Rationale of the Study
In today's globalized world, English has emerged as a dominant language across various sectors, including technology, business, and communication This widespread use has led to a significant demand for effective English language teaching, particularly focusing on communication skills The communicative approach to teaching English is increasingly favored, emphasizing not just linguistic competence but also enhancing learners' communicative abilities To foster these skills, educators must cultivate an engaging classroom environment that encourages active speaking and interaction among students.
In recent years, English has become increasingly important in Vietnam due to its status as an international language that fosters mutual understanding and cooperation with other countries As a result, a growing number of individuals are eager to learn English to stay updated with global technological advancements Consequently, English is extensively taught in schools and universities, as well as in various foreign language centers offering part-time classes.
In Ha Noi, the proliferation of English centers has attracted a diverse group of learners, primarily students, engineers, and workers, all eager to master the language across its four skills Among these skills, speaking is the most sought after, as learners aim to excel in oral examinations, enhance communication, and secure better job opportunities However, many second language learners face significant anxiety when required to speak in public, which persists even among those with strong language abilities This anxiety can severely hinder their learning experiences and outcomes, with studies by Campbell and Ortiz (1991) indicating that nearly half of all language students suffer from debilitating levels of language anxiety, a situation that is deemed "alarming."
As an English teacher at Ha Noi Foreign Language Teaching Center for nearly two years, I've observed that students are eager to speak English but often lack the confidence to do so Many learners feel passive and struggle to communicate with native speakers, primarily due to a lack of engaging communicative activities in speaking lessons This leads to shyness and silence during class, causing students to perceive speaking English as a daunting task, ultimately diminishing their enthusiasm for mastering this essential skill.
Many English teachers struggle to create a student-centered learning environment, leading to ineffective communicative teaching and heightened anxiety among learners, particularly in speaking activities This lack of participation often results in a teacher-centered approach, exacerbating students' fears of using a second language To address these challenges, the researcher conducted a study titled "A Comparative Analysis Among Several Types of Communicative Activities to Reduce Pre-Intermediate Level Learners’ Anxiety in Speaking English at Hanoi Foreign Language Teaching Center," aimed at identifying effective communicative activities to alleviate students' anxiety when speaking English.
Aims of the study
This study aims at suggesting some communicative activities to reduce learners‟ anxiety in speaking English and compare which activities are the most effective for them
In order to achieve these aims, the following objectives are established:
- Firstly, to review the real situation of teaching and learning speaking skills at Ha Noi Foreign Language Teaching Center
- Secondly, to investigate the current activities used in teaching speaking English at this center
- Thirdly, to suggest some communicative activities to reduce pre-intermediate level learners‟ anxiety in speaking English at this center
- Fourthly, to make a comparison about which activities have effects on reducing learners‟ anxiety in speaking English.
Scope of the study
To alleviate learners' anxiety in speaking English, teachers can implement a variety of activities and techniques This M.A Minor Thesis narrows its focus to three specific communicative activities—role-play, discussion, and information gap—and examines their effectiveness in reducing anxiety during speaking classes.
Moreover, due to the limit of time, only a foreign language center in Hanoi is chosen for the research All of 20 learners chosen are studying in a Pre-intermediate level class.
Methods of the study
This research will employ a qualitative methodology, focusing on learners at the Ha Noi Foreign Language Teaching Center The study involves classroom observations and the administration of pre- and post-questionnaires to collect comprehensive insights into the teaching and learning of speaking skills, as well as the communicative activities utilized in speaking lessons This approach is expected to provide a thorough understanding of the research context.
Research questions
This study aims to evaluate various communicative activities to identify the most effective method for reducing speaking anxiety among learners at the Ha Noi Foreign Language Teaching Center Key research questions guide the investigation to achieve this objective.
This article explores the speaking activities implemented at the center, focusing on their effectiveness in enhancing the speaking skills of pre-intermediate learners It specifically examines three communicative activities—role-play, discussion, and information gap—to determine which one most effectively reduces learners' anxiety when speaking English.
Design of the study
This minor thesis consists of three main parts:
Part One, INTRODUCTION, presents the rationale, the aims, scope, methods, design of the study, and definitions of terms
Part Two, DEVELOPMENT, is composed of four chapters as follows:
Chapter One of the literature review provides an overview of communicative language teaching, focusing on foreign language anxiety and the role of communicative activities It highlights how these activities can effectively reduce learners' anxiety when speaking English, emphasizing their benefits in enhancing language acquisition and fostering a more engaging learning environment.
- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities
Chapter Three focuses on the presentation and analysis of data, encompassing the pre-action research survey, the implementation of the action plan, observations, the post-action research survey, and a comparative analysis of communicative activities aimed at reducing learners' anxiety in speaking English.
Part Three, CONCLUSION, consists of four sub-parts: Summary of the study, Limitations of the study, and Suggestions for further studies.
Definitions of Terms
Communicative Language Teaching (CLT) is an effective approach for teaching second and foreign languages, focusing on interaction as both the primary method and the ultimate objective of language learning Often known as the "communicative approach," CLT prioritizes real-life communication skills, enabling learners to engage meaningfully in the target language.
Foreign language anxiety refers to a unique set of self-perceptions, beliefs, feelings, and behaviors that emerge during the process of learning a new language in a classroom setting This anxiety is shaped by the distinct challenges associated with language acquisition, influencing students' experiences and performance Understanding this phenomenon is essential for educators to create supportive learning environments that mitigate anxiety and enhance language learning outcomes.
Communicative activities (CA) are essential for fostering interaction among learners, as they promote speaking and listening skills both with peers and within the community These activities focus on meaningful communication rather than just language structure, emphasizing real-life contexts Additionally, they encourage learners to engage in dialogue independently, minimizing teacher intervention.
Action research (AR) focuses on identifying and solving problems within a specific context, particularly in education Its primary goal is to enhance the current conditions of the educational environment where the research is conducted.
- Comparative analysis: This term refers to comparing two or more things to get some certain results.
LITERATURE REVIEW
Overview of Communicative Language Teaching
Communicative Language Teaching (CLT) is a significant approach in second language acquisition, emphasized by researchers like Chomsky, Richards & Rodgers, and Hedge This method prioritizes interaction as both the primary means and ultimate goal of language learning, often referred to as the "communicative approach." Hymes (1972) highlights that the objective of language learning is to cultivate "communicative competence," which encompasses not only grammatical knowledge but also the appropriate use of language in various contexts Nunan (2004) further supports this view by suggesting that language should be seen as a communication tool, leading to the development of tailored learning programs that address the diverse communication needs of different learner groups.
Communicative Language Teaching (CLT) is an approach centered on the needs and individual emotional factors of students, promoting various principles and classroom activities that enhance language learning According to Richards and Rodgers (1986:71), CLT encompasses key characteristics that support effective communication and language acquisition in the classroom.
Language serves as a system for expressing meaning, primarily facilitating interaction and communication Its structure mirrors its functional and communicative purposes, with the essential units of language extending beyond grammatical and structural elements to include categories of functional and communicative meaning, as demonstrated in discourse.
Larsen-Freeman (1986) emphasizes the importance of meaningful tasks and communicative functions in language learning, asserting that “almost everything that is done is done with a communicative intent.” Engaging in various communicative activities, such as games, role plays, simulations, and problem-solving tasks, allows students to practice meaningful communication across diverse contexts and roles.
While Communicative Language Teaching (CLT) offers numerous benefits for enhancing learners' communicative competence, it faces several challenges These include the necessity for teachers to possess high English proficiency, managing large class sizes, insufficient training in effective CLT strategies, limited practical experience among teachers in applying these strategies, and the considerable time required for both preparing and implementing CLT activities in the classroom.
In conclusion, Communicative Language Teaching (CLT) represents an innovative approach to foreign language education, particularly in English This method emphasizes enhancing learners' interaction and communication skills Despite certain limitations, the advantages of employing CLT to improve learners' communicative abilities are significant Incorporating authentic communicative activities into language courses through CLT is regarded as a crucial advancement in modern curriculum development.
Foreign Language Anxiety
Learning a foreign language presents numerous challenges for students due to factors such as intelligence, motivation, attitude, age, gender, personality, and anxiety (Skehan, 1989, cited in Wu, 2010: 174) While language acquisition ideally occurs naturally, classroom environments often complicate this process One significant challenge stems from learners' affective factors, particularly foreign language anxiety, which will be explored in terms of its definition, sources, and impact on language learning.
1.2.1 Definitions of Foreign Language Anxiety
This study examines foreign language anxiety as a key factor affecting learners' willingness to speak English It is crucial for the researcher to take into account various studies that have explored the impact of language anxiety on language acquisition and communication.
Foreign language anxiety is defined by Horwitz et al (1986) as a unique set of self-perceptions, beliefs, and behaviors linked to the language learning process Speilberge (1983) describes anxiety as a subjective experience characterized by feelings of tension, apprehension, and nervousness, which activate the autonomic nervous system Additionally, MacIntyre and Gardner (1991) provide insights into the complexities of language anxiety, highlighting its impact on learners.
An anxious student often views learning a second language (L2) as a daunting experience, leading to a reluctance to engage in voluntary participation This individual may experience social pressures that discourage making mistakes and is generally hesitant to experiment with new or unfamiliar linguistic structures.
Foreign language anxiety significantly impacts learners, leading to heightened feelings of stress and anxious behaviors during the learning process This complex and multidimensional phenomenon often leaves students feeling disoriented and less assertive in anxiety-inducing classroom situations Consequently, English teachers and instructors must recognize that much of this anxiety stems from students' mental states and behaviors, and they should seek effective strategies to alleviate it.
1.2.2 Possible Sources of Foreign Language Anxiety
Language anxiety significantly impacts language learning, prompting extensive research into its causes Young (1991) identifies six key factors contributing to language anxiety: personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about teaching, interactions between instructors and learners, classroom procedures, and language testing These causes can be categorized into three main aspects: the learners, the instructors, and instructional practices, a classification that aligns with Bailey's findings (cited in Na, Z 2007).
The seminal work of Horwitz, Horwitz, and Cope (1986) identifies three primary causes of language anxiety: communication apprehension, test anxiety, and fear of negative evaluation These findings have significantly shaped our understanding of the factors contributing to anxiety in language learning contexts.
Communication apprehension refers to the anxiety individuals feel regarding how others will evaluate them, often leading to avoidance of situations where they might be judged negatively (Horwitz et al., 1986) In the context of learning a foreign language, this apprehension manifests as difficulties in oral communication, whether in small groups or public settings, as well as challenges in processing spoken information (receiver anxiety) Test anxiety is another related concept, characterized by a fear of failure that drives students to set unrealistic expectations for themselves, resulting in a belief that anything less than perfect performance is a failure (Horwitz et al., 1986) Additionally, the fear of negative evaluation, which can arise from ongoing assessments in the classroom, plays a significant role in foreign language anxiety, as noted by Young (1991) This fear extends beyond test-taking scenarios, impacting individuals in any evaluative social situation (Horwitz et al., 1986).
Learners often experience foreign language anxiety due to personal and interpersonal factors, as well as beliefs and interactions with instructors This anxiety primarily stems from the fear of negative evaluation and challenges in oral communication While test anxiety is a significant contributor to foreign language anxiety, this study will focus on two key sources: communication apprehension and fear of negative evaluation The participants, primarily from various universities and companies, aim to learn English for effective communication and future job opportunities.
1.2.3 Effects of Foreign Language Anxiety in Language Learning
Language anxiety is often viewed as a manifestation of broader anxiety types, such as trait anxiety, specifically in the context of language learning This phenomenon arises from the distinct pressures faced by students in language classes, significantly impacting their ability to acquire a second language effectively.
Research indicates that a moderate level of anxiety can actually enhance the language learning experience, as noted by Alpert & Haber (1960) Bailey (1983) found that facilitative anxiety plays a crucial role in achieving success and is closely linked to competitiveness Additionally, Horwitz et al (1986) highlight that while some anxiety can be beneficial, excessive language anxiety may hinder cognitive processing and impede language acquisition.
Research indicates that anxiety can negatively impact language learning, although it may also serve as a motivator Krashen (1985) highlights the role of the affective filter, suggesting that higher levels of anxiety reduce an individual's ability to process language input This filter encompasses emotional responses, including language anxiety (Zgutowicz, 2009) Crookall and Oxford (1991) note that significant language anxiety can diminish students' self-esteem and self-confidence, ultimately hindering their language acquisition Similarly, Turula (2004) and Von Worde (2003) confirm that anxiety adversely affects language learning, with fears and insecurity being closely linked to language anxiety MacIntyre and Gardner (1991) found that speaking is the primary source of anxiety, with highly anxious students performing worse than their less anxious peers Liu (2007) further supports these findings, emphasizing the detrimental effects of anxiety on language learners.
Research indicates that higher levels of language anxiety are linked to a decrease in the quality of expressed ideas, overall output, and self-assessed competence Additionally, anxious students often underestimate their abilities, while those who are more relaxed tend to overestimate theirs.
Research indicates that language anxiety significantly impacts foreign language learning, often hindering rather than enhancing learners' acquisition of the language This anxiety affects various skills, including speaking, writing, reading, and listening In particular, speaking anxiety is a major concern, as supported by Horwitz, Horwitz, and Cope (1986), who note that students often feel self-conscious during speaking activities, leading to feelings of fear and panic.
Communication Activities
Anxiety significantly impacts English learning, particularly in speaking, as highlighted by Young (1991: 429), who notes that classroom procedures often induce anxiety related to speaking in front of others Consequently, speaking activities tend to generate the highest levels of foreign language anxiety, making it essential to mitigate this anxiety during English instruction Many researchers have explored various techniques to alleviate learners' anxiety, with a focus on communicative activities in this study The following sections will discuss the definitions and benefits of these communicative activities aimed at reducing foreign language anxiety among learners.
Communicative activities include any activities that encourage and require a learner to speak with and listen to other learners When defining communicative activities, Harmer (1991: 50) states that:
Communicative activities are essential for engaging students in meaningful language use, fostering both their desire to communicate and a clear purpose These activities encourage varied language application, positioning students at the communicative end of the learning continuum.
Such activities are vital in the classroom since here the students can do their best to use the language as individuals, arriving at a degree of language autonomy.”
According to Sam (1990), communicative activities encompass various techniques utilized in the communicative method of language teaching, extending beyond mere conversation to include listening, speaking, reading, and writing, often integrating multiple skills Key characteristics of these activities include their purposeful nature, interactivity with others, and the frequent incorporation of discussions Additionally, they employ authentic materials and realistic situations, adhering to the principle of information gaps to enhance communication effectiveness.
Morrow (1981) outlines key principles for utilizing communicative activities in language teaching, emphasizing that effective lessons should focus on operations students wish to perform in the target language He asserts that communication must be viewed holistically, as breaking it down can compromise its essence Additionally, he highlights that the processes of communication, such as information gaps, choices, and feedback, are crucial for developing students' communicative abilities Morrow also emphasizes the importance of practice, stating that engaging in communicative activities enables students to learn effectively, with teachers facilitating rather than dominating the learning experience Finally, he notes that flexibility is essential in addressing mistakes, as different stages of learning may require varied interpretations of errors.
The definition provided by Sam (1990) offers a deep understanding of communicative activities, highlighting their role in facilitating interaction among individuals and enhancing learners' communicative skills in language acquisition.
1.3.2 Benefits of Communicative Activities in Teaching Speaking English
Communicative activities are essential for enhancing learners' overall communicative competence, particularly in speaking English According to Littlewood (1981:17), these activities contribute significantly to language teaching by providing "whole-task practice," boosting motivation, facilitating natural learning, and establishing a supportive context for effective learning.
Communicative activities offer whole-task practice in foreign language learning, allowing learners to engage in diverse communicative tasks tailored to their proficiency level.
Engaging in communicative activities not only enhances motivation but also fosters a natural learning process By participating in communication with others, learners can sustain their motivation as they see the relevance of classroom learning to their ultimate objective Moreover, communicative activities facilitate language learning through natural processes, allowing learners to use the language for genuine communication, thereby playing a vital role in the overall learning process.
Communicative activities foster a supportive learning environment by enhancing relationships among learners and between learners and teachers These interactions not only promote positive connections but also provide ample opportunities for students to practice their speaking skills By humanizing the classroom, such activities create a conducive atmosphere that encourages individual learning efforts.
In conclusion, incorporating communicative activities transforms English classrooms into dynamic and engaging environments where students can effectively learn both the necessary and desired skills The benefits of these activities, including increased motivation, the establishment of a positive learning atmosphere, and the facilitation of natural learning processes, have inspired the researcher to implement them for the objectives of this study.
1.3.3 Some Types of Communicative Activities
Littlewood (1981: 20) categorizes communicative activities into two main types: functional communication activities and social interaction activities Functional communication involves effectively conveying intended meanings in specific situations, with examples including comparing pictures, identifying similarities and differences, determining event sequences, discovering missing elements in maps or images, and reconstructing story sequences.
The ability to understand both the social and functional meanings of various language forms is crucial in language learning Engaging in activities such as conversations, discussions, dialogues, role-plays, simulations, skits, improvisations, and debates can enhance this understanding While numerous communicative activities exist for teaching English, this study focuses on select methods aimed at reducing learners' anxiety when speaking English in an educational setting.
Role-play is an effective language teaching technique where participants take on roles to practice behaviors and resolve conflicts in various scenarios As noted by Shi Zheng (2006, cited in Liu, 2010), this method allows individuals to immerse themselves in different characters, enabling them to rehearse real-life situations The primary goal of role-play activities is to equip students with the skills necessary for practical language use in everyday contexts (Gu Yeguos, 1998, cited in Liu, 2010).
According to Richards (1985), collaborative communication activities like role-plays offer several key benefits They allow learners to practice strategies for initiating, developing, and concluding conversations, while fostering cooperation to create meaning These activities also emphasize turn-taking, help learners master conversational routines and expressions, and encourage the exploration of various roles and speaking styles Additionally, they promote negotiated task completion, facilitate information sharing, focus on comprehensible and meaningful interactions, and require substantial participation from learners (Cited in Liu, 2010)
When referring to some advantages of using role-play in teaching language, Jarvix,
Role-playing significantly enhances learners' interest and understanding of course content by actively engaging them in lessons rather than making them passive recipients of information This interactive approach fosters greater involvement, allowing students to empathize with and appreciate diverse perspectives by assuming the roles of various characters in typical scenarios McGregor supports this notion, emphasizing the benefits of role-play in education.
(1993) adds that role-playing has also been seen to be effective in reducing racial prejudice
METHODOLOGY
Research methods
In this section, three categories are addressed They are some information about action research with the rationale for action research, questionnaire survey, and observational method
Action research (AR) combines both research and practical action, embodying the concept of "learning by doing." This approach not only helps identify problems but also seeks effective solutions, ultimately driving social change and practical outcomes (O’Brien, 1998).
Action Research (AR) is an essential practice that all educators should engage in at any stage of their teaching careers This approach has been identified by the researcher as the most effective method for conducting this study.
Action research is gaining importance in language education as it involves the systematic collection and analysis of data to implement improvements and address challenges (Wallace, 1998) According to Kemmis and MacTaggart (1988, cited in Nunan, 1992), action research is primarily conducted by classroom teachers, or "practitioners," rather than external researchers, emphasizing its practical application in educational settings.
“collaborative‟, and it is aimed at changing things Its distinctive feature is that it seems
“likely to lead to improvement, and for evaluating the results of strategies tried out in practice Action research is a group activity” Similarly, Ferrance (2000: 6) shows that an
Action Research (AR) is a reflective process that fosters inquiry, discussion, and collaboration among educators seeking solutions to real problems in schools and ways to enhance instruction and boost student achievement While Nunan (1992) acknowledges the value of collaboration in AR, he contends that it is not its primary characteristic He emphasizes that any teacher can engage in AR to explore teaching and learning processes within their own context, arguing that AR does not always aim for change Instead, it can involve descriptive case studies focused on specific classrooms, groups of learners, or individual students, initiated by questions and supported by data and interpretation.
„practitioner investigating aspects of his or her own context and situation‟ is considered as a really AR
Action Research (AR) serves as a crucial bridge between theory and practice, as highlighted by MacNiff, Lomax, and Whitehead (1996) and Zuber-Skerrit (1992) Warrican (2006) notes that AR is not only prevalent in language teaching but also beneficial for external innovators aiming to drive educational change This study focuses on an action research project aimed at reducing learners' anxiety in speaking English through communicative activities, with the goal of enhancing the current teaching and learning environment at Ha Noi Foreign Language Teaching Center.
In summary, the review of prior research on action research has led me to conclude that this methodology is ideal for exploring ways to alleviate learner anxiety, enhance speaking skills, and identify the most effective communicative activities.
Questionnaires are a cost-effective and familiar data collection method, making them ideal for studies with large sample sizes Their widespread use helps reduce apprehension among participants, allowing for a smoother investigation into teaching and learning English speaking skills As a reliable research tool, questionnaires can consistently yield the same results across different implementations, ensuring dependable findings According to Richards and Lockhart (1994: 10), questionnaires are an effective means of gathering valuable data for educational research.
“gathering information about effective dimensions of teaching and learning, such as beliefs, attitudes, motivation, and preferences, and enable a teacher to collect a large amount of information relatively quickly.”
Questionnaire surveys are crucial for my study as they enable me to explore learners' actual experiences in speaking lessons, allowing me to develop an effective action plan for my class The use of predominantly close-ended questions facilitates easy completion for respondents and minimizes bias by ensuring uniformity in question presentation without intermediary influence This approach ensures that the researcher's opinions do not sway the respondents' answers Additionally, questionnaires simplify data analysis, making it easier to gather insights for my research.
In conclusion, the researcher opts for questionnaire surveys due to their time and cost efficiency This method allows for the collection of substantial data and diverse perspectives in a brief period Given these advantages, the researcher continues to utilize this approach to improve the study's success after executing the action plan and analyzing the observation results.
Class observation serves as a valuable methodology for this study, as relying solely on questionnaire surveys is insufficient for monitoring the desired changes It is essential to capture non-verbal gestures and facial expressions used by learners, which convey meaning beyond words and cannot be documented through surveys alone, as highlighted by Good and Brophy.
(1974, cited in Estacion, A., MacMahon, T., Quint, J., Melamud, B., Stephens, L., 2004:
Teachers often lack awareness of certain behaviors, highlighting the limitations of learner surveys While these surveys may reflect students' attitudes towards teaching practices, they do not offer a comprehensive or accurate representation of teachers' actual behaviors.
Richards (1994) emphasizes that observation serves as a method for gathering information about teaching rather than merely evaluating it, despite its common association with evaluation He asserts that observing classroom teachers is a significant task that requires a serious approach He identifies two types of classroom observations: one where teachers observe a cooperating teacher's class and another where peers observe each other's classes.
In this study, the researcher uses the first kind of observations given out by Richards
In 1994, I aimed to gather insights into my learners' true abilities and their responses to a specific speaking activity I designed Conducting my action research in an evening class at a foreign language center posed challenges, as teachers were often preoccupied with their own responsibilities, making it difficult to arrange for classroom observations Additionally, I was concerned that the presence of an observer might alter my students' behavior or make them overly self-conscious, potentially skewing the results and leading to inaccurate information.
To facilitate my observations, I created a printed observation checklist (see appendix 1) for efficient data collection Learners' speaking abilities can be influenced by various non-linguistic factors, including facial expressions, body language, vocal tone, and speaking pace, which can vary based on the context and significance of their message (Harmer, 1998) Consequently, I will evaluate learners' speaking competence by counting their utterances, tracking their use of their mother tongue, and assessing their attitudes towards communicative activities.
Research Design
This section focuses on some procedures of AR used in this study as well as gives out some details of subjects of the study
In this study, the author adheres to the action research procedures outlined by Somekh in McBride & Schostak (1989), providing a comprehensive breakdown of the distinct steps involved in the research process.
Figure 1: Detailed Action Research Procedures (adapted from Somekh, B in McBride & Schostak, J 1989)
From the figure above, this study will be planned in turn with the following seven steps:
In the first step of addressing teaching challenges, I focused on identifying a specific problem through discussions with students and colleagues This collaborative approach revealed that a significant issue for learners was their anxiety when speaking English Consequently, I resolved to implement strategies aimed at alleviating this anxiety to enhance their speaking confidence.
In the second step of the research process, data collection focused on assessing the current state of teaching and learning English speaking skills This involved a survey to identify the communicative activities utilized in speaking lessons To gather preliminary data for the action research, I organized class observations and distributed a pre-questionnaire.
In Step 3, I analyzed the collected data and discovered a lack of communicative activities in speaking lessons, which contributes to students' low confidence and difficulty in speaking during class Consequently, I aimed to investigate the impact of incorporating communicative activities on reducing their anxiety when speaking English.
In Step 4 of the planning process, I will create an action plan aimed at implementing desired changes through three key communicative activities: role-play, discussion, and information gap exercises These activities will be conducted during two-hour sessions of a speaking class, as detailed in Appendix 3 of the action plan.
Step 5: Taking the action: The action plan lasts nearly three months with the participation of the researcher and the twenty learners at Ha Noi Foreign Language Center
Step 6: Collecting post- action research data to check if the desired change has made, using the observation checklist (see appendix 4) and the second questionnaire survey (see appendix 2)
Step 7: In this step, I analyze the data collected and evaluate the results of findings
In this scale of the study, the author is going to present the steps mentioned above a bit differently:
- The first step is described in the Introduction
- The second and the third are discussed under the title “the pre-action research survey”
- The fourth and the fifth are combined into one heading “The action research”
- The sixth and the seventh are intervened in “the post action research survey”
The study, lasting nearly three months at Ha Noi Foreign Language Center, will involve data collection, analysis, and the implementation of improvement strategies Participants include twenty learners, comprising 9 males and 11 females, primarily university students from Ha Noi, with three participants working in offices Their ages range from 19 to 29, and most have been studying English for at least six years, having begun in secondary and high school, while three learners are relatively new to the language All participants possess pre-intermediate English proficiency and attend three classes per week, focusing on integrated skills including reading, writing, listening, and speaking.
The learners at the center exhibit a diverse range of English proficiency levels, from elementary to pre-intermediate, despite having taken a test prior to joining They continue to seek assistance here, as they struggle with fundamental grammar concepts and lack effective communication skills, hindering their ability to express ideas clearly Additionally, seven of the learners, who are employed, are motivated to improve their English due to the necessity of collaborating with foreign partners in their jobs Consequently, all students enroll in these courses with the primary goal of enhancing their speaking proficiency.
All participants expressed a keen interest in the study and acknowledged the author's commitment to helping them become fluent English speakers Recognizing the significant challenges faced, the author concludes that both teachers and learners must proactively address these issues to alleviate learner anxiety and enhance speaking skills Consequently, an immediate action plan is essential for effective implementation.
Summary
This study aims to alleviate learners' anxiety in speaking English by comparing the effects of communicative activities in speaking lessons Utilizing action research procedures—such as identifying problems, collecting and analyzing data, planning and implementing actions, and evaluating outcomes—serves as a key component of this research The findings suggest that this approach is instrumental in enhancing the development of both learners and teachers in language learning and teaching contexts.
To achieve the study's objectives, the author conducted interviews with twenty learners at a foreign language center in Ha Noi to identify their challenges in speaking English The author implemented three communicative activities—role-play, discussion, and information gap—in speaking lessons to alleviate learner anxiety and assess their effectiveness Through collaborative action research, both learners and the teacher experienced significant progress in their English learning and teaching This aligns with Nunan's perspective on classroom action research, where educators critically reflect on their teaching practices, identify instructional challenges, and develop strategies to address them.
DATA PRESENTATION AND ANALYSIS
Pre-action research survey
Learning English effectively involves mastering communication skills, particularly speaking At our center, twenty learners have struggled to practice their speaking skills during lessons, despite recognizing that fluency is a key goal Many students feel shy and lack confidence, which hinders their ability to engage in conversation To address these challenges, it is essential for teachers to identify the underlying causes of these difficulties, enabling them to implement suitable strategies that encourage speaking practice and boost learners' confidence.
After exploring the theoretical foundations of communicative activities, I believe that incorporating role-play, information gap, and discussion activities can significantly alleviate learners' anxiety when speaking English Before I create a comprehensive action plan, I will conduct a class survey to assess my learners' attitudes towards speaking and various speaking activities, ensuring they align with our objectives for successful implementation of the action plan.
To address the challenges learners face in speaking English, I conducted observations of two fifteen-minute speaking activities that were integrated into a reading comprehension task During these sessions, all learners were required to engage in discussions regarding questions related to the reading texts.
“Tales of two cities” (John& Liz, S 2007 p.18) and “Brat camp” (John& Liz, S 2007 p.42)
In my observation of learners' participation in speaking English during class, I meticulously tracked the frequency of English spoken by the entire class The findings were surprisingly disappointing, as detailed in Table 1 below.
The legends: B = Number of learners attending the class; C= Number of learners participated in speaking; D = Number of learners speaking English; E = Number of learners speaking in L1
The data indicates a significant lack of interest among learners in speaking English during class, as many were either reluctant or unwilling to engage in discussions In the first speaking activity, only 55% of the 20 learners participated, with 35% using English and 10% resorting to their mother tongue Participation decreased in the second activity, with only 50% joining in; among them, 30% used English while 20% used Vietnamese Overall, these findings highlight the challenges in encouraging English speaking among learners in classroom settings.
The limited time allocated for activities and the lack of opportunities to practice communication skills hindered learners' speaking abilities Additionally, the speaking activities often failed to engage students, focusing primarily on questions related to reading texts that adhered to specific rules Consequently, these factors rendered the speaking activities monotonous and discouraging for my class.
In summary, the lack of speaking practice among learners at Ha Noi Foreign Language Center can be attributed to the teacher's limited use of communicative activities Many speaking exercises were found to be dull, unfamiliar, or not suitable for the students' English proficiency levels, which hindered their motivation to engage in speaking lessons.
The data gathered from the initial survey questionnaire will provide additional insights into the factors contributing to learners' limited communication skills, serving as the foundation for developing an action plan for this study.
At the start of the course at Ha Noi Foreign Language Center, a pre-questionnaire was administered to identify the underlying issues and causes of learners' anxiety in speaking English The collected data was thoroughly analyzed, leading to the development and implementation of an action plan aimed at enhancing students' speaking abilities.
The pre-questionnaire, detailed in Appendix 1, consists of eight questions designed to gather insights about learners' experiences with English It begins by assessing the number of years learners have been studying the language, followed by an evaluation of their speaking skills The questionnaire further explores the extent of learners' speaking abilities in class, while also addressing their feelings of anxiety during speaking lessons and the underlying causes of this anxiety Finally, it seeks to identify the communicative activities that are frequently utilized in speaking lessons.
To gather data for the study, twenty questionnaires were distributed to learners in my class, with the same number collected a week later The findings revealed that speaking English is crucial for learners, as 65% fully acknowledged its importance, while 35% also agreed Despite recognizing the significant role of English in the classroom, only 50% of the participants reported that they frequently spoke English during class activities.
How often do you take part in speaking activities in class?
Chart 1: The extreme of learners’ taking part in speaking activities
In a recent survey, half of the learners reported participating in speaking activities during class, while 35% indicated they often engaged in such activities Unfortunately, only 10% of the students claimed to always take part, and one learner admitted to never participating due to shyness She expressed that the lack of variety and appeal in the speaking activities contributed to her reluctance to speak up in class.
The responses to question three, illustrated in Chart 1, reveal that a significant number of learners experience anxiety when speaking English Specifically, half of the participants reported feeling anxious, with 20% expressing strong agreement regarding their anxiety in classroom speaking situations Additionally, a small minority, comprising 15%, chose not to share their opinions on this matter.
Chart 2: I feel anxious when speaking English in class
I feel anxious when I speak in a foreign language class
Strongly agree Agree Undecided Disagree Strongly disagree
Surprisingly, 35% of participants either disagreed or strongly disagreed that speaking English in class causes them anxiety, with 20% disagreeing and 15% strongly disagreeing However, a significant 50% of learners reported feeling anxious when speaking English, while 15% were uncertain about their feelings This indicates that a majority of participants struggle with confidence in their English speaking abilities.
The reasons why the learners did not speak English much in class were various as table 1
Table 1: The causes of the learners’ anxiety in speaking English
Many English learners experience anxiety about making mistakes while speaking, often stemming from a limited vocabulary and feelings of nervousness Concerns about being laughed at by peers can further inhibit their confidence Additionally, the lack of engaging activities that promote speaking practice can make it challenging for learners to improve their skills.
Action plan implementation
This study was conducted with twenty pre-intermediate learners at Ha Noi Foreign Language Center, following the action research principles outlined in figure 1 (see 2.2) The research commenced on March 2nd and concluded on May 13th During this period, I implemented selected communicative activities across six speaking sessions, each lasting fourteen minutes (detailed action plan available in appendix 3).
Based on the findings from the pre-action research survey, I have identified three communicative activities—role-play, discussion, and information gap—from the Literature Review My goal is to demonstrate that these activities can significantly reduce learners' anxiety and enhance their oral communication skills.
This article outlines selected sample activities for my study, detailing the procedures for each type It includes the presentation of samples, the methodology employed, observations of learners' actions, preliminary findings, and key considerations for teachers implementing similar communicative activities.
Role-play, highlighted in the Literature Review for its numerous advantages, serves as a foundational communicative activity in this study The subsequent sections will detail the samples, procedures, reflections, and findings related to this approach.
Sample 1: The learners work in groups of three
At a lively party, a factory worker, a boss, and a teacher strike up an unexpected friendship as they share insights about their diverse professions Their conversation highlights the unique challenges and rewards of each role, fostering a connection that transcends their different backgrounds Through their dialogue, they explore the value of teamwork, leadership, and education, illustrating how varied experiences can lead to meaningful relationships.
Sample 2: The learners work in pairs
Situation: A man is at the supermarket He is talking to his wife on his mobile phone He is asking his wife about things to buy
Sample 3: The learners work in pairs
A customer recently purchased a computer but is frustrated because it won't power on He approaches the shop manager to express his concerns and seek a resolution The customer hopes to find a solution to the issue promptly, while the manager listens attentively and offers assistance to ensure customer satisfaction.
Sample 4: The learners work in groups
In a recent classroom activity, the teacher provided students with various scenarios to spark conversation practice These scenarios included expressing sympathy to a friend who has just failed an exam, saying farewell after a dinner at a friend's house, and bidding goodbye to teachers or classmates upon leaving school This engaging exercise aimed to enhance the learners' conversational skills in relatable situations.
3.2.1.2 Procedure of a role-play activity
Cherif & Somervill (1998, cited in Jarvis, L., Odell, K & Troiano, M., 2002, pp 3-4) divided role-playing activities into four stages as below:
- Preparation and explanation of the activity by the teacher
- Student preparation of the activity
- The discussion or debriefing after the role-play activity
In this study, the author follows the procedure of a role-play activity consisting of some stages below
The teacher initiates the activity by establishing the context and dividing students into groups or pairs They clearly outline the objectives of the task while ensuring that the necessary vocabulary and grammar structures are addressed to facilitate effective learning.
- Familiarizing the learners with roles: Each learner is given a role card which let them know what their roles are and what they have to do
Role playing is a crucial component of the learning process, allowing students ample time to engage with the task It is essential for the teacher to remain adaptable, providing support to learners facing challenges while effectively managing the classroom environment.
To enhance learning, the teacher organizes role-play activities where pairs or groups perform in front of the class During these performances, the teacher observes and takes notes, providing constructive feedback afterward to support student development.
To enhance learning retention, it is essential to follow up on classroom activities as homework, allowing students to reflect on and reinforce what they have learned By revisiting discussions and incorporating teacher feedback, learners can effectively memorize key concepts related to the topic, ensuring a deeper understanding of the material.
3.2.1.3 Reflection on implementing the activity
Role-play activities were done four times in the action plan, on March 9 th , March
On April 23rd, April 20th, and May 4th, engaging speaking activities significantly benefited learners by allowing them to apply their existing language skills The teacher provided valuable prompts and assistance to support weaker students, ensuring everyone could participate effectively.
The first time the learners work in groups of three (see sample role-play in appendix
In a recent classroom activity, I assigned specific roles—worker, boss, and teacher—to students who engaged in discussions about their different lives at a party After introducing the activity's rules and objectives, I circulated the room to provide support with vocabulary and structures, which resulted in increased student engagement and idea generation for their speaking tasks Most learners showed enthusiasm for the role play, actively participating in the speaking activity In a subsequent session, I distributed role cards for a shopping scenario, where one student played a husband at the supermarket who called his wife for shopping guidance This activity not only fostered high levels of excitement and participation among the students, including those who typically hesitate to speak, but also created a lively and engaging classroom atmosphere.
During the third session, learners engaged in pair work to discuss issues with a new computer, leading to significant speaking practice as they shared their own problems and solutions However, two pairs struggled to participate due to their late arrival, which hindered their understanding of the instructions In the final session, teachers provided real-life scenarios for the learners to create conversations, facilitating increased speaking time The teacher circulated the classroom to offer support, resulting in boosted confidence among learners as they spoke with peers and presented in front of the class.
In this study, learners enthusiastically engaged in role play activities, which sparked their interest as they assumed new roles The topics chosen for these activities were relevant to their daily lives, making them particularly suitable for the students Consequently, these role plays significantly transformed the teaching and learning environment, providing ample opportunities for learners to practice speaking English As a result, students gained confidence in their English speaking abilities during class.
Observation Results
During my teaching observations, I gained valuable insights into the speaking skills of my learners Most students actively participated in speaking activities, demonstrating fluency and enthusiasm However, three students—Phuong, Doan, and Minh—showed reluctance to engage in these activities The findings are detailed in tables under two headings: learners' attitudes toward speaking activities and the frequency of speaking in class (refer to the Observation checklist in Appendix 4A).
Utilizing observation checklists simplifies the assessment of learners' behavior During each activity, I focused my observations on six learners for 3 to 5 minutes Additionally, I developed a structured plan to observe the same learners a second time to gather clear evidence of their progress The findings from my observations are summarized in the “observation results” table (see appendix 4B), derived from the observation checklists.
The table illustrates learners' attitudes towards speaking activities conducted in pairs or groups, highlighting their frequency of English use in class The designation "W" indicates a learner's willingness to participate, while "R" signifies reluctance, and "A" denotes active engagement Notably, learners who scored "A" took full advantage of opportunities to practice speaking and share their opinions when prompted Overall, learners displayed a keen interest in the activities, actively listening to peers and collaborating effectively to complete tasks.
To mark the learners‟ participation in speaking activities, I based on the Techniques that Encourage and Measure Oral Communication (TEMOC) suggested by Hadley (2002)
In his study, the author highlights the educational value of TEMOC in Japanese colleges and universities, establishing it as a valid measure of foreign language learners' oral proficiency During classroom observations, learners were awarded points for their English-speaking efforts: one point for simple questions or sentences, two points for complex sentences or thorough answers, and three points for volunteering as group spokespersons or tackling challenging questions For instance, during an information gap activity involving questions about Mario and Chantal, the learners' participation was evaluated based on these criteria.
Linh (St13): “How old is Chantal?” 1 point
Phuong (St14): “35 years old.” 1 point
Linh inquires about a woman’s age and origin, expressing curiosity about her background Phuong responds that she hails from Marseilles, France, a city known for its beauty Linh then asks about the size of the woman’s family, seeking to learn more about her personal life.
Phuong (St14): “Four people in her family.” 1 point
Linh (St13): “She is a teacher, isn‟t she?” 2 points
In her free time, Linh enjoys going to the gym and visiting her holiday home in Biarritz, as shared by Phuong.
In summary, the observations recorded by the teacher provided valuable insights into my English teaching practices and my students' speaking abilities This feedback enabled me to evaluate and modify my approach, ultimately helping to alleviate learners' anxiety and enhance their speaking skills effectively.
Post action research survey
To assess the effectiveness of the action research, a post-implementation questionnaire was conducted, featuring five key questions The first question explores learners' feelings about the use of communicative activities in speaking lessons The second question investigates the frequency of learners' participation in these activities, ranging from always to never The third question evaluates the impact of three specific communicative activities on reducing learners' anxiety when speaking English The fourth question identifies which communicative activities learners prefer in their speaking lessons Finally, the last question invites learners to share their personal opinions on the effectiveness of communicative activities in alleviating their speaking anxiety.
A post-questionnaire survey was conducted with twenty learners following the implementation of three communicative activities—role play, gap information, and discussion—during speaking lessons The learners were instructed to complete the survey honestly within one week I emphasized that their feedback would be invaluable, as positive insights would be enhanced and negative aspects would be addressed and improved gradually in future lessons.
To effectively gather relevant information, the author compiled data in the tables below, which demonstrate how three communicative activities can alleviate learners' anxiety when speaking English and enhance their oral skills.
The learners‟ answers to question one show the way they feel about communicative activities (CA) in their speaking lessons
Table 3: The learners’ feeling about CA used in speaking lessons
Question 1 Very interesting Interesting No idea Boring Very boring
The data indicates that a significant majority of learners find communicative activities engaging, with 65% rating them as very interesting and 35% as interesting Notably, none of the learners considered these activities boring This suggests that communicative activities effectively enhance speaking skills among students in my class.
Chart 2: The learners’ participation extreme in communicative activities used in speaking lessons
In a study on learner participation in speaking lessons, it was found that a significant majority, 70%, of students frequently engaged in communicative activities (CAs), while 25% reported always participating Only 5% indicated that they sometimes took part in these activities, and notably, no students claimed they never joined in.
Question three asks the learners about their feelings on three communicative activities used in class as the chart below
Role-play Information gap Discussion
N u m b er o f th e le ar n er s
Chart 3: The learners’ interest in communicative activities
In a recent survey on preferred communicative activities in the classroom, discussion emerged as the favorite among learners, with 17 out of 20 participants selecting it as their top choice Role-play followed closely, favored by 14 learners, while 9 expressed interest in information gap activities These findings clearly indicate that discussion activities are the most popular among students in the class.
Table 4 below summarizes the learners‟ answers to question five about their feelings after taking part in communicative activities in speaking lessons
Table 4: The learners’ feelings after participating in communicative activities in speaking lessons Less anxious More anxious More confident Others
A significant 90% of learners reported feeling less anxious after engaging in communicative activities in class, while 10% indicated increased confidence in their English speaking abilities Notably, none of the participants felt more anxious than before Overall, the majority of students acknowledged that these activities effectively reduced their anxiety and boosted their confidence, allowing them to practice English freely with peers and teachers in various tasks.
A Comparative Analysis of Some Communicative Activities to Reduce Learners’ Anxiety in Speaking English
The author presents a comparative table analyzing three communicative activities aimed at reducing learners' anxiety during English speaking lessons This detailed comparison highlights the effectiveness of each activity in alleviating anxiety among students in the classroom.
Table 5: Effectiveness of reducing the learners’ anxiety in speaking English through communicative activities
A little effective Undecided Not effective
Not effective at all Role-Play 20 4 3.52 9 = 45% 6 = 30% 5 = 25% 0 = 0% 0 = 0%
N = Numbers of the learners; M = Mean; SD = Standard Deviation
The data presented indicates that questionnaires were distributed equally among learners for all three communicative activities, each yielding a mean score of 4 However, a clearer distinction emerges when examining the Standard Deviation (SD) values, highlighting variations in responses across the activities.
A significant 60% of learners reported that discussions greatly enhance their speaking skills, while 35% found them somewhat effective Only 5% were undecided, and none indicated that discussions were ineffective for improving their English speaking abilities The high standard deviation of 4.77 further indicates a strong consensus among learners on the positive impact of discussions in alleviating anxiety related to speaking English.
In a recent study on the impact of role-play activities, 45% of participants reported that these exercises were somewhat effective in alleviating their anxiety, while 30% indicated a slight improvement in their speaking skills Notably, 25% of learners remained uncertain about the effectiveness of role-play in reducing their anxiety when speaking English, highlighting a significant level of indecision among the group.
The findings indicate that the variance in learners' responses is significant, yet it is lower than that observed during discussions Consequently, role-play activities are less effective than discussions in alleviating learners' anxiety when speaking English.
Only 35% of learners found the information gap activity to be very effective, while 20% considered it slightly effective Surprisingly, 15% reported that the activity did not help reduce their speaking anxiety The standard deviation of 2.45 indicates a low variance in responses, which is the lowest among three communicative activities Most learners admitted that the information gap activity offered minimal support in alleviating their anxiety when speaking English.
Most learners believe that discussion activities are the most effective for reducing anxiety when speaking English, with a significant standard deviation of 4.77 Role-play activities follow closely, as 45% of participants reported them as very effective in alleviating anxiety In contrast, information gap activities ranked lowest, with 15% of learners indicating they do not find them effective in reducing speaking anxiety.
Summary
Chapter three describes and discusses in detail what I actually did in my study The findings of the study can be drawn out as follows:
Students at Ha Noi Foreign Language Center frequently experience anxiety during speaking lessons, as indicated by a pre-questionnaire revealing their concerns Many learners feel they lack sufficient vocabulary and grammatical structures, which contributes to their lack of confidence when speaking English in class The speaking activities predominantly employed include pair work, group discussions, role-plays, and interviews, with pair and group activities being the most common formats utilized in their lessons.
The implementation of action research has revealed that learners exhibit increased confidence and engagement in communicative activities, particularly enjoying discussions during speaking lessons The feedback indicates that these discussions significantly alleviate their anxiety when speaking English, validating the author's effective approach to enhancing speaking skills at the center.
Following class observations, the administration of a pre-questionnaire, and the execution of an action research project, the researcher concludes the study with a summary, discusses its limitations, and offers suggestions for future research.
English has emerged as a global language, essential for communication across various fields, making it crucial for learners and teachers worldwide, particularly in Vietnam Speaking skills play a vital role in English language education; however, many students at the Ha Noi Foreign Language Center experience anxiety when speaking English, which significantly impacts their communicative competence.
This study investigates the communicative activities employed in teaching English speaking at Ha Noi Foreign Language Center and implements three specific activities designed to alleviate learners' anxiety To achieve these objectives, two questionnaires—a pre-questionnaire and a post-questionnaire—were administered to twenty learners, alongside observation sheets, enabling the author to gather data relevant to the two research questions.
The research revealed that common speaking activities employed at the center included pair/group work, role-plays, and interviews However, learners exhibited anxiety towards speaking English, resulting in frequent silence and passivity during speaking exercises.
After introducing three communicative activities in my speaking lessons, I gathered valuable insights from post-questionnaires and class observations The implementation of these activities significantly boosted the learners' confidence in speaking English, with most students actively participating in the speaking exercises Consequently, their speaking skills showed considerable improvement.
To address the research question regarding the most effective communicative activity for reducing anxiety in Pre-intermediate level English learners, a comparative analysis was conducted The findings revealed that discussion activities significantly lower learners' anxiety when speaking English, outperforming both role-play and information gap activities.
This study has inherent limitations that affect the reliability of its findings The research was conducted with a limited sample size of only twenty participants from a single class at one center, which may restrict the generalizability of the conclusions drawn.
The use of questionnaires in this study presents certain limitations, as learners are required to select from predetermined options rather than expressing their thoughts freely This format may have restricted their ability to articulate the reasons behind their anxiety when speaking English and the communicative activities utilized in their classes.
Learners' perceptions of English anxiety are shaped by their unique personal contexts, experiences, and knowledge As a result, the study's findings may not accurately represent the broader population of learners at Ha Noi Foreign Language Center Therefore, it is essential to exercise caution when generalizing these research outcomes.
The action research involved only three communicative activities, which may limit the applicability of the findings to this specific class at the center Consequently, the results may not be generalized to all learners within the center.
Despite ongoing research limitations, this study is expected to enhance the use of communicative activities in teaching speaking skills Its findings aim to alleviate learners' anxiety in speaking English, benefiting not only students at Ha Noi Foreign Language Centers but also at other educational institutions.
This study acknowledges that no single research design can comprehensively address all aspects of reducing learners' anxiety in speaking English Consequently, there remain numerous unexplored issues that could serve as intriguing topics for future research.
- Using communicative games to reduce learners‟ anxiety in speaking English
- Using many communicative activities in large multilevel classes
- Drawbacks of communicative activities and their solutions
In summary, this study offers valuable insights for foreign language educators and researchers regarding learners' interests in language acquisition The findings aim to enhance mutual understanding between teachers and students, enabling educators to develop effective strategies to reduce learners' speaking anxiety in English, ultimately improving their speaking skills progressively.
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