LIST OF CHARTS Chart 4.1: Students’ awareness of the learning English Chart 4.2: Students’ interest in learning English speaking Chart 4.3: Students’ looking at difficulties of English s
Rationale
In the 21st century, countries worldwide are focusing on international cooperation to foster development English has become essential for global communication, enabling us to connect with diverse cultures and people around the world Not being proficient in English can impose significant limitations on personal and professional growth By mastering English, we can bridge cultural, economic, and social gaps, leading to better understanding and increased tolerance among different nations and communities.
Learning English is crucial for all individuals, as it opens up numerous opportunities for success in life The importance of mastering English is highlighted by its status as the most widely used foreign language, emphasizing the need for serious English education worldwide From elementary students to professionals, learners are motivated and enthusiastic about studying English, recognizing its role in personal and career development However, Vietnamese elementary students often face challenges in developing their English speaking skills due to limited professional knowledge, lack of confidence, and ineffective learning methods, leading to confusion when speaking the language.
The primary goal of teaching speaking is to enhance students' oral communication skills As Vietnam's growing economy increases the demand for foreign language proficiency, especially in English, students must develop their ability to express themselves and adapt to social and cultural norms in various communicative contexts Despite its importance, speaking skills in schools have often been overlooked, with insufficient focus on fostering effective communication Teachers play a crucial role in creating a warm, engaging classroom environment and providing students with diverse, practical activities to improve their speaking abilities.
“These factors mentioned have aroused my ambition to carry out the study of: “English Speaking skills teaching methods for elementary learner at Nam Sao Language center” to study.”
Significance of the study
As our world becomes increasingly interconnected, effective communication has become more important than ever English has been chosen as a global language due to its paramount importance in international interactions Therefore, implementing suitable English speaking teaching methods is essential to improve students’ communication skills At Nam Sao English Center, we focus on innovative approaches to teaching English speaking skills, aiming to enhance learning outcomes The results of this study offer new insights for teachers to evaluate various aspects of teaching and learning, bringing fresh perspectives to English classes worldwide.
Scope and limitation of the study
“The scopes of the study in this research are limited as follows:”
This study aims to investigate the teaching methods used by five elementary-level teachers at Nam Sao Language Center, focusing on effective solutions for teaching speaking skills The research seeks to provide valuable insights into pedagogical strategies that enhance speaking proficiency and contribute to the professional development of teachers Additionally, it aims to support researchers studying language teaching methods and improve speaking instruction at Nam Sao Center.
2 “The subject of the research will be limited to 30 elementary learners of two classes at Nam Sao Language center on February 28 th , 2019 to May 21 st , 2019”
Research questions
“The current study tries to find answers to the following questions:”
1 “What methods are used in speaking class?”
2 “What are the advantages and disadvantages when teaching English speaking skill?”
3 “What are the solutions for teaching speaking skills at Nam Sao language center?”
Design of the study
This study consists of three parts: Introduction, Development and Conclusion
This chapter explains the rationale for selecting this topic, outlining the study's aims, scope, limitations, and research methods The primary focus of the research is on effective English-speaking teaching methods for elementary learners at Nam Sao Language Center, aiming to improve language acquisition and enhance teaching strategies within this educational context.
This chapter explores the theoretical foundations of communicative language teaching (CLT), emphasizing its definition and core principles It highlights the key characteristics of teaching English speaking skills, focusing on effective methods to develop students' speaking abilities The chapter also examines the vital roles of teachers and students in CLT, underscoring their active participation in the learning process Additionally, it discusses the importance of speaking in language acquisition and outlines various teaching strategies for improving speaking skills Finally, the chapter addresses common challenges encountered in teaching speaking and offers solutions to overcome these issues.
This chapter details the research setting, methodology, research instruments, and participants involved in the study It presents the survey questionnaire and face-to-face interview results, aimed at identifying the teaching methods used by teachers and students at Nam Sao Language Center.
Chapter IV: Findings and Discussion
The article highlights effective teaching methods for improving speaking skills among elementary learners It provides valuable suggestions to help teachers and students select the most suitable approaches for language development Implementing these effective strategies can enhance students' speaking abilities and facilitate more engaging and productive language learning experiences.
This final chapter summarizes of research, and provides a way to teach speaking skills and activities that should be applied in the classroom and recommendations for teachers and students.
Definitions of terminologies
Speaking skills are crucial in the language learning process, serving as a key indicator of learners’ progress and achievement Learners often measure their success based on their ability to speak the language fluently Lack of speaking opportunities or difficulty in developing speaking skills can lead to demotivation and boredom in language learning Conversely, incorporating engaging and interactive activities in the classroom can make English lessons more enjoyable and motivate learners to improve their speaking abilities.
Speaking is widely recognized by linguists as a crucial component of human communication, emphasizing its importance across both first and second language acquisition According to Bygate (1997), speaking is a vital skill that warrants as much attention as other language skills, as it enables learners to carry out fundamental interactions and express their ideas effectively Interaction, defined by Bygate, involves using language to maintain communication between participants and requires skills in deciding what, when, and how to say things clearly Therefore, mastering speaking involves not only grammatical proficiency, including grammar, pronunciation, and vocabulary but also sociolinguistic competence—understanding when, why, and how to use language appropriately in social contexts.
“According to Brown, Burns & Joyce, speaking is an interactive process of constructing meaning concerning three periods: producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997).”
“Chaney and Burk (1998, p.13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in many different contexts.”
Interaction is the core of communication, encompassing sending, receiving, and interpreting messages within specific contexts As Brown (1994) emphasizes, communication involves negotiating meanings and collaborating to achieve shared goals Additionally, interaction is defined as the collaborative exchange of thoughts, feelings, or ideas between two or more people, leading to mutual influence and understanding.
According to Byrne (1986), speaking is a key element of oral communication and is classified as a productive skill It involves the speaker encoding their intended message using appropriate language, while the listener decodes or interprets the message to understand it effectively.
“According to Florez (1999), speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.”It“is often spontaneous, open-ended and evolving.”
Speaking is a multifaceted skill with various definitions highlighting its different aspects While each definition offers valuable insights, this study adopts Bygate’s (1997) concept, which emphasizes that speaking encompasses both grammatical competence and sociolinguistic competence.
According to Bygate (1997), speaking involves two essential routines in the communication process: information routines and interactional routines Information routines include expository sub-routines such as description, narration, comparison, and instruction, which focus on conveying facts and ideas Interactional routines encompass evaluation sub-routines like explanation, prediction, justification, preference, and decision, which facilitate meaningful exchanges and decision-making in conversations Understanding these routines is crucial for developing effective speaking skills.
Interaction routines are structured patterns that shape various types of conversations, including telephone calls, interviews, casual encounters, social gatherings, lessons, and media interviews These routines are characterized by their organization around specific, recognizable sequences of interactions, providing consistency and predictability in different social and communicative contexts Understanding these routines can enhance communication effectiveness across diverse settings.
According to Brown (1983), speaking possesses three key characteristics First, its form and meaning are context-dependent, influenced by participants, shared experiences, the physical environment, and speaking objectives Second, effective speaking requires learners to have both linguistic competence—knowledge of grammar, pronunciation, and vocabulary—and sociolinguistic competence—understanding when, why, and how to use language appropriately Lastly, speech involves unique skills, structures, and conventions that differ from written language, emphasizing its spontaneous, open-ended, and evolving nature while also allowing for predictability in certain contexts.
Bygate (1987) highlights that speaking is an undervalued skill, often taken for granted because many people can speak naturally He emphasizes that speaking deserves as much attention as literacy skills, as it is essential for performing basic interactions and transactions confidently Additionally, Bygate asserts that speaking is a vital medium through which much of language learning occurs, underscoring its importance in language education.
Speaking is the key to successful communication, and understanding what good speakers do is essential for developing effective speaking skills Teachers can incorporate various speaking tasks into the classroom to enhance learners’ abilities, tailored to their specific needs By focusing on these strategies, educators can help learners improve their speaking proficiency and become more confident communicators.
2.1.2 English teaching methods for elementary learners
Effective speaking lessons typically consist of three main phases, which are essential for developing learners' oral skills The progression of the lesson varies depending on students’ existing level of English proficiency and their exposure to the language outside the classroom The ultimate goal of any speaking lesson is to enable students to communicate confidently across diverse situations According to Byrne (1991), these three phases are crucial for fostering students' overall speaking ability and ensuring steady improvement in their oral proficiency.
In this initial phase, teachers play a central role in the learning and teaching process by acting as information providers, selecting effective teaching materials and presentation methods During this stage, students typically observe and listen to the teacher, passively receiving information Oral materials, primarily presented in dialogue and prose forms, require distinct presentation methods due to their different structures Effective adaptation to these different forms is essential for enhancing language learning.
“Byrne, D (1991) summaries ten different steps to present a dialogue as follows:”
1 “Establish setting by using pictures.”At“this step, English is used as much as possible.”
2 “Draw out learners’ experience related to situation.”
4 “Set the listening task by asking key information of the dialogue”
5 “Ask learners to listen without looking at the dialogue.”
6 “Allow learners to have a look at their book when necessary.”
7 “Ask learners to listen and repeat.”
8 “Ask learners to pick up difficulties and explain them.”
9 “Ask them to practice (role- play)”
10 “Ask them to dramatize the dialogue.”
The steps are arranged logically and coherently, ensuring effective communication However, not all steps are necessary for presenting a dialogue, as the choice depends on the learners’ English proficiency Tailoring the approach based on learners’ skills can enhance language development and engagement.
“To present a prose, Byrne (1991:26) suggests that teachers should use the following nine steps:”
1 “Introduce the topic by asking learners to look at the pictures or asking them about related things.”
2 “Introduce the text New words and structures are given.”
4 “Set the reading task: make questions.”
5 “Ask the learners to read the passage in silence and find the answers.”
6 “Ask learners to read again aloud and ask for the answer.”
7 “Explain difficulties they still have.”
8 “Do silent reading again because learners need to go on with step nine.”
9 “Get the learners to talk about what they have to learn based on the previous answers.”
“To increase the learners’ motivation, these steps should also be used suitably.”
During this phase, learners engage actively by answering the teacher's guided questions and discussing ideas with their partners, maximizing practice opportunities to enhance vocabulary, grammar, and speaking fluency through controlled and guided activities.
This phase provides learners with the opportunity to speak English freely, promoting natural use of the language in real situations When learners use English independently, they develop their own ideas and engage with their peers’ perspectives Authentic speaking opportunities occur when learners communicate naturally for their own purposes, not just to please the teacher Pair and group work are essential during this stage, as they encourage active participation, build confidence, and make the most efficient use of class time.
Review of previous works
“Overseas projects in this area can include: P.V.Zimin, M.I Kondakop, N.I Saxerđôlốp in "School management issues", V.A Xukhomlinxki in "Some leadership experiences of high school".”
In the twenty-first century, teachers are crucial to shaping the future of education, serving as key agents of reorientation and innovation Dr Raya Roy Singh, a respected educator in India with extensive experience in the UNESCO Asia-Pacific region, emphasizes that "teachers play a decisive role in education and especially in reorienting education." Their vital contribution impacts student learning outcomes and the evolution of modern educational systems, highlighting the importance of investing in teacher development for a resilient and adaptive future.
Jeremy Harmer, a leading expert in English language teaching, has extensively studied effective methods for teaching English and training English teachers He has hosted numerous international conferences focused on innovative English teaching strategies According to Harmer, even well-trained English teachers must continually learn and adapt their teaching approaches to align with their abilities and strengths, ensuring more effective student learning outcomes.
Penny, an experienced educator, emphasizes that while graduating from pedagogical school provides a foundational qualification, it merely serves as the starting point for teaching She believes that seniority alone does not guarantee teaching effectiveness or career growth To truly excel and become a professional, teachers must continuously seek new knowledge and gain practical experience throughout their teaching careers.
“In particular, author Susan Haliwell introduced effective methods to teach English for students in the Teaching English in the Primary Classroom.”
Effective teaching management is essential to ensure and improve the quality of training, making it a key goal in the educational process This task is challenging and time-consuming for educational managers, especially those involved in teaching foreign language subjects like English Many scholars and educational professionals have extensively studied teaching activities and their management, aiming to develop more effective strategies to enhance teaching quality and student outcomes in language education.
“In Vietnam, many authors study school management, teaching activities such as: Ha Si
Several foundational works have contributed to the study of school management, including Ho's (1987) "Lectures on School Management" and Tran Kiem's (1997) "Basic Problems of Management Science Education." Nguyen Van Le (1985) explored various aspects of school management science, emphasizing its broad scope Researchers such as Cao Duy Binh (1999) have focused on planning school activities, while Ho Van Lien examined the management of pedagogical processes Vu Trong Vy (2004) addressed the management of facilities and equipment for teaching at high schools Additionally, experts like Chau Thi Hoang, Nguyen Van Vinh, Phan Nguyen Hong Diem, and Vuong Thi Kim Hoang have delved into English teaching activities, exploring different facets related to operational management in education.
Author Nguyen Ngoc Quang emphasizes that teaching and education in unity form the core activity of a school, highlighting their central role in school operations He also points out that school management essentially involves overseeing the teacher's labor process, which is crucial for effective educational outcomes.
Effective school and agency management within the education system is crucial for achieving educational success, as emphasized by Bui Minh Hien and Vu Ngoc Hai Additionally, Mai Quoc Lien highlights the importance of implementing a comprehensive foreign language strategy, specifically focusing on English, to enhance the quality of national schools.
Many authors both in Vietnam and abroad have extensively studied and introduced various measures to manage teaching activities in schools, including English subjects However, the management of English teaching at the high school level has been less frequently addressed by researchers This thesis aims to analyze the current state of English instruction in selected high schools, identifying key challenges Based on this analysis, it proposes practical and effective management solutions to improve the quality of English teaching right from the high school level, contributing to overall educational development.
Research method
Gather materials by thoroughly reading scientific books and magazines, and consulting research projects related to your topic Summarize this information to establish a solid theoretical and practical foundation for your study.
During the research, classroom observation played a crucial role in assessing the environment, atmosphere, students' attitudes, and teachers' methods, ensuring high validity and reliability Observations were conducted across five 45-minute sessions, during which the researcher monitored the overall classroom dynamics, listened to teacher questions and student responses, and documented essential aspects of the teaching and learning process In this study, the author served simultaneously as both a teacher and a researcher to gain comprehensive insights.
This study employed a comprehensive approach, including class participation, observations, questionnaires, and interviews To achieve its objectives, the research gathered valuable insights from both English teachers and elementary learners at Nam Sao Language Center, providing a well-rounded understanding of teaching and learning experiences within the center.
- “Questionnaire for students at Nam Sao Language Center.”
- “Interview the teachers at Nam Sao Language center”
-“This method is conducted through the collection of information by "survey questionnaires" for some managers and some teachers and students at Nam Sao Foreign Language Center.”
Sampling
The survey involved thirty elementary learners aged six to eight years old and five teachers at Nam Sao English Center in Thu Duc Ward, Ho Chi Minh City These participants were all students at the school whom the author interacted with during a three-month internship Their insights and feedback are considered the most vital factors in this study, providing valuable data for understanding early language learning experiences.
3.2.1 Description of the teachers at Nam Sao language center
At Nam Sao Language Center, the majority of teachers are young, with about 20 instructors, including native speakers from the United States and Australia All teachers hold bachelor degrees, ensuring they are fluent and capable of teaching English effectively, especially speaking skills Despite their youth and recent graduation, these teachers are active and bring lively, engaging lessons to their students However, their limited experience may pose challenges in addressing students' obstacles in learning English for communication Additionally, time constraints during each lesson further hinder teachers' ability to develop students' speaking skills effectively.
3.2.2 Description of the pupils at Nam Sao language center
“The majority of primary school students in Nam Sao language center are aged 6 to 11 years old.”Students“at this level, they use Family and Friends Book, Cambridge, University
The Press Workbook Edition program focuses on developing four key listening and speaking skills Students participate in weekly lessons with native teachers, aiming to enhance their language proficiency and perform well on campus tests While many students successfully acquire the curriculum knowledge, some struggle with communication and pronunciation This suggests that the teaching methods and learning environment positively impact their English speaking abilities However, individual factors such as attitude, motivation, and study habits may also influence potential challenges faced during classes.
Research tools
Data for this study was collected through a questionnaire completed by elementary learners and face-to-face interviews with five teachers at Nam Sao Language Centre The surveys were designed using Google Forms to ensure efficient data collection, and the interviews provided additional insights and clarifications The data collection process took place on July 10th, 2019.
Many pupils at these centers are highly active and eager to learn English, especially in speaking activities However, some students lack confidence and are unwilling to participate freely, often feeling shy and embarrassed to speak This reluctance to engage in speaking is concerning because speaking skills are essential for mastering a foreign language Motivated by these challenges, the author aims to explore effective solutions and create a supportive environment that encourages all students to improve their English speaking skills Ultimately, the goal is to develop an optimal learning atmosphere where both teachers and learners can overcome obstacles and achieve language proficiency.
Data collection
“To reach the primary purposes of the study, a survey questionnaire has been chosen as main method for data collection for this particular research.”
The questionnaires comprise two main parts: the first explores teachers' and students' attitudes toward speaking skills, while the second identifies common speaking problems and the techniques employed by both groups A 10-question survey designed for elementary learners aims to gather their opinions on speaking lessons, factors influencing their speaking proficiency, and their expectations for improving their speaking skills Data collection took place over eight weeks, from February 28 to May 21, 2019, providing valuable insights into young learners' perceptions and challenges in developing speaking competence.
Observation plays a crucial role in supporting the researcher to assess the classroom environment, atmosphere, student attitudes, and teaching methods, ensuring high validity and reliability of the study Classroom observations were conducted over forty-five-minute sessions, during which the observer examined the overall classroom dynamics, listened to teacher questions and student responses, and noted critical aspects of the speaking skills instruction In this process, the author interacted as both a teacher and a researcher, providing comprehensive insights into the teaching and learning process.
The questionnaire for elementary learners comprises 10 questions in English, numbered from 1 to 10, with multiple-choice options ranging from three to more than four choices per question Participants are allowed to select more than one option per question, providing comprehensive insights The survey is divided into three sections; the first section focuses on students’ awareness of learning English, featuring questions with three options where respondents mark their answers by placing an “X” in the corresponding box This structure helps gather detailed data on young learners' attitudes and understanding of English language learning.
“The second section contains three questions (question 2,3 & 4) give their attitudes about the English speaking skills teaching methods at Nam Sao English center”
“The third sections with 3 questions (question 5,6&7) asks students about their feeling activities applied during the hours of teaching English speaking skills.”The“four section with
3 questions (question 8,9 &10) talked about students ‘feeling activities applied during the hours of teaching English speaking skill.”
Based on the survey findings, I have identified effective methods for teaching and practicing English speaking skills This survey serves as the foundation for my study on "The Method of Teaching Speaking Skills for Elementary Learners at the Nam Sao English Center," providing valuable insights to improve language learning strategies for young students.
3.4.3 Face-to- face interview for teachers
Following the questionnaire, informal interviews were conducted with 10 teachers at Nam Sao Language Center to gather deeper insights into their responses These interviews aimed to uncover information that observation alone might not reveal and to enrich understanding of the issues raised in the questionnaire The interview questions were provided in written form to facilitate clear communication and effective data collection.
Results from students’ questionnaire
The questionnaire gathered demographic information from 25 elementary learners, including gender and age, along with details about their English study duration Among the participants, 11 were females, and all had been attending the English course for up to 6 months.
14 were males from different class, this students have age from 6 to 11 years old.”
4.1.1.1 Students’awareness of learning English
Chart 4.1:“Students’awareness of the learning English”
Based on the data presented in Chart 4.1, most students recognize the significant role of English in both their learning and daily life They find learning English to be important and interesting, highlighting its value in their educational journey and future opportunities The statistics indicate a widespread awareness among students about the importance of mastering the English language.
English is considered an important skill both in learning and in life According to recent data, 65% of students believe that English is important, 26% recognize its significance, and only 9% feel it is not important This highlights the widespread acknowledgment of English's importance for academic and personal success.
4.1.1.2 Students attitudes towards English speaking skills
“Chart 4.2: Students’ interest in learning English speaking”
The chart illustrates students' interest in learning English, revealing that the number of students who choose "Yes" is six times higher than those who select "No" and three times higher than those who choose "Normal." This result is unsurprising, as it demonstrates that students recognize the importance and appeal of English English is an international language widely used across various fields due to societal advancements The more students study English, the greater their opportunities become; in other words, mastering English can lead to a better life.
“Chart 4.3: Students’ looking at difficulties of English speaking skill”
The chart indicates that 64% of elementary learners at Nam Sao English Center perceive English speaking skills as difficult, mainly due to their limited foundational knowledge, lack of effective learning methods, or reluctance to communicate Conversely, only 25% of students find learning English not challenging, reflecting their confidence or better comprehension A small proportion, 11%, consider English speaking skills easy, typically because they are gifted language learners with a strong passion for the subject and proper learning strategies.
“Chart 4.4: The most favourite skill of students in learning English”
This chart reveals that students have varying preferences for different English skills, with speaking and reading being equally popular The number of students who enjoy speaking is over three times higher than those who like listening and 2.3 times higher than those who prefer writing Only a small percentage (10%) of students like all four skills Overall, the data indicates that speaking lessons are the most favored among students, highlighting their strong attraction to speaking activities.
SpeakingListeningWirtingAll four skills
4.1.1.3 Students’ opinion about current English speaking skills teaching method
“Chart 4.5: Suitable level of English speaking skills teaching method for students”
“The survey results showed that 62% of students said that the current method of speaking skills is very suitable, 30% said it was appropriate, only 8% said it was inappropriate.”
“Chart 4.6: How students feel about the English current method”
Very suitable Suitable Not suitable
According to the survey, half of the students (50%) expressed frustration with the current teaching methods used to improve speaking skills at the center Meanwhile, 30% of students felt indifferent or neutral about the existing approach, and 20% reported feeling uninterested in the current teaching strategies This data highlights the need for educators to reevaluate and potentially enhance their speaking skills instruction to better engage students.
“Chart 4.7: Students’ desire for teaching English”
“The chart shows that 73% of students want a new method of teaching English speaking skills, 18% are satisfied with the current method, 9% no mention.”
4.1.1.4: Student’ feeling activities applied during the hours of teaching English speaking skills
“Chart 4.8: Student’s think about activities applied during the hours of teaching English speaking skills”
“Survey results show that most students are interested in the application of activities in English speaking hours accounted for 89% Only 4% do not like this and 7% feel normal.”
“Chart 4.9: Student’s favorite activities applied during the hours of teaching English speaking skills”
“The chart shows that 25% of students like role play activities, 23% like songs activities, 19% like taking with other students, 14% like storytelling, 11% like picture description and 8% prefer question and answer exchanges.”
Role play Songs Talking with other students Story telling
Picture descriptionQuestion and answer exchanges
4.2 The results from interview for teachers
The chart indicates that 45% of students regularly participate in speaking hours, demonstrating consistent engagement Additionally, 30% are always involved in speaking activities, highlighting their strong commitment About 23% participate occasionally, while only 2% rarely take part in speaking hours Notably, no students report not participating at all, suggesting high overall participation in speaking activities.
4.2 The results from interview for teachers
4.2.1 English speaking skills teaching methods applied at the Nam Sao English center:
Most teachers incorporate information technology into their teaching methods, combining various approaches such as illustrative and visual techniques to enhance student engagement However, it is noted that few teachers integrate communication methods into their teaching strategies, with only those specifically teaching communication skills actively using communication-focused approaches to improve student interaction and understanding.
The interview results indicate that teachers recognize the importance of integrating information technology into English teaching to make lessons more engaging and lively Utilizing technology helps teachers create dynamic lesson plans that capture students’ interest and enhance their learning experience At Nam Sao Foreign Language Center, most teachers actively incorporate modern technology to make language learning more attractive and effective for students.
Many teachers frequently incorporate information technology into English lessons, recognizing its importance in enhancing language learning However, they often struggle with effectively integrating technology, highlighting the need for a balanced approach Teachers also understand that combining IT with other methods, such as communication techniques, helps students develop more sensitive, faster, and more confident communication skills While some teachers sometimes achieve successful integration, there is still room for improvement across the board to maximize the benefits of technology in language education.
4.1.2.2 The current English speaking skills teaching method with elementary learners
Based on interview results, most teachers find the current curriculum content to be appropriate, describing it as easy to understand, engaging, and suitable for their age A survey of managers, teachers, and learners indicates that the curriculum generally meets the needs of center learners today, although a few teachers feel it could be improved Teachers also suggest that principals and managers should hold meetings with educators to discuss and reach consensus on the curriculum.
4.1.2.3 Advantages and disadvantage of teaching English speaking skills to elementary learners
- “Class students with innocent nature are ready to participate in the activities of school hours when they are attracted to activities.”
- “Students are always concerned by parents and teachers in the learning process.”
- “Teachers can learn and exchange experiences from colleagues through seminars, experience exchange and seminars.”
- “Get the attention and support of the director of the center, parents and colleagues.”
- “Students are acquainted with information technology, they are soon exposed to computers, the Internet and receive a lot of information from here.”
- “English is a new subject and very difficult for most people, especially for elementary learner.”At“this age, some Vietnamese pronunciation students are not yet standardized”
Many students have not dedicated adequate attention or effort to learning foreign languages, often preparing lessons superficially During school hours, they tend to be passive, showing a lack of engagement and flexibility, and often feel intimidated by reading and speaking English This results in reduced participation in speaking activities, hindering their language acquisition and overall proficiency.
Speaking practice typically occurs in pairs or groups, leading to noisy and disorderly classrooms Teachers often struggle to provide equal attention to every student, allowing some children to take advantage of the opportunity to speak in Vietnamese or work on their own Consequently, teachers may fail to detect and correct students' errors effectively, impacting language learning progress.
Effective teaching requires educators to employ diverse pedagogical methods, continuously developing and refining training techniques tailored to each lesson Incorporating a variety of exercises and activities not only aligns with specific content but also stimulates students' interest and motivation By adopting innovative and engaging approaches, teachers can inspire students to participate enthusiastically and foster a more motivated learning environment.
4.1.2.4 Activities your students like best in the process of learning English speaking skills
Based on interview results, elementary teachers observed that students are highly interested in role play and song activities, which effectively enhance their language skills Additionally, engaging activities such as student conversations, storytelling, picture description, and question-and-answer exchanges contribute to students’ active participation and language development in the classroom.
4.1.2.5 The time for studying English skills with elementary learners
Most managers and teachers agree that the current study time is appropriate, supporting effective learning schedules However, some educators feel that while the overall learning hours are suitable, the curriculum content may not align perfectly with students' needs Specific concerns have been raised regarding the Smart Choice curriculum, with suggestions that it is more appropriate for working professionals and individuals specializing in communication, rather than teenagers This feedback highlights the need to tailor educational programs to better suit different age groups and learning objectives.
Many teachers believe that the current course application times are not well-suited for their students, especially those teaching kindergarten and elementary levels, as the allocated teaching time for books like Happy House is too long relative to students' ages Conversely, some teachers using American English File books feel that there is insufficient time to complete lessons within the schedule Overall, the percentage of teachers who find the program and timing inappropriate is quite low Teachers also report that principals and managers regularly hold professional meetings to discuss timetable issues, allowing for better allocation of time and content tailored to different study levels and subjects.
4.1.6 The current facilities of the center
Most managers and teachers agree that Nam Sao English offers excellent facilities equipped with modern teaching equipment for foreign language instruction They believe the center provides ideal conditions for teachers to incorporate information technology into their teaching, including purchasing laptops on installment plans and training teachers in computer-based lecture design Additionally, the management of facilities at Nam Sao English is considered to be very effective Observations by the researcher confirm that these positive assessments are accurate, highlighting the center's commitment to quality educational infrastructure.
4.2.1 The method of teaching speaking skills for elementary learners at the
“Nam Sao English language center”
“Through the observation process and the interview results, Nam Sao English Center conducts methods of teaching English speaking skills to elementary learners as follows:”
In the initial phase of the learning process, teachers play a central role by acting as information providers who select appropriate teaching materials and determine effective presentation methods During this stage, students typically observe and listen passively, receiving information through oral materials mainly presented in dialogue and prose formats Recognizing that these two forms require different presentation techniques is essential for effective teaching and learning.
“Teachers use their communication skills to explain to students the content of speaking lessons as well as the most comprehensible explanations for students to easily absorb.”
During this phase, learners have the opportunity to actively practice speaking through controlled and guided activities that enhance vocabulary, grammar, and speaking fluency They engage by answering the teacher’s questions and collaborating with partners to develop new ideas related to the topic Based on survey results and interviews, the center incorporates these effective activities to maximize learner participation and speaking skill development.
“ Teachers collect pictures and pictures with content suitable to the program.”
“Teachers model, play roles in pictures, use suggestions in pictures to make words for characters.”Students “observe and then practice role-plays according to the characters in the picture.”
“ Teachers can suggest by questions such as:”
“"What is happening in picture A?"”
“ "What do you see in picture B? ''”
“Teachers can ask students to reorganize the story in the correct order of the story -> Then the students looked at the picture to recount the main content.”
The teacher may ask students to assemble pictures with corresponding words by writing the words on cardboard and matching them to the images This activity involves students observing each picture and matching it with the correct words, arranged in the order of the story depicted in the illustration This method helps reinforce comprehension by aligning visual clues with written words, making it an effective educational activity for language development.
Speaking is a crucial skill in today's society, serving as the primary medium for presenting and promoting products or ideas Therefore, both students and working adults need to learn and practice English speaking skills to effectively communicate However, many individuals face challenges due to a lack of engaging and effective methods to practice English speaking.
This graduation thesis investigates the key factors that English learners consider important for improving their speaking skills It reviews various English books and websites to identify effective teaching methods and suitable materials for developing English speaking abilities The study aims to provide insights into the most valued aspects of spoken English learning from the learners' perspective.
This thesis aims to assist elementary learners in acquiring English, particularly beginners, by providing effective teaching strategies It offers valuable insights for teachers to develop the best methods for enhancing students' English speaking skills, especially those just starting their language learning journey.
Effective educational management requires a dynamic and creative team dedicated to implementing updated teaching methods and curriculum renovations Managers must thoroughly understand relevant policies and guidelines to steer teaching activities successfully Emphasizing the importance of managing education innovation, each manager should adopt effective strategies to improve the quality and efficiency of educational practices, ensuring the achievement of set objectives in a rapidly evolving educational landscape.
The principal of Nam Sao English Center must thoroughly understand and promptly study directives and guidelines from higher management agencies, actively participating in DOET-organized training workshops to effectively implement policies and guide teaching activities They should be proactive in self-study and self-improvement to enhance management skills, awareness, and innovative teaching practices Continuous learning to upgrade professional qualifications and management capabilities is essential to lead educational operations aligned with current educational innovations Additionally, after each academic year, the principal should conduct self-assessment, gather feedback from staff and teachers, and analyze strengths and weaknesses to improve performance, address shortcomings, and build on areas of excellence.
Effective language instruction at a foreign language center hinges on dedicated teachers who organize and oversee the teaching process, making faculty quality essential To enhance teaching standards, it is crucial to increase teachers' awareness, foster unity in action, and build consensus on the school's goals and development objectives The principal's role is vital in achieving this by implementing strategies that promote professional growth, collaboration, and a shared commitment to educational excellence.
Effective organization and training for teachers on education policies and foreign language instruction, particularly English, are essential in today’s educational innovation Principals and managers must help teachers understand the need for ongoing management reforms in foreign language teaching, encouraging active participation in implementing new teaching strategies Additionally, principals should evaluate and select talented, dedicated managers who support teaching and learning, possess strong professional skills, and are capable of replacing less effective managers to enhance overall educational quality.
To enhance managerial expertise, it is essential to provide targeted training courses, whether long-term or short-term, organized by the Department of Education and Training Creating opportunities for managers and teachers to participate in seminars on innovative teaching methods further supports professional development and improves educational quality.
Formal training should be provided to high-potential personnel and managerial staff at schools, universities, and research institutes to enhance their leadership capabilities Additionally, these individuals should participate in short-term professional management courses organized by the Department of Education and Training to improve their administrative skills and ensure effective educational leadership.
“ Requires teachers and oneself to strengthen self-study and self-training.”
Implementing self-study and self-fostering is the most effective strategy for centers to enhance their management team’s capabilities It is essential for the center to promote and cultivate a culture of continuous learning among managers Each management member should proactively plan their own self-study and training, utilizing resources such as guiding documents from the Ministry and Department of Education and Training, mass media, and practical experiences from other centers to improve their management skills.
Teachers should strive to continuously improve their teaching methods by incorporating diverse classroom activities Engaging students through activities such as role-plays, discussions, opinion-sharing sessions, reasoning gap exercises, and prepared talks can make lessons more interactive and effective Implementing a variety of teaching strategies not only prevents boredom but also enhances student participation and learning outcomes.
“Teachers should also create a friendly, supportive and motivational classroom environment to motivate students to be more confident and comfortable with leaning English.”However, disciplines must be kept as well.”
“Teachers should establish good relationship with students; give constructive feedback to students to encourage students to take part in the class activities.”
Teachers can organize engaging English clubs to encourage student participation, providing regular opportunities for students to practice their English skills in a fun and interactive environment, which enhances their language learning experience.
“Teachers can follow Harmer’s suggestions (2005) by organizing the following activities in the classroom: A role-play, a discussion activity, an opinion sharing activity, a reasoning gap activity, and prepared talks.”
Littlewood (1981) recommended a variety of engaging activities for enhancing speaking lessons, including identifying pictures from sets, discovering identical pairs, and arranging sequences of locations The activities also encompass discovering missing information or features, uncovering secrets, communicating patterns, and interpreting models and pictures Additionally, teachers can incorporate tasks such as recognizing differences, following directions, reconstructing story sequences, pooling information to solve problems, and engaging in problem-solving exercises Role-playing activities are emphasized, including controlled role-play through cued dialogues, cues, or situational goals, as well as debates, discussions, large-scale simulations, and improvisation, to foster interactive and practical language use.
Students should identify personalized and effective methods to learn English, as each learner has unique learning preferences It's important for students to discover their own motivations for studying English to stay focused and committed Developing a strong work ethic is essential for improving language skills To speak English fluently, students must actively expand their vocabulary, improve pronunciation, master new grammatical structures, and practice applying them in real conversations Engaging in extra classes, joining English clubs, and making friends with native speakers can provide practical opportunities to use English in authentic contexts and enhance language fluency.
“There are some recommendation for extra- activities to improve learning English speaking skill:”
Poetry and music are fundamental elements of every human society, reflecting various aspects of culture such as our connection to ancestors, faith, entertainment, and fears, as well as hopes for the future These art forms possess powerful, innate qualities—they energize individuals and have the ability to influence moods Throughout all stages of life, from birth to death, music and poetry accompany human experiences, playing a crucial role in language acquisition and cultural understanding Additionally, poetry and music are essential tools in foreign language learning for young students, enhancing language skills and cultural awareness (Richard, 1993).