INTRODUCTION
Rationale
In the context of global integration, English has emerged as a vital communication tool worldwide In Vietnam, the significance of English is increasingly recognized, as it is essential for the country's industrialization and modernization efforts Consequently, English is now a core subject in nearly all schools, colleges, universities, and language centers across the nation.
At Hong Lam UPSS and many Upper Secondary Schools in Vietnam, a key objective of foreign language education is to develop students' communicative competence English has been a mandatory subject in the secondary curriculum for years; however, the emphasis on grammar and vocabulary, driven by the requirements of graduation and university entrance exams, often leads to a neglect of speaking skills.
Teaching English in schools often relies on the traditional Grammar Translation method, emphasizing grammar and vocabulary Consequently, this approach leads to students becoming proficient in structure but lacking in effective communication skills.
While speaking may be a necessity for school leavers, and may serve as a
Effective communication is crucial in education, yet many students are reluctant to engage in speaking activities during class This hesitance can be attributed to various factors, particularly the absence of engaging and useful activities that encourage participation.
The achievement of a lesson fully depends on students‟ active participation
To engage students effectively, lessons must be both fascinating and motivating Incorporating well-designed communicative activities, including games, is crucial for enhancing speaking skills, as these activities allow learners to practice their new competencies in a psychologically secure environment (Simon, 1984) It is essential to assess the impact of these communicative activities on the speaking skills of students at Hong Lam UPSS to ensure their effectiveness in the learning process.
This article explores the use of communicative activities to improve speaking skills among 12th-grade students in rural Vietnam, specifically at Hong Lam UPSS While there have been some studies on communicative activities in English language teaching, there is a notable lack of research focused on their effectiveness in enhancing speaking skills in this demographic.
Aims of the study
This study focuses on the significance of student participation in speaking lessons, specifically exploring how communicative activities can improve the speaking skills of 12th grade students at Hong Lam UPSS.
With the reasons mentioned above, the specific aims of the study, accordingly, are:
+ To investigate the current English speaking teaching and learning situation at Hong Lam UPSS
+ To explore the teachers‟ viewpoints in the necessity of applying the communicative activities in teaching speaking skill
+ To learn about the students‟ attitude toward practicing their speaking skill through the communicative activities
+ To find out the students‟ problems in speaking skill and elements leading to such difficulties
+ To provide strategies to overcome such difficulties and give some suggestions pedagogical suggestions to apply communicative activities in speaking lessons
In order to serve the above mentioned objectives, the researcher hopes to find out the answers to the following questions:
Research question 1: To what extent are speaking tasks from the textbook used by the 12 th grade students in Hong Lam UPSS?
Research question 2: What are the attitudes of students toward using the communicative activities in speaking skill?
Research question 3: What are difficulties that teachers have in teaching speaking skill via the communicative activities?
Scope of the study
Due to time constraints in my graduation paper, this study will focus specifically on the 12th-grade classes at Hong Lam UPSS While communicative activities can be applied across all four language skills, this research will concentrate solely on enhancing the speaking skill.
Participants in this study are students from three 12 th grade classes, Hong Lam UPSS, Hong Linh town, Ha Tinh province.
Methods of the study
The study utilizes a quantitative approach to achieve its objectives, employing survey questionnaires for both 12th-grade students and teachers at Hong Lam UPSS to gather data for evaluation and conclusions Additionally, the researcher assesses the English 12 textbook to understand the overall English teaching context in Upper Secondary Schools.
The organization of the thesis
This thesis contains five chapters:
This present chapter provides general information about the study, including rationale, aims, scope of the study, and an overview about the research methodology
This chapter lays the theoretical groundwork for the thesis by defining essential concepts like communicative activity and speaking skill It addresses fundamental issues related to theoretical inquiries and existing research on communicative activities, highlighting their significance in improving students' speaking skills.
This chapter outlines the research design and details the participants involved in the study It also describes the instruments used for data collection and presents a three-phase procedure for gathering data through surveys and interviews, along with the methods employed for processing the collected information.
This chapter outlines the findings derived from the survey questionnaire responses of students and teachers, offering thorough insights into the three research questions The analyzed and categorized data serves as a foundation for the recommendations presented in the following chapter.
The chapter summarizes significant findings, highlight contributions of the research, puts forward practical suggestions for future research as well as addressees notable limitations.
LITERATURE REVIEW
Review of Previous Studies
Recent research has increasingly focused on the application of Communicative Language Teaching (CLT) in teaching English and its four language skills, particularly in enhancing speaking abilities Many educators and researchers have shown interest in integrating communicative activities to improve speaking skills Notably, Phuong Lan Le's study, "Some Problems in Speaking Activities of Freshmen of the English Department of College of Foreign Languages," highlights key challenges faced by students in speaking activities.
The study aimed to identify the types of speaking activities that freshmen prefer, but it fell short by not utilizing survey questionnaires to directly ask which activities they enjoy most Instead, it focused on activities they frequently participate in, limiting insights into their preferences Additionally, questions regarding their feelings during speaking activities and the classroom atmosphere were unnecessary, as they did not contribute to the primary objective The list of activities provided for selection included options like group work and pair work, which are methods of conducting activities rather than distinct types of activities themselves Consequently, the survey results lacked accuracy This study highlights the need for more precise elicitation techniques in English lessons.
In their study, "Eliciting Spontaneous Speech in Bilingual Students: Methods and Techniques," Cornejo and Najar (1983) proposed innovative methods to enhance spontaneous conversations among students and teachers However, the research faced two key limitations: its findings were less relevant to the Vietnamese context as it was conducted outside Vietnam, and the bilingual subjects differed culturally and educationally from Vietnamese EFL students This gap is significant, especially since communicative language teaching is the dominant approach in Vietnam, prompting further studies in the area One such study, "Using Elicitation Techniques to Teach Vocabulary to 11th Form Students in Hanoi" by Pham (2006), explored the teaching of vocabulary, the application of elicitation techniques, and offered pedagogical recommendations Despite its valuable contributions, this study also had limitations, focusing solely on vocabulary while neglecting other essential components like grammar and the four macro skills Additionally, the research was conducted in classrooms using outdated textbooks, which may have influenced the results.
In 2007, Tran conducted research titled "Eliciting Technique to Teach Speaking Skill to Grade-10 Students in HFLSS," focusing on the use of eliciting techniques by teachers in Hanoi's HFLSS The study identified significant advantages of these techniques while also diagnosing challenges that hindered their implementation, allowing for timely pedagogical adjustments The primary emphasis of the research was on enhancing students' speaking skills.
The study primarily focused on the use of eliciting techniques specifically for teaching speaking skills, which represents its first limitation Additionally, the research was conducted exclusively with students from FLSS, making it difficult to generalize the findings to a broader population across other institutions in the city and country.
The identified gaps highlight the importance of this study, which focuses on the techniques employed by teachers to encourage student dialogue This approach aims to enhance multiple skills simultaneously among grade 12 students in selected classes at Hong Lam UPSS.
This study aims to explore the use of communicative activities in teaching English speaking skills to 12th-grade students at Hong Lam UPSS The findings will provide a solid foundation for future research, assisting educators in diversifying their teaching methods and helping students improve their speaking abilities.
Theoretical Background of Communicative Activities
2.2.1 Definition of the communicative activities
Numerous studies on the theory of communicative activities have concluded that these activities encompass interactions that encourage learners to engage in speaking and listening with peers and community members The primary goals of communicative activities include gathering information, overcoming barriers, sharing personal experiences, and exploring cultural aspects In speaking classes, these activities are frequently utilized as they significantly enhance students' ability to use the language in a meaningful context.
Incorporating changes to the speaking lesson environment can enhance its effectiveness (Carrier, 1980), transforming it into a vital link for learners that connects classroom learning with real-world experiences (Hadfield & Hadfield, 1999).
Games are indeed a form of communicative activities, as highlighted by Carrier (1980), who states that the term "games" refers to competitive elements among students or teams in such activities (p.10) This perspective is further supported by Noor Eka Chandra (2008), who emphasizes that language games serve not only as engaging activities but also impart educational values that facilitate language learning for children.
A communicative activity engages learners in understanding and producing foreign languages, focusing on meaning over form These activities mimic real-life communication processes, providing context and relevance to the learning experience Both teachers and learners can assess the effectiveness of these tasks in terms of process and outcome Ultimately, the goal of a communicative activity is to enhance students' ability to communicate effectively in English, serving a clear pedagogic purpose.
Communicative activities are categorized by two key features
To enhance language learning, it is essential for students to engage with authentic target language In communicative language teaching classes, the focus shifts from the mechanics of the language to understanding meaning Utilizing authentic materials, even in non-authentic contexts, offers learners numerous benefits (Martinez, 2000).
Using authentic materials in language education offers numerous benefits, as highlighted by Martinez (2000) These materials expose students to real discourse, such as interviews with notable figures, allowing intermediate learners to grasp general ideas They also keep students informed about current events, providing intrinsic educational value Authentic materials reflect ongoing language changes, helping both students and teachers stay updated Additionally, reading texts are effective for practicing mini-skills like scanning for specific information, while listening activities can enhance micro-skills, such as identifying names in news reports The diverse range of text types and language styles found in authentic materials enriches vocabulary acquisition through meaningful recycling Furthermore, these materials encourage reading for pleasure, particularly when students can choose topics of interest, fostering motivation and engagement in language learning through interactive experiences.
The second key aspect of language learning is its experiential property, which differs from the analytic factor by being global and non-analytic This approach encourages learners to utilize language with a focus on conveying messages rather than concentrating on specific grammatical elements By engaging in experiential strategies, students actively immerse themselves in the language, enhancing their overall learning experience.
Current communicative activities focus on effective communication and are recognized for their numerous characteristics that enhance learning These activities promote engagement and encourage elicitation, making them valuable tools in the learning process.
To enhance student engagement in the classroom, it is essential for teachers to focus on activating students' minds rather than dominating the discussion During the presentation stage, teachers often speak most of the time, leading to student passivity and a decline in concentration and enthusiasm Doff (1988) highlights that this teacher-centric approach can hinder effective learning By incorporating questions and encouraging student contributions, teachers can foster critical and independent thinking skills This shift not only keeps students more engaged but also helps them overcome the inherent passiveness often observed in Vietnamese learners, ultimately enhancing their language acquisition process.
Eliciting, as noted by Doff (1988), encourages students to utilize their existing knowledge, making it an effective strategy for mixed ability classes To engage students with new lessons, teachers should review previous material and ask questions related to students' experiences This approach allows students to showcase their background knowledge, fostering a collaborative learning environment where they can learn from each other, regardless of their individual competencies By employing eliciting questions, teachers can activate students' hidden knowledge, leading to a more enriched learning experience.
Elicitation is often viewed as primarily benefiting students, but it also significantly advantages teachers It serves as a tool for introducing new language concepts and reviewing previously taught material (Doff, 1988, p.161) Additionally, elicitation allows teachers to assess students' knowledge gaps, enabling them to tailor their instruction to the class's proficiency level Thus, elicitation functions as an effective assessment method for measuring students' understanding Overall, communicative activities are advantageous for both students and teachers, and educators should consistently incorporate this technique into language classrooms Popular activities for speaking classes include various elicitation strategies (Harmer, 2004).
2.2.3.1 Acting from a Script/Simulation and Role-play
Simulation and role-play activities engage students by having them assume various roles in a play or conversation These methods closely resemble acting from a script; however, when teachers encourage students to improvise rather than follow a script strictly, the activity transitions into a more dynamic form of simulation and role-play.
Simulation and Role -play has three advantages (Harmer, 2004)
* The students can be good fun and motivating
Hesitant students often express their opinions and behaviors more openly when they feel less personal responsibility for their statements This dynamic allows them to communicate more freely than they would if they were speaking solely for themselves.
Expanding the classroom to encompass the outside world enables students to engage with a broader spectrum of language compared to more task-focused activities.
The activities are used as information gap games (puzzles, draw/describe a painting, put /describe things in the right order, find the similarities and differences between two pictures, etc)
Engaging in collaborative activities encourages students to communicate effectively as they identify differences and similarities in their tasks These interactions enhance quick thinking and responsiveness, ultimately leading to improved performance Additionally, classroom groups can participate in competitive activities for rewards, fostering motivation Carrier (1980) highlights the advantages of incorporating games into learning, emphasizing their positive impact on student engagement and achievement.
1 Games add variety to the range of learning situations
2 Games can be used to change the pace of a lesson and so maintain motivation
3 Games can be used to punctuate long formal teaching units and renew students energy before returning to more formal learning
4 Games can give hidden practice of specific language points without students being aware of this
5 Games encourage students„ participation and can remove the inhibitions of those who feel intimidated by formal classroom situations
Speaking
Speaking skill, as defined by linguistics, is a vital form of communication and one of the key practical skills It is a productive oral skill that goes beyond mere word pronunciation This complex skill entails an interactive process of meaning construction, which involves the production, reception, and processing of information.
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information It is characterized by spontaneity, open-endedness, and evolution, yet it retains a degree of predictability.
Speaking is a fundamental human behavior often overlooked unless it becomes noticeably atypical, such as in cases of speech pathology or exceptional eloquence We tend to ignore the complex interplay of physical, mental, psychological, social, and cultural factors that contribute to effective communication This complexity is further highlighted when individuals successfully speak in a second or foreign language, showcasing the impressive nature of this skill.
Brown and Yule (1983) highlight that spoken language is characterized by short, fragmented utterances and varied pronunciation Speaking is a crucial skill that warrants the same level of focus as literacy in both first and second languages, as learners must communicate confidently for essential transactions (Bygate, 1991) Additionally, speaking encompasses two primary forms of conversation: dialogue and monologue.
According to Brown and Yule (1983), delivering an uninterrupted oral presentation, or monologue, differs significantly from engaging in interactive conversations for transactional and international purposes The challenge of extemporaneously discussing a topic in front of an audience highlights the necessity for careful learning and practice of speaking skills prior to making a presentation.
A comprehensive discussion of the nature of speaking is provided by Bygate
In order to effectively communicate in a foreign language, it is essential to possess micro-linguistic skills, which include understanding grammar, vocabulary, and sentence structure However, as Bygate emphasizes, these motor perceptive skills alone are not enough; speakers must also adapt their sentences to various contexts This leads to the necessity of interaction skills, which combine knowledge and motor-perception abilities to determine what to say and how to convey it while preserving relationships with others.
2.3.2 The role of speaking in language learning and teaching
Speaking is a crucial language skill that distinguishes those who are proficient from those who are not According to Pattison (1992), when individuals refer to knowing or learning a language, they are primarily indicating their ability to speak it.
In social contexts, individuals who can speak are more likely to assume social roles than those who lack this skill, highlighting the importance of speaking alongside writing Speaking confidently is essential for learners to engage in basic transactions, and Nunan emphasizes that proficiency in a second language is closely tied to speaking ability Hedge points out that recent educational materials recognize the significance of speaking, stating that learners must develop grammar, vocabulary, functional language, and communicative skills simultaneously Competent speaking is crucial for establishing and maintaining relationships, negotiating, and influencing others, as it often shapes first impressions.
The development of speaking skills is crucial in language teaching, as evidenced by the differing approaches to instruction A notable contrast exists between modern perspectives on speaking and those of traditional methods like grammar-translation and audio-lingual approaches, which often prioritize accuracy over practical communication According to Mackey, effective oral expression requires not only correct sounds and patterns but also appropriate word choice and inflections to convey meaning This focus on form led to accuracy-oriented practices, such as oral drills and model dialogues, which resulted in learners memorizing rules without the ability to apply them in real-life interactions Consequently, students often lacked opportunities to engage in purposeful communication, highlighting the distinction between theoretical knowledge of a language and the actual skill needed for effective communication.
2.3.3 Approaches to the teaching of speaking
2.3.3.1 Proficiency or the native speaker
Language teaching has two distinct goals: achieving native speaker proficiency and reaching a specific proficiency level According to Davies (1994), while a second language learner may attain proficiency that makes them indistinguishable from a native speaker, the objectives of language teaching can vary significantly between these two perspectives.
The concept of a native speaker may initially seem more tangible and straightforward compared to proficiency, which is an abstract idea that doesn't exist in nature Consequently, we must create a representation of proficiency to better understand and articulate it.
While the concept of a native speaker serves as a valuable model and inspiration in teaching speaking, it should not be the sole measure of success According to Davies (1994), the key to effective language teaching lies in understanding partial proficiency, where the native speaker represents an ideal construct and proficiency acts as the measurable standard.
Accuracy and fluency are essential components of effective communication According to Scrivener (2005), accuracy refers to speaking correctly without significant errors, making immediate teacher corrections beneficial during speaking activities In contrast, fluency involves speaking confidently and smoothly, often at the expense of making mistakes, where instant correction may disrupt the flow and purpose of the conversation Balancing these two elements is crucial for successful language learning and communication.
Accuracy in language teaching emphasizes the proper use of vocabulary, grammar, and pronunciation During controlled and guided activities, the focus is on accuracy, with teachers providing feedback to highlight its importance Continuous correction is typically necessary in these accuracy-focused activities In contrast, during freer activities, the goal shifts to encouraging students to use the language correctly while effectively communicating.
Fluency refers to the ability to communicate spontaneously and maintain a conversation, allowing students to convey their message using their available resources and skills, even if they make grammatical errors During fluency activities, it is generally advisable not to correct students, as this can hinder their confidence and flow Instead, providing positive feedback on their strategies after the activity is essential for enhancing their overall fluency.
Byrne (1991, p 22-31) distinguishes three following phases to develop learners' oral ability:
METHODOLOGY
An overview of the research site
Hong Lam Upper Secondary School, located in the heart of Hong Linh town in Ha Tinh province, was established in 2003 and serves a rural and mountainous community The school comprises 16 classes and employs over 50 teachers across various subjects English is a compulsory subject at the school, taught by a dedicated team of five English teachers.
Currently, there are around 700 students in grades 10 to 12, primarily hailing from villages within the district, as well as from Duc Tho, Can Loc, and Nghi Xuan.
The teaching of English, particularly speaking skills, faces significant challenges, as few students show genuine interest in learning the language, evident in the low number of those taking university entrance exams in English Classroom interactions predominantly occur in Vietnamese, even during English lessons, which hinders students' ability to practice speaking As students progress to higher grades, their reluctance to speak English increases, leading to poor comprehension and limited responses in the language Peer pressure discourages both students and teachers from speaking English outside the classroom, creating an environment where using English is viewed as unusual Additionally, the absence of native English speakers as supervisors limits opportunities for practical language use, and school rules further restrict the organization of communicative activities that could encourage speaking.
In our school, the use of English is primarily limited to the structured environment of the classroom, where it is taught within the confines of school regulations and during English language classes.
Participants
The study's first group comprises 104 randomly selected 12th-grade students from Hong Lam Upper Secondary School in Ha Tinh province, divided into three classes: 12A3 with 35 students, 12A4 with 35 students, and 12A6 with 34 students These students have been learning English for nearly six years, although some began their studies in primary school while others did not.
Table 3.1 Summary of selected students
Gender Average years of learning English
The other group has three teachers aged from 34 to 37 They have been teaching English at school for at least 4 years.
Methods of data collection
This study utilized two data collection instruments: an interview schedule for qualitative insights and questionnaires for quantitative data, as suggested by Mackey & Gass (2005) for a comprehensive understanding of second language acquisition The questionnaires aimed to gather and analyze the perspectives of both teachers and students regarding the importance of communicative activities in teaching speaking skills to 12th grade students at Hong Lam UPSS This method was chosen for its ability to capture a wide range of viewpoints and attitudes from a large participant pool, while interviews, although effective for in-depth data, are not feasible for extensive subjects Therefore, the questionnaire was preferred to collect diverse opinions from numerous student participants.
In sum, the researcher chose survey questionnaire as an effective method of data collecting in the thesis
3.3.1.1 The design of the questionnaire
Survey questionnaire was designed in both Vietnamese and English so that it enabled everyone to understand and assess The survey questionnaire included two sections:
In this section, students were supposed to do their tasks by answering their gender: male or female
Section 2: Main questions were asked to allow people know the information related to the study with specific instructions
* The students‟ interest in speaking tasks
* Students‟ evaluation of the effectiveness of speaking tasks at school
* Students‟ desire for several types of speaking tasks
3.3.2.2 Justification for two data collection instruments
A questionnaire was developed as the most practical tool to investigate the communicative activities of 12th-grade students at Hong Lam UPSS, effectively addressing the first research question This survey is efficient to administer, requiring only 10 minutes per student and just 2 minutes for grading the responses.
The interview schedule was designed for semi-structured interviews, chosen for three key strengths Firstly, this format empowers interviewees, enabling them to maintain focus on the main issue more effectively than in unstructured interviews Secondly, it offers greater flexibility compared to structured interviews or questionnaires Lastly, semi-structured interviews provide valuable insights into the lives of others, enhancing the depth of the research.
The data collection process was carried out in 2 phases, namely preparations for questionnaire administration, administering the questionnaire
Phase 1: Preparations for questionnaire administration
After completing the design of the final survey questionnaires, the researcher prepared for their official administration As highlighted by Dornyei (2003), effective questionnaire design and thorough preparation for the administration process are crucial for achieving successful research outcomes.
To enhance participation and engagement among study participants, the researcher met with informants one week prior to the official study date During this meeting, the researcher provided the survey questionnaire and informed them about the study's purpose, the nature of the upcoming questionnaire, and the specific time for its administration.
Prior to administering the test, the researcher engaged with respondents and distributed 104 survey questionnaires to each class during break time, enhancing the likelihood of higher response rates compared to mail distribution.
To enhance effectiveness, I provided a clear explanation of the survey format, length, and instructions, ensuring students could complete the questionnaire accurately I assured them that all their questions would be addressed to eliminate any confusion regarding the survey items Additionally, I highlighted the importance of confidentiality and underscored the significance of the survey results.
3.3.3 Methods and procedures of data analysis
The data collected was organized according to the three research questions, with the questionnaire results addressing the first question and the interview data providing insights for the remaining two questions.
The collected data was analyzed and categorized to provide approximate answers to three research questions Specifically, the survey questionnaire data aimed to address these questions, while insights from student writing assignments helped to clarify and enhance the findings from the survey.
Descriptive statistics method was used to process the data got from the survey questionnaire
Only about 15% of the target population was selected for the study, but these students were carefully chosen based on two key principles to guarantee the representativeness and validity of the research results.
The sampling procedure utilized was "stratified random sampling," a method designed to prevent distortions caused by the under- or over-representation of specific ethnic groups in the final sample (De Vau, 2002).
The researcher selected 10 students for face-to-face interviews based on their test scores, a small sample size compared to the 104 survey questionnaires collected, representing approximately 10% This limited number of interviews was primarily due to time constraints in the data collection process.
During the Foreign Language Group meeting, the researcher engaged directly with the teachers and conducted interviews that lasted fifteen minutes Following the completion of the interviews, the researcher expressed gratitude to the participants for their assistance and assured them that the study results would be shared via email or the addresses provided in the survey.
Summary
The third chapter details the research site, highlighting that English learning is mandatory, with students primarily concentrating on grammar and vocabulary It also covers the study subjects and data collection methods The upcoming chapter will focus on data analysis and discussion.