, educators can implement several strategies: introduce relevant topics and new vocabulary, pose predictive questions, and guide students with clear instructions on task execution Breaking the process into manageable steps—such as practicing with textbook samples, engaging in pair work, and focusing on main ideas—can foster a collaborative learning environment Encouraging pair and group discussions not only boosts student confidence but also allows them to share insights and support one another, ultimately enhancing their English speaking abilities.
In general, there are few variations to the adoption of kinaesthetic activities for English speaking learning Depending on many factors including ages, the appropriate approach varies
2.4 Implications of kinaesthetic activities in English teaching in Vietnam
In fact, adoption of kinaesthetic activities in teaching English has been around for many years, though, it was mostly limited to kindergartens and preschool in
In Vietnam, the demand for English learning, particularly among young children, is on the rise To address the need for early language development, various innovative learning methods and well-designed instructional materials have emerged (Supalak, 2016) A notable trend among English language centers is the significant investment in electronic devices such as tablets, televisions, and touch boards Young children, who are naturally curious and eager to explore, benefit from interactive play and experiential learning, which enhances their English language acquisition in engaging environments.
• Bold, do not feel heavy, strange when learning English
• Moved frequently, not feeling restless when sitting in the classroom
• Combine, develop other skills besides learning English vocabulary
• Practice discipline (because before the playground to learn, the children are her instructions, practice listening to the teacher's instructions)
In recent years, many extracurricular centers in Vietnam, such as EZI, Lavata, and Language Link, have adopted the VAK teaching approach, promoting it as a competitive advantage Lavata, for example, emphasizes story learning as the most effective system globally, claiming it enhances learners' ability to think quickly in both English and Vietnamese Their lessons are incrementally designed to engage students, making the content more memorable and applicable in real-life situations In contrast, the traditional education system in Vietnam remains constrained by regulations governing content, teaching methods, and materials.
Summary
Teaching is a challenging profession that demands passion, creativity, and a deep commitment to student success Educators must continuously enhance their professional skills and strive for excellence in their teaching methods.
METHODOLOGY
Participants
This article examines a study involving 62 tenth-grade students from Nghe An Talent Sports School during the 2017-2018 academic year The participants, who are approximately 15 years old, represent the entire class population at the school.
In Vietnam, 10th-grade students are typically around 15 years old and have been learning the language for approximately seven years, starting in the 3rd grade at age eight, not including extracurricular activities In a study, 48 students were intentionally selected and divided into two groups: a control group and an experimental group Both groups had similar vocabulary test scores before being exposed to different teaching methods—traditional versus VAK (Visual, Auditory, Kinesthetic) in speaking lessons The post-test scores will evaluate the effectiveness of these teaching methodologies.
Reducing the number of students selected from a class population enhances the ability to group learners with similar skills Despite the limited opportunities to practice English in daily life within the Vietnamese context, students possess a broad understanding of vocabulary and grammar across various topics The standardized English curriculum ensures that students share similar knowledge and capabilities, particularly as they undergo two teaching methods over 10 lessons By choosing students from the same classes, the study establishes a foundation of similar mindsets, abilities, and backgrounds among participants Additionally, students provide feedback through a questionnaire regarding their attitudes toward learning, resulting in a combination of quantitative and qualitative data According to Cresswell (2003), integrating both types of data offers a comprehensive understanding of research issues.
Method
There are four stages in the action research including Planning, Acting, Observing and Reflecting
In preparation for the speaking test, a specific English topic is chosen that aligns with the grade 10 English textbook standards, ensuring that students have not been previously exposed to related exercises or vocabulary This non-exposure policy guarantees a level playing field for all students during the assessment To enhance students' vocabulary usage and confidence, lesson plans are developed utilizing the VAK (Visual, Auditory, Kinesthetic) approach Additionally, students are grouped based on their test scores to tailor the learning experience effectively.
The study aims to maintain consistency in average scores and score distribution between two groups of 24 students each, following the removal of 14 participants This approach ensures equal sample sizes and comparable test scores prior to introducing different teaching methods In addition to the tests, students will complete a questionnaire to assess their attitudes toward learning, classroom behavior, and opinions on teachers Due to time constraints of 50 minutes per lesson as mandated by Vietnamese regulations, the speaking tests are conducted in pairs, with each discussion lasting only 2 minutes on a pre-selected topic Completing the testing and grading for all 62 students, which consists of 31 pairs, requires two classes over the span of a week.
In the acting stage of the study, questionnaires were distributed to students from both groups, yielding 40 responses The survey consisted of eight multiple-choice questions designed to assess students' psychological impressions, including their motivation to study, interest in learning English, and eagerness to participate in lessons This approach also evaluated their overall learning attitudes and willingness to engage in lesson development.
A survey will precede 10 speaking lessons conducted over 5 weeks, focusing on pre-selected topics The control group will receive instruction through the standard teaching method, while the experimental group will be taught using a kinesthetic approach To facilitate this, coordination with a colleague will be necessary to split the class into two parts and integrate them with another class of the same grade, which will also be divided accordingly.
At the conclusion of the acting stage, a final speaking test will be conducted for both groups, focusing on the chosen topics The performance differences observed between the two groups in the post-test will highlight the effectiveness of the two distinct vocabulary teaching approaches.
In the evaluation stage, the data collected from pre-tests, post-tests, and questionnaires is analyzed to address the primary objectives of the study, which focuses on exploring the potential benefits of kinesthetic activities in enhancing speaking lessons for 10th graders in English as a Foreign Language (EFL) at Nghe An Talent Sports School, along with identifying recommendations for improvement.
Given the outcomes from stage 3, conclusions and recommendations will be made with considerations to Vietnamese teaching environment.
Data collection method
As stated the methodology in collecting data consists of two speaking tests on a certain topic and a questionnaire for students
The speaking tests, including a pre-test and post-test, will concentrate on the speaking tasks from Unit 10 – Conversation and Unit 16 – Historical Places, requiring students to work in pairs These tasks are included in the standard textbook for 10th graders, in accordance with Vietnamese regulations, and align with the testing objectives of this study Before the post-test, students will receive instruction on historical places, with detailed task information provided in Appendix 1.
The student questionnaire consists of only six questions to minimize boredom and fatigue, ensuring that participants remain engaged and provide thoughtful responses It primarily focuses on students' attitudes toward learning and classroom behavior, with the entire survey designed to be completed in under five minutes This approach aligns with Galešic (2002), whose research highlighted the positive correlation between questionnaire length and response rates For additional details about the survey, please refer to Appendix 2.
In general, the overview of the sampling population, sample size, research method, research instruments, and data type is as follow:
10 th grade students attending Nghe An talent sports school high school
48 students dividing into two groups of similar ability (gauged from the pre-test)
Both quantitative approach and qualitative approach:
- Difference in tests result of the two groups
Microsoft Excel – gather, sort, and calculating the statistics for the data
The study utilized a questionnaire survey featuring multiple-choice questions with five response options to gauge participants' levels of agreement or disagreement with various statements Additionally, the survey included alternative answers to specific questions and a binary option related to gender.
Table 2: Summary of the study sampling population, sample size, research method, research instruments, and data type
This academic action research paper adheres to professional standards by ensuring that all relevant parties are informed prior to the study, including those who may be indirectly affected, and by avoiding plagiarism and improper use of others' ideas without appropriate citation The Code of Conduct for Research Ethics outlines the established norms for maintaining integrity in scientific research, beginning with clear definitions to prevent arbitrary manipulation According to Australia's "Code of Conduct for Responsible Research," research is characterized as original investigative work aimed at gaining insights, highlighting the complexity of defining ethical standards across different disciplines.
Responsible research emphasizes honesty and integrity, respecting all subjects involved, including humans, animals, and the environment It acknowledges the contributions of collaborators, co-authors, and predecessors, while ensuring that research findings are communicated responsibly Additionally, it advocates for the meaningful use of research funds This paper explores the Codes of Practice and Professional Codes of Conduct relevant to academic research.
This research adheres to the principles of informed consent, which is crucial in studies impacting participants' physical or mental health It ensures that individuals involved understand the risks and benefits associated with the study Researchers must provide comprehensive information about the study's purpose, procedures, and duration, as well as the participants' right to withdraw at any time and the implications of doing so Additionally, potential benefits, including participant incentives, possible risks, inconveniences, and any negative impacts must be communicated, alongside commitments to confidentiality and the limitations of those commitments.
Medical research typically requires mandatory voucher approval, although this may be waived in specific cases dictated by school laws or regulations Examples include studies on educational realities, management practices, anonymous surveys, and field observations that pose no risk to researchers Ethical considerations are crucial in scenarios involving risks, incentives, or potential negative impacts on participants However, in situations where research entails minimal risk, such as those mentioned, it is permissible to conduct studies without notifying the relevant parties.
The study adheres to Vietnamese regulations by utilizing standard materials suitable for 10th-grade students, ensuring minimal impact on their academic content, rendering additional requirements unnecessary The author has no commercial motives for conducting this research, which aims to evaluate the effectiveness of the kinaesthetic teaching approach in classroom speaking lessons Consequently, the findings are expected to have little to no effect on participants, their studies, or their mental well-being.
To conduct research involving human subjects, authors must obtain permission from schools and teachers while ensuring the privacy of participants is protected It is essential for researchers to be aware of the limitations of confidentiality in today's online environment and seek professional assistance to prevent data theft and unauthorized personal disclosures Careful consideration of how data will be used, shared, and coded, as well as the security measures in place, is vital before designing approval forms This is particularly important for studies focused on human behavior.
This research adheres strictly to the Professional Code of Conduct by properly referencing the opinions, ideas, and phrases of other authors, acknowledging the contributions of co-authors, collaborators, research partners, and donors All citations of external works are meticulously recorded, ensuring that the study remains free from plagiarism Furthermore, this original research is based on primary data that has not been copied from any other sources, underscoring its authenticity and integrity.