Background to the study and statement o f the problem
Hanoi Pedagogical University No 2 (HPU No 2), established in 1967 in Vinh Phuc province, specializes in teacher training for northern Vietnam Since launching its first English major course in 2003, the university has successfully graduated five classes, guided by a dedicated team of twenty English instructors.
This four-year course is designed to prepare students for careers as secondary school English teachers It consists of two stages, with the first three years focused on enhancing the four essential language skills: listening, writing, speaking, and reading, progressing from pre-intermediate to high-intermediate levels This foundation equips students to effectively engage with specialized subjects, including language learning theories.
L a n g u a g e t e a c h i n g m e t h o d o l o g y in th e last year with relative ease 1,080 45-minute periods are allocated for the four skills, which means in each semester 45 periods are saved for each.
In the first two semesters, students focus on developing their social English skills, engaging in practical situations like asking for directions and ordering food, while practicing essential communication techniques for initiating, maintaining, and concluding conversations Semesters three and four shift the focus to academic English, emphasizing the language and skills necessary for effective participation in academic meetings and discussions The final semesters of stage one are dedicated to enhancing students' abilities in delivering academic presentations.
Table 1: Speaking in Six Semesters
Social English with topics such as hobbies, family, homes and houses, stores and shopping, friends, jobs and the future.
Explore social English through diverse topics including customs and traditions, the physical world, and the appearances and characteristics of individuals Delve into discussions on health and injuries, family dynamics, crime and punishment, as well as themes of happiness, love, and marriage Engage with environmental issues, travel and tourism, the impact of violence on television, and the importance of helping the less fortunate.
Academic English (language o f meeting and discussion) with topics such as archeology, biology, environmental studies, media studies, folk art, business, psychology, technology, astronomy, linguistics and history.
Academic English (language o f meeting and discussion) with topics such as communication study, statistics, cognitive science, sociology, astronomy, fashion design, behavioral sciences and com puter sciences.
Academic English (presentations) with skills e.g giving introductions, referring to visuals, concluding the presentation and handling questions and topics such as comics, advertising, computer crime, memory and non verbal communication.
Academic English (presentations) with topics such as filmmaking process, effects o f the Sun, mystics and prophets, geology and biological clock.
In Term 2 of the speaking curriculum, focused on topic-based speaking, various engaging activities such as discussions, small talks, picture descriptions, and information-gap exercises are implemented to enhance students' socialization skills in English within familiar contexts These activities are designed with five key features of effective communicative tasks: role, outcomes, split information, challenge, and procedure, as outlined by Nation (1989).
Many teachers, including myself, have observed that students often show poor participation in speaking classes during the first term Learner participation is a crucial aspect of classroom interaction, as highlighted by Ellis (1994), and it provides essential opportunities for practicing and producing output in a second language (L2) Hunter (1993) defines active participation as the learner's consistent engagement in the learning process In this context, student participation in speaking classes encompasses the time spent speaking English with peers and the teacher, sharing ideas, opinions, asking questions, making comments, and responding, as well as attentively listening when others are speaking.
A successful speaking lesson should encourage all students to engage in conversations and interact freely; however, in a class of fifty-five, only a few actively participated Many students avoided tasks that required communication, while others only engaged when directly addressed by the teacher, who struggled to manage the large group Some learners felt no incentive to speak, believing there would be no consequences for inaction Additionally, speaking in front of a large audience intimidated students, hindering their willingness to participate and leading to a preference for anonymity This situation created frustration and a sense of failure for both the teacher and dedicated students, highlighting the urgent need for solutions to enhance lesson effectiveness.
The main cause of poor student participation in speaking lessons has been linked to various factors, including cultural, linguistic, and psychological influences Key issues such as passive learning styles, limitations in pronunciation, vocabulary, grammar, background knowledge, and cultural norms have been identified, alongside teaching methods and classroom management practices Notably, ineffective class management has emerged as a significant contributor, particularly in large classes Given the extensive literature highlighting the relationship between class management and student participation, this has motivated further research aimed at addressing the challenges of low involvement in speaking activities.
Scope o f the study
Poor student participation in speaking sessions is a common issue in large classes, often stemming from various factors This study specifically examines the impact of classroom management on student participation, identifying it as a primary cause of the problem Key aspects of classroom management in large speaking lessons are analyzed, and the relationship between effective management and student engagement is explored The research focuses on one English major class during the second term at HPU N° 2, which may limit the broader applicability of the findings to a larger population of language learners.
Aims o f the study
This study seeks to enhance student participation in large speaking sessions at HPU No 2 by identifying the reasons behind low engagement among first-year English majors It aims to explore effective activities and strategies that can foster greater involvement in speaking lessons within large classroom settings.
This study investigates the connection between ineffective classroom management and low student participation in large speaking lessons The primary objective is to identify strategies that enhance large class management, ultimately aiming to boost student engagement during speaking sessions and evaluate the effectiveness of these implemented measures.
Overview o f the th e sis
The thesis consists o f five chapters, organized as follows
Chapter 1, Introduction, provides the background to the study, statement o f the problem, the aims, the scope o f the study It also outlines the thesis.
Chapter 2, Literature Review, offers an examination of relevant literature that establishes the theoretical foundation for large classes and outlines general principles of effective large class management This review highlights essential elements of managing large classrooms that enhance student participation during speaking lessons.
Chapter 3, The M ethodology, describes the research method It is composed o f the description o f the subjects and the data collection instruments Detailed information about the research procedures is also provided.
Chapter 4, titled "The Results," examines the initial data and discusses the hypothesis while detailing the development and implementation of an action plan It presents the data necessary for monitoring changes and evaluating the action research The chapter concludes by highlighting the major findings of the study.
Chapter 5 offers a conclusion and recommendations based on the action research aimed at enhancing student participation in speaking sessions at HPU N° 2 This chapter also addresses the limitations encountered during the study and provides suggestions for future research endeavors.
This chapter attempts to provide a theoretical background o f large class management, including the conventional methods, some alternative approaches and key aspects o f large classroom management.
Large classes
Advantages o f large classes
Many EFL teachers are hesitant to teach large classes, believing the drawbacks outweigh the benefits Nonetheless, it is important to acknowledge that teaching and learning in larger groups can offer notable advantages.
Large classes offer students the opportunity to connect with a diverse range of peers, facilitating note-sharing, social interaction, and the formation of study groups (Wangsa, 2004) Engaging with fellow students enhances meaningful classroom interactions, making the learning experience more enriching and enjoyable.
Large classrooms can foster a sense of independence among students, allowing them to work autonomously This environment encourages self-reliance, as learners take initiative in their studies and engage in self-directed learning (Wulff, Nyquist, and Abbot).
Large classroom settings offer easily digestible general information, making learning accessible for everyone According to Wulff, Nyquist, and Abbot, this approach is beneficial as it emphasizes broader concepts rather than intricate details, facilitating a more comprehensive understanding for learners.
In large classes, it is crucial for students to grasp the material effectively Utilizing repetition can serve as a guiding tool, helping students to navigate the course content by clarifying what has been covered and what lies ahead (Carbone, 1998, p 21).
In a crowded classroom, diverse ideas and intriguing life experiences emerge, fostering an engaging learning environment This interaction encourages students to discuss and learn collaboratively, enhancing their educational experience Additionally, during project work, students share responsibilities and support one another, introducing variety and accelerating their progress.
Teaching large classes is often seen as a significant challenge for educators; however, it also offers several advantages for both teachers and students To maximize the benefits of these advantages, it is essential for teachers to adopt effective strategies when delivering lectures to large groups, ultimately leading to improved teaching outcomes.
Disadvantages o f large classes
Large class sizes pose a significant challenge for many EFL teachers, as they often adversely affect the quality of both teaching and learning.
Teaching large classes presents significant challenges that demand careful planning and effort to enhance the effectiveness of learning Experts generally agree that smaller class sizes yield better educational outcomes Many EFL teachers worldwide prefer smaller classes due to the diverse ages and abilities often found in larger groups, which complicates individualized attention and support In large classes, motivating student participation, fostering interaction, and providing timely feedback become increasingly difficult for educators.
Teaching large classes presents significant challenges, as highlighted by Conant (2003) The increasing class size intensifies difficulties in fostering a participation-based culture, with many students feeling less prepared to engage due to the belief they won't be called upon The intimidating environment of a large classroom can further inhibit student participation, while the lack of formal incentives, such as participation-based grading, diminishes motivation to share thoughts Consequently, maintaining active involvement in discussions becomes increasingly difficult as class sizes grow.
It is believed that the opportunity for contact between students and lecturers in a large class is significantly reduced, which results in less individual attention for the student
A more restricted range o f teaching a n d l e a r n in g a c tiv itie s is a v a ila b le a n d it is much harder to effectively manage group work.
Numerous studies indicate that students favor smaller class sizes, believing that large classes negatively impact the quality of their education Many students feel that larger classes reduce personal accountability, leading to a lack of engagement, diminished responsibility for participation, and decreased attendance.
Many students believe that large class sizes diminish their motivation, as they often feel overlooked and disconnected The overwhelming number of peers can render them invisible, leading to a sense of insignificance and anonymity, ultimately resulting in graduates who feel unrecognized.
Large classrooms face significant challenges that hinder the learning process, including inadequate physical space, insufficient equipment, and overcrowding The lack of seating in these environments creates discomfort for students, while poor microphone quality can negatively impact lecture clarity Additionally, the distance from the professor can diminish student motivation and lead to a loss of interest in the subject matter.
Cao Xia (2006) identifies significant challenges in large classrooms, including limited opportunities for teachers to assess individual student performance and insufficient student practice This lack of interaction between teachers and students hinders effective language learning and teaching Consequently, it is understandable that teachers may perceive a disconnect between teaching methodology theory and the practical realities they face in their educational environments.
Teaching large classes presents several challenges, including maintaining effective classroom discipline, ensuring each student receives the individual attention they require, and accommodating a diverse group of learners with varying ages, abilities, and learning preferences.
Large classes often lead to a sense of anonymity for students, which can significantly diminish their motivation This intimidating environment discourages them from asking questions or engaging in class discussions (Islam, 2001).
Non-native English teachers frequently encounter challenges in delivering effective and efficient lessons, which can hinder student engagement and participation.
Large class m anagem ent
The definition o f class m a n agem ent
Classroom management encompasses a wide range of elements that a teacher can influence, including the physical layout of the classroom, student motivation, teaching methods, lesson planning, and disciplinary strategies, as defined by Beckman and Klinghammer (2006).
Brown (1994 p 411) reports that classroom management “encompasses an abundance o f factors ranging from how you physically arrange the classroom to teaching style to one o f my favourite notions: “classroom energy”.
Classroom management, as defined by Richard, Platt, and Weber (1985), refers to the organization and control of student behavior, movement, and interaction during class to facilitate effective teaching It encompasses various procedures, including student grouping for activities, lesson planning, equipment handling, and the overall direction of student behavior and activities.
It cannot be denied that the definition o f classroom management o f Richard, Platt and Weber (1985) is the most detailed, and the researcher will do this research based on this definition.
Approaches to large class m anagem ent
2.2.2.1 C onventional Approach to the M anagem ent o f a Large Class
Teachers face significant pressure due to large class sizes, as they must complete the syllabus within a limited timeframe while managing various teaching activities (Cao Xia, 2006) A common solution to this challenge is the teacher-centered "lock-step" approach, where all students engage in the same activity at the same rhythm and pace, simplifying classroom management.
According to Mariner (1993), a teacher-centered approach can offer distinct advantages, as it ensures that when the entire class is focused, the teacher can effectively communicate with all students This method also provides students with a strong language model, enhancing their learning experience.
Lock-step learning has notable disadvantages that can hinder student engagement and comprehension In large classes, often exceeding 40 students, individuals have limited opportunities to participate, resulting in only a few voices being heard Additionally, the pace of lock-step instruction can be mismatched; advanced students may find tasks too easy, leading to boredom, while struggling students may feel overwhelmed Furthermore, this approach emphasizes excessive teaching over meaningful learning, positioning the teacher as the sole knowledge provider and treating students as passive recipients of information.
Lock-step teaching methods have been found ineffective in addressing a common issue: while students may possess structural competence, they often struggle with appropriate communication There is minimal opportunity for student interaction, which encompasses not just face-to-face dialogue but also the essential ability to use language for receiving and conveying information relevant to their specialized studies (Johnson, 1999) Teachers report challenges in achieving communicative lesson objectives in large classes, highlighting the need for a shift in roles between teachers and students, as well as an overhaul of classroom management strategies.
2.2.2.2 A lternative A pproaches to the M a n a g em en t o f Large Classes
Cao Xia (2006) highlights various strategies for managing large classes, while Coleman (1999) categorizes these strategies into three main types: plenary, interactive, and compromise approaches.
The plenary approach, often characterized as teacher-centered and controlled, primarily relies on lectures, resembling the lock-step method that has been widely adopted by educators globally for many years However, this approach is at odds with the dynamic nature of speaking classes, which thrive on diverse activities and interactive communication Instead, the plenary method fosters one-way communication, restricting the exchange of ideas and negotiation among students Consequently, this approach appears ineffective in the researcher's context.
The interactive approach, as described by Coleman (1999), exists on a continuum rather than being a singular method, emphasizing the roles of both teachers and learners While teaching remains predominantly teacher-centered, this approach allows for occasional learner interactions, diminishing the teacher's central role John and Andrew (1997) caution against implementing interactive activities in large classes, noting that the size often hinders the adoption of communicative and learner-centered techniques This criticism may deter educators from utilizing the interactive approach in very large classrooms.
The compromise approach, as noted by Cao Xia (2006), emphasizes significant learning occurring outside the traditional classroom setting In this environment, administrative tasks are managed, learners receive guidance and feedback, and they are motivated to pursue independent learning opportunities beyond the classroom.
To effectively manage a large-sized class, a balanced approach that incorporates elements of both interactive and compromise strategies is recommended While it is beneficial for the teacher to take a central role at times, allowing students the freedom to engage in group or pair activities fosters interaction Additionally, maximizing student potential can be achieved by promoting self-study, encouraging reflection on individual strengths and weaknesses, and providing ample counseling and feedback during class sessions.
A blend of interactive and compromise approaches not only promotes a teacher-led classroom but also provides opportunities for student engagement, making it the most appropriate method for the researcher's class.
Keys aspects o f large class management in speaking classes
As this study focuses on classroom management in large speaking classes, the main aspects o f large classrooom management in speaking sessions are presented in the following sections.
To effectively engage students, teachers should implement attending strategies that acknowledge each learner's presence, contributions, and needs, as highlighted by Wajnryb (1992) Key aspects of attending behavior include using students' names, maintaining eye contact, and utilizing appropriate facial expressions to foster a supportive learning environment.
Lewis and Hill (1992) emphasize the importance of eye contact in maintaining student engagement They argue that a teacher's prolonged lack of eye contact can lead to a loss of attention among students When teachers actively move their gaze across the classroom, it fosters a sense of involvement and enhances student concentration Additionally, increased eye contact allows teachers to gauge students' understanding and emotional responses, helping to identify whether they are bored, confused, or interested in the material being presented.
To effectively engage students in large class settings, it is essential to generate and maintain interest in learning materials Captivating content not only attracts attention but also encourages voluntary participation, making it a top priority for educators.
A positive classroom atmosphere is crucial for enhancing student participation, which tends to be low unless the topics engage students and the teacher fosters encouragement rather than criticism According to Brown (1994) and Ives (2000), establishing rapport between the teacher and students is essential for creating this environment This relationship, built on trust and respect, empowers students to feel capable, competent, and creative.
Building rapport with students and acknowledging their individuality is crucial for effective teaching According to Wangsa (2004), establishing a strong connection can positively impact the entire semester Teachers should introduce themselves and take the time to learn about their students, fostering a comfortable and open classroom environment Additionally, understanding students' attitudes enables teachers to design more effective and tailored lessons.
Active learner participation is crucial for effective language acquisition in the classroom In larger classes, students often hesitate to ask or answer questions, making it challenging for educators to engage with their responses, especially in expansive lecture halls.
Silent learners often face significant challenges in participating in English discussions and speaking activities These issues stem from factors such as inhibition, a lack of confidence, fear of making mistakes, a sense of having nothing to contribute, insufficient vocabulary, and limited practice with conversational norms.
To address student passiveness in large classes, McKeachie (1994) suggests identifying the root causes, such as cultural norms that discourage speaking out If students are shy about participating, establishing a classroom culture that encourages English communication is essential This can be achieved by rearranging desks into groups instead of traditional rows and decorating the classroom with English language and culture posters Additionally, teachers should introduce classroom-specific language and actively encourage students to ask questions and engage in discussions in English, fostering a more interactive learning environment.
Students may remain silent in class due to boredom or activities that are not appropriately challenging Often, what is intended to be engaging communicative speaking tasks may fall short, leading to minimal student responses, such as simply answering “Yes.”
Teachers should evaluate the speaking activities they implement in the classroom, as many students quickly respond with "no" and then either remain silent or engage in disruptive chatter It's essential to create engaging activities that genuinely capture students' interest and foster a real need for communication.
To encourage students to speak English, instructors should prioritize using the language themselves in the classroom If teachers hesitate to communicate in English, it can hinder students' confidence in overcoming their own speaking fears Teachers need not be concerned about achieving perfect fluency or a native accent; instead, they should focus on the importance of practice By speaking more, both teachers and students can enhance their oral skills, fostering a more effective learning environment.
Opportunities are very important for the learners to practise the target language (Farrell, 1999) The study o f Kayi (2006) and the studies conducted both by Cathcart
(1986) and House (1986) suggest that the amount o f participation varies according to the activities.
Language learners engage more freely in role-plays and discussions, using clear expressions, while their participation in teacher-led questioning activities is limited to words and short phrases To foster competency in a second language, it is essential to provide learners with diverse speaking opportunities that encourage active participation.
To enhance student participation, teachers can invite volunteers to assist in teaching or demonstrations, consistently encourage involvement, and adjust the wait time for responses after posing questions Additionally, rephrasing questions can help engage students more effectively Some educators promote a system where students signal when the lesson pace is too rapid Utilizing designated students to relay their peers' feedback to the teacher can further foster a more inclusive classroom environment.
Teachers should create a rich learning environment that maximizes student speaking opportunities in the target language This can be achieved by incorporating collaborative work, authentic materials, and meaningful tasks while minimizing teacher talk time It is essential to engage every student in speaking activities and explore various strategies to capture their attention and encourage participation Observing students during these activities allows teachers to assess their progress and involvement.
Effectively giving and checking instructions in a large speaking lesson is crucial for successful learning Instructions can be categorized into two main types: organizational and instructional Organizational instructions inform students about the activities they will engage in, while instructional instructions provide guidance on how to complete those activities.
Research m e th o d s
Action research
AR is an approach to professional development and learning improvement in which teachers systematically reflect on their w o rk and m a k e c h a n g e s in t h e n p ra ctice A R has been defined in a number o f different ways.
According to Elliott (2001), action research (AR) involves collaborative evaluation of teaching practices among educators, fostering awareness of personal theories and shared values Teachers experiment with new strategies to align their practices with their educational values, document their findings in an accessible format for peers, and ultimately contribute to a collective understanding of effective teaching through research.
Action Research (AR) is defined by Kemmis and Taggart (1988) as a series of activities aimed at improving classroom practices, while Cohen and Manion (1986) highlight its focus on identifying and solving context-specific problems AR is initiated by teachers to enhance their understanding of teaching and learning dynamics, leading to meaningful changes in the classroom This process typically involves small-scale investigations within the teacher's own classroom and follows a cyclical pattern of planning, action, observation, and reflection.
P lan ning, a problem or issue is identified and a plan o f action is developed in order to bring about improvements in specific areas o f the research context.
A ctio n , the plan is put into action over an agree period o f time.
O bservation , the effects o f the action are observed and data are collected.
R eflection: the effects o f the action are evaluated and become the basis for further cycles o f research.
For McBride and Schostask (2002), A R involves seven steps and consists o f activity cycles demonstrated in Figure 1.
(1) identifying a focus o f interest or a problem
(3) analyzing data/ generating hypoth eses
(5) im plem enting action steps
(6) collecting data to m onitor change
Figure 1: Action Research cycles (a d a p ted fro m Som ekh in M cBride an d Schostak (1989))
This study focuses on Action Research (AR) as a method for critically examining and enhancing teaching practices The researcher aims to identify the reasons behind students' lack of participation in large speaking classes and the challenges of managing these sessions Ultimately, the goal is to discover effective strategies for managing large classes to foster greater student engagement.
This study follows the AR cycles adapted from Somekh in McBride and Schotask
( 1989) as all the cycles are clear and easy to be applied.
Action research procedure
The action research (AR) was implemented over a fifteen-week period in my speaking class, commencing in week 1 of term 2 The study involved fifty-five English majors who participated throughout the entire process Data collection occurred at both the pre-action stage and during the action stage.
Action research is characterized by small-scale investigative projects conducted within a teacher's own classroom, following a series of defined stages The stages of action research, as illustrated in Figure 1, are implemented sequentially to enhance educational practices.
The most challenging phase for researchers involves a deep reflection on their own practices or the observation of a colleague's work to pinpoint the core issue at hand.
This study addresses the issue of low participation in large speaking classes, specifically focusing on English majors at H P U N° 2 The primary research question investigates the underlying causes of this poor participation in speaking lessons within these large-sized classes.
3.1.2.2 Collecting initial data (weeks 3 - 5): initial data about teaching material, students' interest, students’ learning style, teacher’s teaching style and teaching methods, which may be the factors affecting students’ involvement as reviewed in Chapter 2, were collected to identify the causes o f the problem.
Data was collected through a student survey utilizing questionnaires (Appendix A & D), observations recorded on an observation sheet (Appendix C) by four non-participant observers, and teaching diaries maintained by the teacher (Appendix D).
To address the identified issue and uncover its underlying causes, a comprehensive data triangulation approach was employed, gathering insights from multiple sources including teachers, observers, and students A questionnaire was distributed to fifty-five first-year students to facilitate this investigation.
English majors Three speaking lessons were observed with Observation sheet
Appendix C was utilized to document student participation and the teacher's classroom management, while students completed interaction self-reports (Appendix G) to evaluate their speaking session interactions Additionally, the researcher maintained three teaching diaries that summarized and commented on the teaching and learning experiences during these speaking lessons Further details regarding these data collection instruments can be found in Section 3.2.
3 1 2 3 A n a l y z i n g d a t a a n d g e n e r a t i n g h y p o t h e s e s ( w e e k 6): the data collected from week 3 to w eek 5 was then analyzed to form the hypothesis These steps (collecting initial data and analyzing data/generating hypotheses) were presented in
The first research question regarding the causes of poor participation in speaking lessons for large classes of English majors at HPU IS/0.2 has been addressed The initial findings indicated that inadequate class management was the primary reason for low participation Consequently, the hypothesis was developed, suggesting that enhancing class management will lead to improved student participation in speaking sessions.
The primary outcome of the planning phase is a comprehensive action plan outlining the researcher's intended implementations and changes This stage involves presenting alternatives to standard practices and incorporating revised teaching strategies Additionally, a second student questionnaire, along with observation and teaching diaries, was prepared to facilitate the desired changes This process includes analyzing initial data and reviewing pertinent literature on effectively managing large-sized speaking lessons.
3.1.2.5 Im plem enting action (weeks 8 - 13)
In this phase, the action plan was applied in six speaking lessons, each o f which lasted
45 minutes The P lanning action and Im plem enting action steps were presented in
3.1.2.6 Collecting data to monitor change (weeks 8 - 13)
During weeks 8 to 13, six speaking sessions were observed using an observation sheet, and six teaching diaries were created Additionally, Questionnaire 2 was administered to students, along with six on-task behavior sheets completed by the students across six class meetings.
3.1.2.7 Analyzing and evaluating students’ participation after action plan (weeks 14 - 15)
In this phase, the researcher evaluated data gathered from weeks 8 to 13 to assess student participation and the effectiveness of revised class management strategies This analysis aimed to determine the impact of the changes implemented, insights gained by the researcher, and necessary adjustments for future classes Crucially, examining the post-data provides valuable information on enhancing subsequent instructional sessions.
The research question regarding the improvement of class management in speaking lessons and the effectiveness of the applied measures has been thoroughly addressed.
Both steps i.e C ollecting data to m onitor change and A nalyzing a nd evaluating the data are presented in Section 4.3 - Data collected in the action stage and in Section4.4 - Action research evaluation.
Data collection instrum ents
Survey q u estio n n aire
3.2.1.1 Rationale behind the use o f survey questionnaire
The survey questionnaire is selected for this study due to four key reasons: it is a cost-effective method for collecting data from a large pool of respondents, it allows for rapid outreach to many individuals, and it effectively gathers valuable insights into the emotional aspects of teaching and learning, such as beliefs, attitudes, and motivation, as noted by Richards (1994) With fifty-five students in my class, utilizing a questionnaire survey at the pre-action stage to investigate the causes of poor engagement in speaking lessons is a sensible approach.
One significant advantage of this tool is its ability to facilitate easy summarization and reporting of data, as all participants respond to the same set of questions Additionally, it empowers students to share their opinions and needs without fear of embarrassment or punishment, as anonymity is maintained by not requiring names on the survey This is particularly important in the Vietnamese context, where students often fear judgment from teachers.
This study aims to identify the causes of poor participation specifically in large speaking sessions To achieve this, a focused survey was conducted using Questionnaire 1, which consists of 15 targeted questions.
This questionnaire aims to assess students' self-evaluation of their participation in speaking activities and the factors influencing it It explores students' attitudes towards speaking skills and their course materials, as well as their preferred learning methods and common challenges faced during speaking sessions Additionally, the questionnaire investigates students' participation levels and the reasons behind them, alongside their perspectives on large class sizes, including the advantages and disadvantages associated with having a high number of students in a language class.
7, 8, 9) were also probed This form also aimed to find out activity preferences and activity organization (Questions 10, 11, 12, 13, 14) as well as w hat students think s h o u l d be d o n e to i m p r o v e t h e e f f e c ti v e n e s s o f s p e a k i n g sessions (Question 1 5).
The questionnaire did not require students to provide their nam es to secure confidentiality.
This questionnaire aims to gather students' perspectives on the classroom management techniques utilized over a six-week implementation phase Comprising twelve questions, it seeks to assess students' views on the classroom atmosphere (Items 1, 2), the clarity of the teacher's instructions and feedback (Items 3, 5, 6), the effectiveness of pair work and group work (Item 4), as well as student engagement during each 10-minute group activity (Item 11) and throughout the entire 45-minute speaking lesson (Item 12).
Questionnaire 2 aims to explore the students’s opinions on the teacher’s changes in managing speaking class (Items 7, 8, 9, 10) The students were not required to show the real names to secure more reliability.
Teaching d i a r y
3.2.2.1 Rationale behind the use of teaching diary
Maintaining a teaching diary involves a reflective process where educators examine their classroom practices, understand their motivations, and assess their effectiveness By gathering and analyzing classroom data, teachers can gain insights into their instructional methods and personal beliefs, potentially leading to meaningful changes and enhancements in their teaching approach In essence, teaching diaries serve as a tool for reflecting on lesson plans and the overall teaching and learning experience.
Reflective teaching is a systematic approach that involves collecting, recording, and analyzing the thoughts and observations of both teachers and students to implement necessary changes When a lesson is successful, teachers should reflect on the reasons behind that success Conversely, if students struggle with a language point, educators must evaluate their teaching methods to identify potential areas of confusion Additionally, addressing student misbehavior requires understanding the context and reasons behind their actions.
Diary writing requires discipline and regular commitment, serving as a valuable tool for language learners and teachers Defined as a first-person account of experiences documented through candid journal entries, a diary can reveal the writer's feelings, attitudes, and personal reflections Through this reflective practice, educators can assess their teaching methods, leading to informed decisions about their practices and contributing to their professional development.
A teacher diary serves as a simple yet effective tool for initiating reflective practice, as it is a personal account of each lesson By documenting their experiences in a notebook, educators can capture their reactions and emotions, as well as the responses of their students This process encourages teachers to ask insightful questions about their observations, fostering deeper understanding and growth in their teaching methods.
A diary serves as a valuable tool for analyzing and enhancing teaching practices, helping educators avoid stagnation in their methods By maintaining a diary, teachers can identify their strengths and weaknesses in various aspects of the classroom, as well as pinpoint areas that require improvement and raise important questions for change.
Teaching diaries serve as an effective data collection tool in this research for three key reasons Firstly, they facilitate personal reflection, making it an easy starting point for educators (Smith, 2000) Secondly, diaries provide an accessible means to analyze and enhance teaching practices Lastly, the cyclical nature of diary reflection allows teachers to continuously implement changes and engage in ongoing evaluation and improvement.
To create an effective teaching diary, it is essential for educators to develop a comprehensive lesson plan that facilitates efficient management and thorough preparation of teaching materials Additionally, the organization of effective classroom observations is crucial for enhancing the overall teaching experience.
In Chapter 2, key aspects of effective classroom management are highlighted, focusing on the teacher's diary entries that detail the organization of pair and group activities, the delivery of instructions, and the provision of feedback The entries also reflect on students' on-task behavior and the extent to which they utilized English during these activities.
Besides, teaching diaries reported how the teacher felt about teaching, what the problems were, and how the teacher tried to solve the problems for the next teaching lesson.
The course spanned fifteen weeks, with classes held weekly for three periods each In total, there were fifteen lessons, during which nine teaching diaries were written and analyzed—three during the initial stage and six during the action stage.
Classroom observation
3.2.3.1 Rationale behind the use of classroom observation
Classroom observation is chosen as a data collection instrument o f this thesis for the following reasons.
Classroom observations have become a popular method for evaluating teaching effectiveness Regardless of the teaching context, implementing specific strategies before, during, and after the observation can enhance its overall value and impact.
Richards et al (1992, p 225) define observational methods as procedures and techniques that are based on systematic observation o f events and often used in studying language use and classroom events.
Secondly, observations are most often used to collect data about the teacher’s knowledge o f the subject matter, to study language learning, teaching methods and processes o f actual lessons in the classroom.
Classroom observations serve as a collaborative tool that benefits both the observer and the observed For the individual being observed, it offers valuable feedback that may not emerge from other assessment methods Meanwhile, the observer gains insights by witnessing a colleague’s teaching practices firsthand This collaborative process involves active participation from both parties before, during, and after the observation, fostering a comfortable environment that enhances the learning experience for everyone involved.
Because o f the reasons presented above, classroom observation is chosen as an effective tool to collect data in this thesis Its usefulness is clearly shown in the next chapter.
3.2.3.2 Observation sheet: on-task behaviour (Appendix C)
The Observation Sheet (Appendix C) was designed to assess students' on-task behavior during speaking sessions, effectively quantifying learner engagement This tool has been utilized by researchers such as Hopkins (1985), Peacock (1997), Lai Hong Ha (2004), and Trinh Thi Anh Hang (2004), demonstrating its effectiveness in gathering data on classroom behavior in language teaching contexts, both internationally and in Vietnam.
In this study, only instances of students speaking English to each other were considered as participation, while listening to others or the teacher was not recorded due to the challenges in measurement However, the frequency of student interactions can indirectly reflect their engagement and attention Although it was impractical to assess the quality of speech among fifty-five students due to potential noise interference, the duration of their speaking and interaction times serves as an indicator of their willingness and ability to communicate in English.
In this study, a total of fifty-five students were observed during ten-minute speaking activities, with each of the four non-participant observers focusing on fourteen students The observation sheet featured twelve scan columns, filled out after the learners had been engaged in pair or group work for two minutes Observations were conducted in a clockwise manner, with observers recording the behavior of each student every five seconds A score of 1 was assigned when a student was on-task, indicating engagement in the pedagogic work, while a score of 2 was given for off-task behavior, reflecting a lack of attention to the task.
Observers conducted a total of twelve observations for each student throughout the lessons This ongoing process continued until the conclusion of the lessons, allowing for the calculation of the class's on-task percentage after each session.
The observation sheet was utilized a total of nine times throughout the study, with three observations conducted during the pre-action stage to identify issues related to students' low participation in a real teaching environment Subsequently, six additional observations were carried out during the post-action stage to evaluate the effectiveness of the teacher's adjustments in classroom management aimed at enhancing student participation.