INTRODUCTION
AIMS AND OBJECTIVES OF THE STUDY
This study aims to identify the challenges faced in teaching and learning English speaking skills in Vietnamese high schools, highlighting the difficulties encountered by both teachers and students It seeks to uncover the underlying reasons for these issues and offers practical solutions to enhance the quality of English listening instruction, ultimately motivating students to engage more effectively in listening lessons.
METHODS OF THE STUDY
The author employed a quantitative approach to conduct a survey and outline the data collection process aimed at answering the research questions Following this, data was gathered and analyzed, focusing on numerical findings Additionally, a qualitative approach was utilized to provide insightful recommendations for teachers and 11th graders at Quynh Luu 1 High School.
SCOPE OF THE STUDY
The author aims to address the primary challenges faced in speaking lessons and propose effective solutions for improvement A survey conducted at Quynh Luu 1 High School among 11th graders highlights these difficulties and potential strategies to enhance speaking skills.
FORMAT OF THE STUDY
Apart from Acknowledgements, Abstract, Table of Contents, List of tables and figures, Abbreviation, this study consists of 5 main chapters: The first chapter
The article is structured into several key sections: the "Introduction" outlines the rationale, aims, objectives, scope, methods, and design of the study; the second chapter provides a literature review and theoretical background; the third chapter details the methods and procedures, including the aims of the survey, research methodology, instruments, data collection, and analysis; the fourth chapter discusses the findings, offering interpretations and insights from the research; and the fifth chapter, "CONCLUSION," summarizes the study's implications and suggests areas for further research The article concludes with a comprehensive list of references and appendices, which include the questionnaire used in the study.
LITERATUTE REVIEW AND THEORETICAL BACKGROUND
COMMUNICATIVE LANGUAGE TEACHING APPROACH
2.1.1 Characteristics of Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) is a widely adopted approach in language education, emerging from shifts in the British language teaching tradition since the late 1960s This method aims to enhance communicative competence and develop the four essential language skills CLT is grounded in a diverse theoretical framework, emphasizing that language serves as a system for expressing meaning and facilitating interaction Its core principles highlight that the primary function of language is communication and that its structure is shaped by its practical and communicative applications.
Communicative Language Teaching (CLT) is best understood as an approach rather than a strict method, encompassing a range of principles that embody a communicative perspective on language learning This flexibility allows CLT to support various classroom procedures effectively.
These principles include (cited in Diane Larsen- freeman) :
Whenever possible, “ authentic language” – language as it is used in a real context – should be introduced
Being able to figure out the speaker’s or writer’s intentions is part of being communicatively competent
The target language is a vehicle for classroom communication, not just the
A single function can manifest in various linguistic forms, highlighting the course's emphasis on authentic language use By presenting diverse linguistic expressions together, the focus shifts to the communication process rather than solely on mastering language structures.
Students should work with language at the discourse or suprasentential level They must learn about cohension and coherence, those properties of language which bind the sentences together
Games are important because they have certain features in common with real communicative events
Students should be given an opportunity to express their ideas and opinions
Errors are a natural part of developing communication skills, and during fluency-focused activities, teachers often refrain from immediate correction Instead, they make a note of the mistakes to address them later, allowing students to build confidence in their speaking abilities.
One of the teacher’s major responsibilities is to establish situations likely to promote communication
Communicative interaction encourages cooperative relationships among students It gives students an opportunity to work on negotiating meaning
The social context of the communicative event is essential in giving meaning to the utterances
Learning to use language forms appropriately is an important part of communicative competence
The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities
In communicating, a speaker has a choice not only about what to say, but also how to say it
The grammar and vocabulary that the students learn follow from the function, situation context and the roles of the interlocutors
Students should be given opportunities to listen to language as it is used in authentic communication They may be coached on strategies for how to improve their comprehension [ 12]
2.1.3 The role of teacher, students, instructional materials in CLT a Teacher roles
In language teaching and learning, teachers and students play crucial roles, with teachers significantly influencing the process due to students' varying ages, characteristics, and levels of English proficiency According to Breen and Candlin, teachers primarily serve two functions: facilitating communication among classroom participants and engaging as independent participants in the learning environment Furthermore, teachers can also take on roles as researchers and learners, contributing valuable knowledge, experience, and organizational skills to enhance the educational experience.
Teachers in Communicative Language Teaching (CLT) take on various roles, including analyst, counselor, and group process manager, to effectively address learners' language needs As counselors, they must be skilled communicators who facilitate understanding through techniques like paraphrasing, confirmation, and feedback Additionally, CLT emphasizes the importance of less teacher-centered classroom management, placing the onus on teachers to create an environment conducive to communication and interactive activities.
In Communicative Language Teaching (CLT), the focus shifts from mastering language forms to engaging in effective communication, resulting in distinct learner roles compared to traditional second language classrooms According to Breen and Candlin, this approach redefines the learner's role, emphasizing active participation and interaction in the language learning process.
The learner acts as a negotiator, balancing personal goals, the learning process, and educational objectives, while also engaging as a joint negotiator within group dynamics and classroom activities This interaction emphasizes that learners should contribute equally to what they receive, fostering an interdependent learning environment.
Learners today take on the roles of negotiators, interactors, communicators, and responsible managers of their own education, marking a significant shift from traditional learning methods Modern teaching emphasizes self-directed learning and effective communication of knowledge These objectives are central to teachers employing Communicative Language Teaching (CLT) strategies, highlighting the importance of instructional materials in facilitating this approach.
Communicative Language Teaching (CLT) utilizes diverse materials to enhance classroom interaction and language use Practitioners believe that these materials play a crucial role in fostering effective communication skills This article will explore three main types of materials used in CLT: text-based, task-based, and realia, each contributing to the promotion of communicative language proficiency.
To enhance Communicative Language Teaching (CLT) classes, a diverse range of engaging activities such as games, role plays, simulations, and task-based communication exercises have been developed These resources include unique items like exercise handbooks, cue cards, activity cards, and materials for pair communication practice, as well as student interaction booklets, all designed to facilitate effective language learning.
Proponents of Communicative Language Teaching (CLT) emphasize the importance of using authentic materials in the classroom, which include real-life language-based resources like signs, magazines, advertisements, and newspapers Additionally, graphic and visual sources such as maps, pictures, symbols, graphs, and charts can enhance communicative activities Various objects, such as a plastic model for assembly tasks, can also be utilized to support effective communicative exercises.
OVERVIEW OF SPEAKING SKILL
Speaking skills are crucial in second language acquisition, serving as a productive language skill within psycholinguistics and involving complex mental processes Defined as "the process of building and sharing meaning through verbal and non-verbal symbols in various contexts" (Chaney, 1998), speaking plays a vital role in effective communication However, for many years, the teaching of speaking has been overlooked, with English language educators often resorting to repetitive drills and memorization of dialogues rather than fostering genuine conversational skills.
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce,
The form and meaning of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical setting, and the intended purpose of communication While speech is often spontaneous and evolving, it can also follow recognizable patterns in specific discourse situations, such as declining invitations or requesting time off from work.
Many students view speaking skills as the primary indicator of language proficiency Effective speaking goes beyond mere linguistic competence, which includes grammar, pronunciation, and vocabulary; it also necessitates sociolinguistic competence, which involves understanding the context, purpose, and appropriate usage of language in different situations.
Generally, students need to recognize that speaking involves three areas of knowledge (Burnkart, 1998):
- Mechanics ( pronunciation, grammar and vocabulary): the right words are used in the right order with the correct pronunciation
- Functions: (transaction and interaction): when clarity of message is essential (transaction/ information exchange) and when precise understanding is not required (interaction/ relationship building)
Social and cultural norms significantly influence communication dynamics, including turn-taking, speech rate, pause length, and the roles of participants Understanding who is speaking, to whom, the context of the conversation, the topic being discussed, and the underlying purpose is essential for effective interaction.
Finally, Speaking, as a productive skill, is very complex requiring the simultaneous use of a number of different abilities, which often develop at different rates
Speaking is a productive skill that encompasses language production and involves a two-way interaction between speakers and listeners, emphasizing the importance of understanding in effective communication.
In certain situations, one individual may dominate the conversation, such as during lectures or instructional sessions, where the speaker maintains the flow of information However, in typical conversations, roles frequently shift between the speaker and listener, making it essential for effective communication In this context, speaking is closely linked to listening, highlighting its role as an integrated skill.
2.2.3 The importance of speaking skill in the classroom
Speaking and writing are essential productive skills in English learning, with speaking being particularly crucial for effective language acquisition It serves as a bridge to enhance other skills, enabling learners to improve their reading, listening, and writing abilities Ultimately, speaking stands out as the most effective means of communication.
Teaching speaking in the classroom is essential for two main reasons Firstly, it serves as a significant source of motivation for students According to Nun an (1991), "success is measured in terms of the ability to carry out a conversation in the (target) language," highlighting the importance of speaking skills for learners.
Effective communication in English is crucial for learners, as those who struggle with speaking often feel demotivated and lose interest in their studies Properly organized speaking activities in English classes can enhance enjoyment and boost motivation, leading to improvements in other language skills Additionally, speaking is essential for everyday communication and is regarded as a vital survival skill Therefore, developing speaking skills is fundamental in the process of learning and teaching foreign languages.
2.2.4 Types of classroom speaking performance
According to Brown (1994), there are six categories relating of oral production:
- Imitative: which accounts for very small portion of speaking time in the speaking time when learners are practicing an intonation contour trying to pinpoint a certain vowel sound, etc
- Intensive: includes any speaking performance that is designed to practice some phonological or grammar aspect of language
- Responsive: is short replies to teacher or student initiated questions or comments These replies are usually sufficient and do not extend into dialogue
Transactional dialogue focuses on exchanging specific information and often includes conversations that may carry a negative tone This type of communication is commonly found in group work activities, where the emphasis is on conveying messages effectively.
Interpersonal dialogue focuses more on nurturing social relationships than on simply conveying facts and information For language learners, these conversations can be challenging due to their use of casual registers, colloquial expressions, emotionally charged language, and slang.
At intermediate and advanced levels, students are required to deliver extended monologues, such as oral reports, summaries, or brief speeches, which necessitate a more formal and deliberative register.
Effective language use aims for natural communication, enabling the transfer of genuine information through speech Forsethet et al (1996) categorize principles into two groups: one for Beginning Levels and another for Intermediate and Advanced Levels.
Limit the objectives to avoid making students confused
Teachers should offer students ample structured practice to facilitate basic interaction, which helps alleviate anxiety and promotes speaking Once students gain confidence through this structured approach, they can transition to more free-form expression.
Mix the speaking activities with comprehension work
Encouraging students to listen to the teacher or their peers before speaking enhances the natural flow of their speech This approach not only promotes more authentic communication but also strengthens the connection between speaking and listening, ultimately improving comprehension skills.
Provide activities which involve dialogue and functional use of the language
METHOD AND PROCEDURE
SURVEY ON LEARNING ENGLISH SPEAKING SKILL AT QUYNHLUU 1
Speaking skills are often considered the most challenging among the four language skills, leading many students, especially in Vietnamese high schools, to struggle with learning it This difficulty is not only faced by students but also by teachers, creating a common issue in the educational system The primary objective of this survey is to assess students' attitudes and abilities regarding speaking skills, as well as to identify the key challenges they encounter Additionally, the survey aims to provide effective suggestions and solutions to enhance student motivation and engagement in speaking lessons based on the findings.
A study conducted at Quynh Luu 1 High School involved a sample of 132 students selected from a total of 600, specifically from classes 11A1, 11A3, and 11A4 The gender distribution revealed that boys comprised 51% of the student population, with both genders originating from Quynh Luu district, primarily from rural areas.
Before selecting the students for the survey, the author conducted thorough research All participants began learning English in grade 6, ensuring they possessed an average level of proficiency suitable for this study.
The survey seeks the answers to three questions below:
1 What are the teachers’ and students’ attitudes towards the teaching and learning of speaking?
2 What difficulties do the teachers and students have when dealing with a
3 What are the techniques suggested to help the 11 th form students at Quynh Luu
1 High School improve their speaking comprehension?
The main instruments to find the answers to the research question include questionnaires and class observation
The time for data collection lasted during two months of February and March in the second semester of the school year 2013-2014
During 7 weeks of the first period, the author observed the teachers’ performance in 3 classes The author recorded detailed notes in the classroom, the activities between teacher and students, and then the conclusions were drawn out
In the final week of practice, students from classes 11A1, 11A3, and 11A4 received a questionnaire designed to be completed individually within 10 minutes Prior to distribution, clear instructions were provided to ensure understanding The questions were systematically organized to guide respondents through the study's themes, reflecting the author's insights and expertise.
REAL SITUATION OF LEARNING AND TEACHING ENGLISH SPEAKING
Quynh Luu 1 High School, established in 1961 in Nghe An province's Quynh Luu district, is known for its modern facilities and serves as a conducive environment for teaching and learning However, despite its resources, the quality of English education is lacking, as both teachers and students fail to effectively utilize the available equipment Many teachers struggle with engaging teaching methods, which hinders student motivation Consequently, students, except for those in a few focused classes such as Math, Literature, and English, face significant challenges in developing essential skills, particularly in speaking.
Many students find speaking to be the most challenging skill to master, with numerous individuals struggling to participate in speaking lessons due to shyness This issue is often overlooked by both teachers and students, highlighting the need for greater emphasis on developing speaking skills in educational settings.
In fact, some teachers teach this skill carelessly, they just let students repeat the model text or dialogue without checking their understanding.
Preliminary results and data analysis
3.3.1 Students’ motivation in learning English speaking skill through the interview
The following pie chart presents the percentages of students who are interested in learning English
Table 1 Students’ interest in learning English
Question Answers Number of students Percentage (%)
Figure 1: Chart showing students’ interest in learning English
The chart reveals that only 68.7% of students in the English classes express an interest in learning the language, while a significant 31.8% show no interest at all This lack of enthusiasm may be a key factor contributing to their limited focus on the subject.
Table 2: Students’ attitude toward learning English speaking skill
Very much Not very much Not at all
Figure 2: Chart showing Students’ attitude toward learning English speaking skill
From this result, we can see clearly that about 68% students expressed that English speaking skill was very important of all four Basic English skills Only 14
% students expressed that speaking English was not very important for them However, it is very surprised that 18% students supposed speaking English was not important at all
Table 3: The students’ reasons for learning English speaking skill
Question 3 Reasons Number of students Percentage
A To get a good job in the future 100/132 76 %
B To travel or study abroad 60/132 45 %
To read books, watch TV program, listen to music … in English or to communicate with foreigners
E To get good marks in the exam 40/132 30 %
F To understand the people, culture of
Table 3 illustrates that students have various motivations for learning English, with the primary goal being to secure a good job in the future Additional reasons include the desire to travel, communicate effectively, and comprehend English-related content Mastery of speaking skills is essential for all these purposes, highlighting the importance of this skill in every aspect of life.
For students, developing speaking skills is crucial yet challenging, influenced by various key factors This raises the question: how do students strive to enhance their speaking abilities? The following figure provides insights into this inquiry.
Table 4: Students’ time for practicing speaking skill
Question Answers Number of students Percentage (%)
1 hour More than 1hour Less than 1 hour
Figure 3: Chart showing Students’ time for practicing speaking skill
Table 4 reveals that 53% of students practice their speaking skills for less than one hour at home, primarily engaging in grammar exercises rather than speaking practice Many of these students lack partners for practice or feel insecure about speaking English at home, leading to a disinterest in improving their speaking skills This reluctance significantly contributes to their difficulties in speaking and hampers their progress in learning the language In contrast, only 22.7% of students dedicate more than one hour to speaking practice, while 26.5% spend exactly one hour on it.
Students' attitudes towards speaking exercises in the textbook vary, as indicated by a table summarizing their opinions Many students express a preference for these exercises, appreciating their role in enhancing speaking skills and boosting confidence However, some students find them challenging or unengaging, suggesting a need for more interactive and relatable content Overall, the feedback highlights the importance of incorporating diverse speaking activities to cater to different learning styles and interests.
Table 5: Students’ opinions about speaking exercises
Question Answers Number of students %
5 a too difficult 15 12 b difficult 48 37 c rather difficult 62 46 d not difficult at all 7 5
1 a too difficult b difficult c rather difficult d not difficult at all
Figure 4: Chart showing Students’ opinions about speaking exercises
The data indicates that 12% of students find some speaking exercises in textbooks too difficult, while 37% believe all exercises are challenging Notably, 46% of students consider speaking exercises to be quite difficult, with only 5% reporting no difficulties at all These findings reflect the varying levels of learning abilities among students.
3.3.2 Main Reasons for the Difficulties in Learning Speaking Skill
Many challenges in the teaching and learning process stem from both teachers and students A significant issue is that students often neglect speaking skills, focusing instead on grammar and vocabulary due to the lingering influence of traditional teaching methods This lack of emphasis on communication leads to students feeling unprepared and hesitant to participate in speaking activities, resulting in low confidence and anxiety about public speaking Moreover, teachers frequently overlook the importance of engaging topics and varied speaking activities, relying heavily on textbook lessons that can bore students and diminish their interest in learning The repetitive nature of these activities contributes to a lack of motivation, especially in large classes of around 45 students, where teachers struggle to provide individual attention Consequently, when students feel neglected, their motivation to engage in speaking practice declines.
One major challenge students face in language learning is the limited opportunities to engage in conversation with native speakers, as they primarily interact with peers and teachers This lack of real-life speaking practice makes it harder for them to become comfortable communicating with native speakers Additionally, the physical classroom environment is often not conducive to effective language learning, as the arrangement of desks and available space can hinder collaborative activities like pair or group work.
3.3.3 Students’ motivation on the topics of the textbook of grade 11
To clarify the students’ attitude to the speaking topics in the textbook, the author decided to include 1 question on this matter
Table 6: Students’ motivation on the topics of the textbooks
Question6 Topics Number of students
16 The Wonders of The World 15 39 78
Students expressed a strong interest in entertainment-related topics such as parties, celebrations, and hobbies, finding it easier to share experiences and opinions on these subjects Additionally, male students showed a particular enthusiasm for sports topics, including the Asian Games and the Wonders of the World, due to their existing knowledge and confidence in discussing these areas Conversely, they struggled with topics like illiteracy, volunteer work, and the post office, as they lacked engaging information and sufficient vocabulary to effectively engage in these discussions.
The author observed that engaging topics significantly enhance student performance, leading to increased interest and active participation during lessons In these dynamic speaking classes, students eagerly shared their opinions and passionately defended their ideas, resulting in greater success compared to other sessions Consequently, the choice of speaking topics played a crucial role, accounting for over 50% of the overall effectiveness in these classes.
To enhance speaking skills in the classroom, it is essential to provide students with topics that pique their interest, as this boosts motivation and encourages meaningful engagement Teachers should actively seek students' input on preferred subjects For instance, when discussing "Music," educators can present various sub-topics, such as famous singers or songs, allowing students to select what resonates with them most This choice fosters eagerness to participate in speaking activities, highlighting the significant role that relevant speaking topics play in creating a successful speaking class.
3.3.4 Activities used by the teachers to motivate students
In speaking lessons, teachers often engage students through various activities, including role play, discussions, interviews, storytelling, games, picture descriptions, drama, and free talk These interactive methods significantly enhance students' interest and participation in the learning process.
Table 7: Students’ interest in teachers’ activities
Question 7: Activities Number of students/ Percentage
The most favored activity among students was games, with an impressive 95.45% expressing a strong preference for this engaging method used by their teacher The games included a variety of fun options such as crossword puzzles, guessing games, lucky number, and hangman After two months of observation, it became evident that participating in these games not only brought joy but also boosted students' confidence and enthusiasm for learning.
Group work skills can be significantly enhanced through participation in games, with only 4.55% of students expressing a dislike for them The dislike often stems from challenges faced by weaker students, such as overly difficult games or unclear instructions from teachers In contrast, 73.48% of students enjoyed discussion activities, appreciating the opportunity to share ideas and build confidence before presenting Additionally, activities like drama (63.63%), storytelling (68.18%), and role play (45.45%) were well-received, motivating students to engage actively As a result, students became more self-confident, and the classroom environment became increasingly dynamic and interesting.
Many students expressed a strong dislike for interview and free talk activities, with 69.7% finding interviews particularly confusing for asking and answering questions Although interviews are commonly used in communicative classrooms to encourage natural language use, students struggled to engage in them effectively To maximize the benefits of this activity, teachers should tailor it to the students' proficiency levels Similarly, free talk was challenging for students, with only 36.36% enjoying it; 63.64% reported feelings of shyness and difficulty in expressing their ideas, leading to a lack of engagement.
SUMMARY
This chapter offers an overview of the current state of students' speaking skills in English It includes preliminary observations regarding speaking exercises found in high school English textbooks, particularly those for grade [insert grade] Prior to conducting the survey, these insights aim to highlight the effectiveness of the speaking activities provided in the curriculum.
The chapter outlines key challenges in developing speaking skills and explores the underlying reasons for these difficulties It also presents findings from a survey conducted on the teaching and learning of English speaking skills at Quynh Luu 1 High School.
SUGGESTED ACTIVITIES TO MOTIVATE THE 11 TH
INTRODUCTION
Improving speaking lessons in Vietnamese schools remains a significant challenge for both teachers and students, often resulting in low proficiency levels Many students struggle to express themselves verbally, leading to frustration and a lack of motivation to engage with speaking skills To address these issues, it is essential to implement effective strategies that enhance the quality of teaching and learning Increasing student motivation and interest in speaking activities can provide a pathway to better outcomes This article explores various solutions and activities aimed at fostering speaking skills among students.
SUGGESTED SOLUTIONS
To enhance the quality of teaching and learning speaking skills, it is essential for teachers to change their attitudes and methods, as they often underestimate their students' ability to understand English during speaking lessons One effective solution is for teachers to consistently speak English in the classroom, creating an immersive environment that encourages students to practice and develop a habit of speaking the language Appointing a group member as a monitor can help ensure that participants use the target language and provide feedback to the teacher on their progress Ultimately, the most effective approach to keeping students engaged in speaking English is for teachers to actively participate and model language use, reinforcing the importance of consistent practice.
Teachers should emphasize the importance of speaking English in class and engage students in discussions about their reluctance to do so By addressing these concerns, educators can provide the necessary language skills for specific activities, ensuring students have the foundational vocabulary required for comprehension Practicing examples beforehand fosters more natural conversations among peers Additionally, having students repeat instructions to the class reinforces understanding of task requirements, ensuring that everyone knows what is expected of them.
The author emphasizes the importance of student success in speaking lessons, highlighting the need for effective feedback strategies Teachers should avoid correcting every mistake during speaking activities, allowing students to express themselves freely without the fear of constant correction This approach aligns with a key principle of teaching speaking: minimizing the focus on mistakes By fostering a supportive environment, teachers encourage students to prioritize meaning and communication over grammatical accuracy, ultimately boosting their confidence and willingness to engage in conversation Excessive correction can undermine student confidence and hinder their speaking development.
Teachers play a crucial role in providing feedback on students' errors to foster language fluency and confidence To create a supportive learning environment, educators should view mistakes as a natural part of language acquisition Effective correction strategies include compiling a list of common errors during activities and addressing them afterward When correcting, it's important to use positive language, such as asking guiding questions like, "Are you sure that’s correct?" instead of outright dismissing answers Additionally, teachers should encourage students to self-correct when they are likely to know the answer, but if a student is clearly struggling, the teacher should provide an explanation to avoid embarrassment.
Effective communication is the primary goal of language learning, so when a student successfully conveys a message, prioritize responding to the content over correcting errors While it's important not to interrupt the flow of communication for corrections, teachers should take note of errors to address later Anticipating common mistakes during new language instruction allows teachers to proactively discuss these errors Additionally, providing encouragement and praise, such as saying “well done!” or “you did really well during that activity,” fosters a positive learning environment Encouraging peer support and discouraging negative behaviors, like laughing at classmates, is crucial, as such actions can lead to shyness and reluctance to participate in class.
Utilizing group work and having students collaborate on examples in front of the class effectively encourages English speaking in the classroom This approach not only increases the volume of student interactions within a limited timeframe but also helps reduce the anxiety of those hesitant to speak publicly Forseth et al (1996) emphasize that for intermediate and advanced learners, pairing students or organizing small groups is essential In these settings, students take center stage rather than the teacher, as seen in traditional methods like Grammar Translation or Audio Lingual This shift boosts student speech and alleviates nervousness Furthermore, discussing topics with peers allows students to exchange opinions and experiences, enhancing their understanding and confidence to speak in front of the entire class.
To enhance speaking skills among Vietnamese students, it is crucial to incorporate more speaking assessments in English exams at secondary and high school levels, including final and entrance exams Currently, the lack of speaking questions in these tests leads to diminished student interest in developing their speaking abilities By implementing speaking tests, schools and universities can significantly motivate students to improve their English speaking skills.
Teachers should foster a supportive learning environment by introducing engaging activities and diverse speaking topics, as recent surveys indicate that interesting activities significantly motivate students to participate in speaking classes Traditional speaking tasks in textbooks often fail to meet students' needs for enhancing their speaking skills, highlighting the necessity for varied practice opportunities Many textbook activities do not accurately assess students' understanding due to their reliance on reference materials Therefore, incorporating more interactive exercises can help students focus on developing their speaking abilities Studies show that students enjoy games and discussions, suggesting that teachers should integrate these elements into lessons While implementing this approach may pose challenges, such as time constraints due to curriculum demands, effective time management can allow for additional speaking practice Furthermore, it is crucial for teachers to consider the varying speaking levels of students to assign appropriate tasks that cultivate good speaking habits and improve their learning process.
Ultimately, the effectiveness of a teacher's efforts hinges on students' willingness to engage in self-directed learning Therefore, students should prioritize improving their English speaking skills, as this subject plays a crucial role in shaping their future opportunities.
“Practice makes perfect” It means that we should invest time practicing speaking English more and more and we cannot become proficient if we do not have any practice.
SOME SUGGESTED KINDS OF SPEAKING ACTIVITIES TO MOTIVATE
To enhance motivation in English speaking lessons, the author suggests various engaging speaking activities for both teachers and students to implement in their teaching and learning processes.
4.3.1.Rearranging the Order of the Conversation
The goal of this activity is to help students achieve fluency in English and engage in real-life conversations To facilitate this, students will receive handouts containing a jumbled conversation and will work in pairs or small groups to reorder it correctly, using their knowledge and creativity After their discussions, a representative from each group will present their reordered conversation to the class This approach is effective and adaptable for students at all levels, allowing teachers to tailor the activity based on their understanding of each student's strengths and weaknesses.
For example: Here is the conservation which is in the wrong order:
Hannah: Good idea Are there any pizza in the fridge?
Oliver: Ah There is a problem
Hannah: What have we got?
Oliver: No, there are not
Hannah: Let’s have some lunch
Oliver: There is some cheese And there is some ham
Hannah: Is there any butter?
Oliver: We have not got any bread
Hannah: Ok Let’s have ham and cheese sandwiches
Based on the collected data and the author's personal experience, several engaging activities are recommended to enhance students' English speaking fluency.
In an engaging classroom activity, the teacher divides students into two groups, creatively named "The Word Wizards" and "The Puzzle Masters." Clear instructions are provided for a thrilling game where both teams answer a captivating question to determine who plays first Students can choose a number or color to guess a hidden word, earning a point for each correct answer The game continues until one group successfully identifies the key word or topic, ultimately declaring them the winner To enhance participation and excitement, the teacher offers a prize to the victorious team.
* Notice: - The key word should be short and the questions should be rather easy for students to answer
- Picture game : They are games in which the use of pictures plays a major part
Picture games, such as finding differences, identifying similarities, and describing images, serve as effective tools for teachers to introduce new lessons One engaging activity is "picture description," where students receive a single image to analyze and discuss in groups Each group is assigned a different picture, encouraging collaboration and dialogue After discussions, group leaders present their findings to the class, enhancing creativity, imagination, and public speaking skills among learners.
"Picture differences" is an engaging activity where students work in pairs, each possessing a distinct image The objective is for them to identify the differences between their pictures without revealing them to one another, fostering communication and critical thinking skills.
The "Don't Say Yes or No" game enhances questioning skills by encouraging students to recognize various question types, including tag questions Through this engaging activity, participants learn to formulate complete responses using phrases such as "of course," "of course not," "perhaps," "clearly," and "obviously."
The guessing game is an engaging activity where a group leader visits the teacher's desk to view specific words The leader then uses body language or drawing to describe these words to their group, who must guess them This fun and relaxing game is typically played at the beginning of a lesson, creating a joyful atmosphere and setting a positive tone for the new session (Refer to Unit 13: Hobbies, page 38.)
Role-plays engage students by requiring them to adopt specific identities, fostering free speaking practice and generating extensive dialogue, which effectively enhances pronunciation skills These activities simulate real-life situations students may encounter outside the classroom, making them enjoyable for many A survey indicates that half of high school students appreciate role-playing, while others with lower self-confidence or proficiency may feel bored or stressed To ensure successful role-plays, teachers should prepare thoroughly, set clear goals, use role cards, encourage brainstorming, maintain small group sizes, allow adequate preparation time, act as a supportive resource, accommodate varying skill levels, and follow up with both topical and linguistic discussions.
At the start of the lesson, teachers can incorporate engaging games that serve as a primary activity, allowing for an interactive learning experience These games, while time-consuming, can effectively be organized as tasks within the textbook to enhance student participation and comprehension.
In a unique exercise, students explore a hypothetical miracle store that stocks items based on demand Each student selects three desired items and seeks at least three fellow students who also want the same items By marking the names of these potential buyers, they demonstrate demand; if four students express interest in an item, the store owners will be convinced to stock it The ultimate goal is for students to successfully persuade the owners to stock all the items they have chosen.
Name of item Second buyer Third buyer Fourth buyer
6 More excitement in my life
This activity may initially pose challenges for students, but teachers can tailor it to match their skill levels For intermediate students, simple yes-no questions like "one?" or "six?" can be used to build confidence and excitement In contrast, advanced students can be encouraged to ask open-ended questions to gather information and engage in persuasive discussions to reach a consensus on purchases Additionally, teachers can enhance the experience by role-playing as the store owner.
This activity aims to foster natural and confident communication among high school students, allowing them to interact freely with their peers without teacher supervision It is particularly well-suited for this age group, as they are often active and eager to explore their identities.
In this engaging classroom activity, students circulate around the room to identify classmates who share similar traits, starting with the number of brothers They record each person's name and continue to find peers with matching favorite colors and other characteristics The objective is to accumulate the highest number of "matches," with the student achieving the most connections declared the winner.
Has the same number of sisters as you
Has the same number of brothers as you
Was born in the same month as you
Was born on the same day of the month as you
The teachers can organize this activity at the end of the lesson to stimulate them to speak English when they feel tired after a long lesson
In this engaging classroom activity, students are paired up and allowed to choose their partners freely, fostering a comfortable atmosphere They will engage in conversation to uncover unique commonalities that go beyond superficial traits, avoiding obvious connections such as being in the same class or having similar eye colors At the conclusion of the activity, each pair will share their discoveries with the entire class, promoting interaction and collaboration among students.
SUMMARY
In conclusion, this chapter presents effective solutions to address challenges in developing speaking skills and recommends engaging activities to enhance student motivation and interest Suggested activities include storytelling, finding commonalities, role-playing, and games, which can be tailored to various student levels and teaching objectives Additionally, the chapter provides sample exercises suitable for Grade 11 textbooks, ensuring adaptability to diverse learning environments.