Khóa luận English Speaking skills teaching methods for elementary learner at Nam Sao Language center

LIST OF CHARTSChart 4.1: Students’ awareness of the learning English Chart 4.2: Students’ interest in learning English speaking Chart 4.3: Students’ looking at difficulties of English sp

“I am TRIEU THI HUYEN TRANG hereby declare that the work presented in this

Graduation Thesis is uniquely prepared by me.”

“I also confirm that, the thesis paper is only prepared for my university requirementsnot for any other purpose It“might not be used with the interest of the opposite party of thecorporation.”

Major in English Language

The Saigon International University

Date submitted: ………

“During the implementation of this thesis, I have received much help from the peoplewho have helped me.”Without them I could not have completed this thesis, so I wanted toexpress my deep gratitude to those who helped me.”

“First, I would like to express our gratitude to the teachers of the Saigon InternationalUniversity who taught me and helped me throughout the course Special thanks to Ms.Nguyen Thi Bich Thuy of the University who provided constant guidance and very usefuladvice for me to complete this thesis.”

“Next, I would like to thank to my classmates who share and help me during the study

at the Saigon International University I also thank the teachers and students of Nam SaoForeign Language center who have helped me in the process of surveying and data collection

LIST OF CHARTS

Chart 4.1: Students’ awareness of the learning English

Chart 4.2: Students’ interest in learning English speaking

Chart 4.3: Students’ looking at difficulties of English speaking skill

Chart 4.4: The most favorite skill of students in learning English

Chart 4.5: Suitable level of English speaking skills teaching method for students

Chart 4.6: How students feel about the English current method

Chart 4.7: Students’ desire for teaching English

Chart 4.8: Student’s think about activities applied during the hours of teaching English speaking skills

Chart 4.9: Student’s favorite activities applied during the hours of teaching English speaking skills

Chart 4.10 Students’ frequency of participation in speaking learning hours

TABLE OF CONTENTS

ACKNOWLEDGEMENTS 2

LIST OF CHARTS 3

CHAPTER I 7

INTRODUCTION 7

1.1 Rationale 7

1.2 Significance of the study 8

1.3 Scope and limitation of the study 8

1.4 Research questions 9

1.5 Design of the study 9

CHAPTER II 11

LITERATURE REVIEW 11

2.1 Definitions of terminologies 11

2.1.1 Speaking skill 11

2.1.1.1 Concepts of speaking 11

2.1.1.2 Characteristics of speaking 13

2.1.2 English teaching methods for elementary learners 14

2.3 Review of previous works 17

2.3.1 Research works abroad 17

2.3.2 Domestic research projects 18

CHAPTER III 20

METHODOLOGY 20

3.1 Research method 20

3.2 Sampling 21

3.2.1 Description of the teachers at Nam Sao language center 21

3.2.2 Description of the pupils at Nam Sao language center 21

3.3 Research tools 22

3.4 Data collection 23

3.4.1 Observations 23

3.4.2 Surveys 23

3.4.3 Face-to- face interview for teachers 24

CHAPTER IV 25

FINDINGS, RESULTS AND DISCUSSION 25

4.1 Results from students’ questionnaire 25

4.1.1 Student’ personal information 25

4.1.1.1 Students’awareness of learning English 25

4.1.1.2 Students attitudes towards English speaking skills 26

4.1.1.3 Students’ opinion about current English speaking skills teaching method 29

4.1.1.4: Student’ feeling activities applied during the hours of teaching English speaking skills 30 4.2 The results from interview for teachers 32

4.2.1 English speaking skills teaching methods applied at the Nam Sao English center: 32

4.1.2.2 The current English speaking skills teaching method with elementary learners 33

4.1.2.3 Advantages and disadvantage of teaching English speaking skills to elementary learners 33

4.1.2.4 Activities your students like best in the process of learning English speaking skills 34 4.1.2.5 The time for studying English skills with elementary learners 35

4.1.6 The current facilities of the center 35

4.2 Discussion 36

4.2.1 The method of teaching speaking skills for elementary learners at the “Nam Sao English language center” 36

4.1.2 The advantages and disadvantages when applying speaking activities to teach English 38 4.1.2.1 Advantages: 40

4.1.2.2 Disadvantage: 40

CHAPTER 5 42

CONCLUSION AND RECOMMENDATION 42

5.1 Conclusion 42

5.2 Recommendation 42

5.2.1 Recommendation for manager staffs 42

5.2.2 Recommendation for teachers 44

5.2.3 Recommendation for students 45

“ 50

APPENDICES 53

A: SURVEY QUESTION FOR STUDENTS 53

B: INTERVIEW QUESTION FOR TEACHERS 56

APPENDIX C 58

Keywords: Teaching methods, speaking skill, teaching speaking, problems in speaking

CHAPTER I INTRODUCTION

1.1 Rationale

“In the 21st century, the countries all over the world are tending to develop basing oninternational cooperation.”The“English language has become crucial to the way we interactwith the different people in the world; not being able to communicate in English imposeswhat seem to be formidable limitations on us.”With“English we are able to bridge cultural,economic, and even social gaps, in turn we are able to better understand and tolerate eachother.”

“Therefore, it is not just important but in fact crucial that the English language be learnt

by all individuals.”However,“this also raised an issue that foreign language education should

be taken seriously in which English is the most popular language in use.”Teaching“andlearning English, thus, are very important and necessary because mastering English seem to

be one of the best and the shortest ways for us to have a great deal of opportunities to reachthe success of life.”English learners,“from elementary pupils to students, from workers togovernment employers study English with the interest and enthusiasm.”As“for Vietnamesestudents, especially the elementary learners have many difficulties in learning and practicingEnglish speaking skill.”They“also fall into confusion when speaking English because of theirlack of professional knowledge, confidence, and surely good learning methods.”

“The goal of teaching speaking, surely, is to improve the oral production of thestudents.”Vietnam's“economy is growing, requiring human resources to know foreignlanguages, especially English, students should improve and promote their communicationskill so that they can express themselves and learn to follow the social and cultural rules

appropriating in each communicative circumstances.”Speaking“for schools has notapparently been paid much attention.”Teachers’ role“is not only to create a warm andfriendly classroom but also to provide students with effective and plentiful activities.”

“These factors mentioned have aroused my ambition to carry out the study of: “EnglishSpeaking skills teaching methods for elementary learner at Nam Sao Language center” tostudy.”

1.2 Significance of the study

“Our world is becoming internationally.”The“majority of people find opportunity tointeract with each other easily.”Thus,“communication is much needed and English paramountimportance is chosen as a global language.”In“this claim, English speaking teaching method

is very important.”So“we need have a suitable English speaking skill teaching methods toimproving English communication for learners.”For“this purpose, we deal with the Englishspeaking skill teaching method in Nam Sao English center.”The“result of this study mayoffer a new insight to teachers in evaluating many aspects of teaching and learning indifferent ways and bring new air to English classes.”

1.3 Scope and limitation of the study

“The scopes of the study in this research are limited as follows:”

1 “This study aimed to document the teaching methods in speaking class of 5 teacherswho are teaching at Nam Sao Language center with Elementary level Investigating " Thesolution for teaching speaking skills at Nam Sao center’’, This study is expected to makecertain contributions to the related populations including teacher teaching speaking skills, andresearcher of the same subjects.”

2 “The subject of the research will be limited to 30 elementary learners of two classes

at Nam Sao Language center on February 28th, 2019 to May 21st, 2019”

1.4 Research questions

“The current study tries to find answers to the following questions:”

1 “What methods are used in speaking class?”

2 “What are the advantages and disadvantages when teaching English speaking skill?”

3 “What are the solutions for teaching speaking skills at Nam Sao language center?”

1.5 Design of the study

This study consists of three parts: Introduction, Development and Conclusion.

 Chapter II: Literature Review

In this chapter, it provides some theoretical foundations on issues related to the definition ofteaching communication language (CLT), characteristics of the teaching English speakingskills as well as the role of teacher and students in communicative language teaching, the role

of speaking in language teaching and learning, indicate methods of teaching speaking andsome problems in teaching speaking

 Chapter III: Methodology

This chapter carried out the research setting, the methodology, the instrument and the subject

of the study There also showed the results of the survey questionnaires and interview face to

face designed to find out the teaching methods that teachers and students at Nam SaoLanguage center have implied in teaching and learning

 Chapter IV: Findings and Discussion

The specification of results showed information about the method of teaching speaking skills.From issues, suggestions for methods to teach speaking skills to help elementary learnersimprove their speaking skills so teachers and students can choose the best way to learn andteach

 Chapter V: Conclusion and Recommendation

This final chapter summarizes of research, and provides a way to teach speaking skills andactivities that should be applied in the classroom and recommendations for teachers andstudents

CHAPTER II LITERATURE REVIEW

2.1 Definitions of terminologies

2.1.1 Speaking skill

“Speaking skill plays an important role in learners’ learning process.”It“is considered

an important criterion to judge learners’ achievement in learning a language.”They“oftenevaluate their success in language learning by how well they can speak thatlanguage.”Therefore,“if they cannot learn how to speak or do not get any opportunities tospeak in the language class, they may soon get demotivated and bored with learning.”On“thecontrary, if the teachers can apply interesting activities in the class, English lessons canbecome very funny and interesting.”

2.1.1.1 Concepts of speaking

“There are many different concepts of speaking by many different linguistics, however,most of them agree that speaking is very important to human communication.”Bygate“(1997)states that speaking is a skill which is very important and requires as much attention as otherskills, in both first and second languages.”In“order to carry out most of their basicinteractions and transactions, learners need to be able to speak, and express their ideas toother people.”He“also emphasizes that “interaction is the use of language for maintainingcommunication between participants” and “interaction skills are skills of deciding what tosay, when to say it and how to say it clearly” (Bygate, 1997, p.115).”Therefore,“in learningspeaking skill, learners are required to know not only how to produce specific points oflanguage such as grammar, pronunciation, or vocabulary (linguistic competence or

grammatical competence), but also when, why and in what ways language is produced(sociolinguistic competence).”

“According to Brown, Burns & Joyce, speaking is an interactive process ofconstructing meaning concerning three periods: producing and receiving and processinginformation (Brown, 1994; Burns & Joyce, 1997).”

“Chaney and Burk (1998, p.13) states that speaking is the process of building andsharing meaning through the use of verbal and non-verbal symbols, in many differentcontexts.”

“Brown (1994) affirms that interaction is the heart of communication; it is whatcommunication is all about, for example in the cases of sending messages; receiving them;interpreting them in a specific context; negotiating meanings; and collaborating toaccomplish certain purposes.”And“interaction is the collaborative exchange of thoughts,feelings, or ideas between two or more people resulting in a reciprocal effect on each other.”

“In Byrne’s view (1986), speaking skill is one of two ways of oral communicationprocess, and is the productive skill.”The“speaker has to encode the message he wishes toconvey in appropriate language, while the listener has to decode (or interpret) the message.”

“According to Florez (1999), speaking is an interactive process of constructingmeaning that involves producing, receiving and processing information.”It“is oftenspontaneous, open-ended and evolving.”

“In short, there are quite many different definitions of speaking, each of them has theirown good points and strong points.”However,“in this study the researcher decided to followthe concept of speaking by Bygate (1997) which means that speaking not only involvesgrammatical competence but also sociolinguistic competence.”

2.1.1.2 Characteristics of speaking

“According to Bygate (1997), speaking involves two kinds of routines in the process ofcommunicating.”They “are information routines and interactional ones.”Information“routinesmay be described to involve two sub-routines: expository and evaluation.”The“formerincludes description, narration, comparison and instruction.”The“latter consists ofexplanation, prediction, justification, preference and decision.”

“Interaction routines are routines based not so much on sequences of kinds of termoccurring in typical kinds of interactions such as telephone conversation, interviewconversations casual encounters, conversations at parties, lessons, radio or televisioninterviews, all tend to be organized in characteristic ways.”

“In Brown’s opinion (1983), speaking has three characteristics: the first one is that itsform and meaning are dependent on the context in which it occurs, including the participantsthemselves, their collective experiences, the physical environment, and the purposes forspeaking.”It“is often spontaneous, open-ended, and evolving.”However,“speech is not alwaysunpredictable.”The “second one is that speaking requires that learners not only know how toproduce specific points of language such as grammar, pronunciation, or vocabulary(“linguistic competence”), but also that they understand when, why, and in what ways toproduce language (“sociolinguistic competence”).”Last“but not least, speech has its ownskills, structures, and conventions different from written language.”

“Bygate (1987) considers speaking as an undervalued skill in many ways.”The“reason

is that almost all people can speak; therefore, they just take speaking skill too much forgranted.”He“also asserts that speaking skill deserves attention every bit as much as literacyskills.”Learners “often need to be able to speak with confidence in order to carry out many of

their most basic interactions and transactions.”Bygate “also highly appreciates speaking bystating that speaking is the medium through which much of language is learnt.”

“To sum up, it is undeniable that speaking is the key to successfulcommunication.”By“considering what good speakers do, what speaking tasks can be used inclass, and what specific needs learners require, teachers can help learners to improve theirspeaking skill.”

2.1.2 English teaching methods for elementary learners

“There are three main phases in the teaching of a speaking lesson.”The “way the lessonprogresses differs according to how much English students know or how much English theysee, hear and use outside the classroom.”However,”the final objective of a speaking lesson isalways to help students speak English more confidently in a wide variety ofsituations.”Byrne“(1991) points out that there are three phases to develop learners' oralability, which are as follows:”

 Phase 1: “ The presentation phase ”

“In this phase, teachers play a center role in learning and teaching process.”They“work

as an information provider as they know English, select teaching materials and the ways topresent the materials.”And“in this first phase, students usually observe and listen to theteacher, i.e they passively receive information.”As“we know, oral materials are writtenmainly in two forms, which are dialogues and prose.”Thus,“it is obviously that these twodifferent forms need presenting in different ways.”

“Byrne, D (1991) summaries ten different steps to present a dialogue as follows:”

1 “Establish setting by using pictures.”At“this step, English is used as much aspossible.”

2 “Draw out learners’ experience related to situation.”

3 “Explain some key words.”

4 “Set the listening task by asking key information of the dialogue”

5 “Ask learners to listen without looking at the dialogue.”

6 “Allow learners to have a look at their book when necessary.”

7 “Ask learners to listen and repeat.”

8 “Ask learners to pick up difficulties and explain them.”

9 “Ask them to practice (role- play)”

10 “Ask them to dramatize the dialogue.”

“From the steps above, we can see that they are perfectly and logicallyarranged.”However,“not all of them need to use for presenting a dialogue, it depends on thelearners’ English competence.”

“To present a prose, Byrne (1991:26) suggests that teachers should use the followingnine steps:”

1 “Introduce the topic by asking learners to look at the pictures or asking them aboutrelated things.”

2 “Introduce the text New words and structures are given.”

3 “Provide relevant practice.”

4 “Set the reading task: make questions.”

5 “Ask the learners to read the passage in silence and find the answers.”

6 “Ask learners to read again aloud and ask for the answer.”

7 “Explain difficulties they still have.”

8 “Do silent reading again because learners need to go on with step nine.”

9 “Get the learners to talk about what they have to learn based on the previousanswers.”

“To increase the learners’ motivation, these steps should also be used suitably.”

“ Phase 2: The practice phase ”

“This phase is the time for learners to do most of talking as they are provided maximumamount of practice in the form of controlled and guided activities to improve vocabulary andgrammar knowledge as well as fluency of speaking.”The“learners, at this phase, answer theteacher’s guided questions, discuss with their partners to find new ideas related to the topic.”

“ Phase 3: The production phase ”

“This is the phase in which learners are given chances to speak Englishfreely.”Being“in a real situation, learners use English by themselves, not depend on theteacher.”They“can develop their own ideas and their friends’ ideas.”A“real chance to speakEnglish takes place when the learners can use English naturally for themselves, not for theirteacher.”Pair“work and group work are of great importance and effectiveness at this phase asall learners have chance to participate in talks: Moreover, this can save a great deal of timeand learners seem to be more confident.”

“In short, to improve speaking ability for learners in the process of teaching speaking,teachers should follow these phases orderly.”However,“the practical application muchdepends on such factors as the time available, the target learners’ level and the material used,etc…”

“ The influence of age related to teaching methods”

“Elementary learner, students' bodies are in a period of changing or speaking,specifically, incomplete systems.”Therefore,”the strength of the body is still low, so the

children cannot do long, simple and boring movements, making the students unable toconcentrate and not want to study.”

- “Primary students are very excited and like to interact with something, a certainphenomenon, especially strong emotional images.”

- “Primary students are often active and curious about new things, and then theybecome bored.”Therefore,“in teaching teachers must use many teaching aids, enhancepractice, organize alternate games to reinforce insights.”

2.3 Review of previous works

2.3.1 Research works abroad

“Overseas projects in this area can include: P.V.Zimin, M.I Kondakop, N.I Saxerđôlốp

in "School management issues", V.A Xukhomlinxki in "Some leadership experiences of highschool".”

“Talk about the importance of teachers in the context of education in the twenty-firstcentury, Dr Raya Roy Singh, a renowned educator in India, a multi-year education expertwith UNESCO Asia-Pacific region A pretty impressive comment: "Teachers play a decisiverole in education and especially in reorienting education".”

“Discussing the teaching of English in schools, Jeremy Harmer - the leading Englishteaching expert in the world has studied the method of teaching English as well as thetraining of English teachers.”He“has hosted many conferences around the world on Englishteaching methods.”According“to him, teachers of English even though they are well trainedmust always learn and arrange for teachers to train in accordance with their abilities andstrengths to better meet the teaching [41, p.425].”

“The author Penny studied the method and experience in languageteaching.”According“to him, teachers who graduated from pedagogical school are just astarting point, only meeting the initial conditions to teach Seniority of teaching does notdetermine efficiency and career advancement.”To“gain experience and professionalism,successful teachers must constantly learn and equip themselves with additional knowledgethroughout the life of teaching [43, tr.317).”

“In particular, author Susan Haliwell introduced effective methods to teach English forstudents in the Teaching English in the Primary Classroom.”

2.3.2 Domestic research projects

“Management process of teaching to ensure and improve the quality of training is thegoal to be achieved in the teaching process, teaching management.”This“is a difficult job andtakes a lot of time for HT people.”There“are many authors, educational managers have beeninterested in studying teaching activities, management of teaching activities, especiallyforeign language subjects, including English subjects to find out better managementmeasures.”

“In Vietnam, many authors study school management, teaching activities such as: Ha Si

Ho (1987) Lectures on school management, Tran Kiem (1997) Basic problems ofmanagement science education, Nguyen Van Le (1985).”School“management science .there are many works going into the study of each field of school management work such as:Cao Duy Binh (1999).”Planning“school activities, Ho Van Lien Management of pedagogicalprocess, Vu Trong Vy (2004) Management of facilities and equipment for teaching at highschools.”About“English teaching activities: Chau Thi Hoang, Nguyen Van Vinh, PhanNguyen Hong Diem, Vuong Thi Kim Hoang the authors go deep and solve differentaspects but are related to the content of operational management HT's teaching.”

“Author Nguyen Ngoc Quang has identified: "Teaching and education in unity is thecentral activity of the school", "The school management is actually the management of theteacher's labor process " [8].”

“Bui Minh Hien, Vu Ngoc Hai, affirmed: "School management and management ofagencies in the education system are very important for the success or failure of education".[23].Mai Quoc Lien said: "It is imperative to have a foreign language strategy to coverEnglish in national schools" [27, p.6].”

“In summary, there are many authors in Vietnam as well as abroad who have studiedand introduced many measures to manage teaching activities in schools including Englishsubjects.”However,“in the field of management, the teaching of English at the TH level hasnot been mentioned by many authors.”The“problem we posed in this thesis is to understandthe reality of teaching English in some high schools.”Thereby,“propose a number ofappropriate management solutions that are feasible and necessary to contribute to improvingthe quality of teaching English subjects right from the TH level.”

CHAPTER III METHODOLOGY

3.1 Research method

 “Methods of theoretical research”

“Collect materials, read scientific books, magazines, refer to research projects related tothe topic From there, sum up it to become a theoretical and practical basis for the study ofthe topic.”

“Observations”

“During the research, observation plays a helpful part the classrooms' environment,atmosphere, pupils' attitudes as well as teachers methods.”From“that, the study can beconducted with high validity and reliability, Classroom observations were carried out in five45-minute sessions in which the observer looked at the general view of the classroom,listened to both teachers questions and pupils' responds, and took note on everythingconsidered crucial during the process of teaching and learning speaking skills.”In“this case,the author acted as both a teacher and a researcher”

 “The study consisted of class participation and observations, questionnaires andinterviews.”In“order to achieve the aims mentioned above, the research collected informationboth from the teachers of English and the Elementary learners who have been teaching andstudying at Nam Sao Language Center.”

-“Questionnaire for students at Nam Sao Language Center.”

-“Interview the teachers at Nam Sao Language center”

-“This method is conducted through the collection of information by "surveyquestionnaires" for some managers and some teachers and students at Nam Sao ForeignLanguage Center.”

3.2 Sampling

“Participants in the survey included thirty elementary learners aged six – eight years oldand five teachers at the Nam Sao English center located on Thu Duc ward, Ho Chi Minh city,from the same school.”It“is assumed that they all of the elementary learners are those theauthor got to know during the three-month internship at Nam Sao English Center.”Thus,“it is

no doubt that they are considered the most important factors throughout this study.”

3.2.1 Description of the teachers at Nam Sao language center

“The majority of the teachers at Nam Sao Language center is so young.”At “Nam SaoLanguage center, there are about 20 teachers of English language (about 20% are nativespeakers from the United States and Australia).”The“teachers are those who already hadbachelor degrees; therefore, they are fluent and skillful in teaching English in general and inteaching speaking skill in particular.”Although“many teachers are quite young and even some

of them have just graduated from universities, they are very active and always bring livelylesson periods to their pupils.”On “the contrary, these teachers may not have enoughexperience to cope with pupils’ obstacles in learning English to communicate.”A“the sametime, there are several limitations such as time for each period that also contribute to thehardships that teachers from develop speaking skill to their pupils.”

3.2.2 Description of the pupils at Nam Sao language center

“The majority of primary school students in Nam Sao language center are aged 6 to 11years old.”Students“at this level, they use Family and Friends Book, Cambridge, University

Press, workbook Edition With this program, they learned 4 skills of listening and speaking.Once a week, learn with native teachers In general, Nam Sao students aim to take thecurriculum to gain enough knowledge and to take tests on campus.”However,“there are somelearners who can communicate and pronounce correctly.”It“seems that the teaching and theenvironment improve their English speaking.”Or“perhaps, their individual difficulties inattitudes, motivation and studying methods are the cause of potential problem arising during

the class.”

3.3 Research tools

“The information was collected through a questionnaire for elementary learners andinterview the teachers at Nam Sao Language centre.”The“surveys were created on GoogleForm and face to face interviews with 5 teachers so as to obtain more clarifications andinsights into the data provided by the questionnaires.”It“conducted on July 10th,2019”

“It was observed that many pupils at this centers were very active and eager to learnEnglish, especially when it involved speaking.”Nevertheless,“there were pupils who were notconfident enough to speak freely and naturally.”Those“ones were still afraid and unwilling toparticipate in speaking activities and consequently, they were too shy and embarrassed toraise their voices.”It“was unfortunate for the author to witness that circumstance because sheknew speaking skill is extremely essential to any foreign language.”Therefore,“noting fromthat situation, the writer is motivated to carry out this project in order to research, experience,and explore both the issues that pupils have to face with and the solutions that teachers couldimplement.”After“all the author's wish is to create the most desirable environment for allstudents to improve and enhance English speaking skill, the one that both teachers andlearners struggle a lot to achieve and satisfy.”

3.4.1 Observations

“During the research, observation plays a helpful part to support the author in observingthe classroom’ environment, atmosphere, student’s attitudes as well as teacher’Smethods.”From“that, the study can be conducted with high validity andreliability.”Classroom“observations were carried out in forty-five minutes in which theobserver looked at the general view of the classroom, listen to both teacher’s questions andstudents’ responds and took note on everything considered crucial during the process ofteaching and learning speaking skills.”In“this case, the author acted as both a teacher and aresearcher.”

3.4.2 Surveys

“The questionnaire for elementary learners.”The“survey questionnaire includes 10questions (in English) and they are numbered from 1 to 10 in the question, there are 3 ,4 ormore than options.”The“informants can choose more than one choice.”The“questionnaire is

parted into three parts: The first section have a question with three options, taking aboutStudents’ awareness of learning English They are marked “X” into the box.”

“The second section contains three questions (question 2,3 & 4) give their attitudesabout the English speaking skills teaching methods at Nam Sao English center”

“The third sections with 3 questions (question 5,6&7) asks students about their feelingactivities applied during the hours of teaching English speaking skills.”The“four section with

3 questions (question 8,9 &10) talked about students ‘feeling activities applied during thehours of teaching English speaking skill.”

“From this survey, I can find out an appropriate method of learning ad practicingEnglish speaking skill.”The“survey is base for my study “the method of teaching speakingskill for elementary learners at the Nam Sao English center.”

3.4.3 Face-to- face interview for teachers

“During the week following the questionnaire, direct interviews with the teachers atNam Sao Language center was carried out by means of informal talks and discussions toclearly obtain more information about teachers’ responses.”The“interviews, participated byjust 10 teachers, were conducted to exploit further data that probably cannot be revealedthrough observations as well as supplement more knowledge about the issues mentioned inthe questionnaire.”The“questions for interviews were presented in a paper.”

CHAPTER IV FINDINGS, RESULTS AND DISCUSSION

4.1 Results from students’ questionnaire

4.1.1 Student’ personal information

“The first part of the questionnaire collected the students' information of gender, age,they have been studying English and attending the course within 6 months for elementarylearners.”The“total number of the participants was 25 students of which 11 were females and

14 were males from different class, this students have age from 6 to 11 years old.”

4.1.1.1 Students’awareness of learning English

Chart 4.1:“Students’awareness of the learning English”

65%

26%

9%

Most important Important Not important

“Show the chart 4.1, I find that most students recognize the importance of English inlearning as well as in life.”Most“of them find it important and interesting to learn

it.”Based“on the first statistics I find that most students recognize the importance of English

in learning as well as in life 65% of students said that English is important while 26% foundEnglish important and the remaining 9% said it was not important.”

4.1.1.2 Students attitudes towards English speaking skills

“Chart 4.2: Students’ interest in learning English speaking”

70%

20%

10%

Yes No Normal

“The chart above shows us the difference between students in the interest of learningEnglish.”From“the chart, we can see that the amount students who choose Yes is six times asmuch as ones who choose No, three times as much as ones who choose Normal.”This“result

is not surprise.”This“proved that they are surely aware of how English is interesting andimportant to them.”There“are many different reasons which can be expressed like this-English is an international language which is used all over the world Today, English isapplied in every fields in life because of the advancement of society.”The“more you studyEnglish, the more chances you have In other words, it means that better English, better life.”

“Chart 4.3: Students’ looking at difficulties of English speaking skill”

64%

25%

11%

Yes Normal No

“The chart shows us how elementary learners at Nam Sao English center look at thedifficulty of speaking skills in learning English.” This“rate is quite high, accounting for 64%,because the basic knowledge base of these students is still poor, they have not consideredstudying English, they do not have the right method of learning or can be some students alsohesitate to communicate 25% of students said that learning English is not difficult, the rate isquite low.” Only“11% of students said that speaking skills in English are easy, these studentsare often gifted students in learning foreign languages, they are passionate about this subject,they have the right learning methods.”

“Chart 4.4: The most favourite skill of students in learning English”

“This is the chart that helps us know which skill in the English lesson students likemost.”From“this chart, we can see that those who like speaking is nearly equal with thosewho like reading.”Whereas,“the amount of students who like speaking is over three times asmuch as the rate of students who like listening, 2.3 times as much as the rate of students wholike writing.”And“only small amount of the students ( 10%) like all fourskills.”These“statistics show us that the number of students who like speaking is the highest.This means that speaking lesson attract students much.”