Rationale of the study
English is a global language spoken in over a hundred countries, boasting more than a million words It serves as the primary medium of communication in various fields, including science, technology, diplomacy, and business Its inherent simplicity and flexibility contribute to its rapid learnability, solidifying its status as the world's leading language.
Recent political and economic changes in Vietnam have positively influenced English teaching methods, prompting educators to focus on enhancing students' communication skills Recognizing that language competence is best improved through interaction, teachers are shifting their emphasis from grammar to speaking As a result, oral proficiency in English has become increasingly vital in modern education In every English class, instructors are now prioritizing the development of speaking skills by implementing the communicative language teaching method, widely regarded as one of the most effective approaches for fostering student communication.
In certain regions of Vietnam, English teaching remains heavily influenced by traditional methods that prioritize grammar over communication In these classrooms, teachers primarily explain grammatical rules, treating students as passive recipients of knowledge Consequently, while students may achieve structural competence, they often struggle with real-life communication, leading to significant challenges in using English effectively in everyday situations.
To address the needs of English learners, teachers at People's Police College I (PPCI) are exploring effective methods for teaching English speaking The Communicative Language Teaching Approach (CLT) is implemented to enhance learners' proficiency across all levels This approach aims to enable students to communicate in English effectively and fluently, aligning with the recommendations of linguists and methodologists like Nunan (1991) and Das.
English language teachers in Vietnam, particularly at the PPCI, face significant challenges While many Vietnamese learners excel in reading and writing English, they struggle with speaking fluently and accurately Despite the efforts of both teachers and students to improve English speaking skills, the outcomes remain unsatisfactory.
Motivated by a desire to enhance English speaking skills, I am conducting research to explore effective teaching methods and activities aimed at improving the quality of speaking instruction at the People's Police College, where I am employed full-time.
Aims of the study
This study aims to explore the challenges faced by Pre-Intermediate students at PPCI in actively participating in speaking activities during English classes By identifying these obstacles, the research seeks to provide valuable recommendations for English teachers to enhance their instructional methods, ultimately fostering improved speaking competence among students.
To investigate the current situation of teaching English speaking skill at PPCI
To identify the problems that the teachers and students face in teaching and learning speaking skills
To suggest some techniques and activities to improve the quality of the teaching of speaking skill at PPCI.
Significance of the study
This study is important as it explores teachers' and students' perceptions of speaking and speaking activities, identifies the challenges they encounter, and offers recommendations for teachers to adapt their textbooks Additionally, it provides techniques aimed at enhancing learner motivation.
Scope of the study
This study examines the challenges faced by English language teachers when instructing Pre-Intermediate level students in speaking skills at the PPCI It also offers suggested techniques and activities aimed at enhancing teaching quality While the study acknowledges the importance of other language skills such as reading, writing, and listening, it does not cover them due to its focused scope Furthermore, the research is limited to first-year students at the People’s Police College I, constrained by time and scale.
Method of the study
This study employs a mixed-methods approach, utilizing both quantitative and qualitative data to achieve optimal results Quantitative data is gathered through survey questionnaires targeting pre-intermediate English language students at PPCI and English language teachers from the Division of Foreign Languages and Informatics at PPCI The collected data will be systematically processed and analyzed to draw meaningful conclusions regarding the study's objectives.
In addition to the quantitative method, qualitative data was collected through informal interviews with students and teachers, aiming to gain deeper insights into the actual teaching and learning experiences of speaking skills at PPCI.
All comments, remarks and recommendations assumptions and conclusion provided in the study based on the data analysis.
Design of the study
Communicative Language Teaching (CLT)
The evolution of language teaching methods has mirrored the shifting proficiency needs of learners According to Le (2004), the focus of language teaching and learning has transformed, highlighting a change in objectives rather than the teaching methods themselves.
Historically, the primary goal of teaching a second language was to help learners read and appreciate literature, leading to the perception that effective teachers were those who achieved this objective (Le, 2004) For many years, traditional methods such as Grammar Translation and Audio-Lingual approaches dominated English language instruction, resulting in students becoming proficient in grammar but lacking in communication skills.
In today's world, many English learners prioritize effective communication in the language This shift in learning objectives has necessitated changes in teaching methodologies Language teaching experts have long sought the most effective approaches to English instruction, leading to the development of various teaching methods designed to enhance learning outcomes.
Mackey (1965) notes that various language teaching methods persist due to their unique advantages and disadvantages For instance, the grammar-translation method remains popular in large classroom settings because it is easy to implement and cost-effective.
Determining the most effective English teaching method in Vietnam is challenging, as it heavily relies on various factors These include the existing background of English language education in the country, the availability of teaching materials, the proficiency of teachers, the specific needs of learners, and the facilities available for teaching and learning.
So far, CLT has been viewed differently by different authors such as Wilkins (1972), Nunan
Communicative Language Teaching (CLT) is primarily characterized by its emphasis on providing opportunities for learners to use English in real communicative contexts Among various definitions of CLT, Nunan's (1989, p 194) is the most widely accepted and favored, highlighting the importance of interaction and practical usage of the language.
Communicative Language Teaching (CLT) emphasizes language as a tool for expressing meaning, focusing on oral communication and meaningful tasks tailored to learners' needs Objectives encompass both functional skills and linguistic goals, positioning learners as negotiators and integrators in the learning process Teachers act as facilitators, guiding communication, while materials are designed to promote authentic, task-based language use.
Nunan also asserts that in communication process, learners are negotiators and integrators where as teachers are facilitators
The definitions of language teaching methods reflect specific perspectives on language acquisition, shaped by social, cultural, economic, and political influences Understanding these definitions requires acknowledging their socially constructed nature.
Canale and Swain (1980) enhanced the theoretical framework of Communicative Language Teaching (CLT) by addressing the balance between functional use and grammatical complexity in language education They argued that while external communication is important, it should not overshadow other significant language purposes, including self-expression, verbal thinking, problem-solving, and creative writing.
Language is not simply a system of rules It is now generally seen "as a dynamic resource for the creation of meaning" (Nunan,1989) This point of view is really supports CLT
Communicative Language Teaching (CLT) focuses on achieving communicative competence in language education and emphasizes the interconnectedness of language and communication It aims to develop effective teaching strategies for the four language skills, ensuring that learners can use language in real-world contexts (Le, 2004).
CLT is grounded on a theory of language as communication The goal of CLT is to create a realistic context for language acquisition in the classroom to order communicative competence (Hymes, 1972)
CLT is also associated with learner-centered and experienced based tasks (Richard and Rodgers, 1986 L.Tsang, and Wong, 2000)
Communicative Language Teaching (CLT) emphasizes the importance of functional language use and the ability of learners to express themselves effectively This approach prioritizes the development of learners' skills over the specific content being taught, highlighting the significance of practical communication in language acquisition (Johnson, 1982).
There are three major principle of CLT:
(1) communication principle: emphasizes activities that involve real communication promote learning
(2) task principle: supports that activities in which language is used for carrying out meaningful tasks promote learning
(3) meaningfulness principle: claims that language that is meaningful to the learners supports the learning process
In communicative classes, interaction among learners is essential for completing tasks, with a focus on task completion while communication takes a supporting role This approach often results in significant utilization of pair work, group activities, and mingling exercises to enhance learning outcomes.
In ESL classes, teachers are facilitators and monitors, usually, without interruption and then to provide feedback on the success
While Communicative Language Teaching (CLT) offers valuable approaches to language learning, it is not without its criticisms Detractors argue that CLT may not be suitable for all local contexts and cultures, as it often disregards traditional methods such as rote learning and memorization Additionally, concerns have been raised about its emphasis on student interaction, which can sometimes overshadow the importance of structured teacher-led instruction.
Despite its limitations, Communicative Language Teaching (CLT) enables educators to integrate engaging and meaningful communicative activities into their lessons, ultimately enhancing their students' language proficiency.
For the reasons mentioned above, CLT has served as the dominant approach to language teaching since the demise of Audio-lingual Method
1.1.3 Using CLT in Teaching Speaking Skill
To foster effective communicative activities in the classroom, it is essential to create an environment where students feel comfortable and confident enough to take risks and engage in speaking Pica, Young, and Doughty (1987) identify two types of classrooms that cater to the needs of second language learners, emphasizing the importance of supportive settings for language acquisition.
Nature of language skills and oral communication
Effective language communication relies on four interconnected skills: listening, speaking, reading, and writing Consequently, English learners must achieve a strong proficiency in all these areas to communicate successfully.
The fluency required in each language skill varies based on the learner's course objectives According to Byrne (1991), listening and reading are categorized as receptive skills, while speaking and writing are classified as productive skills Additionally, speaking and listening are referred to as oral skills, as they involve the use of articulatory organs.
Literacy skills encompass the abilities related to reading and writing, while speaking is considered the most crucial among these skills, as it serves as the primary indicator of language proficiency According to Pattison (1992), when individuals refer to knowing or learning a language, they are primarily emphasizing the ability to communicate verbally.
Human communication is a complex and dynamic process, with speakers and writers driven by the need to express themselves Oral communication, a key form of interaction, relies on essential skills such as speaking and listening Interestingly, listening occurs twice as frequently as speaking in everyday life, while speaking is utilized twice as often as reading and writing.
1981) Inside ELT classrooms, speaking and listening are the most often used skills (Brown,
In the oral communication process, speakers and listeners interchange roles, leading to the creation and resolution of information gaps through mutual effort To enhance classroom oral practice, teachers should strive to maximize these information gaps, as it is crucial for them to foster communication that generates such gaps.
Teachers must recognize the distinctions between real-life oral communication and classroom interactions According to Pattison (1987), classroom oral practices possess five key characteristics: first, the topics are predetermined by teachers or materials; second, students aim to practice speaking, adhere to instructions, and achieve good grades; third, their extrinsic motivation is fulfilled; fourth, interactions typically involve large groups; and fifth, the language used by teachers or in recordings is tailored to match learners' proficiency levels.
According to Nunan (1989), successful oral communication is characterized by several key elements: clear pronunciation of the target language, effective use of stress, rhythm, and intonation, and fluency in speech Additionally, it involves strong transactional and interpersonal skills, the ability to manage speaking turns, and effective interaction management Essential skills also include negotiating meaning, conversational listening, understanding the purposes of the conversation, and employing appropriate conversational formulae and filters.
Speaking skill
Speaking is a vital oral skill that involves producing systematic verbal utterances to convey meaning, functioning as an interactive process of constructing meaning through the exchange of information While often spontaneous and evolving, speaking is influenced by various physical, mental, psychological, social, and cultural factors that work together seamlessly We typically only recognize atypical speech when it is affected by pathology, such as stuttering or impairment from injury, or when someone demonstrates exceptional speaking abilities The complexity of effective communication becomes even more remarkable when it occurs in a second or foreign language.
According to Brown and Yule (1983), spoken language is characterized by short, fragmented utterances and varied pronunciations Speaking is a crucial skill that deserves as much focus as literacy in both first and second languages, as learners need to communicate confidently for essential transactions (Bygate, 1991) Additionally, speaking encompasses two primary forms of conversation: dialogue and monologue.
According to Brown and Yule (1983), delivering an uninterrupted oral presentation, or monologue, differs significantly from engaging in interactive discussions with others for transactional and informational purposes The challenge of extemporizing on a topic before an audience highlights the necessity of learning and practicing speaking skills thoroughly prior to any presentation.
Bygate (1987) provides an in-depth analysis of speaking skills in a foreign language, emphasizing the importance of micro-linguistic abilities such as grammar, vocabulary, and sentence structure However, he argues that these foundational skills alone are insufficient Effective speaking also requires interaction skills, which involve applying linguistic knowledge and motor-perceptive abilities to communicate appropriately in various contexts while fostering relationships with others.
According to Bygate M (1987), effective speaking involves direct interaction with an audience, allowing for immediate feedback on mistakes and the expression of agreement or disagreement Unlike reading or writing, speaking requires patience and imagination, as speakers must be attentive to their listeners and provide opportunities for them to contribute to the conversation This dynamic underscores the importance of turn-taking in verbal communication.
According to research conducted in 1983, listeners play a crucial role in enhancing speakers' performance by providing valuable models for effective communication When learners engage as listeners first, they gain insight into the challenges associated with speaking, which ultimately aids their development This experience as a hearer is more beneficial than merely practicing speaking tasks, especially when the speaker struggles to understand the requirements of the task at hand.
Speaking has the following characteristics:
The meaning and structure of speech are influenced by various contextual factors, including the participants involved, their shared experiences, the surrounding environment, and the intent behind the communication While speech can be spontaneous and dynamic, it often follows recognizable patterns and functions that can be analyzed within specific discourse contexts.
Speaking effectively requires learners to possess both linguistic competence—knowledge of grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the context, purpose, and appropriate usage of language in various situations.
Thirdly, speech has its own skills, structures, and conversations different from written language A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act
Bygate (1987) argues that speaking is often undervalued, as it is a skill that most people possess and thus take for granted He emphasizes that speaking deserves as much focus as literacy skills, as learners need to communicate confidently for essential transactions Additionally, Bygate highlights that speaking serves as a crucial medium for language acquisition.
In summary, effective speaking is essential for communication By analyzing the techniques of skilled speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can significantly enhance students' speaking abilities and overall oral proficiency.
1.3.3 The development approach of speaking skill
Byrne (1991, p 22-31) points out that there are three phases to develop learner‟s oral ability, which are as follows:
Phase 1: The Presentation Phase (when you introduce something new to be learned)
In this phase, teachers take on the central role as information providers, utilizing their knowledge of English to select and present teaching materials effectively Their goal is to make the new language comprehensible and memorable for learners, who remain engaged and attentive Oral materials in course books typically appear in two main forms: dialogues and prose, each requiring distinct presentation methods to enhance understanding and retention.
According two Byrne (1991, p.22) 10 different steps are used to present a dialogue They are the following:
1 Establish setting by using pictures At this phase English should be used as much as possible
2 Draw out learners‟ experience related to situation
4 Set listening task by asking key information of the dialogue
5 Ask learners listen without looking at the books
6 Allow learners to have a look at their book when necessary for them
7 Ask the learners to listen and repeat
8 Ask learners to pick up difficulties (good chance for them to speak) and explain difficulties
9 Ask them to practice (role-play)
10 Ask them to dramatize the dialogue
The procedure for presenting prose is well-structured but may vary based on the learner's competence, potentially omitting some steps Vietnamese learners often struggle with the final step due to shyness and time constraints According to Byrne (1991, p.26), teachers should begin by introducing the topic through visual aids or related questions to engage students effectively.
Introduce the text New words and structures are given
Set the reading task: make questions
Ask the learners to read the passage in silence and find the answer
Explain difficulties they still have
Do silent reading again because the learners need to go on with the step 9
Get the learners to talk about what they have to learn based on the previous answers
Phase 2: The Practice Phase (when you allow the learners to work under your direction)
In this phase, learners take the lead in discussions, engaging in extensive speaking practice facilitated by teachers The focus is on fluency enhancement through various activities, often incorporating pair or group work to encourage collaboration and communication among students.
Phase 3: The Production Phase (when you give learners opportunities to work on their own)
At this stage, learners require opportunities to express themselves in English without constraints Genuine speaking practice occurs when students use the language for their own purposes rather than solely for their teachers Engaging in group work is crucial, as it allows all learners to actively participate in discussions, fostering confidence and saving time in the learning process.
Byrne (1988, p.2) emphasizes that enhancing learners' speaking skills requires a systematic approach involving three key phases However, the effective implementation of these phases can be hindered by factors such as time constraints, the diverse needs of learners, and the materials utilized in the learning process.
Problems with speaking and speaking activities
Everything has bad and good sides Speaking also has its own problems
According to Brown (1994, p.256), the characteristics of spoken language can make oral performance easy as well as in some cases difficult There are following problems with speaking
* Clustering: Fluent speech is phrase not word by word Learners can organize output both cognitively and physically through such clustering
* Redundancy: The speaker has an opportunity to make clearer through the redundancy of language Learner can capitalize on this featured of spoken language
Teaching spoken English presents unique challenges due to reductions such as contractions, elisions, and reduced vowels When students are not taught colloquial contractions, their speech may become overly formal or bookish, which can lead to negative perceptions and stigmatization.
Colloquial language is present in both monologues and dialogues, and when learners are only exposed to standard English or textbook language, they often struggle to understand and use colloquial words, idioms, and phrases effectively.
Stress, rhythm, and intonation are crucial elements of English pronunciation, as they convey significant meaning in spoken communication However, many English learners struggle with accurately pronouncing words, emphasizing the correct syllables, and adhering to the stress-time rhythm and intonation patterns essential for effective speech.
Affective factors play a significant role in the learning process of speaking, as students frequently face the fear of expressing immature or unclear thoughts This anxiety often arises from the concern of being judged by their peers, which can hinder their willingness to participate in discussions and practice their speaking skills effectively.
Students often struggle with speaking due to the interactive nature of communication, which involves negotiating meaning amid various discourse constraints This complexity requires learners to navigate decisions about what to say, how to express it, and when to speak Additionally, the performance of their conversation partners significantly influences their learning experience.
To gain a deeper understanding of the challenges faced by students and teachers in learning and teaching speaking, it is essential to examine the issues related to speaking activities as outlined by Luu (2000, p 56-57).
Speaking in a foreign language poses unique challenges for learners, as it demands real-time interaction with an audience Many students experience inhibition due to concerns about making mistakes, fear of criticism, or anxiety over the attention their speech may draw This apprehension can hinder their willingness to participate actively in classroom discussions.
Many learners, despite not feeling inhibited, frequently express frustration over their inability to generate ideas or find motivation to communicate, often driven only by a sense of guilt.
In large group discussions, uneven participation often occurs, limiting each student's speaking time This issue is exacerbated by certain individuals dominating the conversation, while others contribute minimally or remain silent Consequently, some students may go extended periods without the opportunity to express their thoughts, whether by design or by chance.
When learners share a common mother tongue, they often resort to using it frequently due to its familiarity and comfort, making communication feel more natural This tendency can lead to challenges in maintaining the use of a foreign language, especially in smaller groups where motivation may be lacking Consequently, it becomes difficult to encourage all participants to engage in the target language during lessons.
In crowded classrooms, teachers often dominate the teaching process by dedicating significant time to detailed explanations of vocabulary, phrases, and grammar, driven by the fear that students may struggle to understand and perform poorly on tests To facilitate comprehension, many educators resort to using the mother tongue, as it is perceived to be more efficient Additionally, teachers tend to focus on individual interactions, whether between themselves and a student or among students, as they worry that alternative grouping methods like pair or group work could lead to noise and discipline issues.
Summary
This chapter has explored key issues related to Communicative Language Teaching (CLT), including its definitions, characteristics, and the roles of teachers and students within this framework The primary focus has been on language skills, particularly speaking skills, covering their definitions, characteristics, and developmental approaches Additionally, it addresses challenges associated with speaking and the effectiveness of various speaking activities.
The following chapters will present the investigation, the findings and suggested activities to the problems under the light of the above mentioned theories
This chapter explores the context surrounding the challenges faced by teachers in instructing English speaking skills at People's Police College I (PPCI) It begins with an overview of PPCI, including insights into the teachers, students, and the physical environment Additionally, the chapter provides a detailed discussion of the research questions, participant demographics, and data collection methods employed in the study.
The research context
2.1.1 Course and its objectives at People’s Police College I
The study was conducted at People's Police College I, where all students must complete three semesters of English as part of their general education requirements during their first two years The curriculum includes a General English (GE) program for the first two semesters, totaling 120 periods, followed by a third semester focused on the English for Specific Purposes (ESP) program, which consists of 30 periods.
The first stage of the GE program focuses on equipping students with foundational knowledge in English grammar, vocabulary, and phonology, while emphasizing the development of speaking skills Utilizing the Lifelines (Pre-Intermediate) textbook, the program aims to enhance students' communicative competence and enable them to engage with real-life situations Students actively participate in pair and group work to practice English in common contexts, and they also benefit from listening to both native and non-native speakers through audio resources accompanying the textbook.
At this stage, one form of test is used: a written test at the end of each semester
In the second stage of English for Specific Purposes (ESP), students gain essential knowledge of professional terminology and structures relevant to their fields, such as English for Reconnaissance Investigation Police, Traffic Police, and Administrative Police Textbooks are specifically designed by PPCI teachers to meet the needs of these majors Students engage with real law case texts, deciphering legal terms and collaborating in pairs or groups to answer related questions Assessments, including written tests, are conducted throughout and at the conclusion of this stage to evaluate students' understanding.
The objectives of the English course are obvious At the end of the course (after 150 periods), students are required to obtain:
General knowledge of English grammar and a relatively big number of vocabularies in uses
Effective communication in English is essential for interacting with foreigners in various situations, such as checking suspicious luggage, gathering information related to a crime, verifying a foreigner's residence, and providing directions Mastery of professional terminology and sentence structures is crucial for clear and accurate exchanges in these contexts.
2.1.2 The students at the PPCI
To become students at the PPCI, individuals must successfully navigate a rigorous University Entrance Examination, similar to students at other colleges and universities The PPCI attracts a diverse student body from across the nation, including those from major cities, rural provinces, and mountainous regions.
New students at the PPCI exhibit varying levels of English proficiency, with some having studied the language for seven years in secondary and high schools, while others have only three years of experience or none at all Students from larger cities like Hanoi and Haiphong tend to perform better in grammar; however, they struggle with speaking fluently on common topics Despite their strong grammatical skills, many lack confidence and feel apprehensive when communicating in English.
2.1.3 The teachers at the PPCI
In the teaching process, teachers play a crucial role, making them the most significant factor in education At PPCI, a dedicated team of 19 English teachers, ranging in age, contributes to the overall learning experience.
Among the eighteen teachers in the Division of Foreign Languages and Informatics at PPCI, only five have received training from the College of Foreign Languages at Vietnam National University, Hanoi, while the others graduated from various institutions, including Hanoi Open University, Vinh University, and the People's Security Academy Notably, over half of the teaching staff is currently pursuing M.A courses at the College of Foreign Languages at Vietnam National University, Hanoi University of Foreign Studies, and several foreign educational organizations, despite none having visited English-speaking countries.
In Hanoi, a study revealed that ten out of nineteen English teachers at PPCI have over six years of experience, yet predominantly employ the traditional Grammar Translation method, with little use of alternative teaching strategies These educators face significant challenges in teaching speaking skills, attributing difficulties to factors related to themselves, their students, and external circumstances To enhance the quality of English speaking lessons, it is crucial for the Division of Foreign Languages and Informatics at PPCI to explore effective strategies to address these teaching challenges.
The "physical setting" encompasses the environment in which English lessons occur, including the class size, available equipment, and various teaching materials accessible to both teachers and students.
In the PPCI, English teaching primarily occurs in classrooms equipped only with chalkboards, limiting the effectiveness of lessons The Foreign Languages Department (FLD) relies on outdated teaching aids, possessing only three cassette recorders, which are mostly non-functional Although the PPCI has additional equipment such as multifunction projectors, video recorders, and TVs, these resources are insufficient to meet the needs of all classes.
In a non-language college, English class sizes can be quite large, ranging from 65 to 80 students This significant number presents numerous challenges for both teaching and learning, impacting the overall educational experience.
The PPCI library lacks sufficient reference and self-study materials for both teachers and students, offering only a limited selection of English books, such as "English Grammar in Use" and "Oxford Practice Grammar." While teachers can seek additional resources externally, students face significant challenges, as they are required to remain on campus during weekdays and weekends, limiting their access to essential English-speaking materials.
Research questions
To identify the challenges faced by English teachers in teaching speaking skills to pre-intermediate level students at PPCI, it is essential to address specific questions regarding their experiences and the obstacles they encounter in the classroom.
1 How do teachers and students perceive concepts of speaking and speaking activities?
2 Which problems do the teachers and students face?
3 What are techniques and activities currently used by English language teachers in speaking class at PPCI to improve the quality of the teaching of speaking skill?
Participants
The subject of the experiment was 160 students of pre-intermediate level of English and
At PPCI, 19 teachers, both current and former, have contributed to teaching speaking skills A random selection of students from two classes, comprising 120 females and 40 males, participated in the study The majority of these students are aged between eighteen and twenty and predominantly hail from rural backgrounds.
The study involves 100 students, with 60 hailing from major cities such as Hanoi, Haiphong, Haiduong, and Bacninh, all enrolled in a general English course These students are instructed by Vietnamese teachers, and the research focuses on 19 teachers who specialize in teaching speaking skills to pre-intermediate students at PPCI The aim is to explore the teaching methods and techniques they utilize to enhance speaking skills in their students.
Data collection instruments
To gather comprehensive data on the challenges faced by teachers and students in developing speaking skills at PPCI, the study employed a mixed-methods approach, utilizing both questionnaires and interviews Two distinct survey questionnaires were created: the first targeted 19 teachers instructing pre-intermediate students to explore the teaching methods and techniques utilized in their English speaking classes The second questionnaire was distributed to a randomly selected group of 160 English language students, comprising 120 females and 40 males, from two different faculties This aimed to identify the specific difficulties encountered by pre-intermediate students in learning English speaking skills at PPCI.
Drawing on eight years of experience teaching English at PPCI, the investigator developed two types of questionnaires—one for students and one for teachers These questionnaires included both closed questions, where respondents select a single option, and open-ended questions that allow for a wider range of responses The aim was to identify the challenges faced by teachers and pre-intermediate students in speaking skills and to gather suggestions for improving the teaching and learning experience.
The teachers’ survey questionnaire: The survey questionnaire for teachers consists of 10 questions (see appendix 1) in which 10 questions are multiple choice All these questions are focused on the following categories:
Teachers‟ opinions on the CLT (Question 1 and 2)
Teachers‟ attitudes towards teaching and learning speaking skill (Question 3)
Teachers‟ reactions to students‟ mistakes (Question 4 and 5 )
Teachers‟ difficulties in teaching speaking skill to students at PPCI ( Question 6)
Techniques in minimizing in difficulties in teaching speaking skill (Question 7, 8, 9)
The student survey questionnaire includes 12 questions, comprising 1 yes/no question and 11 multiple-choice questions, designed to gather insights across various categories.
Reasons for learning English (Question 1)
Students‟ attitudes towards learning English speaking skills (Question 2, 3,4)
Students‟ opinions on the speaking topics presented in Lifelines – Pre-intermediate (Question 5)
Factors making students unwilling to speak English in class (Question 6, and 7)
Difficulties encounter during speaking lesson (Question 8)
Teachers‟ reactions to students‟ mistakes while performing tasks (Question 9)
Teachers‟ current techniques to encourage students under students‟ observation (Question 10 and 11)
An interview was conducted in English with 10 randomly selected students from two classes, alongside teachers specializing in speaking skills for pre-intermediate learners The interview questions were primarily based on a pre-existing questionnaire but included additional open-ended inquiries to gain deeper insights into the students' choices Each conversation lasted approximately 7 minutes, and the data were subsequently transcribed and translated into English For confidentiality, pseudonyms were assigned to student interviewees (A, T, D, S) and teacher interviewees (T, H, L).
Data collection procedures
In the initial phase of the study, questionnaires were distributed to 160 first-year English students at PPCI and 19 English teachers from the Division of Foreign Languages and Informatics Participants completed the questionnaires at home and returned their responses two days later, allowing ample time for thoughtful answers.
In the second phase of the study, the researcher conducted semi-structured interviews with 5 teacher informants and 10 students who faced significant challenges in learning English speaking skills These interviews took place in comfortable settings chosen by the participants and were scheduled at their convenience To facilitate a natural dialogue, all interviews were tape-recorded, enabling a thorough review of the content The researcher adapted the questions and procedures based on the responses provided by the subjects.
Data analysis
Data analysis involves interpreting collected data from surveys and interviews, rather than merely describing it In this research, the scheme and coding table were developed through a thorough examination of the data, rather than being predetermined The interviews were transcribed, allowing for the identification of major themes that clarify and enhance the statistical findings.
Summary
This chapter provides a comprehensive overview of the study's setting, research questions, instruments, and data analysis methods Key findings will be detailed and discussed in Chapter Three.
CHAPTER THREE: FINDINGS AND DISCUSSION
This thesis investigates the current state of English speaking instruction for first-year students at PPCI and proposes effective techniques to enhance their speaking skills The researcher presents findings related to both teachers and students, focusing on the teaching and learning of speaking skills in this context.
Findings
3.1.1 Questionnaire and interview for teachers
Teachers’ opinions on the Communicative Language Teaching
As can we see from chart 1 most of the teachers at PPCI have quite good knowledge of CLT and its features
A significant portion of teachers (24%, 21%, and 19%) view Communicative Language Teaching (CLT) as student-centered, enhancing students' communicative competence and providing opportunities for communication However, only 10% agree that CLT prioritizes fluency over accuracy, while 13% believe it focuses on meaningful tasks rather than the language itself Consequently, when implementing CLT in speaking instruction, a mere 8% of teachers typically avoid grammar teaching, and only 5% apply CLT to skills beyond speaking.
Statistics reveal that 18 out of 19 teachers favor the Grammar-Translation Method over Communicative Language Teaching (CLT), with only 26% frequently using CLT for speaking skills Additionally, 7% of teachers consistently employ the Direct Method Interviews indicate that many educators struggle to implement CLT due to students' lack of motivation in learning speaking skills.
Teachers at the People's Police College I face significant challenges in teaching speaking skills due to the low English proficiency levels among Vietnamese students While many educators recognize the benefits of Communicative Language Teaching (CLT), they report difficulties in implementing this approach effectively Some teachers believe that CLT is not always effective for enhancing speaking skills, highlighting the obstacles they encounter in their teaching practices.
Teachers’ attitudes towards teaching and learning speaking skill
Question 3 Options No of teachers Percentage (%)
Table 1: Teachers’ attitudes towards teaching and learning speaking skill at PPCI
According to the survey, 53% of teachers believe that learning and teaching English speaking skills are crucial for students, while only 5% consider it not very essential Importantly, no teachers deemed speaking skills as unimportant This positive perception stems from the recognition that their country is integrating globally, necessitating English for effective communication in both professional and daily contexts Consequently, teachers aim to enhance students' background knowledge, vocabulary, and grammar, ultimately boosting their speaking abilities and confidence in English communication.
Teachers’ reaction to students’ mistakes
Question 4: What is your reaction when your students keep making mistakes?
Question 5: How often do you correct student’s mistakes while they are performing their task? Chart 3: Teachers’ reaction when students keep making mistakes and frequency of correcting mistakes while students are performing their tasks
As can we seen from the chart, not many teachers at the PPCI are tolerant if their students keep making the same mistakes Question
4 in Chart 3.1 identified that the participants who stopped students and corrected mistakes when they kept making mistakes made up
A study revealed that only 10% of teachers exhibit patience and encouragement towards students, while 53% of educators tend to interrupt students to correct their mistakes Alarmingly, 16% of teachers respond to errors in an unfriendly and unhelpful manner, and 21% display anger when addressing students' mistakes.
Chart 3.2 shows that 74% of teachers frequently interrupt students during their performance to correct mistakes, rather than waiting until the task is completed.
The high frequency of interrupting students to correct mistakes during tasks significantly hinders their participation in class discussions Statistical data indicates that the correction methods employed by most teachers at PPCI are detrimental to student engagement in speaking activities.
Teachers’ difficulties in teaching speaking skill to students at PPCI
Question 6: What are your difficulties in teaching speaking skill to students of pre- intermediate level of English proficiency at PPCI? (Tick more than one option)
Question 6 Options No of teachers
B Students‟ low level of English proficiency 19 100%
C Large class and heterogeneous class 19 100%
F Students‟ passive way of learning 19 100%
G Students‟ lack of background knowledge 7 37%
Table 2: Teachers’ difficulties in teaching speaking skill to the students at PPCI
A recent survey conducted at People's Police College I reveals that teachers face significant challenges when teaching speaking skills to pre-intermediate level students According to the findings, 100% of educators struggle with issues such as low student motivation, inadequate English proficiency, large and diverse class sizes, passive learning attitudes, and difficulties in managing classroom dynamics Additionally, 79% of teachers express concerns about time constraints, stating that the 45-minute class period is insufficient for conducting effective speaking activities after covering vocabulary and grammar Furthermore, 42% of teachers cite unsuitable textbooks as a barrier to effectively teaching speaking skills.
Techniques in minimizing the difficulties encountered in teaching speaking
Suggest interesting topics for discussion 12 63%
Students’ Let them choose topic to discuss 8 42% low Carry out on-going assessments 3 16% motivation Use authentic materials (song, games, films) 10 53%
Students’ Give students chances and allotted time to prepare 8 42% low level of Criticize them for their level 1 5% spoken language
Select and organize simple communicative activities
Organize activities for the general level and move around to help less able students
14 74% multi-classes Organize different tasks for different levels 8 42%
Use pair work and group work 19 100%
Ask students to work at different aspects of the same task
Table 3: Techniques to minimize the difficulties encounter in teaching speaking at PPCI
Teachers employ various techniques to enhance student participation in speaking activities and improve English speaking skills Challenges often arise when students face difficult or uninteresting topics, leading 63% of teachers to suggest offering more engaging subjects Additionally, 53% advocate for the use of authentic materials, such as songs, games, and movies, to foster involvement Nearly 42% of teachers believe that allowing students to choose discussion topics is effective However, only 16% use immediate assessment, as many teachers find that grading makes students uncomfortable Notably, 5% of teachers admit to not implementing any strategies to encourage student participation in speaking lessons.
To overcome another difficulty, students‟ low level of spoken language and in order to save time, many teachers (73%) give instructions in Vietnamese Below is what they said:
“I rarely give instructions in English because if I use English in giving my instructions, my students cannot understand what I ask them to do ”(L)
“It is better for me to use Vietnamese because students often ask me to translate into Vietnamese if I give instructions in English” (T)
A popular technique among teachers is the selection and organization of simple communicative activities, utilized by 53% of educators In large and diverse classrooms, 100% of teachers recognize the benefits of pair work and group work as effective strategies Additionally, 74% of teachers employ techniques that involve organizing activities for general levels while providing assistance to less able students The effectiveness of both pair work and group work is evident in enhancing student learning outcomes.
Question 12: Can you give some suggestions to have a better way of teaching English speaking skills to the students at PPCI?
At the conclusion of the questionnaire, teachers provided valuable suggestions to enhance their teaching methods for speaking lessons They emphasized the importance of incorporating more group and pair work, encouraging students to communicate in English, and offering engaging speaking topics to capture student interest Additionally, they highlighted the need for increased opportunities to practice oral skills and the creation of a relaxed learning environment, as students often feel pressured during speaking activities A significant focus was placed on effectively implementing Communicative Language Teaching (CLT), with teachers acknowledging their current challenges in this area Furthermore, they stressed the necessity for training or retraining in CLT to improve their teaching effectiveness.
3.1.2 Questionnaire and interview for students
In the questionnaire, the first question, the participants were asked to response to questionnaire items showing reasons for learning English The result is presented in Chart 4 below:
The chart reveals that a significant 62% of students study English as it is a mandatory subject in their curriculum Only 8% believe that English is unnecessary for their future careers, while 21% learn the language primarily to pass exams A mere 5% of students pursue English out of genuine interest, and just 4% learn it to communicate with foreigners This data indicates that the majority of students lack a strong motivation to learn English beyond academic requirements.
Students often learn English primarily for academic purposes; however, teachers should emphasize the importance of mastering the language as a vital skill for their future lives.
Students’ attitudes towards learning English speaking skills
Questions Options No of students %
Questions 3 A To improve the knowledge of grammar, and phonology
C To get a chance to have a work place in a foreign company
E Speaking skill is very interesting 6 4%
Table 4: Students’ attitudes towards speaking skills
Question 2: From the above number in table 4, it is easy to realize that many students at pre- intermediate level consider English speaking skills to be very important (17%) In addition, a very small number of students (6%) think that speaking skills are not important at all and 22 out of 160 only put English speaking skills on the level of little importance This explains the reason for students‟ low communicative competence of English Most of them learn it to follow college curriculum What they said are as follows:
“Reading and writing skills are more important to me Thus I concentrate much on them” (T)
“I don’t have any specific purpose in learning English It is a compulsory subject, so I guess I have no other choice”(D)
“I do not have any motivation in speaking English”(A)
Discussions
This thesis investigates the current state of teaching and learning English speaking skills among first-year students at PPCI, aiming to identify effective techniques to enhance their speaking abilities The findings will be presented, focusing on insights gathered from both teachers and students regarding the teaching and learning processes involved in developing speaking skills.
3.2.1 Teachers’ and students’ perceptions of speaking and speaking activities
Data analysis indicates that many teachers deem the teaching and learning of English speaking skills crucial for students, recognizing the necessity of English for future employment and daily communication as their country integrates globally Teachers aim to enhance students' background knowledge, vocabulary, grammatical structures, and confidence in speaking This emphasis on speaking is reinforced by English's status as a global language, which is viewed as an investment in students' futures, potentially leading to better job opportunities and academic success Additionally, the influence of English-speaking media and popular culture further highlights the importance of speaking skills, particularly when studying, working, or traveling abroad However, while 63% of students acknowledge the importance of speaking, many find it challenging and focus more on reading and writing skills This perception leads to lower interest in speaking activities, which may hinder their active participation in speaking classes and negatively impact their overall language development.
3.2.2 Teachers’ and students’ problems in teaching and learning to speak English
3.2.2.1 Teachers’ problems in teaching 1 st year English students
The Communicative Language Teaching (CLT) approach is essential for effective teaching, particularly in developing speaking skills When teachers fully understand CLT, they can create engaging and meaningful lessons for their students However, many educators struggle with misconceptions about CLT, which hinders their ability to recognize its valuable innovations Limited opportunities for professional development and training in CLT contribute to this issue, leading teachers to rely on self-study to enhance their knowledge This lack of understanding negatively impacts their teaching methods, with nearly half of teachers mistakenly believing that CLT is solely for speaking skills Consequently, lessons often involve simply pairing students for conversation without proper guidance, and many teachers overlook the importance of grammar instruction Additionally, the belief that accuracy is more crucial than fluency results in ineffective error correction techniques To adapt to the evolving educational landscape, it is vital for teachers to regularly update their professional knowledge in CLT.
The statistics indicate that English teachers at PPCI predominantly favor the Grammar-Translation method over Communicative Language Teaching (CLT), highlighting a reliance on traditional, grammar-centered, and teacher-focused approaches Consequently, CLT, which emphasizes learner-centeredness, is seldom utilized, particularly in speaking instruction Student interviews reveal that teachers primarily concentrate on explaining grammar structures and vocabulary meanings, prioritizing grammatical accuracy while neglecting speaking fluency This issue is largely attributed to the teachers' strong influence from previously dominant teaching methods.
They bear in mind that they should apply CLT in their teaching but they cannot find appropriate techniques to carry out activities, so they just use the old ones
3.2.2.2 Students’ problems in learning to speak English
Teaching speaking skills to students presents several challenges, including low English proficiency, a lack of motivation for communicative competence, resistance to class participation, and a passive learning style.
Low level of English proficiency
Students' low proficiency in English is a significant barrier to their willingness to speak, as indicated by survey findings where 100% of teachers acknowledged this issue Despite having learned English since secondary school, students struggle with vocabulary, grammar, and pronunciation, which hampers their ability to express ideas during oral activities This lack of proficiency not only discourages them from participating but also leads to a gradual loss of interest in speaking English altogether Many students express feelings of inadequacy, stating, "I hardly speak English in classes I’m afraid of speaking for my oral English is very weak," which reinforces their reluctance to engage in conversations Consequently, low English proficiency emerges as a primary factor affecting students' participation in classroom speaking activities.
Lack of motivation of communicative competence
Motivation is crucial for success in second language learning, particularly in speaking skills Teachers observe that students' English learning is primarily influenced by the focus on testing and grammar, which dominate English examinations Despite recognizing the importance of English communication for their future careers, students remain more concerned with grammar to pass exams that often overlook speaking abilities Consequently, many view English as a "secondary" subject, learning it out of necessity rather than passion, as it is a compulsory part of the curriculum rather than a hobby.
Resistance to participating in class
Many teachers identified students' reluctance to participate in class as a significant challenge Language activities such as role-play, problem-solving tasks, and information gap exercises were unfamiliar within their traditional learning culture Most students, hailing from rural backgrounds, exhibited characteristics typical of older Vietnamese norms, including shyness and passivity They often perceived interrupting, questioning, or debating with their teacher as disrespectful.
Students often hesitate to participate in English class discussions due to their low proficiency and fear of making mistakes, leading them to remain silent and only respond when called upon by the teacher This reluctance stems from a fear of being judged or laughed at, which can diminish their confidence in speaking It is crucial for students to recognize that confidence plays a vital role in language learning, as avoiding participation limits their opportunities to express ideas and improve their language skills Consequently, when students are unwilling to engage in class activities, teachers face challenges in achieving the objectives of their speaking lessons.
Many students hesitate to engage in speaking lessons due to their passive learning style, which has been shaped by traditional methods such as Grammar-Translation and the Audio-lingual Method In secondary and high school environments where speaking was not prioritized, students have come to view effective English learning as merely listening to teachers and taking notes Consequently, they equate proficiency in English with mastery of grammar and vocabulary, rather than with speaking or listening skills.
3.2.3 Inappropriate current techniques in teaching speaking skill
Teachers often dominate classroom time, limiting opportunities for students to build self-confidence and practice speaking While they provide explanations and write new vocabulary on the board, this approach restricts learners' creative engagement Student interviews revealed that feedback on oral performance is crucial for motivation and understanding their progress, emphasizing the importance of error correction in effective teaching However, the correction methods used by teachers at PPCI hinder student participation, as interruptions during speaking practice obstruct their communicative development To enhance speaking skills, teachers should gradually introduce new correction techniques that encourage students to engage more actively in their learning.
Large and multi-level classes
Large class sizes significantly impact the teaching of English speaking skills, with PPCI classes often comprising 65 to 80 students Additionally, the diverse proficiency levels among students pose further challenges, as some have varying degrees of prior English education.
In secondary and high schools, students have varying levels of experience, with some having only three years of learning or none at all While large, multilevel classes offer benefits such as diverse human resources and valuable interactions among different individuals, they pose significant challenges for teachers Managing these classes makes it difficult for educators to organize activities and monitor each student effectively Consequently, only confident and outspoken students tend to participate actively, leaving shy and less capable students without the necessary support, attention, and encouragement they need to thrive.
The current time allotted for the textbook Lifelines-Pre-intermediate at the PPCI is 120 periods (45 minutes per period) There are 14 units in this textbook covering all the four skills
The limited classroom time of approximately eight periods per unit significantly hampers teachers' ability to effectively cover all four language skills This constraint not only demands additional effort from educators but also results in a reliance on the grammar-translation method, which restricts student interaction and speaking practice Teachers often prioritize grammar and vocabulary over speaking fluency due to these time limitations, leading to a neglect of essential language skills Consequently, implementing extra speaking activities becomes challenging, as the focus remains primarily on presenting grammatical structures and vocabulary.
Summary
This section highlights the findings from the surveys and interviews conducted with teachers and students, revealing significant challenges in teaching speaking skills, including ineffective techniques and external factors The discussion in this chapter addresses these issues, and the subsequent section will offer suggestions and activities aimed at enhancing the teaching and learning of speaking skills.