Background
Since the early 1980s, Vietnam has implemented two distinct English syllabuses in high schools: the three-year syllabus covering grades 10 to 12 and the seven-year syllabus spanning grades 6 to 12.
Over the past two decades, the English syllabuses used in Vietnamese high schools have significantly impacted English teaching and learning Following Vietnam's accession to ASEAN on July 28, 1995, and the WTO on January 11, 2007, the country has faced both opportunities and challenges, particularly in human resource training Proficiency in foreign languages, especially English, has become essential for employees across various sectors Workers are now expected to possess not only technical knowledge and skills but also strong communicative competence in English However, the existing English syllabuses have shown weaknesses, particularly in linguistic knowledge and communicative skills such as listening, speaking, reading, and writing, in response to evolving social, economic, and technical demands for language learning.
Over the past decade, the Ministry of Education and Training (MOET) has developed new high school syllabuses, including English, to meet the demand for qualified human resources essential for economic growth Since the 2006-2007 school year, a communicative and learner-centered English curriculum has been implemented for grade 10, focusing on enhancing students' grammar, vocabulary, and pronunciation skills Despite encouraging active student participation in the learning process, achieving these educational goals requires more than just a revised syllabus; effective teaching methods, conducive learning environments, and engaged administration are also crucial Unfortunately, a disconnect often exists between the intentions of syllabus designers and actual classroom practices, as highlighted by teachers from HCMC University of Education, who noted a troubling trend towards passive teaching methods Reports from Sai Gon Giai Phong and Tuoi Tre newspapers in October 2006 indicated that this reliance on outdated textbooks and traditional teaching approaches has resulted in students being unable to speak English even after seven years of study.
As a high school teacher at Tran Hung Dao Senior High School in Binh Thuan province for over eight years, I have gained valuable insights through classroom observations, teaching workshops, and discussions with fellow English teachers regarding the new syllabus This experience has prompted me to investigate the communicative orientation of English classroom practices in high schools across Binh Thuan.
Statement of purpose
This research aims to explore the classroom practices associated with the implementation of the new syllabus, rather than evaluating the syllabus itself Data collected from classroom observations, tape coding, interviews with English teachers, and questionnaires administered to high school students provide insights into these practices.
This study examines the effectiveness of English classroom practices in senior high schools in Binh Thuan province, focusing on their alignment with the new syllabus's primary goal of fostering communicative competence among students.
Research questions
The grand tour question can help the study go:
Can the classroom practices of the new syllabus orientate students in Binh Thuan province towards communicative competence?
This study will explore several key sub-questions to ensure alignment with its primary objective Firstly, it will investigate the dynamics of a grade 10 English classroom in Binh Thuan province under the new English syllabus Secondly, it will assess how effectively the classroom implementation of this syllabus contributes to enhancing students' communicative competence Lastly, the study will gather insights from both teachers and students regarding their perceptions of the role of classroom processes in fostering communicative skills.
Significance of the study
Communicative competence is recognized as the primary objective in language education, yet there is limited research on the connection between classroom practices and the development of this competence, particularly in Binh Thuan, where its importance is often overlooked My teaching experience in Binh Thuan has highlighted that effective classroom practices are crucial for enhancing learners' communicative skills, alongside factors like syllabus and materials This study aims to investigate classroom practices and their effectiveness in promoting communicative orientation, providing valuable feedback for educators and material developers Additionally, the study acknowledges potential areas for future research that were not addressed due to constraints in time and resources.
Definition of terms
Classroom practice refers to the actual dynamics occurring within the classroom, encompassing various activities and the verbal interactions between teachers and students.
1.5.2 The Communicative Orientation of Language Teaching ( COLT):
The Communicative Orientation of Language Teaching, introduced by Nina Spada and Maria Frohlic in 1983 and 1995, emphasizes the impact of language teaching practices on students' communicative competence This framework includes an observational scheme designed to identify the communicative aspects of language instruction, grounded in theories of communicative language teaching and relevant research in both first and second language acquisition.
Assumption
The study was based on the following assumptions:
The sample population of high school students was representative of the majority of high school students of Binh Thuan province
The methods and procedures of data collection and analysis were reliable and appropriate to obtain information to answer the research questions and sub-questions
The respondents and informants provided honest and clear responses, demonstrating a solid understanding of the questionnaire items Consequently, the collected data is reliable and suitable for addressing the research questions and sub-questions effectively.
Limitations
The communicative aspect of ESL/EFL teaching focuses on coding and analyzing classroom interactions using the COLT instrument developed by Allen, Frohlich, and Spada (1984, 1985) This analysis evaluates the effectiveness of the new syllabus in enhancing students' communicative competence Based on these findings, general recommendations can be made to address any identified issues and improve teaching practices.
Delimitations
While the COLT instrument has been validated for assessing communicative orientation in foreign language classroom interactions, alternative evaluation tools are available The new syllabus has only been implemented for grade 10 over the past year, which means that classroom investigations for grades 11 and 12 are excluded, and outcomes related to student communication have not yet been evaluated Additionally, due to the study's limitations and data collection methods, generalizations and recommendations will specifically pertain to the application of the new syllabus within the English teaching and learning context in Binh Thuan Finally, although factors such as material design, administration, and the physical teaching environment are acknowledged, the primary focus remains on classroom practices, particularly the activities of teachers and learners.
Methodology
The research primarily employs a qualitative methodology, focusing on observation, description, and interviews to derive conclusions and recommendations Data collection involves conducting interviews with colleagues and students, as well as coding and decoding classroom observations using the COLT instrument To ensure a comprehensive analysis, quantitative techniques are applied to analyze the descriptive data related to the research questions.
To enhance the validity, reliability, and persuasiveness of the study's findings while minimizing bias, the research methodology will integrate both quantitative and qualitative methods.
LITERATURE REVIEW 2.1 Communicative Language Teaching approach (CLT)
The introduction and acceptance of Communicative Language Teaching
In the early 1980s, communicative language teaching gained prominence, especially in North America and Great Britain This period was marked by numerous professional meetings focused on creating curricula centered around communicative objectives, developing engaging communicative activities, and assessing communicative programs Consequently, nearly every applied linguistics book and ESL text published during this era prominently featured the term "communicative."
The theory of communicative competence, introduced by Hymes in 1970, significantly influenced second language (L2) teaching and learning It emphasizes that language knowledge extends beyond grammar rules (linguistic competence) to include understanding the rules of language use (communicative competence) This perspective has been widely embraced, leading to various theoretical and practical advancements in the field, including the development of models of communicative competence by scholars such as Canale.
In the early 1980s, significant advancements in language education emerged, notably through the development of communicative language teaching curricula (Breen and Candlin 1980; Yalden 1983) and notional-functional syllabuses (Wilkins 1976), which aimed to address the communicative needs of second language (L2) learners This period also saw the introduction of innovative classroom techniques and activities designed to promote realistic language use (Littlewood 1981), alongside proposals for a comprehensive methodology for communicative language teaching (Brumfit 1984; Widdowson 1978).
Despite its widespread acceptance, Communicative Language Teaching (CLT) has been interpreted differently across various contexts, leading to diverse implementation strategies in second language (L2) and foreign language classrooms Sandra J Savignon (1991) noted that multiple models and frameworks emerged, some emphasizing language form, while others focused on both form and meaning For instance, Allen (1993) highlighted this distinction, showcasing the varying approaches to CLT in educational settings.
‘experiential’ (meaning- based), ‘structural analytic’ (form-based) and
Functional analytic instruction emphasizes a balance between form and meaning based on learners' needs and program expectations Stern (1983) characterized Communicative Language Teaching (CLT) as a continuum from form-based to meaning-based instruction, while some critics, like Prabhu (1979), argued against incorporating form-based elements, viewing CLT solely as message-oriented Despite debates surrounding CLT, there was a consensus that traditional Foreign Language Teaching methods, which prioritized isolated grammar rules and rote memorization, were ineffective The general belief was that instruction fostering communication, diverse functions, and natural interactions would enhance learning outcomes However, empirical research supporting these claims was limited, and existing studies were often misinterpreted as endorsing only meaning-based instruction, despite evidence suggesting that a blend of both form and meaning is advantageous.
Recent developments in second language acquisition (SLA) research have shifted the focus from grammar to communication and meaning, supporting a more communicative approach to language learning Stephen Krashen, a key proponent of this approach, argued that second language (L2) learning should mirror first language (L1) acquisition He emphasized the importance of creating L2 classroom environments that provide 'comprehensible input' and encourage learners to concentrate on meaning rather than grammatical accuracy According to Krashen, this approach allows L2 learners to acquire their second language similarly to how L1 learners do, fostering a more natural learning experience.
Recent developments in Second Language Acquisition (SLA) research have bolstered the case for communicative approaches to second language (L2) teaching While Krashen emphasized the importance of input for effective L2 learning, other scholars highlighted the significance of interaction and output They argued that engaging in conversational interaction compels learners to negotiate meaning, which involves expressing their thoughts and clarifying intentions This process not only aids in communication but also facilitates the development of the language structures necessary to convey meaning (Hatch 1978, Pica 1987, Swain 1985) The key features influencing the development of the Communicative Language Teaching (CLT) approach are widely recognized and integrated into teaching practices.
The features of real communication
2.1.2.1 Morrow (1981) has pointed out that in order to engage in real communication participants must be able to deal with stretches of spontaneous language above the sentence level Since the ability to manipulate the formal features of language in isolation does not necessarily imply the larger ability to be communicatively competent, a communicative teaching approach will need to provide students with the opportunity to engage in extended discourse in a real context
2.1.2.2 Johnson (1979) and Morrow (1981) have proposed that one of the major purposes of communication is to bridge an information gap If the speaker and hearer are both in possession of the same information prior to beginning their communication, communication cannot, technically, be said to take place Therefore, a communicative methodology will need to create situations in which students share information not previously known by all participants in the communication
2.1.2.3 Morrow (1981) has observed that real communication always allows speakers choices to decide not only what they will say but also how they will say it In similar fashion, since there is always uncertainty about what a speaker will say, the hearer remains in doubt and must maintain a state of readiness (Johnson 1979, Morrow 1981) A communicative methodology, therefore, will need to provide learners with opportunities to engage in unrehearsed communication and thereby experience doubt and uncertainty, and learn to make appropriate content and linguistic choices accordingly 2.1.2.4 Morrow (1981) has noted that most participants in real communication keep a goal in mind while they are speaking That goal is usually the successful completion of some kind of real task What speakers decide to say to each other and how they evaluate what is said to them are both determined by that goal That is, what one speaker says to a second speaker is shaped not only by what the second speaker has just said, but also by what the first speaker wants to get out of the conversation (also see Johnson 1979) A communicative methodology, therefore, will need to provide learners with opportunities to negotiate conversations on topics which are goal-oriented and in which the learners have a vested interest 2.1.2.5 Johnson (1979) has suggested that real communication requires that both the speaker and hearer attend to many factors quickly and at the same time A communicative methodology, therefore, will need to provide students with opportunities to engage in extended discourse on real topics, using real language and, most importantly, in real time Johnson (1981a:11) elaborates on some of these features of communication when he writes that apart from being grammatical, the utterance must also be appropriate on many levels at the same time; it must conform to the speaker’s aim, to the role relationship between the people who interact, to the setting, topic, linguistic context, etc The speaker must also produce his utterance within severe constraints; he does not know in advance what will be said to him (and hence what his utterance will be in response to) yet, if the conversation is not to flag, he must respond extremely quickly The rapid formulation of utterances which are simultaneously “right” on several levels is central to the (spoken) communicative skill This view of some of the processes involved in real communication prompts a reconsideration of many of our current teaching practices and highlights the need for students to be communicatively active in class In fact, Johnson (1979) proposed that these processes can only really be practiced in a language teaching which is
A "task-oriented" approach emphasizes the completion of specific tasks facilitated by language, with success or failure determined by the ability to effectively perform these tasks.
Communicative competence
Communicative competence is a linguistic term which refers to learner’s L2 ability “to apply grammatical, discourse and cultural knowledge to communicate effectively in particular contexts for particular purposes” (Nunan, 1999, 303)
In 1966, Dell Hymes introduced the term in response to Noam Chomsky’s 1965 distinction between linguistic competence and performance, which Hymes criticized for its perceived limitations Chomsky's concept of linguistic competence was designed to contribute to a theoretical understanding of language as an abstract system, focusing on the idealized knowledge of a monolingual adult native speaker, rather than practical language use In contrast, Hymes aimed to develop a theory that was more applicable to education and learning.
Canale and Swain (1980) identified four key components of communicative competence: grammatical competence, which encompasses knowledge of words and rules; sociolinguistic competence, focusing on appropriateness in communication; discourse competence, which involves cohesion and coherence in language use; and strategic competence, pertaining to the effective application of communication strategies This framework has gained widespread acceptance in the field of applied linguistics.
Learner- centeredness
Learner-centered instruction emphasizes the importance of utilizing information about learners to guide the selection of learning content and methods, promoting active engagement over passive listening (Nunan, 1999) This approach has gained widespread acceptance, highlighting the necessity of placing learners at the core of the educational process A comprehensive study involving immigrants in Australia and their educators further supports this perspective, as concluded by Brindley.
Permanent education emphasizes the importance of empowering individuals to take control of their own destinies, placing the learner at the heart of the educational process This approach requires teaching institutions and educators to design instructional programs that focus on the needs of learners Additionally, it encourages learners to take responsibility for selecting their own learning objectives, content, and methods, as well as determining the assessment strategies for evaluating their performance.
The concept of learner-centered education has sparked controversy due to its various interpretations Some educators view it negatively, perceiving it as a threat to their professional roles, while others argue it unfairly shifts responsibilities from teachers to students According to Nunan (1999), teachers in learner-centered classrooms still face the same decisions as those in traditional settings; however, the primary distinction lies in the emphasis on learners when determining what, how, when, and how well content is taught and assessed This approach relies on understanding learners and, when possible, incorporating their input to guide educational decisions.
The term "learner-centered" often refers to classrooms where learners actively engage in the learning process, taking on the responsibility for their education This approach emphasizes maximizing interaction opportunities, aligning with second language acquisition research that supports the idea that such engagement facilitates learning Barnes (1976) conducted a survey on student outcomes in these learner-focused classrooms and concluded that this method significantly enhances educational results.
The absence of a teacher shifts the responsibility for learning strategies to the students, allowing them to dictate the questions they pursue However, without the teacher's guidance, they lose a crucial source of authority and cannot rely on him to resolve their dilemmas.
Thus the children not only formulate hypotheses, but are compelled to evaluate them for themselves
Student-centered teaching maintains the teacher's authority in the classroom, preventing chaos while ensuring responsibility is upheld As noted by Allwright (1979), teachers are tasked with providing language samples, guidance on the target language's nature, and effective classroom management The key aspect of student-centered teaching lies in how teachers embrace and share this responsibility, as discussed by Bodman (1979) and Stevick (1980).
A DESCRIPTION OF THE ENGLISH TEACHING AND
The new English syllabus for senior high school and the textbook “Tiếng Anh 10” by The Educational publisher
“Tiếng Anh 10” by The Educational publisher:
The English syllabuses for senior high school aim to equip students with basic communication skills in listening, speaking, reading, and writing They provide a systematic understanding of the English language tailored to the psychological characteristics of high school students Additionally, the curriculum fosters a general awareness and appreciation of the cultures and peoples of English-speaking countries, while encouraging pride in students' native language.
The English syllabuses for senior high school, as outlined by MOET, are centered around three key orientations: First, the primary goal is to develop communicative competence, with linguistic knowledge serving as a tool to enhance these skills Second, learners are viewed as active participants in the educational process, while teachers act as facilitators and guides Lastly, the curriculum is organized thematically, ensuring that the content is both highly communicative and relevant to contemporary language use.
MOET mandates that teachers implement diverse teaching methods to engage students in the learning process through individual, pair, and group activities Educators are encouraged to effectively utilize available resources and teaching aids to stimulate student interest Additionally, the use of Vietnamese in the classroom should be appropriate and effective, reinforcing the emphasis on a learner-centered teaching approach.
The textbook "Tieng Anh 10" utilizes a theme-based approach, featuring six key themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places These themes are organized into sixteen units and include six tests, providing a comprehensive framework for language learning.
Unit 1: A DAY IN THE LIFE OF…
Unit 8: THE STORY OF MY VILLAGE
Each unit is structured into five components: reading, speaking, listening, writing, and language focus, all presented sequentially Each component has a duration of forty-five minutes, and students attend three English classes each week.
Receptive skill lessons, which focus on reading and listening, are structured into three key stages: Before, While, and After In the Before stage, students are introduced to the topic and new vocabulary to build familiarity The While stage includes two to four tasks designed to enhance students' reading and listening skills Finally, the After stage provides spoken or written activities that reinforce what students have learned.
Productive skill lessons in speaking and writing are structured into tasks that enhance language acquisition Speaking tasks 1 and 2 introduce students to essential language input and specific functions, such as expressing preferences and discussing computer usage Subsequent tasks encourage students to create spoken texts lasting 1-2 minutes, with varying levels of teacher support In writing lessons, students begin with a model text from a specific genre, followed by tasks that help them identify key ideas, structures, and vocabulary Guided writing then provides essential vocabulary and prompts, allowing students to construct complete texts by incorporating suggested elements and function words.
The LANGUAGE FOCUS section is designed to enhance students' linguistic abilities through two key components: Pronunciation and Grammar and Vocabulary Pronunciation focuses on helping students accurately articulate English vowels and consonants in various contexts, while the Grammar and Vocabulary component addresses essential grammatical concepts that contribute to the improvement of students' communicative skills within each unit.
METHODOLOGY 4.1 CLASSROOM OBSERVATION
The adapted COLT observational scheme
As I have mentioned in the previous chapter, COLT observational scheme by Nina Spada was used adaptedly It was due to time limit, poor quality of the tape recorders and actual settings that I adapted this elaborate scheme into the simpler one I used
The COLT observational scheme's Part A maintained its category structure, but some subcategories were removed due to their absence in classroom practice or their brief existence In Part B, categories related to the incorporation of teacher and student utterances were eliminated, as they provided overly detailed discourse analysis not relevant to the investigation Additionally, since students did not respond to the teacher's utterances, the categories concerning reactions to forms and messages were also excluded This refinement of the observational scheme aligns with the goal of determining whether classroom practices are communicative-oriented.
Figures 4.1.1.1, 4.1.1.2, 4.1.1.3, 4.1.1.4 show the original COLT schemes and the adapted ones:
COLT PART A (original version by Nina Spada)
Class Group Indiv Manag Language Other topics Type Source
The article explores the dynamics of teacher-student interactions in various educational contexts, highlighting the differences between choral and individual tasks It emphasizes the importance of procedures, discipline, and discourse in facilitating effective learning The text categorizes teaching methods into narrow and broad approaches, focusing on the roles of teachers and students in listening, speaking, reading, and writing activities Additionally, it distinguishes between minimal and extended texts, as well as audio-visual resources, underscoring the significance of student-generated content in language learning.
The choral form functions as a discourse tool that facilitates sociolinguistic interaction between teachers and students It encompasses a range of activities, including listening, speaking, reading, and writing, utilizing both minimal and extended texts, as well as audio-visual materials This approach promotes engagement in various language learning contexts, catering to both L2 learners and native speakers, while emphasizing student-created content.
COLT PART B: COMMUNICATIVE FEATURES (original version by Nina Spada)
Teacher verbal interaction and student verbal interaction play crucial roles in language acquisition Effective communication in the target language involves responding to speech forms and incorporating student utterances This interaction not only enhances language comprehension but also fosters a supportive learning environment By focusing on form and encouraging students to express themselves, teachers can bridge the information gap and promote language proficiency.
Givin g in f Reque st inf Givin g in f Reque st inf
The article discusses various communication forms and strategies, categorizing them into distinct types such as predictable, unpredictable, pseudo-genuine, ultra-minimal, and minimal sustained messages It emphasizes the importance of message form, including whether it is incorporated or corrected, and highlights the roles of repetition, paraphrasing, commenting, expansion, and elaboration in effective discourse initiation Additionally, it differentiates between choral, restricted, and unrestricted forms of communication, underscoring the nuances in how messages are conveyed and understood.
COLT PART B: COMMUNICATIVE FEATURES (adapted)
CLASS: TEACHER: LESSON: Visit number
TEACHER VERBAL INTERACTION STRUDENT VERBAL INTERACTION target lang
Inform gap sust speech reaction to form/me s target lang Inform gap sust speech Form restrictio n
The article explores various forms of discourse initiation, highlighting the concepts of prediction and unpredictability within communication It categorizes these forms into distinct types, including pseudo-genuine, ultra-minimal, minimal sustained, choral, restricted, and unrestricted discourse Each category reflects different levels of engagement and interaction, emphasizing the complexity and nuances of how messages are conveyed and understood.
In this part, I will explain how the data were coded into the categories and subcategories of the COLT observational scheme
4.1 2.1 Coding for Part A of the COLT observational scheme:
Part A of the COLT scheme involved real-time classroom observations where coding was conducted as lessons unfolded Observers, positioned discreetly at the back of the classroom, noted instructional features without disrupting the flow of teaching After an initial adjustment period of about ten minutes, both students and teachers resumed their activities as usual During this phase, descriptions of activities were coded, and relevant categories were marked, while audio or video recordings were captured for subsequent analysis in Part B.
The starting time of each activity/ episode was entered first, indicating the hour and minute
The activities and their specific episodes were detailed thoroughly to facilitate accurate reconstruction of the lesson Identifying each activity is straightforward, as transitions in the overall theme or content typically signify the beginning or end of an activity.
Episodes within activities focus on the same language point but feature variations that create distinct segments While the ratio of episodes to activities may differ among educators and classrooms, my observations indicate that multiple episodes per activity are typically the norm, with standalone activities lacking constituent episodes being relatively rare.
4.1 2.1.3.Coding all other columns in Part A:
The coding process for all remaining Part A features required marking the relevant boxes for each of the five key elements: Participant organization, Content, Content control, Student modality, and Materials.
During a single activity, various categories may be marked off, with instances of marking only one category referred to as exclusive focus In contrast, when multiple categories are checked, these are termed combinations, which can be classified as either primary or equal in focus A primary focus occurs when the majority of time is dedicated to one specific category, while an equal focus indicates that similar time and emphasis are allocated to multiple categories.
3.1 2.1.3.1.a Class (Column 3, 4, 5): The teacher works in front of the whole class
E.g.: Teacher explains to the class how to write a letter of complaint; the teacher reads new vocabulary and students repeat; the teacher raises questions to the whole class and asks some students to answer; one student speaks and the whole class listens
E.g: Teacher assigns a task, students discuss in pairs or groups
E.g: Students complete written exercises alone at their desks
Procedural and disciplinary remarks were categorized as distinct episodes only if they lasted one minute or longer For example, directives like "Open your books" were marked under Procedure, while disciplinary statements such as "Keep quiet" or "Stay in your seat" were not included In the majority of observations, management was consistently noted alongside another primary focus on content.
The analysis primarily highlighted the Language categories when the teacher's verbal or non-verbal cues indicated a focus on linguistic features, such as frequent repetition of formal aspects and consistent corrections of forms.
*Form: (Column 9): the focus of instruction is vocabulary, grammar, spelling, pronunciation
E.g.: teacher explains collective noun formed by “the + adj.”; teacher explains “which” as a connector; teacher writes new words of a reading passage on the board and explains their meanings
*Function: (Column 10): This category refers to communicative acts, such as introducing yourself, complaining and expressing an opinion
*Discourse: (Column 11): This category refers to the rules and features of coherence (the logical connection between sentences) and cohesion (the grammatical links between sentences)
E.g: Teacher explains how to use adverbs (at first, later, next, finally…) to show the time sequence of a story Then the students receive a worksheet on which they reconstruct a story
*Sociolinguistics: (Column 12): This category refers to form or styles (spoken or written) appropriate to different contexts or genres
E.g: Teacher explain the difference in the level of politeness of expressions of request like I wonder if …? /Would you mind…? /Can you…?/Could you…?/ Please…
Questionnaires to high school students
This study took place in Binh Thuan province during the first semester of the 2007-2008 academic year, specifically from September 2007 to January 2008 It involved classroom observations and teacher interviews at Phan Boi Chau and Tran Hung Dao senior high schools, along with questionnaires distributed to 202 randomly selected students from these institutions.
An investigation was conducted in five tenth-grade classes at Tran Hung Dao High School and Phan Boi Chau High School in Binh Thuan province, chosen for their representative student population, which is neither exceptionally high nor low in performance The students, who have been studying English for four years, are familiar with the syllabus's structure and themes, as Tieng Anh 10 builds upon and recycles the content from Tieng Anh 9.
The study involved three visits to each class to ensure objective and accurate conclusions, focusing on all syllabus components: reading, speaking, listening, writing, and language focus Notably, high school English teachers often prioritize vocabulary and grammar, resulting in more frequent observations of Reading and Language Focus lessons compared to Speaking and Listening The observation sessions lasted between 45 to 50 minutes, as detailed in Table 4.1 Following data collection, the information will be coded, grouped, and analyzed, with an explanation of the observational scheme provided before delving into the data analysis.
Visit 1/ Date Visit 2/ Date Visit 3/ Date Class 1 Ms Ngoc Thanh Language focus
Listening (Dec 17, 2007) Class 2 Ms Mai Lan Reading
Language focus (Dec 14, 2007) Class 3 Ms Phuong Chi Reading
Writing (Dec 19, 2007) Class 4 Ms Thu Hien Reading
Language focus (Dec 21, 2007) Class 5 Ms Duy Nhat Listening
4.1.1 The adapted COLT observational scheme:
As I have mentioned in the previous chapter, COLT observational scheme by Nina Spada was used adaptedly It was due to time limit, poor quality of the tape recorders and actual settings that I adapted this elaborate scheme into the simpler one I used
The COLT observational scheme's Part A retains its original categories, although some subcategories were removed due to their lack of presence in classroom practice or their brief existence In Part B, certain categories, such as the Incorporation of Teacher/Student utterances, were eliminated as they provided excessive detail for the investigation Additionally, since students did not respond to the teacher's utterances, the categories related to their reactions were also excluded This streamlined approach aligns with the investigation's goal of determining whether classroom practices are communicative-oriented.
Figures 4.1.1.1, 4.1.1.2, 4.1.1.3, 4.1.1.4 show the original COLT schemes and the adapted ones:
COLT PART A (original version by Nina Spada)
Class Group Indiv Manag Language Other topics Type Source
The article discusses the dynamics of teacher-student interactions in a choral context, highlighting the similarities and differences in tasks assigned by teachers It emphasizes the importance of procedure, discipline, and the functional aspects of discourse in facilitating sociolinguistic development The content contrasts narrow and broad approaches to teaching, focusing on various modalities such as listening, speaking, reading, and writing, while considering minimal and extended texts as well as audio-visual materials The article also touches on the roles of teachers and students, particularly in second language acquisition, underscoring the significance of student-generated content.
The choral form functions as a discourse tool, facilitating sociolinguistic interactions between teachers and students It encompasses both narrow and broad approaches, incorporating various texts, from minimal to extended, and includes audio-visual elements This method enhances student engagement through listening, speaking, reading, and writing activities, allowing for a collaborative learning environment By utilizing student-made content, the choral form promotes active participation and deeper understanding in language acquisition.
COLT PART B: COMMUNICATIVE FEATURES (original version by Nina Spada)
Effective verbal interaction between teachers and students is crucial for language acquisition Teachers should focus on incorporating student utterances into their speech to enhance understanding of the target language Additionally, responding to students' speech forms helps reinforce language structures and promotes active engagement By maintaining a balance between form restriction and meaningful interaction, educators can create a supportive learning environment that fosters language development.
Givin g in f Reque st inf Givin g in f Reque st inf
The article discusses various communication strategies and their classifications, including L1 and L2 language use, prediction versus unpredictability, and the distinctions between pseudo and genuine messages It highlights the differences between ultra-minimal, minimal, sustained, choral, restricted, and unrestricted forms of messaging Additionally, it addresses key aspects such as incorporation, correction, repetition, paraphrasing, commenting, expansion, and elaboration in discourse initiation These elements play a crucial role in effective communication and understanding in both first and second language contexts.
COLT PART B: COMMUNICATIVE FEATURES (adapted)
CLASS: TEACHER: LESSON: Visit number
TEACHER VERBAL INTERACTION STRUDENT VERBAL INTERACTION target lang
Inform gap sust speech reaction to form/me s target lang Inform gap sust speech Form restrictio n
The article explores various forms of discourse initiation, categorizing them into distinct types such as "Predict," "Unpredict," and "Pseudo-genuine." It highlights the characteristics of "Minimal Sustained" and "Ultra-minimal" communication styles, as well as the differences between "Choral/Restricted" and "Unrestricted" discourse These classifications provide insight into the dynamics of communication and the varying degrees of engagement in conversations.
In this part, I will explain how the data were coded into the categories and subcategories of the COLT observational scheme
4.1 2.1 Coding for Part A of the COLT observational scheme:
Part A of the COLT scheme involved real-time classroom observations, focusing on instructional activities Observers discreetly coded instructional features from a corner of the classroom, allowing students and teachers to adapt quickly to the presence of the observer After approximately ten minutes, the class proceeded as normal During each activity, descriptions were coded, and relevant categories were marked Additionally, audio or video recordings were made for subsequent analysis in Part B.
The starting time of each activity/ episode was entered first, indicating the hour and minute
The activities and their detailed episodes were outlined to facilitate easy reconstruction of the lesson Identifying an activity is straightforward, as it is usually indicated by a shift in the overall theme or content at the beginning or end.
Episodes within activities are easily identifiable, as they focus on the same language point while incorporating shifts across various categories Although the ratio of episodes to activities may differ among teachers and classes, observations indicate that multiple episodes per activity are the norm, with standalone activities lacking constituent episodes being relatively rare.
4.1 2.1.3.Coding all other columns in Part A:
To complete the coding for the remaining Part A features, check marks were placed in the relevant boxes corresponding to the five key categories: Participant Organization, Content, Content Control, Student Modality, and Materials.
During a single activity, one or multiple categories may be checked off, with instances of only one category being labeled as exclusive focus In contrast, when multiple categories are checked, these are termed combinations, which can be classified as either primary or equal focus A primary focus occurs when the majority of time is dedicated to a specific category, while equal focus indicates that similar time and emphasis are allocated across multiple categories.
3.1 2.1.3.1.a Class (Column 3, 4, 5): The teacher works in front of the whole class
Interviews with teachers
Interviews conducted with high school teachers and English specialists from the Education and Training Service of Binh Thuan province focused on assessing the impact of the new syllabus and the effectiveness of teaching methods on enhancing students' communicative competence Additionally, the interviews sought to identify the primary challenges faced by senior high school teachers in Binh Thuan when encouraging students to engage in communication during English classes.
Interviews were held with six English teachers from Tran Hung Dao and Phan Boi Chau senior high schools, along with one English specialist from the provincial Education and Training service All selected teachers had a minimum of experience in their field, ensuring valuable insights into their teaching practices.
With five years of teaching experience, the English specialist at The Education and Training Service of Binh Thuan province is recognized for her qualifications in English education Her comprehensive understanding of the English teaching landscape in Binh Thuan enables her to provide valuable and practical insights.
All interviews were conducted in Vietnamese, recorded, and accompanied by real-time note-taking The researcher transcribed and translated the recorded tapes into English, ensuring accuracy through verification by the interviewees, who were English teachers.
Chapter IV presents a detailed analysis of the interview data, which was categorized into three main themes: the effectiveness of teaching methods in promoting communicative competence in English, teachers' perceptions of the new syllabus in fostering this competence, and the challenges faced by educators in guiding students toward effective communication.