INTRODUCTION
Rationale
Among the four essential skills—listening, reading, writing, and speaking—speaking is often the most challenging for English as a Foreign Language (EFL) students In today's globalized world, English has emerged as a crucial international language, making speaking proficiency a key objective for EFL learners To enhance students' speaking skills, educators should prioritize opportunities for them to engage in conversation through various communicative activities English serves as a vital tool for international communication across sectors such as technology, tourism, and education, underscoring its growing significance Consequently, many non-English speaking countries, including Vietnam, have integrated English as a mandatory subject in their school curricula.
Mastering speaking as an essential English skill is crucial for students, as it is often the first aspect of language proficiency that others notice This skill is vital for effective communication and is frequently required for job applications and higher education opportunities However, the teaching and learning of speaking in Vinh City face significant challenges, stemming from both students and teachers Many students lack confidence and motivation, feeling embarrassed and hesitant to speak in English Teachers, as facilitators, must create engaging and communicative learning environments that encourage student participation and utilize diverse teaching techniques to boost motivation One effective method is through Information Gap activities, where students engage in interactive conversations by sharing different pieces of information, fostering speaking practice in both pairs and groups.
The researcher conducted a literature review on information gap activities and their effectiveness in enhancing speaking skills By applying these activities at Newstar Center, the researcher aimed to improve the speaking abilities of 9th-grade students The implementation of information gap activities is expected to lead to significant improvements in students' speaking skills.
Effective communication can be achieved through various methods, with speaking being a crucial English skill Among the diverse speaking activities, information gap activities stand out as particularly valuable These activities involve one participant possessing information that others do not, necessitating the use of the target language to share that information (Bailey, as cited in Nunan, 2003: 56) Implementing information gap activities fosters student participation in speaking According to Spratt, Pulverness, and Williams (2005: 35), students are often more inclined to speak in class when they have a clear purpose for communication, such as solving a problem or providing necessary information to peers.
The researcher focuses on information gap activities to enhance students' speaking abilities, as these activities require students to communicate to complete tasks This interactive approach not only makes the learning environment more engaging but also allows students to practice speaking with peers rather than passively listening to the teacher Furthermore, information gap activities can increase students' confidence and motivation in speaking English Recognized by many English language researchers as an effective teaching technique, the author aims to investigate the impact of these activities on improving the speaking skills of 9th graders in EFL settings, ultimately helping them to become more fluent, accurate, and active participants in classroom learning.
Aims of the study
The research aims to enhance the speaking skills of 9th-grade students at New Star Center through the implementation of Information Gap Activities To achieve this goal, the study focuses on addressing two key questions related to the effectiveness of these activities in improving student engagement and communication proficiency.
1 To what extent does the implementation of Information Gap Activities improve students‟ speaking ability of ninth graders at New Star center?
2 How do the students respond to the use of Information Gap Activities towards their speaking performance?
In details, the aims of the study are:
- To find out problems students are most likely to encounter in speaking and their perception of speaking ability before being taught by using Information Gap Activities
- To find out the results of applying Information Gap Activities in teaching speaking to students
Several lessons designed around this method have been implemented in the classroom over a period of time to address this inquiry Additionally, practical suggestions and strategies have been provided to teachers at Newstar Center to maximize the effectiveness of information gap activities in speaking lessons.
Scope of the study
This study focuses on the implementation of Information Gap Activities to enhance speaking skills among 9th graders at Newstar English Center in Vinh, during the 2018-2019 school year It is limited to the English teaching and learning context at the center and does not encompass all aspects of Information Gap Activities or various learning genres The research involves analyzing materials related to these activities, identifying challenges faced during speaking lessons, and proposing solutions based on the school curriculum and the textbook "Tiếng Anh 9" by Hoàng Văn Vân (2013) Fifty-six students participated in the survey, providing insights into their experiences and difficulties in learning.
Significance of the study
This study aims to enhance English language teaching and learning by examining how Information Gap Activities can improve students' oral presentation skills during discussions and debates It is anticipated that these activities will not only boost students' speaking abilities but also motivate them to communicate more effectively in English The findings are expected to serve as valuable insights for educators, encouraging them to adopt creative and engaging methods in teaching speaking skills.
Methods of the study
This research is a quasi- experimental research which is intended to make a contribution to the improvement of English speaking ability by using Information Gap Activities
With the aim of addressing the research questions This study employs both quantitative and qualitative methods in data collection, including survey questionnaire and pre-test, post-test.
Organization of the study
This paper is divided into five main chapters:
Chapter 1- Introduction - displays the rationale of the study, the aims of the study, scope of the study, significance of the study, research methodology, and organization of the study are presented
Chapter 2- Literature Review- provides theoretical background related to the study: speaking skills and Information Gap Activities are discussed and some other relevant previous studies
Chapter 3- Methodology- presents the research questions, participants, materials and procedures of data collection and analysis
Chapter 4- Findings and Discussions- is by far the most dominant one which provides an analysis of the data as well as the interpretation of the results
Chapter 5- Conclusion- summarizes the findings, and pedagogical implications, limitations of the study and suggestions for further study are also supplied in this part
References and Appendices are presented in the last pages of the study.
LITERATURE REVIEW
This chapter explores the theoretical aspects of speaking skills, covering the definition and significance of speaking, methods for teaching and assessing speaking, and the concept of speaking ability It delves into the essential elements of speaking ability and the role of information gap activities, including their definition, advantages, and specific speaking activities designed around them Additionally, relevant studies related to these topics are discussed, providing a comprehensive overview of effective speaking instruction.
According to the Oxford Dictionary, speaking is the act of conveying information or expressing emotions through speech This essential form of communication is crucial for daily interactions and self-expression Various linguists define speaking from different perspectives, highlighting its multifaceted nature in human communication.
In general, speaking skill is the ability to speak, to address, to make known, to use or be able to use a given language in the actual contexts of communication
Speaking is an essential aspect of daily life, as noted by Thornbury (2005), and is described by Underwood (1996) as a creative process involving active interaction between speaker and listener This interaction encompasses thought and emotion, highlighting that when individuals communicate through language, they aim to convey important messages or express their feelings and thoughts.
According to Kayi and Hayriye (2006), speaking is a dynamic activity in oral communication that involves multiple participants who simultaneously act as both speakers and listeners Each participant must quickly respond to what they hear while expressing their own intentions or ideas, highlighting the interactive nature of conversation.
Speaking is the act of expressing thoughts, feelings, and ideas through verbal communication, encompassing both psychological and physical processes This involves the speaker's mental engagement and the acoustic elements of sound production.
Chaney (1998,p.13) states that : “ speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols in a variety of contexts”
Speaking is defined as a dynamic two-way process between a speaker and a listener, encompassing both the productive skill of speaking and the receptive skill of understanding (Byrne, 1976) This perspective is echoed by Scott (1981), who emphasizes that speaking involves multiple participants who must quickly respond and contribute to the conversation Through this interactive exchange, each participant aims to achieve their communicative goals while effectively interpreting the information shared.
Brown and Yule (1983) distinguish between spoken and written language, noting that written language features well-structured sentences and paragraphs, while spoken language consists of shorter, often fragmented utterances with varied pronunciation They emphasize that the primary functions of spoken language are transactional and interactional, serving to convey information and maintain social relationships The pinnacle of speaking skill is the ability to communicate fluently, appropriately, and clearly in any context, a goal shared by many language learners This perspective aligns with Bygate's assertion that speaking skills warrant equal attention as literary skills in both first and second language acquisition (1987).
Speaking is the process of conveying one's knowledge, interests, attitudes, opinions, or ideas, making them tangible for both the speaker and the listener This essential communication skill allows individuals to share their thoughts effectively, fostering understanding and connection.
When learning a language, four essential skills are crucial: listening, speaking, reading, and writing Among these, speaking stands out as it is fundamentally different from the others; it cannot be practiced in isolation and is vital for interpersonal communication.
Speaking is often regarded as the most crucial language skill, as highlighted by Ur (1991), who notes that individuals proficient in a language are commonly referred to as "speakers," suggesting that speaking encompasses all other forms of language knowledge (p.120) Similarly, Lazaraton (2001) emphasizes that many people equate the ability to converse in a language with overall proficiency, given that speech serves as the primary mode of interpersonal communication.
In term of speech production, Levelt (1989) classifies three separate processing stages respectively conceptualizing the message, formulating the language representation, and articulating the message
For language students, English speaking is a crucial indicator of academic success and plays a vital role in effective oral communication in daily life Among the four essential language skills—reading, writing, listening, and speaking—speaking is often regarded as the most important, as highlighted by Ur (1996) According to Chau Tuyet Ngan (2013), speaking takes precedence over other skills because it fosters motivation, alleviates student inhibitions, enhances the development of other language abilities, and is fundamental to human interaction.
The primary goal of learning a foreign or second language is to effectively communicate in that language It is essential for students to understand that the language they are studying serves as a vital communication tool Unfortunately, many students do not recognize that the language exists beyond the classroom, often viewing it merely as a mandatory subject required for passing exams rather than appreciating its true purpose as a means of communication.
Research indicates that speaking is fundamental to language skills and serves as a key indicator of learners' proficiency and competency The mastery of speaking skills is essential for assessing language acquisition effectively Genuine communication is purpose-driven, aiming to achieve specific goals Given the growing emphasis on acquiring language skills, particularly speaking, it is crucial to explore and implement effective techniques and methods that support both teachers and learners in mastering this vital skill.
For many years, the teaching of speaking in language education has been undervalued, often reduced to repetitive drills and memorization Recently, however, there has been a shift towards prioritizing effective speaking instruction, with the primary goal of enhancing students' communicative skills This approach enables language learners to engage in real communication, allowing them to express their feelings, ideas, and opinions while also understanding and adhering to the social and cultural norms of their community.
To effectively enhance students' communicative skills through speaking, teachers should adhere to specific principles According to Nunan (2003) and Kayi (2006), these principles are essential for successful speaking instruction.
First, the teachers should be aware of the difference between second and foreign language when teaching
METHODOLOGY
This research utilized a quasi-experimental design, specifically a pre-test and post-test comparison group approach, involving an experimental group that received treatment and a control group that did not A pre-test assessed the students' initial speaking skills, while a post-test evaluated their skills after the treatment The impact of the experimental treatment was determined by comparing the pre-test and post-test results of both groups The study employed a true experimental design with random assignment of subjects to enhance internal and external validity, ensuring reliable comparisons between the experimental group and the control group, which consisted of similar subjects not exposed to the treatment.
The type of research is designed as follows:
Group Pre- test Treatment Post- Test
- C: Control Group T1 : Pre-test to the subjects T2 : Post-test to the subjects
X : Treatment by using Information gap activities
3.2 The Time and The Location of the Research
The research was carried out at the Newstar Center, a private facility located in Vinh, Nghe An province Spanning nine weeks from July to April 2019, the study began with a pre-test and pre-questionnaire during the first week The treatment phase lasted for seven weeks, followed by a concluding week dedicated to the post-test and post-questionnaire.
3.3 The Subject of the Research
The study focused on 56 ninth-grade students, divided into two classes: 9A and 9A1, each consisting of 28 students aged 15 All participants have been learning English for 6 to 9 years and are classified as pre-intermediate students at a private center.
In a study involving fifty-six students, participants were divided into two groups: a control group of 28 students who did not receive instruction in speaking through Information Gap activities, and a treatment group of 28 students who were taught using these activities To ensure comparable English proficiency levels, a pre-test was administered prior to the experiment The students were unaware that they were part of a research study, which helped maintain the integrity of the results Despite potential variables such as multiple intelligences, gender, and individual characteristics, efforts were made to minimize differences between the two groups.
The description of the student participant‟s demographic information is expressed as follows
Table 3.2: Demographic information of participants
Accumulated English learning experience 6- 9 years
English oral proficiency level Pre-Intermediate
3.4 The Object of the research
This research focused on evaluating the effectiveness of Information Gap Activities in enhancing students' speaking skills It assessed various aspects of speaking ability, such as grammar, comprehension, fluency, pronunciation, and vocabulary Additionally, the study explored students' responses following the implementation of these activities.
The study addressed the following research questions:
1 To what extent does the use of Information Gap Activities improve students‟ speaking skill among ninth graders at Newstar English center?
2 How does the students respond to the implementation of Information Gap Activities towards their speaking performance?
The primary textbook utilized in this study was Tieng Anh 9, a curriculum endorsed by the Ministry of Education and Training that is systematic, cyclical, and theme-based The lessons focus on five key skills: reading, speaking, listening, writing, and language focus Notably, all speaking lessons in the new textbooks have been redesigned to be task-based and tailored for effective implementation of information gap activities.
The course consists of twelve topic-based units, each corresponding to a speaking session, totaling twelve lessons Below are the titles of the twelve units along with the topics covered in the speaking lessons.
Table 3.3 The speaking topics of 12 units and speaking sections
1 Local environment Discussing local traditional crafts, their benefi ts and challenges
2 City life Talking about important features of a city
Talking about teen stress and pressure and how to cope with them
4 Life in the past Making comments on or expressing opinions about facts in the past
Talking about man-made wonders of Viet Nam and how to protect and preserve them
6 Viet Nam: Then and now
Discussing local traditional crafts, their benefi ts and challenges
Talking about the eating habits of Vietnamese people
8 Tourism Talking about one's choice of holiday
Discussing experiences in learning and using English
10 Space travel Talking about space travel history and discussing the skills needed to become an astronaut
Talking about roles in the future
12 My future career Talking about a person's likes/dislikes, personality traits and abilities for a certain job
The experiment focused on four units (unit 7 to unit 12), incorporating six speaking lessons, one for each unit These topics are familiar to learners, enhancing their existing knowledge and boosting their interest in the learning process The speaking tasks were tailored to fit Information Gap activities, making them more engaging and effective for students Examples of these Information Gap activities used in the speaking lessons can be found in Appendix E.
The 9-week experiment involved 8 lessons, during which the researcher provided direct instruction to both the experimental and control groups To ensure the reliability and validity of the study, a combination of quantitative and qualitative research methods was utilized.
The study aimed to assess the classroom challenges in the teaching and learning process to effectively address students' issues A survey consisting of eight questions was administered to 56 students to identify their difficulties in speaking English, their feelings towards speaking lessons, perceptions of speaking competence, preferences for speaking materials, and views on "Information Gap Activities." Additionally, the pre-survey explored factors influencing speaking performance and the types of speaking tasks students preferred The questionnaires provided clear instructions, ensuring participants could respond with ease.
In this phase, all participants took a speaking pre-test consisting of three parts, each conducted in pairs Part 1 served as an introduction, featuring general questions about personal topics such as family, work, hobbies, and school Part 2 involved discussing missing information based on two pictures, where students had one minute to prepare and then spoke for two minutes on the topic Part 3 included further discussion questions related to Part 2 The speaking skills of the students were evaluated by two raters, including the researcher and another teacher, using a specified rubric The results of this test will be analyzed in the following chapter.
The implementation of Information Gap activities marked the next phase of the study, where the experimental group focused on enhancing English speaking skills over a seven-week period During this time, seven speaking lessons (Test 1 to Test 4) were tailored to incorporate Information Gap activities, allowing students to engage in interactive speaking tasks In contrast, the control group received traditional teaching methods, highlighting the differences in instructional approaches.
Following the treatment, the researcher conducted a post-test mirroring the pre-test format, consisting of three parts, for both groups to evaluate the effectiveness of the information gap in enhancing speaking skills Participants from both groups were assigned the same topic as in the pre-test, and their speaking performance was assessed by the same raters, including the researcher and another teacher from the same school, using the same rubric.
Afterwards, another questionnaire on students‟ attitude towards English speaking skills through information gap activities using (please see Appendix
B ) was delivered to find out what the students perceived after having learned the speaking lessons with Information Gap Activities
With the aim of addressing the research questions, the research was carried out by means of survey questionnaires and pre-test, post-test
Survey questionnaires are a widely used method for data collection, primarily because they allow researchers to save time As noted by Jo and Steve (1997), this approach enables quick and precise responses from participants who are geographically dispersed.
This research utilized two survey questionnaires administered before and after the treatment to gather data The initial questionnaire, consisting of six close-ended and two open-ended questions, targeted 56 students to assess their pre-existing conditions, speaking challenges, preferred speaking activities, language preferences (Vietnamese or English), and their enthusiasm for speaking lessons (see appendix A) Following the treatment, a second questionnaire with ten close-ended questions was conducted to evaluate students' responses to the implementation of Information Gap Activities in teaching and learning speaking, focusing on their interest in these activities and improvements in speaking performance (see appendix B).
FINDINGS AND DISCUSSIONS
This chapter outlines the analysis and interpretation of the data collected, as justified in the previous chapter It discusses the previously presented data and examines the findings in relation to the study's objectives.
The data of this research was gotten by the researcher from the attitudinal survey questionnaires and the pre-test and post-test
The data were collected through the following procedure
1 At the beginning of the research, a survey questionnaire was given to
56 students to investigate the students‟ problems in speaking English, their opinions on their speaking lessons, speaking material, factors affecting speaking performance and their concept about “information gap activities using”
2 The pre- test was conducted to get information about the precondition of the participants before the treatment
3 After the treatment of 8 weeks, students got the post-test, in which students were assessed by two inter-raters to know if there was any improvement in speaking skill after the implementation of information gap
4 Finally, another survey questionnaire was given to work out the attitude of the learners after the treatment of information gap toward speaking learning with information gap
This study aims to explore how information gap activities enhance students' English speaking skills and their responses to these activities Quantitative data were collected using speaking pre-tests and post-tests, along with attitudinal questionnaires administered at the start and conclusion of the study The findings were analyzed and presented through mean scores, standard deviations, and medians.
Table 4.1 The Result of Pre - Test and Post Test of two groups
4.1.1 The Data Presentation of Pre-Test and Post-Test on Students’ Ability in Speaking
Prior to the application, students underwent a test to ensure both groups had comparable background knowledge, with the results presented in Table 4.2 below.
The data were obtained through the score of pre-test and post-test The result of pre-test and post-test can be seen in the following table:
Table 4.2 The Statistics of Pre - Test and Post Test
Group Experimental Group Control Group
Pre- Test Post- Test Pre- Test Post- Test
The pre-test results revealed that both the experimental and control groups had identical average scores of 6.21, with standard deviations of 0.9 and 0.88, respectively Additionally, the median scores for both groups were also the same at 6.00 After an 8-week period, both groups demonstrated improvement in their post-test scores; however, the experimental group showed a significant increase of 1.04 points on average, while the control group only improved by 0.27 points.
Using the average scoring method, the researcher calculated the difference between the average post-test scores and pre-test scores to determine the number of participants in each group who experienced an increase, decrease, or no change in their scores.
4.1.2 The comparison of the scores on the pre-test and post-test on general English by participants from the experimental group and the control group
To evaluate the progress of two groups in speaking skills through the use of information gap activities, we compared the average scores of their post-tests to their pre-tests at the beginning and end of the course.
The effectiveness of information gap activities can be assessed by comparing the post-test mean scores of both the experimental and control groups, as both groups started at nearly the same level prior to the treatment The experimental group achieved a mean score of 6.01, while the control group also recorded a mean score of 6.01.
Things can be much detailer at the following table and figure
Table 4.3 The comparison of the mean in Pre-test and Post- test of the two groups
Measure Mean of Pre-test Mean of Post-test
Table 4.3 shows that the post-test scores for both groups exceeded their pre-test scores, with the experimental group demonstrating a more pronounced improvement than the control group.
Here are the proficiencies of the two groups after the implementation
Table 4.4 The proficiency of the two groups after the implementation
The proficiency of the control group (Average score)
The proficiency of the treatment group (Average score)
Table 4.4 reveals a significant increase in the average score of the treatment group, which improved by 1.04 points, while the control group experienced only a modest rise of 0.27 points following an 8-week implementation period.
The graph illustrates a significant rise in the mean scores of the experimental group, increasing from 6.21 to 7.25 in the post-test, while the control group's mean scores showed minimal change, rising only from 6.21 to 6.48 after the intervention.
The implementation has led to an increase in the average scores of both groups, with the experimental group showing a significantly higher improvement compared to the control group.
Table 4.5 The score alternations after the treatment by participants from the two groups
Table 4.5 presents the score changes observed after an 8-week treatment for participants in the experimental group, highlighting a comparison with the control group based on average scores from pre-tests and post-tests.
The treatment group outperformed the control group in score improvements, with nearly all participants showing an increase Specifically, 14.3% of participants raised their scores by 0.5 points, 50% increased by 1.0 points, 28.6% improved by 1.5 points, and 3.6% achieved a 2.0 point increase In contrast, the control group had a significantly lower number of participants with score improvements.
Out of 16 participants, 57.1% showed improvement in their scores, with 13 participants (46.4%) increasing their scores by 0.5 points and 3 participants (10.7%) achieving a 1.0 point increase Notably, there were no students who experienced a score increase of 1.5 or 2.0 points, unlike those in the experimental group.
The number of participants whose scores stayed the same in the control group was 9, accounting for 32.1 % whereas that in the experimental was 1, accounting for 3.6 %, which was much lower
More importantly, in the treated group, there was no one decreasing their score in the post- test However, there were 3 participants, accounting for 10.7
%, whose scores decreased by 0.5 points
Table 4.6 The score distribution and the percentage of the two groups after the implementation
Figure 4.1 The post-test score of the treatment group in comparision with control group
CONCLUSION
According to the study's findings, speaking is identified as the cornerstone of oral communication and is regarded as the most vital skill among the four language skills: listening, speaking, reading, and writing Individuals proficient in a language are typically recognized as its speakers, highlighting the significance of speaking in language acquisition and communication.
Mastering a language involves more than just understanding grammatical rules; it requires knowing when and how to communicate effectively However, teaching and learning to speak can be challenging for both educators and students This study aims to explore how new media can enhance the teaching and learning of speaking skills.
This chapter presents the three main points: summary of the main findings, implications and limitations of the study
5.1 Summary of the main findings
This quasi-experimental study aimed to evaluate the effectiveness of the Information Gap technique on the speaking abilities of 9th graders at Newstar Center Additionally, it sought to assess student responses to the implementation of Information Gap in speaking lessons This section of the thesis presents the main findings and limitations of the research, along with suggestions for future studies and practical implications for teachers interested in incorporating Information Gap into their speaking instruction.
An experiment conducted with 28 ninth-grade students demonstrated that the use of Information Gap activities significantly enhanced their speaking abilities and contributed positively to second language acquisition and speaking instruction.
The improvement in students' speaking scores was assessed by comparing post-test results to pre-test scores, indicating a significant enhancement attributed to Information Gap activities Reliability was ensured through evaluations by two independent raters, whose scores showed minimal variation Additionally, an attitudinal questionnaire revealed that initially, many students perceived themselves as poor English speakers, often resorting to their mother tongue due to a lack of confidence However, following the implementation of Information Gap activities, students reported increased use of English during speaking lessons, greater enthusiasm for participation, and a notable rise in both speaking time and overall engagement in class activities.
All things considered, it can be concluded that Information Gap has improved students speaking ability
Based on the research findings, I recommend that high school teachers of English as a second or foreign language effectively utilize Information Gap activities to enhance their students' speaking skills Implementing these engaging techniques can significantly improve students' ability to communicate and interact in English.
Information Gap Activities are highly effective teaching tools that address specific challenges hindering students' speaking skills These activities are simple, practical, and easy to implement, making them valuable resources in the teaching and learning process Typically involving small materials like pictures with words or images, they encourage students to engage in speaking by describing objects, people, or situations According to Harmer (2001), these prompt materials significantly reduce preparation time, and sets of pictures can be reused, especially when laminated, making them suitable for any educational level.
Our brains are significantly influenced by external stimuli, making media-based teaching a brain-friendly approach Both teachers and students can adapt media to fit the lesson's current topic, enhancing engagement Furthermore, integrating Information Gap Activities with other instructional methods can enrich the learning experience This study advocates for the combination of media use within cooperative learning, which encourages students to collaborate on academic tasks to maximize their learning and achieve specific goals.
Teachers should incorporate engaging activities and games, particularly Information Gap Activities, to enhance lesson interest and effectiveness Since many students enjoy competition, these games foster a fun atmosphere that encourages full class participation in learning activities.
Information Gap Activities are particularly beneficial for students with limited background knowledge, as they create essential classroom dynamics that enhance the learning experience By encouraging voluntary participation in class activities and word games, learners become more engaged and motivated, leading to increased effort and active involvement in their education.
Choosing and designing Information Gap Activities thoughtfully is crucial in lessons, as this ensures they align with appropriate learning activities, enabling students to maximize their engagement and benefits from this educational approach.
The research was successful to the best of my belief and awareness However, there were still some points that the researcher my self was not satisfied with
The experimental course spanned eight weeks and included six lessons, during which no proficiency tests were conducted between the pre-test and post-test, making it difficult to quantitatively assess improvements in students' speaking skills through Information Gap Activities This limited timeframe may hinder the ability to draw definitive conclusions about the effectiveness of these activities on speaking skills Extending the duration of the experimental process could yield more reliable and convincing results.
The researcher acknowledges that the study did not focus on the specific components of speaking skills, such as vocabulary, grammar, pronunciation, fluency, and comprehension Instead, the data provided an overview of the pre-test and post-test results regarding students' speaking abilities.
The enhancement of students' speaking skills did not meet expectations, revealing limitations in the research These findings suggest the need for further investigation into aspects that were not addressed in this study.
Based on the findings and limitations of the study, several suggestions for further research can be made
Firstly, investigating Information Gap Activities using in speaking again with two groups at different levels of proficiency over a longer period of time, emphasizing qualitative research
Further research involving interviews with diverse student groups could yield valuable insights into the impact of Information Gap Activities Additionally, examining teachers' attitudes towards the implementation of these activities in speaking, as well as other skills like listening, reading, and writing, presents an intriguing area for exploration.