INTRODUCTION
Rationale
English is one of the most widely spoken languages globally, making it essential for individuals to master it, especially for those learning it as a foreign language This growing demand for English proficiency is particularly evident in Asian countries, with Vietnam seeing a significant rise in English learners In high schools, English is a crucial subject, being one of the three compulsory subjects for the General Certificate of Secondary Education examination Additionally, Vietnamese students study English to enhance their job prospects, as many careers require strong English communication skills.
Despite English being taught from Primary to High School, many graduates struggle with speaking skills due to outdated teaching methods Historically, the focus has been on teacher-centered approaches that prioritize reading and writing, with grammar instruction taking precedence This reliance on the Grammar-Translation method has led to an emphasis on grammar over other essential skills Traditional activities, such as reading dialogues and completing written exercises, have dominated the curriculum, while oral testing has been minimal, resulting in both teachers and students overlooking the importance of speaking skills.
Many students struggle to utilize their English skills effectively for communication, which hinders their ability to engage in daily conversations and impacts their future job prospects To address this issue, high school English teachers must focus more on developing students' speaking skills Implementing Communicative Language Teaching in the classroom can enhance students' learning experiences and better prepare them for real-world communication Engaging in communicative activities is essential for achieving the goals of learning English.
English classes are essential for language acquisition, as they facilitate effective communication through engaging speaking activities According to Brown (2001), a key feature of these lessons is that they encourage learners to participate actively and converse extensively.
At Yen Phong Number 1 High School, all English teachers incorporate communicative activities to enhance students' listening, speaking, reading, and writing skills Utilizing methods like group work, role play, and discussions, teachers effectively engage students in speaking exercises However, they encounter challenges, particularly due to large class sizes, which can hinder the organization of these communicative activities.
A diverse group of 45 students with varying cognitive abilities often limits participation in speaking activities Additionally, previous assessments have primarily emphasized grammar and vocabulary, resulting in students dedicating less time to practicing their speaking skills.
High schools in Bac Ninh province, including my school, have implemented the new English textbook by the Ministry of Education, which emphasizes communication skills This curriculum mandates listening skills in all tests and requires students to participate in speaking assessments each term, leading to increased practice in spoken English Each unit concludes with a group project where students conduct surveys on a specific topic and present their findings to the class, significantly enhancing their speaking abilities As a result, most tenth-grade students are eager to engage in speaking activities However, teachers face challenges due to the varying proficiency levels among students, with some struggling to participate in communicative exercises and comprehend the material, as the new textbook introduces complex concepts and a wealth of new vocabulary.
Teachers should adapt their speaking lessons to accommodate the varying cognitive abilities of students across different classes, utilizing a range of communicative activities to ensure all tasks are completed within a 45-minute period.
The thesis focuses on the investigation of communicative activities in teaching English speaking skills at high schools in Bac Ninh province This study aims to gather data on the current practices of using these activities in speaking classes and to propose effective solutions for teachers to enhance their students' English learning experience.
Aims of the study
This article explores the implementation of communicative activities in teaching English speaking skills to tenth-grade students at Yen Phong number 1 High School and Yen Phong number 2 High School in Bac Ninh Province It examines the various types of communicative activities utilized in the classrooms and gathers insights from both teachers and students regarding their perceptions and effectiveness.
- Find out some solutions for difficulties in the teaching and learning process
- Suggest some implications for practicing communicative activities
Based on the background of the research, the research problems will answer the following questions about teaching, learning and applying communicative activities in speaking lessons
1 What types of communicative activities are used in speaking lessons?
2 What are the attitudes of both Teachers and Students toward communicative activities?
3 What are difficulties in applying communicative activities?
Scope of the study
This research focuses on the current use of communicative activities in teaching English speaking skills to tenth-grade students at Yen Phong Number 1 and Yen Phong Number 2 High Schools in Bac Ninh province The aim is to identify the types of communicative activities implemented in the English language curriculum.
4 speaking skills for grade tenth students at two High Schools in BacNinh province as well as the opinions of teachers and students about applying communicative activities in speaking lessons.
Organization of the thesis
The graduation thesis consists of five chapters, organized as follows:
Chapter 1 Introduction This chapter mentions the background and rationale to conduct the study, states the aims, the significances, the scope, and organization of the graduation thesis
Chapter 2 Literature Review This chapter represents theoretical background knowledge related to speaking skill, and a brief review of the previous studies on communicative activities and its impacts on students‟ speaking ability
Chapter 3 Methodology This chapter states the subjects of the study, research instruments, and data collection procedures employed in this research
Chapter 4 Findings and Discussions This chapter analyzes and discusses the results collected from survey questionnaire, class observation and interview Besides, the limitations of the study are introduced
Chapter 5 Conclusions and Recommendations This chapter summarizes the main points discussed in the previous parts, presents the limitations of the thesis and provides some suggestions for further research
LITERATURE REVIEW
English speaking skill
Speaking is a crucial skill in learning English, primarily because it facilitates effective communication According to the Oxford Dictionary, speaking involves conveying information and expressing feelings through speech Additionally, Chaney (1998) describes speaking as the process of creating and sharing meaning using both verbal and non-verbal symbols across various contexts Therefore, mastering speaking is essential in the realm of second language learning and teaching.
English speaking skills are multifaceted and can be defined in various ways According to Azem, speaking is a productive skill that occurs in the oral mode and is more complex than it initially appears, encompassing more than merely pronouncing words.
According to Hornby (1995), speaking is the most critical skill by which students are assessed in real-life situations, emphasizing the importance of fluency and comprehension in everyday interactions.
“Speaking is one of the skills that have to be mastered by students in learning English Speaking is an essential tool for communicating”(Grognet A.G, 1997)
Speaking skills are divided into two key categories: accuracy and fluency Accuracy involves the correct use of vocabulary, grammar, and pronunciation, which is practiced through controlled activities Fluency, defined as the ability to speak spontaneously without excessive hesitation, is crucial for effective communication According to Bryne (1986), accuracy ensures that utterances are free from errors that could disrupt phonological, syntactic, or semantic aspects of language It's important to avoid instant corrections during conversations, as they can hinder the flow of communication.
2.1.2 The importance of speaking skill
Speaking is often regarded as the most challenging skill to develop in the classroom, despite being a fundamental aspect of daily life that we tend to overlook, as noted by Thornbury (2005: 1).
Effective communication in the classroom emphasizes verbal interaction among learners, encouraging them to engage more in discussions Teachers should minimize their speaking time, allowing students to take the lead in conversations and enhancing their speaking skills.
Many second language learners prioritize speaking skills, as proficiency in this area often signifies overall language mastery The common inquiries, such as "Do you speak English?" highlight the perception that speaking equates to language competence, overshadowing other skills like writing The significance of speaking becomes even more apparent when considering its role in enhancing vocabulary and grammar, which in turn improves writing abilities Through speaking, learners can articulate personal feelings, share stories, inform, request, and engage in discussions, showcasing the diverse functions of language.
Effective speaking is essential for conveying messages and exchanging information, making it a crucial skill According to Richards (2008: 19), mastering English speaking skills is a top priority for many second-language learners.
Proficiency in English significantly enhances job opportunities for foreign-language learners, as many companies prioritize candidates with strong English communication skills According to Baker and Westrup (2003), students who are fluent in English are more likely to pursue higher education and secure employment.
A speaking lesson encompasses various activities crafted by the teacher to enable students to practice and utilize the new language skills they have acquired in authentic situations beyond the classroom.
2.1.3.1 Characteristics of a successful speaking lesson/ activity:
- Learners are centered It means that learners should speak for most of the lesson/ activity
To ensure equal participation among learners, teachers should design group activities that encourage all students, not just the high achievers, to engage fully in the lesson By fostering collaborative environments, every group member can contribute and benefit from the learning experience, promoting inclusivity and enhancing overall student involvement.
- Motivation is appreciated Learners feel like the topic and they want to take part in the lesson/ activity Therefore, they are eager to speak for the whole lesson
- Language is suitable Learners‟ language should be at an acceptable level of language accuracy so that their classmates can understand the discussion easily
The teacher's role involves monitoring student interactions and providing guidance as needed By circulating among the students, the teacher can observe their conversations and offer suggestions when tasks prove challenging Ultimately, the teacher provides feedback on students' speaking performance, helping them improve and refine their skills.
A speaking lesson typically consists of three key stages: pre-speaking, while-speaking, and post-speaking The pre-speaking and post-speaking stages each last approximately seven to eight minutes, while the while-speaking stage is more extensive, lasting around thirty minutes This structure allows students ample opportunity to practice and enhance their speaking skills effectively.
- Pre-speaking stage (Presentation stage)
At this stage, engaging activities are implemented to encourage learners to brainstorm the topic These activities not only assist students in generating lesson topics but also aid in vocabulary preparation.
- While-speaking stage (Practice stage)
This stage lasts approximately thirty minutes, allowing learners ample time to engage in speaking activities The teacher facilitates participation by encouraging students to work individually, in pairs, or in groups, ensuring that every student has an opportunity to contribute equally to the conversation.
Communicative Language Teaching
2.2.1 Definition of Communicative Language Teaching
Communicative Language Teaching (CLT) encompasses principles regarding the objectives of language education, the processes through which learners acquire a language, effective classroom activities, and the roles of teachers and students (Richards, 2006:2) According to Harmer (2001:84), CLT represents a belief system that emphasizes the importance of language functions and advocates for a teaching approach that prioritizes abundant exposure to language in context and ample opportunities for students to actively use the language, which are crucial for developing their knowledge and skills.
Communicative Language Teaching (Brown, 2001) emphasizes a learner-centered approach, shifting the focus from the teacher to the students This method encourages learners to understand the forms, meanings, and functions of the language, enabling them to communicate effectively in meaningful contexts.
2.2.2 The Characteristics of Communicative Language Teaching
Brown (2001:43) suggests the six interconnected characteristics of Communicative Language Teaching
They are described as follows:
1) Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence
2) Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational forms are not the central focus, but rather aspects of language that enable the learners to accomplish those purposes
3) Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use
4) Students in a communicative class ultimately have to use the language, productively and respectively, in unrehearsed context outside the classroom Classroom tasks must therefore equip the students with the skills necessary for communication in those contexts
5) Students are given opportunities to focus on their own learning process through an understanding on their own styles of leaning and through the development of appropriate strategies for autonomous learning
6) The role of the teacher is that of facilitator and guide, not an all knowing best owner of knowledge Students are therefore encouraged to construct meaning through genuine linguistic meaning through genuine linguistic interaction with others
Communicative Language Teaching emphasizes the importance of meaningful communication in language learning, aiming for students to develop all language components It values fluency equally with accuracy, requiring teachers to balance activities that foster both aspects Additionally, teachers should create classroom opportunities for students to engage in language use through effective strategies and promote autonomous learning In this approach, students take center stage in the learning process, guided by the teacher.
2.2.3 The Goal of Communicative Language Teaching
Richards (2006:3) also states that communicative competence includes the following aspects of language knowledge as follows:
(1) knowing how to use language for a range of different purposes and functions
(2) knowing how to vary our use of language according to the setting and participants
(3) knowing how to produce and understand different types of texts
To achieve communicative competence, students must learn to maintain effective communication even with limited language knowledge This involves understanding how to utilize the language appropriately for various purposes and functions across diverse situations.
According to Brown (2001), the primary objective of a language classroom is to foster communicative competence, which involves focusing on language use rather than mere usage, prioritizing fluency over accuracy, and emphasizing authentic language in real-world contexts This approach ensures that students can effectively apply their classroom learning to unpracticed situations Celce-Murcia et al (1995) further categorize communicative competence into five key areas: discourse competence, linguistic competence, sociocultural competence, active competence, and strategic competence, highlighting the multifaceted nature of effective communication.
Communicative activities
Communicative activities are designed to engage learners and motivate them to communicate effectively (Littlewood, 2002) According to Harmer (2001), these activities foster real or realistic communication among students A crucial aspect of these activities is their foundation in authentic situations, which creates genuine information gaps and allows language learners to practice the target language within Communicative Language Teaching approaches (Liao, 2000).
Communicative activities are essential for engaging students in meaningful language use, fostering both their desire to communicate and a clear purpose for doing so These activities focus on fluency rather than accuracy, encouraging learners to speak English more naturally and confidently (Tait, S., 2001).
Savignon (2001) highlights a critical issue in language teaching, stating that many activities labeled as communicative are merely disguised structure drills This misconception suggests that teachers often believe their classroom activities promote genuine communication when they do not To address this, it is essential to identify and focus on the key characteristics that define a true communicative activity, as outlined by Harmer (2001:85).
Effective communication in the classroom requires students to have a genuine desire to express themselves and a clear purpose for their communication, such as making appointments or writing letters Emphasizing content over form encourages students to focus on the message rather than specific language structures Additionally, using a variety of language enhances their communication skills, while minimizing teacher intervention allows for a more natural flow of conversation Finally, not relying on specific materials ensures that students can explore their language use freely, fostering a more engaging learning environment.
Activities are truly communicative Similarly, Morrow (1981 as cited in Manajitt, 2008) points out that there are three elements in communicative activities including information gap, choice and feedback
An information gap occurs during communication when one participant possesses knowledge that the other lacks For example, if two students are aware that the film's title is "Titanic," but one asks, "What is the name of this film?" and the other responds with "Titanic," their interaction lacks genuine communicative value.
Effective communication hinges on the choices speakers make in expressing themselves It is essential for speakers to have the freedom to determine both the content and the manner of their speech When educators impose a singular way of speaking on students, it limits their options and undermines the communicative nature of the interaction.
Effective communication relies heavily on feedback, as it enables both teachers and listeners to provide the speaker with constructive insights This detailed feedback is essential for helping the speaker identify and correct mistakes, ultimately enhancing their speaking skills Without the opportunity for listeners to share their thoughts, the communication process lacks true interactivity and effectiveness.
From these features, it may be easier to distinguish between communicative activities and non-communicative activities In a communicative activity, students
Effective communication in language learning requires a genuine desire to express oneself and clear communicative purposes In communicative activities, students focus on the content of their speech, utilizing a diverse range of language without fear of correction from the teacher In contrast, non-communicative activities lack this desire and purpose, often involving repetitive drills aimed at achieving accuracy rather than meaningful interaction Such activities prioritize language form over content, leading teachers to intervene frequently to correct grammatical errors This approach can diminish students' confidence, making them hesitant to speak in front of their peers.
2.3.3 The significance of communicative activities in speaking lessons
Every speaking lesson should incorporate communicative activities, as they engage students in learning to use language for effective communication These activities not only motivate learners but also equip them for real-life interactions (Gower, Phillips, and Walters, 2005) By fostering an environment where students acquire language knowledge, communicative activities prepare them for practical language use Successful outcomes depend on participants actively interacting, which involves both speaking and listening, as well as responding to others.
Thornbury (2008) emphasizes that communicative activities encourage students to achieve specific outcomes and express themselves freely in language These activities serve as an effective method for enhancing students' speaking abilities, particularly in conversation-focused classes Mastering communicative competences is essential for effective learning, and discussions with collaborators suggest that implementing communicative activities is the best approach to develop these necessary skills.
Engaging students in communication activities is essential for enhancing their speaking skills These activities, which include asking and answering questions, role-playing, discussions, debates, games, and group work, foster important communication processes such as information sharing and negotiation of meaning By participating in these interactive experiences, students can significantly improve their ability to communicate effectively.
Communicative activities significantly boost student motivation during speaking lessons by providing opportunities for peer interaction without the fear of making mistakes By designing activities that encourage students to engage in conversations with their classmates rather than speaking in front of the entire class, teachers help alleviate anxiety This supportive environment fosters confidence, making students more eager to participate and speak freely.
Communicative Language Teaching emphasizes the importance of using the target language for effective communication, particularly through engaging in communicative activities This approach not only addresses grammatical structures but also focuses on language use in real-life contexts Consequently, incorporating communicative activities into speaking lessons is essential for learning English aimed at effective communication.
2.3.4 Factors for applying communicative activities successfully in speaking lessons
According to Tait (2001), the effectiveness of communicative pair and group work activities largely relies on the preparation conducted by the teacher prior to the students engaging in the task This preparation encompasses both the actions taken by the teacher before the class begins and the strategies employed during class to facilitate the activity.
To design effective communicative activities, the teacher should focus on some steps as following:
* Setting the scene or creating a context It means that the teacher should think of a real situation where the language forms he/she has been teaching might be used
Every task assigned in the classroom should have a clear purpose, focusing on the application of the language students have learned These tasks are essential for helping students practice speaking fluently, rather than merely fostering a comfortable classroom atmosphere.
* Creating students‟ interest For instance, providing personal examples, modeling the activity in an enthusiastic way, and having students reflect on similar experiences they are familiar with
* Setting students‟ preparation time Preparation time can help them avoid the pressure that comes with having to be creative while using the language instinctively
Related Studies
There are some previous studies which show that various communicative activities in teaching speaking can improve students‟ speaking skills
A study by Oradee (2012) demonstrated that implementing three communicative activities—discussion, problem-solving, and role-playing—significantly enhanced students' speaking skills The results indicated that students showed marked improvement in their speaking abilities and held a positive attitude towards learning English speaking skills through these interactive methods.
Secondly, Kittiya Phisuttangkoon (2012) did a research on using communicative activities to develop English speaking ability of the First Year Vocational Students
In an eight-week study, researchers implemented communicative activities designed to enhance students' speaking skills across six language functions The findings revealed that learners held positive perceptions and attitudes towards the use of these activities, as evidenced by the pre-test and post-test results.
In her 2013 study, Intan Nur Charina investigated the impact of communicative activities on enhancing speaking skills among First Year Vocational Students at ABC class The findings revealed that incorporating these activities significantly boosted students' motivation to engage in speaking practice, demonstrating the effectiveness of this teaching approach.
In her 2013 thesis, Chau Tuyet Ngan examined the use of communicative activities in English speaking classes for 11th-grade students at Cao Lanh City High School Utilizing questionnaires, class observations, and interviews as research instruments, the study revealed a lack of communicative activities in the school's English curriculum As a result, sample lessons incorporating these activities were designed and implemented The findings highlighted both the benefits and challenges of integrating communicative activities in the classroom, leading to the proposal of several solutions to enhance their application.
Studies indicate that communicative activities are effective for providing students with opportunities to practice English in real-life contexts, making them suitable for learners of all ages and levels However, teachers often face challenges when implementing these activities in speaking lessons Notably, there has been no previous research on the use of communicative activities in teaching English speaking skills to tenth-grade students in Bac Ninh province Therefore, this study aims to investigate the practical application of communicative activities in teaching English speaking skills at Yen Phong Number 1 High School and Yen Phong Number 2 High School.
METHODOLOGY
Method of the study
This study employs a research methodology that incorporates both qualitative and quantitative data collection methods, including observation, questionnaires, and interviews The subsequent section outlines the description, steps, and procedures involved in developing each of these methods.
Participants
The survey will involve ten teachers and 300 students from Yen Phong number 1 and number 2 High Schools Among the teachers, five hold Master's degrees while the other five have Bachelor's degrees, all possessing over five years of experience in teaching English, particularly in speaking skills They actively adapt to changes in the curriculum of the New Textbook, employing diverse activities to engage students in speaking lessons The participating students represent various classes and proficiency levels; while some excel in English, others struggle with speaking in front of peers Most students have a grasp of basic grammar, but fluency remains a challenge for many This survey aims to explore the effectiveness of communicative activities in speaking lessons and identify the difficulties encountered in their implementation.
Research procedure
The research was carried out and followed these steps:
The initial step in conducting the survey involves utilizing questionnaires, as this data collection method is time-consuming The researchers developed an online survey targeting both teachers and students After one week, responses from all participants, including teachers and students, will be gathered.
The research will proceed with the second data collection method, which is observation The researcher participated in five speaking lessons and five project lessons to gain insights into the teaching and learning of English speaking at Yen Phong Number 1 High School and Yen Phong Number 2 High School.
The final research instrument utilized in the survey was interviews, conducted with five grade 10 students at Yen Phong Number 1 High School The researcher posed five wh-questions to explore the students' opinions on speaking lessons and the communicative activities incorporated into these lessons.
Finally, the researcher sum up the results from these three research instruments that are questionnaires class observation, and interviews.
Data collection instruments
This research instrument utilizes a series of questions and prompts to collect information from participants Questionnaires offer several advantages over other survey types, as they are cost-effective and require less effort from the researchers Additionally, they enable researchers to save significant time in data collection and analysis.
The study involved self-administered questionnaires distributed simultaneously to tenth-grade students from two high schools and ten English teachers (Seliger & Elana, 1989).
A questionnaire comprising 14 questions was administered to ten English teachers to investigate the types of communicative activities they frequently employ, their organization of these activities during speaking lessons, and their perspectives on the effectiveness of communicative activities in language teaching.
A comprehensive questionnaire, divided into two sections with ten questions each, was developed to gather insights from tenth-grade students regarding their perceptions of speaking lessons and communicative activities This survey was administered to 300 students at Yen Phong High School, including both Yen Phong number 1 and Yen Phong number 2.
Observation is a fundamental research technique in classroom settings, as noted by Miller (2004) This method involves systematically watching teachers' lessons, allowing researchers to gather rich and authentic data through visual and written documentation To validate the findings, future questionnaires will be utilized The researcher plans to observe five Speaking lessons and five Project lessons in tenth-grade classes across two schools, Yen Phong number 1 High School and Yen Phong number 2 High School, to assess the teaching and learning of English Speaking and to determine the application of communicative activities in these lessons Importantly, the class observations will be conducted without prior notice to the teachers.
Interviews are a key technique for understanding the experiences of others and are widely recognized as the primary method in qualitative research (Burnard, 1994; Doody & Noonan, 2013; Myers & Newman, 2007; Ryan, Coughlan & Cronin, 2009; Schultze & Avital, 2011) This method facilitates direct and focused interaction between researchers and participants (Kazmer & Xie, 2008; Kvale, 1996) In this study, interviews were conducted to gather students' opinions on speaking lessons and the communicative activities employed in those lessons.
Data analytical method
The data for this study was gathered through questionnaires, observations, and interviews The responses from the questionnaires were efficiently analyzed using Google Drive and Microsoft Excel, with the results compiled, summarized, and presented through tables and charts for clarity.
FINDINGS AND DISCUSSIONS
Data analysis
A survey consisting of fourteen questions was distributed to ten English teachers across Yen Phong number 1 and Yen Phong number 2 high schools The collected questionnaires provided valuable insights, which are summarized in the results presented below.
4.1.1.1 Teachers’ reflection about using communicative activities
Chart 4.1: Teachers’ reflection about using communicative activities
Chart 4.1 illustrates that teachers employed a diverse range of communicative activities in teaching speaking, with Games, Discussions, and Role-plays being utilized by all teachers surveyed In contrast, only seven teachers implemented Class surveys Notably, Role-plays and Discussions were preferred by nearly all educators, highlighting their effectiveness in enhancing speaking skills.
Communicative activities used in speaking lessons
Popular activities chosen by students
The most effective communicative activity
Class surveyRole playDiscussionGame
In speaking lessons, games emerged as the most favored activity, with 80% of students expressing a preference for this method While only four teachers frequently employed Class Survey, citing its effectiveness for advanced classes, they noted that weaker students found it challenging The survey results indicated that 60% of students preferred discussions, ranking it third in popularity Overall, the data revealed a clear trend: the majority of students did not favor Class Survey, and more teachers identified games as the most effective teaching tool, with 40% opting for games compared to 30% for role play.
20 % of teachers chose Discussion Only one teacher appreciated Class survey
Table 4.1 The reasons for choosing the most effective activities
Encourage students to work in pairs or groups 4
Improve students‟ vocabulary and grammar 0
Improve students‟ confidence in speaking 0
According to the findings in Table 4.1, six teachers indicated that activities such as games, discussions, and role-playing can enhance students' confidence in speaking Additionally, four teachers felt that these activities promote collaboration among students through pair or group work However, all teachers agreed that the primary reasons for selecting the most effective activities were not related to improving students' vocabulary, grammar, or speaking confidence.
4.1.1.2 Types of class arrangement used in speaking lessons and the frequency of using types of class arrangement
In the speaking lessons, all ten teachers implemented three primary types of class arrangements: group work, pair work, and individual tasks They utilized these activities flexibly to enhance students' speaking skills, adjusting the frequency of each arrangement based on the specific requirements of different speaking tasks.
Table 4.2: The frequency of using types of class arrangement
Types of class arrangement Never Rarely Some- times Often Always
Table 4.2 indicates that pair work and group work were favored over individual work in speaking lessons, as all ten teachers frequently utilized these collaborative arrangements to enhance student participation In contrast, only five teachers allowed individual work, citing its benefits for promoting active engagement and accommodating shy students.
4.1.1.3 Difficulties in using communicative activities in speaking lessons
Chart 4.2: Difficulties in using communicative activities in speaking lessons
Chart 4.2 showed some difficulties when teachers used communicative activities in speaking lessons Most teachers believed that they had difficulties in teaching speaking lessons in big classes The following difficulties in the rank was lacking of time Because there were many tasks students must complete, most
Big class Not enough spaces in classrooms
Many teachers, specifically 60 percent, reported occasionally struggling to complete speaking tasks due to time constraints Additionally, 50 percent noted that students often exhibited a lack of motivation or shyness during speaking lessons Other challenges included limited classroom space and students' fear of making mistakes However, poor facilities were not seen as a significant issue, as both high schools were adequately equipped with necessary materials for English learning.
4.1.1.4 Teachers’ solution to overcome difficulties in speaking lessons
4.1.1.4.1 Teachers’ solution to help students complete the speaking task
Chart 4.3: Teachers’ solution to help students complete the speaking task
It could be seen from chart 4.3 that among ten teachers, six teachers (60%) helped students complete the task by explaining the task in an easy way in English
In a recent study, 20% of teachers provided students with additional examples, utilized diverse classroom arrangements, or allocated appropriate time for each task Only one teacher, representing 10%, chose to explain tasks in Vietnamese Notably, none of the educators viewed students as advisors rather than controllers in their approach to teaching.
To address challenges in speaking lessons, teachers implemented various strategies, including having students prepare lessons at home Survey results indicated that 40% of teachers consistently favored this approach, while another 40% supported it on a regular basis.
Explain the task in an easy way in English
Use a variety of class arrangements.
Be students‟ advisor rather than controller
Give students suitable time for each task
In a recent survey, only one teacher selected "Sometimes" and another "Rarely" regarding the effectiveness of assigning homework to help students complete lessons on time, while no teacher opted for "Never." This indicates that homework is an effective strategy for timely lesson completion However, when it comes to incorporating additional activities in speaking lessons, the responses varied: two teachers said "Usually," three chose "Sometimes," and five indicated "Never," with no one selecting "Always." The primary reason for these responses was time constraints; a 45-minute lesson was deemed insufficient for covering all textbook tasks, making it challenging for teachers to design more speaking activities Consequently, this approach was rarely utilized to address difficulties in speaking lessons.
4.1.1.4.2 Techniques teachers use to overcome difficulties in speaking lessons Table 4.3: Techniques teachers use to overcome difficulties in speaking lessons
Revise the suitable content of the activities 6
Omit difficult task in textbook 1
Reward enthusiastic students in the class 0
Use a variety of teaching techniques 1
Work as an instructor, adviser and a controller 0
Divide the class into pairs or groups 1
Rearrange the classroom to help students move easily 0
Table 4.3 reveals that six teachers adapted activities based on students' competencies to enhance participation in speaking lessons across varying skill levels Additionally, half of the teachers implemented the strategy of creating simpler tasks, which proved particularly beneficial for weaker students, allowing them more opportunities for practice However, some strategies were infrequently utilized, such as omitting challenging tasks from textbooks, designing easier assignments, employing diverse teaching techniques, and organizing the class into pairs or groups.
4.1.1.5 Teachers’ attitudes toward using communicative activities
A recent survey revealed that most teachers support the use of communicative activities in the classroom, as these methods engage and captivate students Teachers noted that such activities not only foster student participation but also enhance speaking skills, ultimately helping achieve lesson objectives However, one teacher expressed concerns about the practicality of implementing communicative activities in larger classes due to time constraints.
The student questionnaire comprised two main sections, each containing ten questions, and was distributed to 300 grade 10 students via an online survey However, only 280 responses were collected, as some students faced personal issues that prevented their participation.
4.1.2.1 Students’ attitudes toward speaking lessons in general
4.1.2.1.1 Students’ attitude toward speaking lessons
In the questionnaires, there are 6 items aiming at exploring students‟ opinion about speaking lessons in general as following:
Item 1: You like all activities in speaking lessons
Item 2: Speaking lessons are interesting
Item 3: You feel fascinated with the speaking topics in the textbook
Item 4: Your teacher sometimes gives topics outside the textbook
Item 5: In the speaking lessons, students have choice to talk with their friends Item 6: In the speaking lessons, English is spoken most of the time
Chart 4.4: Students’ attitude toward speaking lessons
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
According to the data presented in Chart 4.4, a significant majority of students (approximately 87%) at Yen Phong Number 1 and Yen Phong Number 2 High Schools expressed a strong interest in English speaking lessons However, over 20% of students found some textbook topics unengaging, which hindered their ability to express opinions in English The chart also revealed that fewer teachers utilized topics outside the textbook, with only 42% of students agreeing that teachers incorporated additional materials Furthermore, while some teachers spent excessive time explaining tasks, more than 70% of students felt they had ample opportunities to practice speaking with peers Overall, the data indicated that English was predominantly used in 10th-grade speaking lessons, with over 72% of students affirming that teachers provided sufficient time for speaking activities.
4.1.2.1.2 Using Vietnamese in speaking lessons
Chart 4.5: Using Vietnamese in speaking lessons
Never Rarely Sometimes Usually Always
Discussions
This section aimed to discuss the results in the study The collected data will be discussed to illustrate for research questions
An analysis of class questionnaires, observations, and interviews, alongside theoretical comparisons in methodology, reveals the types of communicative activities employed in speaking lessons at Yen Phong Number 1 and Yen Phong Number 2 High Schools This study highlights the perspectives of both teachers and students regarding these activities, as well as the challenges faced in implementing them during lessons.
4.2.1 Types of communicative activities used in speaking lessons:
In speaking lessons, activities such as games, discussions, role-play, and class surveys were predominantly utilized, allowing teachers to adapt flexibly to varying student levels Games and role-play were particularly favored by educators for their ability to engage students, boost their confidence, and motivate them to communicate in English Effective games included "Who Am I," "Hangman," "Crossword," and "Lucky Numbers." Additionally, role-play provided students with the chance to practice speaking English in real-life scenarios, as demonstrated in Unit 1 of the English curriculum.
In a recent class discussion, 10th-grade students shared their preferences for various chores, drawing inspiration from examples in their textbook They found the lesson's tasks engaging and were enthusiastic about participating in the activity This collaborative discussion not only encouraged students to express their ideas but also enhanced their cooperation skills.
Teachers sometimes found class surveys to be an effective but challenging activity, as it required students to work in groups and conduct surveys on social issues related to each unit's topic In classes with many struggling students, teachers often modified the task requirements, allowing these students to prepare simple sentences individually and present them to the class instead of conducting a full survey.
4.2.2 Attitudes of both Teachers and Students toward communicative activities:
Through the result from investigating, both teachers and students agreed that the communicative activities were very important in speaking lessons
Teachers reported utilizing engaging activities to enhance lesson interest, which in turn encouraged student participation in class This approach evidently improved the quality of speaking lessons Survey data indicated that all teachers effectively incorporated suitable communicative activities tailored to their students' needs.
A significant majority of students, approximately 96%, agreed that communicative activities made speaking lessons more engaging and helped capture their attention Additionally, around 90% of students reported having frequent opportunities to work in pairs or groups, which boosted their confidence and enthusiasm for participation Overall, these findings indicate that incorporating communicative activities greatly enhances the effectiveness of speaking lessons.
Both teachers and students recognized the significant impact of communicative activities in speaking lessons, leading to the successful achievement of lesson objectives and enhanced speaking skills for students.
4.2.3 Difficulties in applying communicative activities:
Applying communicative activities in grade 10 th students‟ English speaking classes at the school also faced some certain difficulties
The primary challenge faced by teachers was the limited 45-minute timeframe for each lesson, which was insufficient to cover the multiple activities typically outlined in the textbook Each speaking lesson generally includes three to four activities, making it difficult for teachers to complete them within the allotted time Additionally, effective speaking lessons require distinct stages: pre-speaking, while-speaking, and post-speaking While the majority of the time is dedicated to the while-speaking stage, teachers often find themselves allocating excessive time to the pre-speaking and post-speaking stages, resulting in an unavoidable lack of time to effectively cover all necessary components of the lesson.
A significant challenge in promoting student engagement was the lack of motivation among learners, many of whom were reluctant to participate in activities While they completed speaking tasks to meet teacher requirements, their disinterest in certain unfamiliar topics hindered their involvement This lack of interest was compounded by limited vocabulary, shyness, and a lack of confidence when speaking in front of peers Additionally, fears of making mistakes and difficulties in finding suitable partners further contributed to the overall lack of motivation in practicing English speaking skills.
The small classroom setting posed significant challenges for teachers implementing communicative activities The closely arranged desks restricted both teachers' ability to conduct activities and students' movement, particularly during tasks like class surveys that required mobility Consequently, students often resorted to standing up and conversing with nearby peers, hindering the effective execution of communicative activities.
Teaching and learning in large classes present significant challenges for educators, particularly in Bac Ninh high schools, where class sizes range from 45 to 50 students with varying skill levels This diversity in proficiency makes it difficult for teachers to implement communicative activities effectively With approximately one-third of students struggling academically, teachers often find it challenging to engage every student in speaking lessons, resulting in some students missing out on valuable participation opportunities.
Teachers and students occasionally used Vietnamese during speaking lessons, which posed challenges This practice was sometimes necessary to clarify complex task requirements and ensure students grasped the material effectively Additionally, students utilized Vietnamese during discussions, primarily due to their understanding of the subject matter and the content of the tasks.
The textbook presented numerous new vocabulary words and tasks in each lesson, posing challenges for students with limited cognitive abilities As a result, some tasks were difficult for them to comprehend in English To address this issue, teachers often resorted to explaining requirements in Vietnamese, which contradicts the principles of communicative activities.
Suggested solutions
To improve the effectiveness of applying communicative activities in English speaking classes of 10 th grade at two high schools, some suggested solutions are given as following
Teachers should effectively manage time during lessons, prioritizing student practice and encouraging collaborative work in pairs or groups Given that each lesson lasts only 45 minutes, it's essential to minimize time spent on pre-teaching vocabulary Instead of having students copy vocabulary, teachers can provide handouts Additionally, assigning lesson preparation and review of previous material as homework allows students to grasp concepts better, reducing the need for extensive in-class explanations.
Teachers should prioritize pair and group work over individual activities to enhance student participation in speaking exercises When students encounter unfamiliar topics or lack vocabulary, teachers can provide relevant topics, supportive ideas, and essential vocabulary to facilitate speaking practice Additionally, employing engaging techniques and interactive games, such as lucky games, crosswords, and quizzes, can further motivate students to engage in lessons Finally, recognizing and rewarding students for correct answers or strong presentations serves as an effective strategy to boost their motivation and enthusiasm for learning.
To enhance student engagement and facilitate movement within the classroom, teachers should rearrange tables to create more space Mixing students of varying skill levels in pairs or groups allows stronger students to assist their peers, fostering collaboration Regularly changing group members encourages the exchange of ideas among all classmates, making students more eager to participate in activities Consequently, implementing pair and group work strategies can significantly increase student activity during speaking lessons.
Crowded classrooms pose significant challenges for teachers implementing communicative activities To address this issue, educators should adopt suitable class arrangements, utilizing pair work for some tasks and group work for others It's essential for teachers to evaluate lesson content and student competence to adjust tasks and time effectively Designing simpler tasks enables weaker students to succeed, while mixing students of varying levels within groups allows advanced learners to assist those who struggle Encouraging students to prepare lessons at home can enhance their understanding of new material Additionally, regularly rewarding enthusiastic students fosters a positive environment, motivating all learners to actively participate in classroom activities.
To encourage students to use English predominantly in the classroom, teachers should utilize short and clear sentences when explaining speaking tasks, as overly complex language can hinder comprehension By consistently providing instructions in simple English, teachers can help students become more familiar with speaking and listening in the language When faced with difficult vocabulary or tasks, it is essential for teachers to offer easy explanations in English, fostering a daily habit of using the language This approach ultimately reduces the reliance on Vietnamese during class, promoting a more immersive English-speaking environment.
Flexible communicative activities in speaking lessons effectively enhanced student interest and participation, leading to significant improvements in their speaking skills These activities fostered increased confidence, expanded vocabulary, refined sentence structures, encouraged cooperation, and enriched social knowledge among students.