INTRODUCTION
Rationale
In today's interconnected world, mastering English, particularly spoken English, is increasingly vital for effective communication in various global contexts As English becomes the lingua franca for discussions on international platforms, its importance is mirrored in Vietnam, where proficiency in spoken English is crucial for professional success Consequently, the emphasis on learning to speak English has never been more significant.
At Hai Phong Private University (HPU), first-year English majors face significant challenges in developing their speaking skills Despite dedicating considerable time to grammar, writing, and reading, these students often neglect speaking practice, resulting in passivity during speaking activities Consequently, their English speaking abilities remain low, with only a few students able to communicate fluently in English.
Teachers must adopt effective teaching methods to address the challenges in English speaking education This study investigates the current state of English speaking instruction among first-year English majors at HPU and proposes key techniques to improve their speaking skills By implementing these strategies, students can enhance their proficiency and communicate fluently in English.
To enhance the English speaking skills of first-year English majors at HPU, this study titled “A Study on Techniques to Improve the First-Year English Majors’ Speaking Skill at HPU” aims to provide effective strategies The research is designed to benefit students in the Foreign Languages Department, focusing specifically on improving their speaking proficiency.
English majors at HPU improve their English speaking in order to get a brighter future.
Aims of the study
This study aims to identify effective techniques for first-year English majors at HPU to enhance their English speaking skills By examining their current experiences and attitudes towards speaking English, the research seeks to provide actionable suggestions that promote better communication The author hopes to shift students' perceptions, making English speaking a more enjoyable and engaging activity, ultimately encouraging them to embrace it as a favorite pastime.
Scopes of the study
This study aims to enhance the speaking skills of first-year English majors at HPU by exploring various techniques for effective English communication Acknowledging the constraints of time, resources, and knowledge, the research investigates the current state of English speaking instruction at HPU and evaluates the effectiveness of existing teaching methods The findings are specific to the participating students and may not be broadly applicable to all learners, yet they provide valuable insights and techniques for those seeking to improve their English speaking abilities.
Methods of the study
To complete this study, a variety of methods have been employed:
- Concemed materials including reference books on teaching methodology have been carefully studied and analyzed
- A survey questionnaire was conducted to the first year English majors at HPU to gather information and evidence for the study
- In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: an informal interview and observation
All the comments, remarks, recommendations and conclusion provided in the study were based on the data analysis of the study.
Designs of the study
This study consists of three parts:
The introduction of the study outlines its rationale, detailing the significance and purpose behind the research It articulates the study's aims, poses key research questions, and defines the scope of the investigation Additionally, the design of the study is presented, providing a framework for the research methodology employed.
Part II, The studyconsists of three chapters:
Chapter 1 , Literature review , presents a review of related literature that provides the definition of speaking and the problems in teaching and learning speaking, approaches to the teaching of speaking, the roles of the teacher in different stages of teaching speaking and the main factors affecting students‟ English speaking
Chapter 2 of the study examines the English learning and teaching environment at HPU, detailing the survey's objectives, subjects, and methods It also presents the findings and data analysis, discussing the results and offering recommendations to enhance students' English speaking skills in the classroom.
Chapter 3, Some suggested techniques in teaching English speaking skill for the first year English majors at HPU
In Part III of the article, conclusions are drawn regarding the effectiveness of various techniques for teaching spoken English, while also addressing some limitations encountered during the study Additionally, suggestions for future research are provided The article concludes with a comprehensive list of references and appendices containing all relevant documents related to the research.
THE STUDY
This chapter aims to review relevant literature on the issues under study, organized into six sections The first section defines speaking, while the second highlights its significance The third section examines the theoretical background of challenges in teaching and learning speaking In the fourth section, various approaches to teaching speaking are discussed The fifth section outlines the teacher's roles throughout different stages of teaching speaking, and the final section addresses the main factors influencing students' English speaking abilities.
Definitions of speaking have been taken a lot of attention and concern from different researchers There are several definitions on speaking presented in language learning methodology
According to Bums & Joyce (1997), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the purpose behind the communication.
Speaking is the act of delivering language through the mouth, involving the use of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It can be categorized into two forms: informal and formal Informal speaking is commonly used among family and friends, while formal speaking is appropriate in business, academic settings, or when meeting new people for the first time.
Nunan and Carter (2001) emphasize that speaking a second language requires the development of unique communication skills This aspect has historically held a significant role in language education, and only in recent years has it gained recognition as a distinct area of teaching, learning, and assessment, often overlooking the production of spoken discourse.
Literature review
Definition of Speaking
Definitions of speaking have been taken a lot of attention and concern from different researchers There are several definitions on speaking presented in language learning methodology
According to Bums & Joyce (1997), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the specific purpose of the communication.
Speaking is the process of delivering language through the mouth, utilizing various parts of the body such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It encompasses two primary forms: informal and formal speaking Informal speaking is commonly used among family, friends, and those with whom one is familiar, while formal speaking is reserved for business or academic contexts, as well as initial meetings with new acquaintances.
Nunan and Carter (2001) highlight that speaking a second language requires the development of specific communication skills This aspect has historically held a unique place in language teaching, but it has only recently gained recognition as an independent field of teaching, learning, and assessment, often neglecting the production of spoken discourse.
In the realm of communication, speaking involves the act of conveying information and expressing emotions through verbal means It encompasses delivering speeches, using specific languages to communicate, and articulating thoughts and feelings effectively.
Speaking is defined as the art of communication, which is a productive skill essential for effective interaction Good speaking skills involve articulating words clearly so that they can be easily understood by listeners.
According to Brown (1994), speaking ability is closely interconnected with writing, reading, and listening skills Therefore, it is crucial in language teaching to highlight the importance of these interrelated skills.
Speaking in a second or foreign language is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols This involves expressing ideas, opinions, or feelings in various contexts using words or sounds The primary purposes of speaking include informing, persuading, and entertaining, and these skills can be developed through effective teaching and learning methodologies.
The significance of speaking
According to Zaremba (2006), reading and listening are essential receptive skills in language learning, while writing and speaking are crucial productive skills necessary for effective communication Among these, speaking is deemed the most vital for communication Zaremba also notes that communication skills often take precedence over work experience, motivation, and academic qualifications in recruitment processes Students learning English as a foreign language (EFL) typically have limited opportunities to practice speaking outside the classroom, prompting educators to create more interactive activities to enhance students' speaking abilities Furthermore, speaking in specialized contexts, such as delivering speeches to an audience, requires additional skills beyond everyday conversation, including topic selection, thought organization, message tailoring, and responsiveness to audience feedback.
The problems in teaching and learning English speaking
Achieving proficiency in speaking a foreign language within a classroom setting is widely acknowledged as a challenging endeavor Even advanced learners frequently complete language courses feeling unprepared to engage in conversations outside the classroom environment.
The challenges in language classrooms primarily stem from the limited speaking opportunities compared to the diverse forms of oral communication found in real life Choosing the right types of spoken discourse for language courses is a complex task that often fails to mirror authentic communicative situations Additionally, individual learner characteristics significantly impact the learning process, particularly in speaking Common issues include inhibition due to fear of mistakes, difficulties in generating ideas or articulating opinions, uneven participation often dominated by certain students, and a reliance on the mother tongue, especially in less motivated classes where learners prefer to communicate in their native language (Ur 1995: 121).
Teachers observe that various situations arise in language classrooms, regardless of students' proficiency levels or group sizes Each learner brings their unique personality to the learning environment, influenced by past experiences and communication skills This individuality shapes their understanding of personal challenges, the skills they have acquired, and their specific learning needs.
( https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1680/1/Aleksandrzak.pdf ) The fact is that English is used for communication among people in the world
Learning English as an international language is essential, yet challenging, making it crucial to start teaching it from the elementary level English proficiency encompasses four interconnected skills—listening, speaking, reading, and writing—which should be taught in an integrated manner Throughout the teaching and learning process, various challenges may arise in each skill, necessitating focused attention to effectively address and resolve these issues.
Non-linguistic challenges in learning English include limited reference materials, insufficient practice time, infrequent study habits, lack of conversation partners, minimal opportunities to engage with native speakers, feelings of shame, and the absence of a consistent practice routine To address these issues, learners can seek assistance from friends or teachers, utilize dictionaries, practice with partners, review lessons at home, and remain actively involved in speaking activities.
Approaches to the teaching of speaking
The Grammar-Translation Method focuses on analyzing grammar and translating between languages, but it fails to effectively prepare students for speaking English This approach does not align with the goals of enhancing fluency, oral production, or communicative competence in English learners In such lessons, speaking primarily involves reading translations aloud or performing grammar exercises, with limited chances for students to express their original thoughts or personal feelings in English.
4.2 The Direct Method and Audiolingualism
The Direct Method prioritizes everyday vocabulary and sentences, conducting lessons exclusively in the target language (Richards and Rodgers, 1986) It places a strong emphasis on oral communication, introducing new teaching points through speaking rather than writing Additionally, lessons focus on speaking and listening skills, practiced through a structured progression of question-and-answer exchanges between teachers and students (Bailey, 2005).
The Audiolingual Method was significantly shaped by the Direct Method, emphasizing the importance of speaking through repetition and memorization of dialogues According to Nunan (2003), this approach utilizes repetition drills to help students become familiar with the sounds and structures of the language Lessons are structured in a sequence of presentation, practice, and production, as noted by Bailey (2005).
The Communicative Language Teaching (CLT) approach emerged as a response to the limitations of traditional methods like the Grammar Translation Method, Direct Method, and Audiolingualism, which failed to promote fluent and effective communication in real-life situations CLT aims to develop communicative competence by encouraging learners to actively participate and learn independently This method emphasizes small group interactions to maximize language use, information sharing, and meaning negotiation By shifting from teacher-centered to learner-centered classrooms, CLT enhances learner motivation and incorporates various learning strategies Additionally, CLT promotes interaction-based activities such as role-plays and information gap tasks, with pair work and group work being common organizational features of its lessons.
In summary, among some approaches of the language teaching methods mentioned above, CLT is the most appropriate way to teach students to communicate.
The role of the teacher in different stages of teaching speaking
Byrne, D (1986) stated three stages of teaching speaking: the presentation
5.1 The role of the teacher at the presentation stage
During the presentation stage of a lesson, the teacher takes on the role of an informant, introducing new concepts in a clear and memorable way As students listen and strive to comprehend the material, the teacher remains the focal point of the class It is crucial for the teacher to manage their time effectively, ensuring that students have ample opportunity for independent practice.
5.2 The role of the teacher at the practice stage
During the practice stage, students take the lead in conversation, while the teacher focuses on facilitating ample, meaningful, and memorable practice opportunities This role significantly differs from the presentation phase, as the teacher acts as a skilled conductor, ensuring each student has a chance to participate and monitoring their performance for effectiveness.
5.3 The role of the teacher at the production stage
In the final stage of language production, the teacher assumes the role of manager and guide, allowing students to use language freely and express their ideas While mistakes may occur, they are deemed unimportant compared to the opportunity for personal expression and the realization of useful learning This stage may appear to show students fluctuating in their progress, making it challenging for teachers to assess performance as easily as in earlier stages Therefore, flexibility, tolerance, patience, and a deep understanding of learners' difficulties are essential for effective teaching during this phase.
In summary, a teacher's role in speaking lessons is to act as a motivator, closely aligned with the three stages of learning The teacher's ability to engage students, spark their interest, and involve them in activities is essential Key factors influencing this role include the teacher's performance, which relies on mastering teaching skills through careful preparation, and their personality, which must balance authority with approachability in language teaching.
Main factors affecting students‟ English speaking
Robby (2010) highlighted that the fear of making mistakes significantly impacts students' willingness to speak English in the classroom This anxiety is closely associated with concerns about correction and negative evaluations, as well as the fear of being ridiculed by peers or criticized by teachers.
Students often disengage from speaking activities due to fear of making mistakes It's crucial for teachers to encourage their students to view mistakes as valuable learning opportunities rather than failures.
Shyness is a common emotional challenge faced by many students during English speaking classes, often hindering their learning and performance This issue is significant as it can lead to anxiety and a blank mind when required to speak in front of peers, as noted by Baldwin (2011) Research indicates that this feeling of shyness significantly impacts students' ability to demonstrate their speaking skills effectively Consequently, addressing shyness is crucial for enhancing students' speaking performance in the classroom (Gebhard, 2000).
Anxiety is a feeling of tension, apprehension and nervousness associated with the situation of learning a foreign language (Horwitz et all cited in Nascente,
Anxiety significantly impacts language learning for students, making it essential to consider this factor in educational settings Research by Horwitz (1991) indicates that language-related anxiety can hinder student performance, affecting the quality of oral language production and leading to a perception of reduced fluency Therefore, it is crucial for educators to foster a supportive learning environment that alleviates anxiety, allowing students to engage more comfortably in their language learning activities.
Students often experience a lack of confidence in communication when they feel misunderstood or struggle to understand others This can lead them to remain silent, highlighting their apprehension According to Nunan (1999), such students may suffer from communication apprehension, emphasizing the need for teachers to focus on building their confidence Teachers should draw from both theoretical knowledge and practical experience to foster a supportive environment By creating a comfortable atmosphere that encourages English conversation and offers praise for participation, educators can help students develop their communication skills and confidence.
Motivation plays a crucial role in influencing students' willingness to communicate in English, as highlighted by Nunan (1999) It is essential for teachers to recognize that motivation determines learners' readiness to engage Zua (2008) emphasizes that motivation serves as an inner energy, enhancing students' interest in their studies Research indicates that students with strong motivation are more likely to persist in their learning and achieve higher scores compared to those with weaker motivation Therefore, fostering students' motivation to learn is an urgent priority for educators.
Expanding vocabulary is crucial for students learning English, as a strong word bank enhances their speaking, writing, and translation skills Without understanding the meanings of words, students will struggle to communicate effectively in English.
Non-native English speakers often struggle with pronunciation, which can result in misunderstandings or more serious issues To enhance our speaking skills, it is essential to focus on learning and practicing pronunciation regularly.
Everyone has an accent that often reveals their geographic origins Accents can create challenges in communication, leading many individuals to attempt to modify their speech While it is difficult to completely eliminate an accent, people can learn to adjust it by studying and imitating different accents.
Listening comprehension is a fundamental skill essential for becoming a proficient English speaker Unfortunately, many students focus on enhancing their speaking abilities without adequately practicing their listening skills While they invest considerable time in studying grammar and vocabulary, they often struggle to understand conversations with native speakers.
A well-structured speech is essential for clarity and comprehension, making it not only more effective but also more engaging When a speaker presents their ideas in a logical order, they can deliver concise and impactful messages Audiences are less likely to connect with a speaker if they struggle to understand the content, highlighting the importance of organization in communication.
Cultural conflict significantly impacts one's ability to communicate in English, influenced by factors such as religion, speaking habits, privacy concerns, and festivals For instance, foreigners often find personal questions like "Where are you going?" or "How old are you?" intrusive, which can lead to misunderstandings and frustration This tension may cause Vietnamese learners to abandon their English studies to avoid discomfort Since culture is an integral part of a nation that cannot be erased, it is essential for individuals to adapt to new cultural environments By recognizing and respecting cultural differences, one can prevent misunderstandings and enhance their communication skills.
6.8 The Rooted Habit of "Inert"
In traditional classrooms, many students exhibit "inertness" by avoiding participation and pretending not to hear questions from the teacher, which hinders their opportunity to practice speaking English When asked to engage in group discussions, students often decline, reflecting a deep-rooted shyness that affects their confidence To improve their English speaking skills, students must confront their shyness and embrace new challenges, as this is crucial for enhancing their overall mental quality and communication abilities.
6.9 The Lack of Target Language Learning Environment
Studying abroad allows individuals to rapidly improve their oral English skills, often within just a few months, which is why many college students opt for this experience In contrast, domestic students lack access to an ideal language immersion environment, significantly impacting their ability to master spoken English Additionally, English teachers in Vietnam are primarily native speakers of Vietnamese, which may hinder students from acquiring a standard English accent and fluency comparable to that of native speakers.
The study on learning and teaching English
The teaching staff
The teaching staff at HPU, particularly within the Foreign Language Department, is characterized by high professionalism and a strong sense of responsibility The lecturers are not only well-qualified and dedicated but also enthusiastic and approachable, employing modern teaching methods that foster a supportive learning environment Their willingness to engage with students and share experiences deepens mutual understanding and enhances lecture quality Additionally, the presence of foreign lecturers in English classes provides students with valuable opportunities to practice speaking with native speakers, significantly improving their English proficiency when they seize these opportunities.
The researcher
A final-year student at HPU conducted a study focused on enhancing English language learning Driven by a passion for the language, she continually seeks effective methods to improve her skills Her research aims to make the learning process more engaging and enjoyable for students.
The students
A study involving 37 first-year English Department students at HPU reveals a concerning trend: many recent high school graduates exhibit passivity in their learning These students tend to rely heavily on listening to lectures and copying notes, rather than engaging actively with the material This is particularly evident among English majors, who often show reluctance in developing their speaking skills, focusing primarily on understanding vocabulary and grammar from textbooks As a result, many students struggle with English fluency This raises an important question: how can we inspire students to cultivate a genuine interest and motivation to enhance their English speaking abilities?
Follows are the advantages and disadvantages of the first year English majors at HPU:
students can receive constant help and support of the school and the lecturers in Foreign Language Department
They have chance to study in a modern studying environment which have been equipped with modern facilities
They can practice directly with the foreigners in class
The students‟ background knowledge is not uneven
A big number of students are lisp
Students focuses too much on grammar and forget the importance of speaking skill
Some of them are so shy and lack of confidence and they try to avoid speaking in front of the class.
The textbook
The material for English speaking in the first year English majors is the
The "Speaking Extra" textbook is designed using a communicative approach, with content organized thematically around everyday life topics such as family, food and drink, and daily activities This structure effectively meets students' practical needs by enhancing their speaking competence through a progression from specific information to comprehensive themes Overall, the textbook is realistic, relevant, and well-suited for the context of teaching and learning English.
English teaching and learning condition at Hai Phong Private University
The classrooms are equipped with modern technology, including projectors, cameras, air conditioners, and computers with internet access, enhancing the learning experience Teachers utilize projectors to make English lessons more engaging and effective Additionally, the school library features an advanced electronic library system, boasting high-speed computers, over 7,000 physical books, and more than 16,000 electronic documents from Elib and ProQuest, providing significant advantages for student learning.
Teachers organize various engaging extracurricular activities that showcase their skills and encourage student participation Events like the English Olympics, Halloween, and Christmas celebrations provide opportunities for students to play and enhance their English language knowledge through interactive exchanges.
At HPU, students benefit from numerous opportunities to engage in conversation and study with GAP teachers from countries such as England and Australia, which significantly enhances their English speaking skills The supportive learning environment at HPU provides the ideal conditions for effective English language acquisition.
The survey questionnaires
According to Nunan (1992), a questionnaire serves as a data collection tool that typically includes both open and closed questions, along with other prompts that require responses from participants.
Questionnaires are recognized as an effective tool for gathering information on the affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences, allowing teachers to collect substantial data efficiently (1994) Similarly, Richards, Seliger, and Shohany (1995) emphasize that questionnaires are an appealing method for collecting data on less observable phenomena, such as motivation, attitudes, and language learning strategies.
2.1 The design of the survey questionnaires
This study utilizes questionnaires as a key data collection tool to gather insights into the English speaking skills of first-year English majors at HPU The primary objective is to investigate students' attitudes and expectations regarding the study of English speaking skills The questionnaire consists of eight targeted questions designed to elicit relevant information.
Question 1 gives information on students‟ English learning time The author wants to have further understanding about students‟ bonding time with English Basing on this understanding, the author can get right information and give appropriate method to them
Question 2 is about the students‟ attitude on learning English speaking skill Not every student learns speaking English because of their love to it By
Question 3 gets information on how students think about the importance of English speaking The researcher wants to know about students‟ opinions on this matter
Questions 4 and 5 are about how often they speak English in the class time and how they think about English speaking lessons These can bring more specific information and help the author have a better look into students‟ ideas on English speaking lessons as well as their frequency of speaking English Question 6 is about some techniques used in teaching and learning speaking English and how effective those methods are This can bring more specific information and help the study become more valid and reliable
Questions 7 and 8 focus on students' views regarding the current teaching methods and their expectations Understanding these perspectives can assist teachers in meeting students' needs, fostering a greater love for speaking English, and ultimately improving their English speaking skills.
2.2.1 The result from the students’ English learning time
Chart 1: Students’ English learning time
Chart 1 shows that 100% of students responded that they had learnt English for more than 5 years which is quite a long time for each student and this is proved that learning English has become a very important task and a great concern of everyone and attracts a great number of students Moreover, it is a compulsory subject in most of schools from primary schools to universities as well Thus, they are fully aware of the fact that English is really important and necessary for them
0-1 year, 0% 2 - 5 years, 0% more than 5 years, 100%
2.2 The result from students’ attitude toward learning English speaking
Chart 2: Students’ attitude toward learning English speaking
The chart indicates that 38% of students exhibit a positive attitude towards learning English speaking, with 19% expressing strong enthusiasm and another 19% showing general liking This reflects their recognition of the significance and appeal of the English language However, a concerning 22% of students dislike learning English, representing nearly a quarter of the population, while approximately 40% view the learning process as average Therefore, finding ways to make English learning more engaging is essential to attract these students.
2.2.3 The result from s tudents’ perceived importance of English speaking
Chart 3: Students’ perceived importance of English speaking
According to Chart 3, a significant 49% of respondents deemed speaking skills as very important, while 40% acknowledged its importance, and only 11% considered it normal This indicates that the majority of students recognize the value of English speaking in their education However, some students remain reluctant to accept this importance Therefore, it is crucial for teachers to explore strategies that can positively influence students' attitudes towards English speaking, encouraging more active participation in class.
2.2 4 The result from s tudents’ frequency of speaking English in class time
Chart 4: Students’ frequency of speaking English in class time
The frequency of English usage during class reflects students' commitment to mastering the language According to Chart 4, only 11% of respondents actively spoke English, while 40% used it infrequently, and 5% only spoke when prompted by the teacher Additionally, 22% of students indicated that speaking English was very important to them.
Always Usually Sometimes Rarely Never
2.2.5 The result from students’ impression on the English lessons
Chart 5: Students’ impression on the English lessons
Chart 5 reveals that the majority of the students are not interested in learning speaking in the class 38% of the students had low interest Not many students (19%) thought that the classroom activities were very interesting and a small number of students said that they are interesting or very interesting This result strengthens the researcher‟s assumption that a large number of students felt bored with English lessons because the classroom activities were not very interesting These activities did not reallyraise interest for students For them, they learnt English because of the pressure from outside such as requirement of the teachers and parents, the need for the exam… not because of their willingness The low percentage of the respondents (19%) affirmed their interest while the students with little interest were much higher
2.2.6 The result from activities used by teachers and students’ preferences
The techniques applied by the teachers (responded by the students)
No of Students enjoyed the techniques
No of Students Percentage No of
Pair work and group work 37 100% 32 86.5%
Free discussion and problem solving 37 100% 8 22%
Record and replay to correct 4 10.8% 30 81%
Visual aids (pictures, maps, music, handouts) 20 54% 34 91.2%
Table 6 Activities applied by the teachers and students’ preferences
As can be seen from table 6, the activities preferred by most students were
A majority of students (100%) found games to be the most effective teaching method, followed closely by storytelling (91.2%) and the use of visual aids such as pictures, maps, music, and handouts (91.2%) Additionally, pair work and group work were favored by 86.5% of students, along with interviews (86.5%) Teachers frequently incorporated visual aids, topic-based discussions, and interactive activities like dialogue practice and question-and-answer exchanges, enhancing the overall learning experience.
A significant majority of students (81% and 100%) enjoyed using "record and replay to correct" and games in speaking lessons, as these activities helped reduce stress and increase motivation However, only 40.5% reported that their teachers incorporated games into lessons, citing time constraints and perceived lack of profitability as reasons for this Visual aids, such as pictures and music, engaged 91.2% of students, yet only 54% noted their use by teachers Interviewees unanimously agreed that both games and visual aids enhanced their interest and motivation in learning Activities like picture description, interviews, and role play were favored by 86.5%, 86.5%, and 73% of students, respectively, but only 19% mentioned frequent use by teachers Rearrangement was liked by over half (54%), though it was rarely utilized (10.8%) While teachers often employed free discussion and problem-solving activities to foster self-confidence and critical thinking, only 22% of students enjoyed them, mainly due to vocabulary limitations and a lack of confidence in engaging with peers.
Students showed a preference for specific speaking activities that aligned with their enjoyment and motivation Therefore, it is essential for teachers to understand and assess the needs of their students to effectively guide and instruct them in a manner that resonates with their interests.
2.2 7 The result from students’ opinions on the current teaching method
Chart 7: The result from students’ opinions on the current teaching method
A significant 89% of students express dissatisfaction with current English learning methods, with 49% disliking them and 40% finding them merely acceptable Many students seek more engaging and enjoyable approaches to learning English, moving away from traditional topic-based formats and question-and-answer styles In contrast, only 11% of students support the existing methods.
2.2.8 The result from students’ expectations on the extra techniques
Chart 8: The result from students’ expectations
Look at the chart above with the question: “Do you want to have more
Recommendations for improving students‟ learning English speaking in
At HPU, teachers prioritize encouraging students to actively participate in class discussions This article presents effective strategies aimed at helping students improve their English speaking skills.
To enhance English learning, teachers must understand their students' interests and expectations There is often a disconnect between the teaching methods employed by educators and the preferences of their students, leading to less effective learning experiences For instance, activities favored by teachers may not resonate with students, and topics that engage educators might not capture students' interest Therefore, it is crucial for teachers to assess student preferences to ensure that their instructional approaches align with what students find engaging and relevant.
Many students learn English primarily due to school requirements and future aspirations rather than personal enjoyment Therefore, teachers should ensure that students complete necessary learning tasks to achieve high test results Incorporating English culture and customs into speaking lessons can spark students' interest, while engaging them with English songs and films can enhance their enjoyment of the language Additionally, discussing how each task contributes to their future goals can motivate students, and helping them set short-term objectives can provide direction For more advanced students, offering diverse activities and resources can further stimulate their interest, and providing access to online English materials can encourage a deeper appreciation for the language.
Self-confidence significantly influences the effort, time, and persistence students invest in learning to speak English Teachers play a crucial role in fostering this confidence by helping students understand that their speaking abilities can improve with effort Regularly providing successful experiences and focusing on students' capabilities rather than limitations can boost their confidence Timely encouragement from teachers also helps alleviate anxiety related to speaking Additionally, leveraging students' strengths by pairing more confident learners with those who may struggle, or matching academically strong students with those who have rich life experiences, can enhance collaborative learning and overall language development.
To enhance student speaking skills, teachers should incorporate a variety of speaking activities, particularly through pair and group work These collaborative methods reduce boredom and fatigue, especially in large classes, by establishing routines that facilitate control and motivation Each student gets the chance to participate, allowing for peer correction and support, particularly beneficial in multi-level classrooms where less proficient students can learn from their more advanced peers By assigning roles such as timekeeper, note-taker, or reporter, teachers can encourage quieter students and ensure balanced interaction among all participants Additionally, this structure supports both impulsive and reflective learners; reflective students gain confidence by planning their ideas, while impulsive students can focus on accuracy and self-correction.
Teachers should prioritize incorporating games and visual aids into their lessons, as they significantly enhance student motivation and reduce stress Games are particularly effective during the warm-up stage of speaking lessons, fostering a positive learning environment Additionally, visual aids like music, pictures, and maps engage students and maintain their interest throughout the lesson To prevent monotony, educators should also introduce a variety of activities, such as discussions, storytelling, interviews, and picture descriptions, ensuring that students remain engaged and excited about learning.
4.3 Managing speaking turns in class
In the classroom, some students may feel anxious about speaking the target language, while others may dominate discussions due to personality traits or cultural factors To create a balanced environment, teachers should ensure that all students have an equal opportunity to participate One effective strategy is to extend wait-time, allowing hesitant learners the chance to think through their responses carefully, which can boost their confidence and encourage them to contribute more actively.
To enhance classroom engagement, teachers should refine their questioning techniques by randomly selecting students to answer questions, encouraging immediate thinking and participation This approach not only prepares hesitant students to speak but also limits the speaking time of more dominant students Additionally, assigning roles such as note-takers and scorekeepers during group work can empower all learners, particularly those who are hesitant, to contribute actively By doing so, teachers can effectively reduce anxiety and laziness, fostering an inclusive environment that promotes participation from every student.
Teachers should embrace diverse student responses, as many students experience anxiety and fear of ridicule when their answers are not acknowledged Negative feedback can lead to decreased motivation and participation in the classroom Timely praise from teachers is essential, as it fosters student enthusiasm and engagement in learning.
4.4 Setting up a co-operative atmosphere in class
A tense classroom atmosphere can increase students' anxiety, negatively impacting their motivation and effectiveness in learning to speak English In contrast, a cooperative classroom environment encourages students to express their opinions, develop their strengths, and feel comfortable making mistakes Therefore, teachers should strive to create a warm and supportive environment that fosters close relationships between themselves and their students.
Teachers serve as facilitators of learning, managers of classroom activities, and advisors, while also engaging as co-communicators in interactive activities with students Conversely, students actively participate in the learning process, assisting their peers and contributing valuable ideas that enhance the teacher's instructional methods.
4.5 Combining the textbook and relevant materials
The textbook is deemed suitable and up-to-date, but supplementary materials are essential for effective teaching and learning Teachers should provide handouts or photocopies alongside the textbook to enhance lesson engagement Additionally, students should be encouraged to research relevant information online or from English newspapers like Sunflower and Vietnam News prior to speaking lessons, ensuring familiarity with the topic Furthermore, teachers can recommend that students listen to VOA Special English or BBC broadcasts on FM radio to improve their listening skills and gather more information for speaking practice.
4.6 Recognizing the potential value of available facilities of the school and the Internet
Lessons conducted without proper facilities can often become monotonous Therefore, teachers must fully utilize the school's available resources to enhance the teaching of speaking skills, even in challenging environments For instance, using a cassette player, educators can engage students with songs or news clips during warm-up activities in language labs Additionally, by leveraging the internet in school libraries, teachers can guide students to valuable online resources that support their learning.
Teachers encourage students to explore engaging authentic materials online, such as news articles, weather reports, English songs, blogs, and sports updates These resources provide diverse grammatical structures and a rich vocabulary that students can experience in context Subsequently, teachers can reinforce learning by assigning tasks that require students to locate specific information on the Internet.
Many websites now offer resources for students to enhance their speaking skills, which teachers can introduce and encourage them to explore Engaging in voice chats with native speakers is an effective way for students to practice their English By conversing with foreigners, students can improve their understanding of pronunciation and language usage, ultimately enhancing both their English knowledge and speaking abilities.
4.7 Being enthusiastic, tolerant, helpful, creative and active
Some suggested techniques in teaching
Repeat and Re- phrase
The repeat and re-phrase technique is highly effective in classrooms, as it allows students to connect familiar vocabulary with new words introduced by the teacher This method not only reinforces learning through repetition but also encourages students to rephrase questions using their existing vocabulary, leading to a deeper understanding of the English language It can be applied during oral instruction or individual sessions, and is particularly beneficial during question and answer periods, enabling students to grasp questions more clearly and respond independently.
The repeat and re-phrase strategy is an effective classroom technique aimed at enhancing student understanding of topics, standards, or questions For instance, if a student struggles to grasp the question "What is the meaning of an adjective?" the teacher can either repeat the question or rephrase it for clarity By rephrasing, such as asking, "Can you explain what an adjective is?" the teacher encourages the student to better apply their knowledge and achieve comprehension.
"What does an adjective do?" This also helps with future questions as the student will better understand the meaning of the posed question
Rephrasing can effectively assess a student's comprehension by restating a sentence to confirm their understanding of specific vocabulary or concepts For instance, using the sentence "The girl avoided the water" can help teach the meaning of the word "avoid."
Questioning for understanding could be phrased as: "If she avoided the water,
Music and songs
Incorporating music and songs in the classroom enhances learning by making information more memorable, as melodies often stick in our minds This method not only helps students recall challenging concepts but also transforms tedious lessons into enjoyable experiences, fostering a more engaging and dynamic learning environment.
Incorporating music and songs into memorization activities enhances participation and facilitates the learning of new vocabulary and concepts This engaging method aids in recalling lists, rules, and essential information, making it an effective tool for memorizing the alphabet, periodic table, states, and countries The anticipated outcome is that students will retain significant amounts of information more easily, while also enjoying the introduction of new material in a fun and captivating manner, particularly benefiting younger learners.
By: Brian Asselin & Eric Disero
This song is for those who (1)………us today
Who always lend a (2)…… ……… to help show us the way
This song is for those who see their students through
The tough times in their lives to that we say thank you
You have changed the world
You have always been there In everything you do
I hope that you‟re as (4)……… of me as I am proud of you
This song is for those who heard the (5)………… cries
Who stepped in to (6)……… the tears from the children‟s eyes For those who gave us a safe place to grow
A safe place to call our home Forever we will know that
You have shaped our mind
You have changed the world
You have always been there In everything you do
I hope that you‟re as proud of me as I am proud of you
This song is for those who taught us right from wrong
Who taught us much more than their (7)…………
To help our minds grow strong
This song is for those who (8)………… us through and through
So that we can make a life For that we say thank you
You have shaped our mind
You have changed the world
You have always been there
I hope that you‟re as proud of me as I am proud of you
As I look back on my life, into the (9)………… within my reach
I hope I can change a life of those that I teach
I can make a difference All I do is try
Try to see a different world (10)……… the children‟s eyes
In this engaging classroom activity, the teacher plays a song for the students, who then fill in the blanks with the missing lyrics after listening once or twice Following this exercise, the teacher replays the song to review the answers and correct any mistakes made by the students.
Answer: (1) inspire, (2) helping hand, (3) shaped, (4) proud, (5) silent, (6) wipe, (7) craft, (8) guide, (9) path, (10) through
Visual aides, realia, maps, pictures, multimedia
Visual aids are highly effective in enhancing students' understanding of concepts, as they offer a clearer representation than words alone By visually demonstrating the relationship between objects and their corresponding terms, these tools facilitate better comprehension and retention of information.
Students at any level can easily comprehend the connection between new words or concepts through engaging techniques These methods enhance classroom dynamics, preventing language classes from becoming monotonous due to repetitive writing tasks By incorporating diverse visual and audio aids, teachers can maintain student focus while making learning enjoyable.
These strategic examples serve as an effective introduction to vocabulary terms and concepts, as well as teaching locations and specific cultural behaviors Furthermore, they can be utilized as visual aids to enhance the teaching of parts of speech, incorporating elements such as actions and colors.
Multimedia enhances language learning by providing practical examples through dialogue and visual or audio materials By incorporating audio samples, students can better grasp the sounds of letters and words This dual approach not only improves comprehension but also offers a visual representation of the content, allowing students to connect words with images and reinforcing their understanding of the material.
This technique enhances personalized student learning by allowing each student to receive individualized attention, even in the absence of direct teacher involvement It enables teachers to circulate among groups, providing support as needed, while fostering a collaborative community where students assist and learn from one another Cooperative groups are effective as they can be organized in various ways, ensuring that lessons are tailored to meet each student's specific needs and learning levels.
In an ELL classroom, organizing students into cooperative groups or utilizing peer coaching is particularly beneficial, especially when students exhibit varying levels of English proficiency Teachers should strategically group higher-level students with lower-level ones, allowing advanced learners to reinforce their skills through teaching while providing support to their peers Additionally, higher-level students can collaborate on assignments, enabling the teacher to focus on imparting new information to lower-level students This approach optimizes learning by ensuring that both groups receive appropriate instruction tailored to their respective proficiency levels, avoiding unnecessary frustration or disengagement.
This strategy enhances students' ability to absorb information while fostering relationships and community among peers By learning from one another, students are more likely to engage with the material, as they often resonate better with their peers than with adults This approach not only makes learning more enjoyable but also offers teachers a variety of lesson options to maintain an engaging and motivating classroom environment.
Simulation activities engage learners in discussing problems within a structured environment, where they may role-play as themselves or others These interactive exercises encompass various dialogue categories, including social formulas such as greetings, farewells, introductions, compliments, and complaints Through simulation, students acquire essential skills to navigate social situations while employing appropriate social etiquette.
Students could practice how to turn down a request for a date or a party
Students learn how to cope with shopping, buying a ticket at a bus stop etc
A clear line cannot be drawn between role play and simulation These two drama activities overlap In language teaching the differences between role play and simulation are not that important
Simulation activities allow participants to practice specific roles and improvise in realistic situations, enhancing their effectiveness in similar real-life scenarios Through these activities, students can develop essential communication skills such as self-assertion, opinion expression, persuasion, argumentation, eliciting feedback, group problem-solving, and situational analysis.
In addition to the previously mentioned techniques, I would like to introduce additional strategies aimed at enhancing comfort levels for both teachers and students in English speaking classes These methods are designed to foster a more engaging and supportive learning environment.
I want the students to break their fear, shyness and anxiousness when studying in a new environment The students should try their best as well as
Role Play
Role play serves as an educational tool for navigating complex social scenarios, focusing on common situations such as family dynamics, school interactions, and playground incidents This method encourages interaction and group discussion, making it an effective way to explore various social issues.
Role play enhances participants' prior experiences by allowing them to embody diverse characters, facilitating a deeper understanding of different perspectives This technique is particularly beneficial in language teaching, as it encourages a natural flow of language that may be challenging to achieve in traditional settings Additionally, role play helps students practice the language they will encounter in real-life situations, effectively simulating reality and preparing them for future interactions.
Role play ideas can be inspired by real-life situations encountered by teachers and learners, as well as from various media such as books, television shows, and movies Additionally, daily interactions at school, university, or in the workplace can serve as valuable sources for developing engaging role play scenarios.
- After choosing a context for a role play, the next step to follow is to provide ideas on how this situation may develop
When implementing role play activities in the foreign language classroom, it is crucial to consider learners' language proficiency levels Role taking, a fundamental aspect of drama, offers flexibility that can accommodate diverse personalities and teaching contexts, making it an effective educational tool.
Role-play is a valuable educational activity that allows students to assume imaginary personas in both hypothetical and real-life situations This interactive approach enhances language practice, providing learners with opportunities to develop their communication skills in a dynamic and engaging environment.
Role-play is an engaging activity that requires individuals to adopt real or imaginary roles, fostering spontaneous interaction among participants as they work towards completing a task It encompasses various forms, including dramatic plays, story dramatization, sociodrama, seminar presentations, debates, and interviews These activities cater to different skill levels, from beginner role-play for less proficient students to advanced scenarios for more skilled learners Each type of role-play necessitates distinct approaches, encouraging students to communicate effectively in the classroom while performing diverse roles and tasks.
7.Change the way of correcting students
A successful lesson thrives on active interaction between teachers and students, as well as among the students themselves Engaging students who are eager to participate and absorb the material is crucial for effective learning Simple yet constructive activities, including positive feedback from teachers, can significantly enhance this engagement Therefore, it is essential for educators to deliver comments that resonate and motivate students, ensuring their effectiveness in the teaching process.
Teachers should provide detailed and specific feedback rather than generic comments It is essential to avoid language of appreciation and instead focus on analyzing students' wording, spelling, and any carelessness in their writing This approach ensures that feedback is constructive and targeted, helping students improve their skills effectively.
Encouraging students to identify their own mistakes and those of their peers fosters self-awareness and improvement As an instructor, you have the ability to guide them towards recognizing specific areas for growth, particularly in vocabulary acquisition and speaking practice By actively engaging in lessons and participating more, students will enhance their learning experience and develop essential skills.
Teachers must avoid imposing their views on students, as negative evaluations can lead to unproductive responses and hinder learning When students feel worried, fearful, or ashamed, they struggle to absorb the material being taught, turning English speaking classes into a daunting experience.
Lecturers should avoid placing excessive pressure on students and focus instead on effective methods to address challenges rather than resorting to taunts or criticisms The primary objective is to not only teach new vocabulary and proper use of prepositions but also to improve students' English speaking skills Patience is essential for teachers, who should provide positive and constructive feedback, as their efforts will ultimately lead to students' progress.
Students often express negative comments in response to teachers' feedback, which can be beneficial as it indicates their engagement with the material Teachers sometimes intentionally present questions with partially incorrect answers to assess students' focus and critical thinking skills This approach can reveal students' unexpected knowledge and abilities, as they may provide insightful responses to the teachers' queries.
Teachers should avoid turning the classroom into a debate with students and instead foster a positive atmosphere through constructive comments Engaging students in discussions enhances the lessons and encourages participation, as students naturally strive for recognition and appreciation from their peers Therefore, promoting this collaborative activity is essential for a more dynamic learning environment.
Teachers should provide timely and appropriately leveled feedback to students, grounded in accurate analysis and evaluation By implementing this technique effectively, educators can significantly enhance student understanding and engagement.
Re-arrange tables and decorate classroom
Many students often feel too shy to communicate in English during speaking classes To effectively address this issue, it is essential to identify the underlying causes of their reluctance.
To help Vietnamese students overcome cultural barriers and boost their confidence in speaking English, teachers can create a classroom environment inspired by British culture This approach encourages English conversation as a common practice and is cost-effective By rearranging furniture into a U-shape instead of traditional rows, teachers can foster a more interactive atmosphere Additionally, decorating the classroom with English promotional posters can further enhance the learning experience, making it distinct and engaging for students.
Audio- recorder
One way to practice speaking under time pressure is called 4-3-2
This includes the following steps:
1) Find a text (e.g a newspaper article) Read it and make notes, on a separate piece of paper, of the main points Put the article away, but keep your notes
2) Record yourself giving an oral summary based on your notes
3) Replay and listen; monitor your performance - are there any words you need to look at again in the article? Do you need to check their pronunciation (sound and stress) in the dictionary? If so, do that
4) Rewind Make a second recording, but this time give yourself only three minutes
6) Make a final recording, summarizing the text in two minutes.
Using Recorder as a diary
Consider using a voice recorder as a daily diary by setting aside a few minutes each evening to discuss your day's events To make it more engaging, envision speaking to a specific person rather than just the microphone Avoid preparing your thoughts beforehand, and after recording, listen back to identify any pronunciation challenges or moments where you struggled to find the right words Take the opportunity to re-record those sections for improvement.
TV and Video
Television and video are powerful tools that enhance the visual aspect of communication, which is crucial in face-to-face interactions By observing TV programs featuring group discussions, you can learn to identify non-verbal cues, such as how speakers signal their intent to contribute or conclude their thoughts Understanding these 'turn-taking' signals can significantly improve your ability to engage in English conversations effectively.
Engaging in games significantly enhances the process of learning English by fostering a fun and collaborative classroom environment These activities not only unite students but also transform challenging aspects of English speaking into enjoyable experiences By incorporating both quiet and lively team games, educators can help students overcome learning obstacles, turning what once felt like hard work into a source of joy and motivation.
Aims: improve the ability of guessing and expressing language in actions
Number of players: all the students in the class
The teacher organizes the class into two teams, each selecting five representatives to stand on the podium In the teacher's hand is a small box filled with papers that describe various jobs in English.
In this engaging team activity, the first representative of Team A draws a piece of paper and must convey the job written on it through actions, without using any words Team A has 30 seconds to guess the job based on their representative's performance, after which the representative will confirm their answer to the teacher The teacher will then determine if the guess is correct Team B will follow the same process Each correct answer earns the team one point, and at the end of the game, the teacher will tally the points to declare the winning team, which is the one with the highest score.
In a team activity, a member of team A embodies the role of "a person who always solves traffic jams" by mimicking actions like directing pedestrians and signaling vehicles to stop Within 30 seconds, the rest of the team discusses and determines if the character is a "policeman" or "policewoman," then conveys their answer to the representative Finally, the representative reports the conclusion to the teacher, stating, "A person who always solves traffic jams is a policeman/policewoman." The teacher then evaluates the accuracy of their answer and awards points accordingly.
Use a little bit sticky in explaining sentence to make it more difficult for the sitting people to speculate
The representative will gather and evaluate the results from their teammates to ensure consistency with the crowd's findings, preventing any discrepancies in reported outcomes and ensuring that their actions align with the collective input rather than relying solely on personal interpretations.
Encourage discussion but in the shortest time
If the information is leaked before and during the game, the representative has to choose other career
The representative is unable to communicate through words or sounds, and while one team describes an action, the opposing team must refrain from hindering, interfering, or guessing the answer If the opposing team engages in these prohibited actions three times, the teacher will deduct one point from their score.
The teacher makes the final decision so the teacher should be flexible in how to deal with the same answers or close meaning answers
When Team A responds a wrong answer, the teacher should say:
"Please give a loud applause for winner who answer correctly one hundred percentage of billion " or other creations to make joy and surprise for games
12.2.Game 2: Who is the treasure keeper
Aims: improve the ability of speaking English, guessing, quick asking and answering
Number of players: all the class
In this engaging classroom activity, the teacher designates one student as the detective, who steps outside while another student hides a treasure, such as a small candy pack or a pen bag Upon returning, the detective must articulate five descriptive sentences in English to identify the treasure keeper The class responds by clapping if the detective's description is correct, while incorrect statements prompt students to shake their heads and exclaim "Oh!" This interactive game fosters language skills and encourages participation among students.
In the game, if the detective successfully locates the treasure keeper, he can claim the treasure, and the treasure keeper must become the detective However, if the detective fails to find the treasure, the holder retains it, and the detective must return to their original position To facilitate the game, teachers choose pairs of detectives to participate.
For example: the detective can give 5 descriptive sentences:
She is a girl (all of the class shake their heads)
He wears a pair of glasses (all of the class clap their hands)
He sits in my left hand (all of the class shake their heads)
The detective, after posing five questions, speculates that the treasure holder is a boy wearing glasses, seated on the right side and dressed in a dark-colored T-shirt His observations lead him to confidently identify a class member who fits this description, as the class responds with claps and shakes of their heads.
The question always be confirmed with a content, do not use ambiguous sentences, negative sentences or questions, have a choice
Encourage the unique questions that exclusive to high speculation
If the information is leaked before or during the game, the game should be restarted
Effective English communication involves practicing both pronunciation and vocabulary To enhance learning, incorporating fun and competitive elements in the classroom can ignite students' creativity and alleviate pressure for shy individuals One engaging game is "Whisper," where two or more teams participate In this game, a word or short sentence is whispered to the first student in each team, who then passes it along until the final student speaks it aloud Both teams receive the same word, and the team with the closest pronunciation wins the round To ensure everyone has a chance to participate, students who have spoken should return to the front of the line for subsequent rounds.
Spelling games enhance English skills by promoting vocabulary development, reading, and oral communication One engaging activity is the spelling relay, which involves teams competing in a lively format To set up, divide the classroom board into columns for each team and label them accordingly Each team member is given a marker or chalk to write on the board The teacher announces a word, and team members take turns racing to the board to write a letter The first team to accurately spell the word wins the round.
Classroom games are an effective tool for reinforcing previous lessons and introducing new concepts, as they often reveal students' misconceptions during play For instance, hosting a game show called "Speaking Parts" allows teachers to engage students in identifying parts of speech through group or individual participation By presenting a sentence that includes previously taught parts of speech, teachers can ask students to identify each word, rewarding correct answers with a bell sound and points Mistakes can be addressed by signaling with a ruler or pointer and moving on to the next participant Additionally, this game can seamlessly introduce new lessons by incorporating sentences that feature new parts of speech.
Bingo serves as an effective educational tool, allowing educators to adjust the difficulty level to suit their class needs By utilizing bingo boards featuring words instead of traditional letters and numbers, or by incorporating images that align with the vocabulary being taught, teachers can enhance the learning experience Additionally, creating custom bingo games based on specific lesson themes can further engage students To promote active participation, encourage students to take turns selecting cards and announcing the items, fostering an interactive classroom environment.
Incorporate Pictionary into your classroom to enhance vocabulary learning, where students draw images on the board for their peers to guess Award points for correctly identifying vocabulary words and for using them in sentences To simplify the game, specify categories like "food" or provide flashcards for students to illustrate the corresponding terms.