INTRODUCTION
Rationale
English has emerged as a vital international language, playing a crucial role in various sectors including politics, economics, culture, business, diplomacy, education, and technology Its significance as a primary means of communication is widely recognized Consequently, mastering English, particularly in speaking, has become essential for Vietnamese individuals and people globally.
In Vietnam, English is a compulsory subject alongside Mathematics and Literature, with the aim of enabling students to master communication skills While students are taught the four essential language skills—reading, listening, speaking, and writing—speaking remains the most crucial Despite recognizing the significance of English for their personal and professional lives, many learners struggle to communicate effectively in real-life conversations, as they often excel in reading and writing but find speaking challenging This highlights the need for more effective English teaching methods in schools.
At Tan Ky 3 High School, despite many students having studied English for an extended period, they lack enthusiasm for speaking lessons due to their struggle with fluency English teachers face challenges in motivating students to speak naturally and confidently Although efforts have been made to enhance students' speaking skills, the outcomes have fallen short of expectations This can be attributed to traditional teaching methods, students' quietness and shyness, and insufficient opportunities for oral practice.
2 communicative activities in the textbooks can partly result in students’ low English proficiency level
This research explores the use of cue cards as an effective teaching tool to enhance students' speaking skills Cue cards serve as a visual aid, making them easily accessible for students Their attractiveness, cost-effectiveness, and simplicity contribute to their efficiency in the classroom.
Cue cards are a simple yet effective tool for students, aiding them in providing detailed descriptions during presentations They facilitate the expression and development of ideas in discussions, making oral presentations more organized and impactful Given these advantages, the author aims to conduct research on the effectiveness of cue cards in enhancing student presentations.
Enhancing the speaking skills of 10th-grade EFL students through the use of cue cards aims to empower English teachers and boost student confidence By implementing this method, learners can achieve greater fluency and become more engaged participants in English-speaking classes.
Aims of the study
The research is conducted with the aims as follow:
• To find out students’ perception of cue cards in speaking lessons
• To explore the effects of applying cue cards on students’ speaking ability
• To explore the attitudes of students at Tan Ky 3 High school towards using cue cards in speaking classes.
Research questions
The research was carried out to answer the two following research questions
1 Does the use of Cue Cards help improve 10 th graders’ speaking skill? If so, to what extent?
2 What are the learner’s perceptions of using Cue Cards in speaking lessons?
Scope of the study
This study investigates the effectiveness of using Cue Cards in English speaking classes specifically for 10th graders at Tan Ky 3 High School Due to its focused scope, the research is limited to a sample of 80 students from two classes, highlighting a targeted approach to enhancing student motivation in language learning.
Significance of the study
This study investigates the effectiveness of cue cards in enhancing the speaking skills of 10th graders at Tan Ky 3 High School The findings aim to significantly contribute to the improvement of speaking instruction at the high school level It is anticipated that the results will provide valuable insights for educators, enabling students to boost their speaking competence and encouraging teachers to creatively utilize engaging media in their speaking classes.
Methods of the study
This study is an experimental research which is intended to contribute to the improvement of teaching and learning speaking skill
With the aim of addressing the research questions, in data collection, this study employs both quantitative and qualitative methods including survey questionnaire, classroom observation, pre-test, and post-test
Firstly, the survey questionnaires were conducted to collect data from numerous participants
Added to that, classroom observation was used to help the researcher to find out the problems in practice with an objective view
Lastly, pre-test and post –test were employed to support for the study
Organization of the study
There are five chapters in this study :
This chapter introduces the rationale, aims, research questions, scope, significance, method and organization of the thesis
This chapter provides a historical overview of literature related to speaking skills, focusing on the use of cue cards in speaking classes and reviewing relevant previous studies.
This chapter presents the participants, materials and procedures of data collection and analysis
This chapter indicates major findings and discussions in which the data is described and discussed
This chapter summarizes the thesis , shows the limitations of the study and suggests for further research
References and Appendices are collected in the last pages of the research
LITERATURE REVIEW
The speaking skill
Speaking is a fundamental aspect of human communication and a primary objective in language learning It is crucial for expressing ideas, emotions, and responses in English, distinguishing humans from animals As one of the four essential language skills, speaking enables effective oral communication and plays a vital role in understanding the language Various definitions of speaking highlight its significance as a productive skill in the learning process.
In Oxford Dictionary, speaking is defined as the action of conveying information or expressing one's feelings in speech
Speaking is an interactive two-way process that involves both the speaker and the listener, as highlighted by Byrne (1976) who emphasizes the importance of both productive and receptive skills in communication Chaney (1998) further elaborates that speaking entails building and sharing meaning through verbal and non-verbal symbols across various contexts This interaction requires the speaker to transmit information effectively while the listener must actively receive and process that information Burn and Joyce (1997) echo this sentiment, noting that speaking is a collaborative effort in constructing meaning, underscoring the dynamic nature of communication.
Communication is highly context-dependent, influenced by factors such as the participants involved, their shared experiences, the physical setting, and the objectives of the conversation It tends to be spontaneous, open-ended, and continuously evolving.
According to Brown (1983), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information This interaction between the speaker and listener is influenced by various factors, including the participants, the environment, and the purpose of the communication Thornbury supports this perspective, emphasizing the significance of context in the speaking process.
According to a 2005 study, speaking is defined as an interactive activity involving two or more participants who take on the roles of both speakers and listeners Effective communication relies on the intention of both parties to engage and contribute; without this mutual effort, the purpose of the conversation is compromised.
According to Nunan (1999), speaking is defined as the ability to use oral language to express feelings, ideas, thoughts, and intentions, ensuring that the message is clearly conveyed and easily understood by the listener.
Defining speaking can be challenging, but linguists have distinguished it from written language, highlighting its role as a primary means of human interaction and information sharing Understanding the characteristics of spoken language reveals that it is often spontaneous and comprehensible By mastering speaking skills, students can significantly improve their communicative competence.
It is clear to see that speaking consists of two aspects: accuracy and fluency Accuracy is the precise use of pronunciation, vocabulary and grammar In the
7 mean time, fluency can be defined as the ability to make the conversation continue when speaking spontaneously
Ellis & Barkhuizen (2005, p139) states Skehan‘s thought of accuracy : “
Achieving accuracy in a target language relies heavily on the effective production of grammar, vocabulary, and pronunciation These key components are essential for mastering the language's rule system and ensuring clear communication.
Mastering grammar is essential for language learners, as it enables them to construct correct sentences during conversations Learners progress from basic structures with numerous errors to more complex forms with minimal mistakes, ultimately achieving fluency in their expressions This progression aligns with Heaton's (1978) assertion that students must develop the ability to manipulate grammatical structures and recognize the appropriate forms for effective communication.
According to Harmer (2001, p 12), grammar encompasses the rules governing how words transform and combine to form sentences in a given language Furthermore, mastering grammar is essential for achieving proficiency in both spoken and written communication.
Vocabulary is essential for effective communication, as it encompasses the appropriate diction used in expressing ideas A rich vocabulary boosts learners' confidence and accuracy in speaking, making it easier for them to convey their thoughts Conversely, a limited vocabulary acts as a barrier to language acquisition, hindering effective communication Ultimately, while grammar is important, it is vocabulary that serves as the foundation for conveying meaning.
- Pronunciation: English language’ s complex pronunciation is considered to
Pronunciation plays a crucial role in effective speaking, as it helps students articulate clearer language Successful communication hinges on two key features of pronunciation: phonemes and suprasegmental features.
Teaching pronunciation is crucial for learners, as it helps them distinguish between different sounds and sound features, significantly improving their speaking performance Additionally, understanding places of articulation, stress placement, and intonation patterns provides learners with a valuable advantage to elevate their language skills.
If learners mispronounce words, listener will not be able to grasp their meaning, so focusing on the pronunciation plays a very important part
Fluency in speaking refers to the ability to communicate easily, smoothly, and expressively, allowing language learners to convey their messages effectively, regardless of grammatical errors Many learners aim to achieve fluency, and providing ample conversational practice in communication classes can significantly enhance their speaking skills The requirements for fluency and accuracy vary at different stages of language learning According to Hasselgren (1998, as cited in Luoma, 2004), fluency is characterized by coherent speech that can be understood without strain and delivered at a comfortable pace, free from excessive hesitation.
Speaking skill plays a significant role in teaching and learning a foreign language
Speaking ability serves as a significant motivator for students, enhancing their skills in reading, writing, and listening while enabling effective communication with English speakers globally Mastery of the four essential language skills—listening, speaking, reading, and writing—is crucial, with speaking being a key component for developing oral communication necessary for future success Therefore, educators must implement strategies to motivate students during speaking lessons, encouraging them to engage more actively and speak English more naturally.
Cue cards
2.2.1 The definition of cue cards
Cue cards are an effective teaching tool in English language education, helping students enhance their speaking skills These cards, which contain words, phrases, diagrams, or images, serve as valuable aids for learners struggling with verbal communication By utilizing cue cards, teachers can facilitate clearer message delivery, enabling students to express themselves more effectively.
Cue cards are essential tools for speakers, resembling note cards with written prompts that help them remember their key points By providing structure and content guidance, cue cards play a crucial role in delivering organized talks Without them, presentations often devolve into disorganized ramblings.
Students can effectively use note cards to organize their presentations in a clear and coherent manner Fenny Elvita (2012) emphasizes that cue cards serve as a valuable tool, enhancing students' ability to articulate and describe concepts or individuals during the learning process.
According to Nunan (2003), organizing ideas for presentations can be effectively achieved using cue cards, which do not require lengthy text but rather brief notes and key terms (Sudrajad, 2016) Harmer (2007) describes cue cards as small cards featuring words or pictures that facilitate student interaction during pair or group work He emphasizes that cue cards play a crucial role in helping learners speak fluently and confidently in conversations, enabling them to articulate their thoughts in words, phrases, or sentences Additionally, when students need to provide detailed descriptions, cue cards assist them in generating responses quickly and effortlessly, highlighting their usefulness in collaborative learning environments.
Cue cards, as defined by Mora (1994), are tools featuring images or words that provide clues, making them particularly beneficial for students during speaking activities involving descriptions of pictures or individuals Bazo (2007) elaborates that these cue cards resemble flashcards, containing small photos or images affixed to them Both teachers and students can create or customize these cards by adding various visuals or text Serving as supportive media in the teaching and learning process, cue cards can be utilized in various formats, including pair work, group work, or individual tasks, and they can function as small cards that combine pictures or photos with accompanying words as cues.
ELT (2011) defined cue cards as words or pictures which are used to
Using cue cards in the classroom can effectively guide and motivate students to produce specific language during controlled practice activities or drills By incorporating music-themed cue cards, teachers can enhance students' speaking skills in a natural and engaging manner This approach not only encourages participation but also fosters a deeper understanding of vocabulary related to music.
Follow the cues in this card to ask the information about the topic!
• Why do you like it?
• Any advantage you have from it
The researcher concludes that cue cards play a crucial role in the teaching and learning process They can be utilized individually, in pairs, or in groups, creating conducive conditions for authentic speaking activities This approach helps provide clear directions for speakers, enabling them to effectively convey their messages to the audience.
2.2.2 The advantages of using cue cards
Cue cards are essential tools for enhancing students' speaking skills and mastering foreign languages They facilitate the identification and description of concepts, making it easier for learners to absorb new material Convenient and portable, cue cards can be used in various settings, significantly improving student achievement According to Utami (2013, p 12), cue cards promote interaction among peers in small groups, fostering empathy and deeper understanding This collaborative approach allows students to learn from their mistakes and from one another, proving more effective than traditional classroom methods Additionally, using cue cards helps students practice public speaking, thereby boosting their self-confidence and comfort in addressing larger audiences.
21 people However, not all the students will be interested in that activity, but at least the teacher can make students speak English briefly
According to Hamalik (1986) and Azhar (2009), the primary purpose of using media in education is to enhance the learning experience for students Cue cards serve as a motivational tool that captures students' interest and focuses their attention on the topics they are discussing.
Turk (2003) states some advantages of using cue cards in teaching speaking:
1 Cue cards make students easier to refer to, both while preparing the talk, and in the heat of the moment
2 Cue cards give the audience hope and confidence when they see a rapidly diminishing pile of thick cards, rather than a sheaf of large, thin paper, which never seems to get any smaller
3 Cue cards are their stiffness Cards are much easier for nervous fingers to hole; paper is flexible, and acts like a sounding board for every tremble of the hands
4 Cue cards can easily be shuffled into a new order, and the ones which are not needed discarded
According to Harmer (2001), various types of visual aids, such as flashcards, cue cards, photographs, large wall images, and textbook illustrations, can be utilized in English language teaching The following highlights the benefits of incorporating pictures into the learning process.
1 To reduce time for preparation, pictures are really necessary Pictures can be laminated, re-used; and used for all level in classes, such as for kids, teenagers, adults following general or business courses and exam classes
2 When using picture stories in class, teacher and students are advised not to limit them to both writing exercises and typical activities in class Students need to practice spoken English as much as they can get
Cue cards are highly beneficial in the teaching and learning process, particularly for enhancing students' speaking skills They motivate and stimulate students, encouraging spontaneous discussions in English among peers This interaction helps students become more comfortable speaking the language as they share their opinions on various topics Additionally, cue cards serve as a versatile tool for both teachers and students, making them effective for use in any learning environment.
2.2.3 Classroom activities using cue cards
Cue cards offer a variety of engaging activities that enhance the English teaching and learning experience By utilizing personalized cue cards, teachers can create more appealing activities for their students According to Bazo (2007), incorporating cue cards into pair or group work can significantly motivate students to improve their speaking skills.
The relevant research
There are several previous studies that are considered closely to the researcher’s study
The study titled “The Effectiveness of Inside-Outside Circle Method Using Cue Cards for Seventh Graders' Speaking Ability” aimed to assess the effectiveness of the Inside-Outside Circle method in enhancing students' speaking skills The researcher notes a scarcity of analyses on this topic, highlighting that the Inside-Outside Circle method proves to be both useful and effective in improving students' speaking abilities.
A study conducted by Farah in 2013, titled "Improving Students' English Speaking Skills Through Cue Cards Media for Eighth Grade Students of MTsN Rowokele Yogyakarta," aimed to enhance the speaking abilities of eighth-grade students by utilizing cue cards as a teaching tool The primary objective was to motivate students to improve their English speaking skills effectively.
26 improvements consist of the five aspects of speaking are vocabulary, pronunciation, grammar, fluency and sentence organization in text
Budiastuti (2007)‘s study titled “The Use of Cue Cards in Teaching Spoken
The research on eighth-year students at SMP N 13 Semarang during the 2006/2007 academic year highlights significant improvements in speaking skills through the use of cue cards as teaching media The average speaking grade increased by 18.4 points, with notable advancements in pronunciation (25.3 points) and fluency (31.3 points) However, grammar showed a slight decline of 1.3 points Overall, the findings indicate that cue cards effectively enhance speaking abilities among second-year students at Al-Hidayah Islamic Centre Boarding School in Kampar.
The fourth study was titled “ The use of Cue Cards in Teaching Spoken Descriptive Text: A classroom Action Research on Seventh Grade Students in SMP
A study on the use of cue cards revealed significant improvements in students' ability to produce spoken descriptive texts Additionally, the incorporation of cue cards enhanced students' motivation to learn descriptive writing.
Lastly, the study entitled“ Using Cue Cards to Improve Speaking Achievement of the Eleventh Grade Students of SMA Negeri 5 Palembang” done by Utami( 2013)
The study aimed to determine the impact of cue cards on the speaking achievements of eleventh graders at SMA Negeri 5 Palembang Results indicated that the experimental group, which utilized cue cards, achieved a higher mean score compared to the control group Consequently, students demonstrated increased activity and engagement during lessons The findings suggest that using cue cards effectively enhances students' speaking skills, leading to significant progress and improved enthusiasm and motivation in learning English.
RESEARCH METHODOLOGY
Research setting
Despite being the most crucial of the four language skills—listening, speaking, reading, and writing—Vietnamese students struggle with speaking proficiency This challenge is largely attributed to traditional teaching methods that prioritize grammar over practical communication As a result, students often hesitate to speak and remain silent during lessons, finding it difficult to engage with native English speakers This lack of spontaneous and natural response is a common issue in many high schools across Vietnam.
The role of textbooks and curriculum in teaching and learning English is crucial, significantly influencing the speaking process Previous research indicates that the analysis of these materials can impact students' motivation and engagement Teaching content is organized around themes related to daily life, such as health, community recreation, home, school, and the world, facilitating the integrated development of language skills, elements, and socio-cultural knowledge These themes are structured with increasing levels of difficulty to align with learners' cognitive and intellectual maturity.
At high school, the time allowed is 315 for standard textbooks Each class is 45-minute long There are 16 periods for each skill per year for each grade, which
28 is insufficient to develop such 4 hard skills (Listening, Speaking, Reading, Writing) on the ground Furthermore, students occasionally use English outside classroom to communicate
"Tiếng Anh 10 is the official textbook for 10th grade students, featuring a comprehensive range of topics including daily life, school discussions, technology, conservation, and cultural elements like music and cinema Accompanied by a student workbook and cassette tapes, it offers a clear structure with review periods that effectively integrate all four language skills at both pre and post stages."
Certain topics in these books, like historical places in unit 16 and the World Cup in unit 14, pose challenges for students due to their unfamiliarity with the necessary background knowledge.
Students may lose interest or become confused during lessons if materials are not effectively tailored to their needs Therefore, teachers must continuously adapt educational resources through methods such as adding, omitting, rewriting, replacing, re-ordering, or branching content to maintain engagement and clarity.
Tan Ky 3 High School, situated in the mountainous Tan Ky district of Nghe An province, serves approximately 1,200 students across 30 classes in grades 10, 11, and 12 Despite the area's challenging conditions, the school plays a vital role in providing education to the local community.
In Tan Ky 3, most 12th-grade students come from farming families with a medium standard of living, which presents challenges in their English education, particularly in speaking skills A lack of interest in learning English is prevalent, and even those deemed excellent typically excel only in grammar, struggling to express themselves verbally.
Additionally, the majority of the students seem to be passive in all speaking activities This causes a lot of difficulties for the teachers in teaching speaking skill In
In English lessons, teachers often rely on Vietnamese to communicate, fearing that students may struggle to understand This approach, combined with the complexity of new textbooks, leads to student complaints and highlights their difficulties in speaking skills The following reasons can help explain this issue.
Teachers at Tan Ky 3 High School generally hold positive views on the communicative approach to language teaching; however, they often feel embarrassed to implement these methods in their classrooms Additionally, the teachers' proficiency in English is not particularly strong, and both teachers and students have limited opportunities for meaningful interactions with proficient speakers Furthermore, the average class size ranges from 37 to 43 students, with seating arranged in long rows of four or five, which hinders mobility and engagement during communicative activities.
Tan Ky 3 High School faces significant challenges with its inadequate and poor-quality facilities The library is small and lacks sufficient reference materials, particularly English books Additionally, essential resources such as CDs, cassettes, and computers with internet access, along with lab rooms, do not meet the current demands for effective English instruction Unlike other high schools, Tan Ky 3 does provide projectors in each classroom, but overall, the infrastructure remains insufficient to support a comprehensive learning environment.
Three English classes per week are insufficient for students to achieve proficiency, placing pressure on teachers to effectively utilize the limited time available With most important English exams, including university entrance assessments, being written, both teachers and students often lack motivation to focus on speaking skills Additionally, students have few opportunities to practice speaking English with native speakers, hindering their communication skill development.
To ensure the success of speaking lessons, it is crucial to provide effective solutions; otherwise, students may lose motivation in learning English If they perceive the subject as worthless in their education, their interest in studying will inevitably decline.
Participants
The study involved eighty male and female students from grades 10A2 and 10A8 at Tan Ky 3 High School, all of whom have been learning English for five years but possess low and mixed abilities in the language Approximately eighty percent of these students come from farming families, which restricts their access to modern media resources such as CDs, cassettes, and the Internet for learning English Consequently, they have limited opportunities to interact in English, often leading to feelings of confusion and fear of making mistakes due to their insufficient social knowledge and poor command of the language.
The research involved two groups: a control group that received no treatment and an experimental group that was taught using cue cards Over eight weeks, weekly sessions were conducted for the experimental group, while the control group did not receive any instruction A pre-test was administered to assess the initial conditions of the students, and a post-test was given after the treatment to evaluate its effectiveness The results from both the pre-test and post-test for the two groups were compared and analyzed to determine the impact of the experimental treatment.
The type of study is designed as follows:
Group Pre- test Treatment Post- Test
T1 : Pre-test to the subjects
T2 : Post-test to the subjects
X : Treatment by using cue card
Gender, age and English-learning experience of the control group was summarized in the table 3.2 below:
Table 3.2 : The Control Group’s background information
Gender, age and English-learning experience of the experimental group was summarized in the table 3.3 below
Table 3.3: The Experimental Group’s background information
The information above indicates a great resemblance of two groups in all the four variables namely the number of students, gender, age range, and English- learning experience.
Materials
3.3.1 The curriculum and the textbook Tieng Anh 10
The primary textbook for this study is Tieng Anh 10, which features clear and precise aims along with a comprehensive overview of topics, functions, grammar structures, and skills, all sanctioned by the Ministry of Education and Training The course comprises sixteen topic-based units, each including a speaking session Each unit is divided into five sections: reading, speaking, listening, writing, and language focus, with all speaking lessons tailored for Cue Card usage Below are the descriptions of the titles of the 16 units and the corresponding topics for the speaking lessons.
1 A day in the life of… Talking about daily activities
2 School talks Making questions and answers in small talks
3 People’s background Talking about people’s background
4 Special education Making an interview and reporting on results
5 Technology and you Talking about the uses of modern technology
7 The mass media Talking about different types of media
8 The story of my village Talking about plans and their possible results
9 Undersea world Talking about causes and consequences and offer solutions
10 Conservation Talking about the new kind of zoos
11 National parks Talking about an excursion
12 Music Talking about favorite kinds of music
13 Films and cinema Talking about a film
14 The World Cup Talking about the World Cup winners
16 Historical places Talking about historical places from given information
To gather a robust set of reliable and valid data addressing the research questions, the study employed survey questionnaires, classroom observations, and tests.
Survey questionnaires are a widely used method for data collection, offering significant time-saving advantages for researchers They are essential for gathering information, with two main types of questions: open-ended and closed Open-ended questions are ideal for capturing beliefs, opinions, and judgments, while closed questions are designed to elicit factual or predictable responses.
To gather data for the research, both open-ended and primarily close-ended questions were utilized The study employed two survey questionnaires, with one consisting of 7 questions aimed at 80 students to assess their attitudes towards speaking classes, their speaking competence, the materials used, and their overall comprehension.
“using cue cards” (Please see Appendix 1)
Following the treatment, a second survey questionnaire consisting of seven questions was administered to assess learners' perceptions of the effectiveness of using cue cards in teaching and learning speaking skills The purpose of this survey was to gather students' opinions on how cue cards contributed to enhancing their speaking abilities (refer to Appendix 2).
Classroom observation serves as an effective tool for researchers to succinctly document student participation At Tan Ky 3 High School, four speaking lessons utilizing randomly selected cue cards were observed During these observations, teachers took extensive notes and recorded audio to ensure a diverse collection of information To enhance student comfort and confidence, observers positioned themselves in the back row and participated in multiple classes.
This study utilized two types of assessments: a pre-test and a post-test, aimed at measuring students' fluency and accuracy in speaking skills The pre-test was conducted prior to the implementation of cue cards to assess learners' initial speaking abilities, while the post-test was administered at the conclusion of the study to evaluate improvements following the cue card intervention The qualification score criteria were outlined in a table, and two internal raters were engaged to enhance the reliability of the results.
According to Brown (2004) there are some criterias to score speaking performance as the table below:
Table 3.4 Scoring Rubric of Speaking Performance
Categories Scores The Criteria of scoring
The student makes no mistakes in speaking and it is acceptable
The student sometimes makes some mistakes but it does not influence the meaning The student often makes grammar mistake that influence of meaning
The student makes a lot of grammar mistakes that block the meaning and often rearrange the sentence The student has bad grammar mistake so it becomes so hard to understand
The student can express and understand the monologue well and the content is clear
The student comprehends the monologue in all although there is repeating in certain part
The student comprehends the monologue but there are some repetition
The student is difficult to follow what he/she said The student does not comprehend although in simple monologue
Pronunciation 5 Has few trace of foreign language
4 Always intelligible, thought one is conscious of a definite accent
3 Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of pronunciation problem, most frequently be asked to repeat
Pronunciation problem to serve as to make speech virtually unintelligible
Use of vocabulary and idioms is virtually that of native speaker
Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities
Frequently uses the wrong words conversion somewhat limited because of inadequate vocabulary Misuse of words and very limited vocabulary makes comprehension quite difficult
Vocabulary limitation so extreme as to make conversation virtually impossible
A score was given based on the rubric above The following formula indicated the way to calculate the student’s score :
In this research, in order to measure the reliability of the instrument precisely, the writer used two inter- raters to analyse the test
In the next chapter, the researcher will analyse the data of the two survey questionnaires, pre- test and post- test.
Data collection and analysis procedure Error! Bookmark not defined
This research utilized quantitative data from speaking pre- and post-tests, analyzing results through standard deviation, mean scores, median, and score improvement Students' speaking performance was evaluated using a scoring rubric that focuses on five key components: pronunciation, vocabulary, grammar, fluency, and comprehension of spoken text.
The experiment was carried out for 8 weeks in six lessons During the
In a study involving 80 tenth graders at Tan Ky 3 High School, both quantitative and qualitative methods were utilized to ensure the validity and reliability of the research The experimental and control groups received direct instruction, while participants completed a set of questionnaires designed to identify their challenges in speaking English, as well as their feelings and perceptions regarding the use of cue cards prior to the treatment The questionnaires included clear instructions to facilitate easy responses from the participants.
All participants underwent a speaking pre-test consisting of three parts: an introduction and interview focusing on personal topics such as family, work, hobbies, and hometown; a long-turn segment where they spoke for five minutes on a specific topic; and a discussion involving follow-up questions related to the previous topic The assessment of students' speaking skills was conducted by two examiners, including the researcher and a fellow teacher, using a predefined rubric The results of this test will be analyzed in the following chapter.
Over an eight-week period, the teacher implemented cue cards to enhance speaking skills in the experimental group through six lessons covering units 9 to 14 Various engaging tasks, including picture prompts, information gaps, and topic discussions, were utilized to facilitate learning In contrast, the control group received instruction through traditional teaching methods.
Following the treatment, both groups underwent a post-test structured in the same three-part format as the pre-test to evaluate the effectiveness of cue cards in enhancing speaking skills Participants from both groups addressed the same topic as in the pre-test, and the assessments were conducted by the same two examiners using the established rubric (refer to Table 3.4).
Lastly, the second questionnaire was delivered to find out students’ attitude
After studying English speaking skills through the use of cue cards, qualitative data was collected from students' responses to open-ended questions in questionnaires This research aimed to identify and understand the actual challenges faced in the classroom during the learning process, enabling the researcher to develop an effective action plan to address the students' issues.
The researcher systematically categorized and consolidated data from the survey questionnaire, converting the results into percentages for easier analysis through charts and tables To enhance interpretation, observations from classes were also analyzed The validity of comparisons between figures was ensured, and by summing and averaging the participants' ratings, a comprehensive evaluation of their feedback was achieved.
FINDINGS AND DISCUSSIONS
Data analysis and discussion
4.1.1 Data analysis and discussion from phrase 1
Table 4.1: Students’ ideas about the importance of learning speaking skill (Appendix 1 - Questions 1)
Options Number of students Propotion (%)
Chart 4.1: Students’ attitude towards speaking skill
Table 4.1 and Chart 4.1 illustrate students' perspectives on the significance of mastering speaking skills The data reveals that a significant majority of students recognize the importance of developing their speaking abilities, highlighting a strong awareness among them regarding the value of this skill in their education.
Table 4.2 : Students’ interest in learning speaking skill
According to the statistics, only 17 out of 80 students found speaking activities exciting, indicating a lack of enthusiasm for learning speaking skills despite their awareness of its importance Additionally, 18 students expressed disinterest in these activities, suggesting that current speaking lessons fail to engage students effectively To address this issue, educators must implement strategies to motivate students and enhance their interest in speaking activities.
Options Number of students Propotion (%)
Chart 4.2 Students’ interest in learning speaking skill
Table 4.3: Students’ language used in speaking lesson
Chart 4.3 : Students’ language used in speaking lesson
Using more English than Vietnamese 20 25
Using more Vietnamese than English 43 54
Very much Not very much Not at all
Us i ng more English tha n Vi etnamese, 25%
Vi etnamese than Engl ish, 54%
The data from Table 4.3 and Chart 4.3 reveals that a mere 6% of students, or 5 out of 80, actively speak English during lessons In contrast, 25% utilize more English than Vietnamese, while a significant majority, 54% (43 out of 80 students), predominantly use Vietnamese Additionally, 15% of students reported using only Vietnamese This trend highlights the students' limited speaking proficiency in English.
Table 4.4: Students' response towards speaking activities
Chart 4.4 : Students' response towards speaking activities
Options Number of students Propotion (%)
A study revealed that 55% of students experienced feelings of embarrassment and nervousness during speaking activities Interestingly, this percentage mirrors the number of students who reported feeling uncomfortable, highlighting a parallel between discomfort and the levels of interest and motivation in these activities.
Speaking lessons, accounting for 15% whereas 7% were bored with speaking activities Only 8% of students were confident with these activities
Table 4.5 Students’ self-evaluation of their speaking ability ( Appendix 1- Question 5 )
Chart 4.5: Students’ self-evaluation of their speaking ability (Appendix 1- Question 5)
According to Chart 4.5, 65% of students rated their English speaking skills as average, while only 10% believed their skills were good Additionally, 25% of participants assessed their speaking competence as very poor, and none claimed to have excellent speaking abilities These statistics highlight the limited English speaking proficiency among students, indicating a need for motivation and improvement.
Table 4.6 Factors affecting students’ speaking performance
Factors affecting students’ speaking performance (more than one choice is accepted)
Chart 4.6 Factors affecting students’ speaking performance
According to the data presented in Table 4.6 and Chart 4.6, a significant 88% of students believe that topical knowledge greatly influences their speaking performance Anxiety follows closely behind, with 85% of students acknowledging its impact Additionally, motivation and confidence are important factors, with 79% and 81% of students recognizing their roles, respectively Furthermore, 63% of the 80 students surveyed felt that media plays a considerable role in their speaking abilities Nearly half (48%) emphasized the importance of preparation time for successfully completing speaking tasks Lastly, the speaking environment and the pressure to perform well were also noted as critical factors affecting their performance during speaking activities.
Question 6 was a partly open-ended question After choosing the factors listed in the questionnaire, students were also asked to list other factors which made their performance more difficult From the data above, it can be drawn that the majority of the students agreed that the factors listed above had great influence on their speaking performance Nevertheless; laziness, lack of vocabulary and negative experience of speaking English were added to the factors affecting students’ speaking performance
According to the data collected and statistics analyzed, it can be concluded
47 that students needed to be provided some cues, background knowledge as well as the other factors to perform a speaking task successfully
Table 4.7 General understanding about the term “Cue Cards”
Students’ understanding about the cue cards Number of students Proportion(%)
It is a kind of supportive media with suggestions written on it for the speaking performance
It can assist the speakers so that they can cover all the requirements of the topic and orient the talk follow the way they want to go
According to the data presented in Table 4.7, a significant majority of students demonstrated a solid understanding of cue cards Specifically, 48% recognized cue cards as supportive media containing suggestions for enhancing speaking performance, while 56% believed they help speakers address all topic requirements and guide their presentations effectively Additionally, 50% of the students agreed with both perspectives, and only 5 out of 80 students expressed no opinion on the matter This indicates that many students possess a clear and accurate understanding of the utility of cue cards in communication.
The analysis of two survey questionnaires revealed significant challenges students face in the speaking learning process Despite recognizing the importance of speaking skills, most students showed a lack of enthusiasm for learning them, primarily due to the excessive reliance on their mother tongue during speaking lessons.
Traditional teaching methods often fail to engage students, as teachers rarely utilize effective and interesting techniques in speaking lessons Prior to the treatment course, most students found speaking activities unappealing due to challenges in producing spoken language and a lack of confidence in their speaking abilities Fear of making mistakes and having nothing to contribute further diminished their interest in developing this essential skill Additionally, the difficult and inappropriate speaking activities in their textbooks hindered their speaking competence, making participation in these activities intimidating.
The researcher proposed the use of cue cards as an effective method to improve speaking competence among 10th graders at Tan Ky 3 High School, aiming to assess the potential enhancement of students' speaking skills.
4.1.2 Data analysis and discussion from Phase 2
4.1.2.1 Data analysis from students’ survey questionnaires
In this research, to find out the students’ attitudes toward the use of cue cards in improving their speaking ability 7 close-ended questions were used
The results of questionnaires was shown in the following table:
Table 4 8: Results collected from students’ survey questionnaires
1 Students’ attitudes towards using cue cards 72 8
2 Students’ feelings when using cue cards 10 58 10 2
3 Language used by students in speaking lessons with cue cards
4 Students’ opinion about the effectiveness of using cue cards in improving speaking skills
5 The effectiveness of using cue cards 75 5
6 Self-evaluation of the students in their own speaking ability after using cue cards
7.Students’ expectation towards integrating cue cards activities in speaking lessons
The data indicates that a significant majority of students have a favorable view of using cue cards in speaking lessons, with 90% (72 out of 80 students) expressing a preference for this method Conversely, only 10% (8 out of 80 students) reported a dislike for cue cards in their speaking practice.
It comes to a conclusion that using cue cards was highly appreciated in speaking lessons by learners
According to the data presented in Table 4.8, 10 out of 80 students expressed high excitement about using cue cards in speaking lessons, while 58 students found the technique engaging Conversely, 10 students reported feeling bored with this method, and 2 students were uncertain about their feelings towards it.
In short, it can be concluded that cue cards raised students’ interest and
50 motivated them in speaking lessons
Table 4.8 indicates that more than half of the students (47 students) admitted that they used more English than Vietnamese when using cue cards activities while
In a recent study, it was found that 24 out of 80 students preferred using their mother tongue over the target language during lessons Only 7 students exclusively communicated in English while utilizing cue cards, while just 2 students relied solely on Vietnamese for cue card activities.
A recent study revealed that 75 students reported a positive impact from using cue cards during speaking lessons, citing increased motivation and improvement in their speaking skills In contrast, only 5 students felt that their speaking abilities did not benefit from the use of cue cards.
As can be seen from the table above, the same answers were collected above
Class observation’s analysis
( Appendix 3: Checklist for classroom observation )
Observations from two speaking lessons revealed significant improvements in student motivation and speaking performance More students participated in English speaking activities without feeling pressured by their teachers Additionally, students displayed increased confidence and engagement when using cue cards, making it easier for them to feel motivated to speak English in class Remarkably, the number of students who previously lacked confidence or were afraid to speak in front of the class has decreased significantly.
Utilizing cue cards in various formats—individually, in pairs, and in groups—enhanced students' ability to interact fluently and naturally with their peers During speaking lessons, students predominantly employed the target language, English, significantly reducing their use of their mother tongue Only a minimal number of students resorted to their native language in English lessons.
Students' speaking performance showed significant improvement, with a noticeable decrease in the number of students making errors in vocabulary, grammar, pronunciation, and fluency While a few students still encountered challenges, overall progress indicates a positive trend in their speaking abilities.
In short, using cue cards in a speaking lesson is a useful technique to enhance students’ motivation and speaking performances
Test Results
Prior to the application, students underwent a pre-test to ensure both the experimental and control groups shared similar backgrounds The scores from these pre-tests were analyzed to determine the mean, standard deviation, range, and score frequency for each group The following tables present the test results for both groups.
Table 4.9 The pre- tests’score of the experimental group and control group
Table 4.10 Pre-tests’ average total scores and standard deviations in the experimental group and the control group
Table 4.10 reveals that the experimental group had an average pre-test score of 6.4 (SD: 0.98), while the control group scored an average of 6.2 (SD: 0.99) This indicates that the experimental group's mean score was slightly higher, with the control group scoring 0.2 points lower Overall, the results demonstrate a notable equivalence between the means of both groups.
The control group's pre-test scores
Chart 4.7 : The pre- test scores of the control group
Chart 4.8: The pre- test scores of the experimental group
The two pie charts illustrate the pre-test scores of students, revealing that over half of the students scored between five and six Specifically, 57% of the experimental group performed below average, compared to 67% in the control group Furthermore, 40% of the experimental group achieved scores of 7 and 8, surpassing the 30% of the control group Notably, both groups had an equal percentage of students, 3%, who attained the highest score of 9.
The similarity in speaking abilities and key social variables among participants in both groups indicates their compatibility, making it suitable to conduct an experiment This study aims to determine if the use of cue cards in learning to speak English leads to statistically significant improvements in speaking skills between the two groups.
After conducting two distinct treatments with separate groups, the researcher administered a post-test to evaluate any improvements in speaking skills after an 8-week period This assessment aimed to determine the effectiveness of the treatments on the students' speaking abilities.
57 after the implementation of cue cards
This part, thus, presents the results from the post-tests that both groups made
Table 4.11 The post-tests’ score of the experimental and control group
Table 4.12 below summaries the values mentioned in the previous:
Table 4.12: Post-tests’ average total scores and standard deviations in the experimental group and the control group
Table 4.12 indicates that the control group exhibited minimal change in performance, with an average test score of only 6.35 The scores varied significantly, ranging from a low of 5 to a high of 9 Specifically, only one student achieved a score of 9, five students scored 8, eight students received a score of 7, 19 students scored 6, and seven students obtained a score of 5.
The statistical analysis presented in Table 4.5 reveals significant progress in the post-test scores of the experimental group This group demonstrated notable improvement, with their average score rising from 6.4 to 7.58 The scores varied, ranging from a minimum of 6 to a maximum of 9, highlighting the overall success of the students in achieving better results in the post-test.
9 students; 8 was by 7, 7 was by 22 students and 6 by 2 students
The treatment involving cue cards resulted in a significant performance improvement for the experimental group compared to the control group, highlighting the effectiveness of this method.
The following chart was also taken into consideration in order to investigate more the effect of the treatment
Chart 4.9 : The post test scores of the control group
Chart 4.10 : The post test scores of the experimental group
The analysis of charts 4.9 and 4.10 reveals a statistically significant difference between the two groups, indicating that both improved their speaking skills over an 8-week period Notably, the experimental group consistently outperformed the control group across all measurement scales.
61 the control group The experimental group had 73% of the students achieved
The research revealed a significant difference in speaking scores between the experimental and control groups Participants in the experimental group achieved 'good' scores (marks 7-8) at a rate 41% higher than the control group, and 'highest' scores (marks 9-10) were attained by 22% of the experimental group compared to just 3% in the control group Conversely, the 'average' scores (marks 5-6) showed a stark contrast, with 65% of the control group classified as 'average' compared to only 5% of the experimental group.
4.3.3 The pre-test and post-test‘s score of the experimental group in comparison with those of the control group
To evaluate the progress made by both the experimental and control groups in speaking skills through the use of cue cards, we compared the average scores of the post-test with those of the pre-test.
A comparison of the mean scores from the post-test reveals the significant effectiveness of cue cards in enhancing learning outcomes Prior to the treatment, participants in both the experimental and control groups exhibited similar performance levels, with the experimental group achieving a mean score of 6.4 compared to the control group's 6.2 This demonstrates the positive impact of cue cards on the experimental group's performance.
Table 4.13 The mean in Pre-test and Post- test of the experimental group in comparison with that of the control group
Measure Mean of Pre-test Mean of Post-test
Table 4.13 reveals that the post-test means for both groups surpassed their pre-test means; however, the experimental group demonstrated a significantly greater improvement compared to the control group.
The following chart shows the change of the mean in pre-test and post-test by two groups clearly:
Chart 4 11 The change of the mean in pre- and post tests by the experimental group and the control group
Below are the proficiencies of both groups after the implementation
Table 4.14 The experimental group’s proficiency and the control group’s proficiency after the implementation
Table 4.14 reveals a significant increase in the average score of the experimental group, rising by 1.18 points from 6.4 to 7.58, compared to a minimal change in the control group, which saw an increase of only 0.15 points from 6.2 to 6.35 after eight weeks of implementation.
The results indicate a significant increase in the average speaking scores for both the experimental and control groups following the application of cue cards As illustrated in Chart 4.9, the experimental group demonstrated considerable improvement in their speaking skills, while the control group showed only modest gains This highlights the crucial role cue cards play in motivating students to enhance their speaking abilities Consequently, the research concludes that cue cards have a positive impact on the speaking skills of 10th graders at Tan Ky 3 High School.
Table 4.15 The different scores after the treatment by participants from the two groups
The effect of using cue cards toward students’ speaking skill before and after
Based on the result of the pre-test, the total score of the members in the Experimental group is 256 in which only 1 student get score at excellent level (9-
10), 16 students get scores at good level (7-8), 23 students get scores at average level (5-6), and there is no student whose score is at poor level (below 5)
In the control group, the total pre-test scores for all participants amounted to 248, identical to the experimental group Within the experimental group, one student achieved an excellent score (9-10), twelve students scored at a good level (7-8), and twenty-seven students received average scores (5-6), with no participants scoring at a poor level This indicates that prior to the treatment course, the initial conditions of all students in both groups were equivalent.
After an 8-week treatment period, the experimental group showed significant improvement in speaking skills, with 67.5% of participants increasing their scores by 1 point, 20% by 2 points, and 5% by 3-4 points compared to their initial scores In contrast, only 15% of the control group improved by 1 point, while 85% showed no progress These results indicate that the treatment was highly effective in enhancing speaking skills among participants.
After an 8-week treatment period, the experimental group showed a significant improvement, with their total score increasing by 47 points (from 256 to 303), compared to just a 6-point increase (from 248 to 254) in the control group Notably, participants in the experimental group consistently outperformed those in the control group.
From the fact above, the researcher concluded that cue cards have positively affected on speaking skill for 10 graders at Tan Ky 3 High school