B a c k g r o u n d to th e s t u d y
As Vietnam increasingly integrates into the global community, English has emerged as a crucial tool for international communication, connecting the country to the world and enhancing individual knowledge Recognizing its significance, the Vietnamese Ministry of Education and Training has made English a mandatory subject in secondary and high schools, positioning it as one of the three core subjects at the high school level This emphasis on English education highlights its importance for both teachers and students Despite ongoing efforts by various schools, including Dai Tu High School, to implement modern teaching methodologies aimed at improving English language instruction, the anticipated outcomes have yet to be fully realized.
Dai Tu High School, located in the remote mountainous district of Thai Nguyen province, serves over three thousand students across 69 classes from various remote communes English is often perceived as a challenging subject by these students, leading to a lack of interest in lessons This poses significant challenges for English teachers, who must navigate diverse backgrounds, learning styles, speeds, and varying levels of motivation among students A major hurdle is the mixed ability nature of the classes, which results in low participation in English activities, further complicating the teaching process and hindering student progress.
The problem o f students’ low participation in English classroom activities is always mentioned and discussed in the meetings o f the English teachers at Dai
Teaching in high school presents several challenges for educators, impacting both the quality and effectiveness of English instruction These issues can be further explored to understand their implications on the teaching process.
Many teachers have expressed concerns about student engagement in English classroom activities, noting that despite their efforts to create engaging and effective lessons, not all students participate actively While some students show interest and attention, others appear indifferent to their learning and the classroom environment.
Many students remain passive during classroom activities, merely sitting and listening to the teacher without actively participating They seldom contribute to discussions or ask questions, even when they encounter difficulties As a result, teachers often struggle to gauge their students' understanding of the material.
Many students tend to disengage in the classroom, focusing on personal activities instead of the lesson Common distractions include chatting in Vietnamese, gazing out the window, reading magazines, playing games like noughts and crosses, or even sleeping This lack of attention leads to a disconnection from the lesson, resulting in increased boredom with English classroom activities.
The challenges faced by English teachers at Dai Tu High School highlight a pressing issue: students' lack of motivation and engagement during lessons, often leading to truancy This situation compels educators to investigate the underlying reasons for students' low participation and to develop effective strategies to enhance involvement in English learning activities It is essential for teachers to design and implement suitable techniques that encourage active participation from all students in the classroom.
The researcher conducted the study "Improving Students' Participation in English Classroom Activities in Mixed Abilities Classes at Dai Tu High School" to identify the underlying causes of low student engagement The aim is to discover effective solutions that enhance student learning outcomes while benefiting teachers and stakeholders in the educational field.
A ims o f t h e s t u d y
With an attempt to improve students' participation in English classroom activities in mixed ability classes at Dai Tu high school, this study aims at:
• investigating main causes o f students' low participation in English classroom activities in mixed ability classes.
• suggesting solutions for improving the students' participation in English classroom activities in mixed ability classes.
• conducting an experimental teaching to examine whether the suggested solution helps teachers o f English involve students in classroom activities and helps students participate more actively.
R esea r ch q u e s t io n s
To reach the aims o f the study, the three research questions are addressed:
(1) What are the causes o f students' low participation in English classroom activities in mixed ability classes at Dai Tu high school?
(2) What could be done to improve students' participation in English classroom activities in mixed ability classes?
(3) Does the suggested solution help to increase students’ participation in English classroom activities in mixed ability classes?
This study focused on 11th grade students in class 11 A2 at Dai Tu High School using the "English 11" textbook Due to time constraints and other limitations, the research specifically investigated the primary reasons for low student participation in English classroom activities within mixed ability classes Key factors identified include students' motivation, learning styles, teachers' characteristics and personalities, teaching methods, and the impact of the textbook The researcher proposed solutions aimed at enhancing student participation in English lessons.
The study aims to identify the primary reasons for low student participation in English classroom activities within mixed ability classes at Dai Tu High School Based on these findings, suitable recommendations will be proposed to enhance student engagement Additionally, this action research will allow the researcher to assess the overall teaching and learning of English in mixed ability classes, with a specific focus on her own classroom dynamics.
The thesis is structured into five chapters, beginning with Chapter 1, Introduction, which outlines the study's background, problem statement, aims, research questions, scope, significance, and organization Chapter 2, Literature Review, examines relevant literature on mixed ability classes and student participation in English teaching, highlighting factors such as teachers' techniques, personal qualities, students' learning styles, and motivation Chapter 3, Methodology, details the research method, subjects, data collection instruments, and study procedures Chapter 4, Data Analysis and Discussion, is organized into five sections covering initial data, the action plan, data collected during experimental teaching, and evaluation of the action research Finally, Chapter 5, Recommendations and Conclusion, encapsulates the major findings, offers recommendations for teaching techniques, discusses study limitations, suggests areas for further research, and concludes the thesis The document also includes references and appendices.
This chapter aims to review relevant literature on mixed ability classes, structured into three sections The first section explores the theoretical background of teaching mixed ability classes, discussing key concepts, challenges, and effective classroom activities The second section examines the role of student participation in the English teaching and learning process, identifying factors that influence participation in mixed ability settings Finally, the third section offers insights into classroom action research, highlighting its significance in enhancing educational practices.
2.1 ENGLISH LANGUAGE TEACHING IN MIXED ABILITY CLASSES
Every language class in a secondary school can be said to be mixed ability (Tice,
Mixed ability classes consist of students with diverse language levels, learning skills, speeds, interests, and confidence levels, as highlighted by Baker and Westup (2000) According to Rivolucri (1986), these classes do not teach a homogenous group but rather thirty distinct individuals, each varying in knowledge and ability Prodromou (1992) reinforces this by stating that mixed ability classes are composed of individuals who differ in numerous ways Essentially, the primary distinction in such classes lies in students' language ability—what they know at a given time—and their language learning ability—how effectively they can acquire new language skills.
A mixed ability class, as defined by Tice (1997), is characterized by significant differences among students in language level, learning style, speed, background knowledge, interest, and motivation This variation encompasses disparities in receptive and productive skills, fluency, accuracy, grammatical knowledge, vocabulary size, and pronunciation Some students excel in language acquisition, quickly grasping and retaining new information, while others face challenges due to slower learning paces and a lack of study skills This comprehensive definition is chosen for the study as it addresses all key aspects of a mixed ability class and aligns well with the researcher's specific context, thereby enhancing the research process.
2.1.2 Problems in mixed ability classes
Teaching English in mixed ability classes is a common challenge in Vietnam, especially in Thai Nguyen province This situation complicates the effectiveness of English teaching and learning due to various issues To help all students reach their full potential, teachers must recognize the specific challenges posed by mixed ability classrooms By understanding these problems, educators can select appropriate techniques and activities to address them According to Copur (2005), there are five significant challenges faced by many English language teachers in mixed ability settings.
Effective learning poses a significant challenge for teachers, as their goal is to engage all students, each with unique learning styles and varying progress rates While some students may excel with learning tasks, others may struggle, leading to a situation where overly easy tasks fail to benefit stronger students, and overly difficult tasks hinder weaker students Additionally, students' backgrounds, including family environments and language proficiency, can create barriers to effective learning To address these challenges, it is crucial for teachers to monitor each student's progress and adapt their teaching methods to meet diverse needs, even in small classes, ensuring that all students receive the support necessary for successful learning outcomes.
Teaching mixed ability classes presents English teachers with challenges related to course materials, as most language textbooks are designed for a uniform classroom environment This leads to varied student reactions; some may find the textbook unengaging or difficult, while others perceive it as interesting or easy Additionally, with current language teaching materials often based on content or theme-based syllabi, students may have differing responses to the topics presented—some may view them as dull or irrelevant, while others find them enjoyable and relatable Consequently, it is essential for teachers to assess and adapt the materials to meet the diverse needs of their students.
Student participation in language classrooms presents a significant challenge For many learners, the classroom serves as the primary setting to practice their language skills, yet some struggle to speak in the target language due to various factors, including lack of interest, low confidence, age, and knowledge Conversely, other students are eager to express their thoughts and feelings in the new language This disparity leads to a situation where some students actively engage in discussions, while others remain silent throughout the lesson, opting to focus on their own tasks.
Weaker students often disengage from learning due to a lack of understanding, while stronger students may dominate classroom discussions, receiving the majority of the teacher's attention This dynamic can lead to stronger students losing interest when the material becomes too easy, while weaker students frequently remain silent and unengaged Consequently, teachers face the significant challenge of supporting weaker students and maintaining motivation among stronger students to ensure the success of all learners in a mixed-ability classroom.
Teachers of mixed ability classes often face challenges related to student interest, which can vary significantly due to differing attitudes towards the subject and the instructor, language proficiency, and individual personalities Some students may perceive lessons as dull if the topics do not resonate with their personal experiences or interests, while others may find the teaching methods unengaging Additionally, students may lose interest if they feel they lack opportunities to share their own ideas, particularly when the teacher dominates the discussion or when other students frequently contribute.
Mixed-ability classes pose a challenge for teachers due to varying student learning speeds Some students grasp new language concepts quickly, while others require more time to understand and complete tasks If a teacher focuses on faster learners, slower students may struggle to keep up; conversely, slowing down for those who need more assistance can lead to boredom and disengagement among advanced learners Tice (1997) suggests that aiming for a middle ground may fail to meet the needs of either group Therefore, it is crucial for teachers to implement strategies that balance the needs of both stronger and weaker students, ensuring that all learners receive the appropriate level of challenge and support.
The last and also quite serious problem is discipline in mixed ability classes Ur
Teachers in large, mixed-ability classes often encounter challenges such as maintaining discipline, grading assignments, and ensuring effective learning for all students Quick learners may complete tasks faster than their peers, leading to boredom or misbehavior while waiting for others Conversely, struggling students may feel overwhelmed and lose confidence, which can result in disruptive behavior These dynamics highlight that mixed-ability classrooms can create significant classroom management issues.
Mixed ability classes present challenges for both teachers and learners, impacting the overall learning experience According to Prodromou (1992), greater diversity in student abilities can lead to lessons feeling disjointed Consequently, it is essential to explore effective strategies to engage all students in classroom activities, thereby enhancing their learning outcomes.
2.1.3 Teaching techniques used in mixed ability classes