VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ---0o0--- TRẦN THỊ THẢO FACTORS AFFECTING THE PARTICIPATION IN S
Rationales of the study
In recent years, studying English has gained immense popularity in Vietnam, becoming an essential skill for effective communication English is widely utilized across various sectors such as international commerce, science & technology, and education The goal of learning English extends beyond exam passing; students pursue English to develop communication competence for better job opportunities or studying abroad Developing speaking skills is especially crucial for achieving fluency and confidence in real-world interactions.
Recent updates in textbooks and innovative teaching approaches aim to enhance the effectiveness of high school English education Emphasizing communicative language teaching (CLT), active student participation is essential for successful language acquisition However, many teachers face challenges with students' reluctance to speak in class, which hampers learning outcomes Addressing this issue is crucial for improving classroom engagement and mastering English skills.
Having taught English at Doson High School for six years, I have observed that students consistently lack active participation in speaking activities To address this issue, I chose to research the factors affecting 10th-grade students' engagement in speaking exercises and explore potential solutions My thesis titled “Factors Affecting the Participation in Speaking Activities of 10th Grade Students at Doson High School and Some Possible Solutions” aims to identify the root causes of low participation and propose effective strategies to enhance student involvement in speaking tasks.
This study provides an in-depth understanding of the key factors influencing students’ participation in oral activities, including variables related to teachers, students, and classroom conditions It examines the teaching techniques and activities employed by educators, as well as the common challenges faced in teaching speaking skills The research aims to identify effective solutions to enhance student engagement and participation in speaking exercises, ultimately improving language learning outcomes.
Aims of the study
The study aims to investigate the factors affecting the participation in speaking activities of 10 th grade students at Doson High School and find out some possible solutions
To be more specific, the major aims of the study are as follows:
- To identify factors affecting the participation in speaking activities of 10 th grade students at Doson High School
- To examine some techniques and activities applied by teachers and students‟ preference
- To offer some suggestions for teachers to increase students‟ participation in speaking activities.
Research questions
The study is implemented to answer the following questions:
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
Methods of the study
To conduct the study, both quantitative and qualitative methods are used The data was collected by means of:
Survey questionnaires, one for students and the other for teachers were mainly used to gather information and evidence for the study
To ensure data reliability, interviews and classroom observations were conducted, providing valuable insights All comments, remarks, recommendations, and conclusions in the thesis are grounded in the thorough analysis of these collected data.
Scope of the study
This study focuses on 10th grade students who are energetic, motivated, and have ample time to engage in learning It specifically examines oral activities, emphasizing that speaking is a vital communication skill The research aims to identify factors affecting students' participation in speaking activities, including teacher, student, and classroom factors that hinder involvement, and to explore potential solutions Both quantitative and qualitative methods are employed for their reliability and comprehensive insights.
Significance of the study
Understanding the factors that influence participation in speaking activities is essential for both students and English teachers, especially at Doson High School Implementing strategies to boost student involvement can help teachers overcome challenges and conduct more successful lessons This study provides valuable insights that benefit the entire English learning community, highlighting its importance for improving speaking skills and enhancing classroom engagement.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationales, aims, methods, scope, significance and design of the study
Part B: Development – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about speaking skill and factors affecting students‟ participation in speaking activities
Chapter 2: The study – presents the situation analysis, participants, data collection instrument, data collection procedures and data analysis The detailed results of the research are focused
Chapter 3: Major findings, discussion and recommendations – shows major findings, discussion and some recommendations for teachers to increase students‟ participation in speaking activities
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study
LITERATURE REVIEW
Theoretical background of speaking in second language learning and teaching
Speaking is the process of building and sharing meaning through verbal and non-verbal symbols across various contexts, making it a fundamental communication skill According to Chaney (1998), speaking involves the use of both verbal and non-verbal cues to effectively convey messages Bailey (2005) emphasizes that speaking is a productive, oral skill that entails producing systematic verbal utterances to transmit meaning Mastering speaking skills is essential for effective interpersonal and professional communication.
In addition, Florez (1991:1) defines speaking as “an interactive process of constructing meaning that involves producing and receiving and processing information” (cited in Bailey, 2005:2)
Oral expression encompasses more than just producing correct sounds; it involves using appropriate rhythm and intonation, selecting the right words and inflections, and arranging them in a meaningful order to effectively communicate a message According to Mackey (1965), successful oral communication requires mastering these elements to convey accurate meaning, as cited in Bygate (1987:5).
From the above definitions, it can be concluded that speaking is the productive skill used to convey meaning
From the teaching point of view, language skills consist of four macro skills: listening, speaking, reading and writing Those four skills have a supportive relationship
Speaking is the most crucial of the four language skills because it is fundamental to human communication (Ur, 1996) In daily life, people dedicate more time to speaking than to writing, highlighting its importance in effective communication and social interactions Developing strong speaking skills is essential for meaningful interpersonal exchanges.
Speaking is a crucial skill in social contexts, serving as the key to effective communication According to Kayi (2006) and Bygate (1987), learners must develop the confidence to speak in order to handle basic transactions successfully Given the significant role of oral skills in language learning, it is essential to prioritize speaking development in language education.
1.1.3 Approaches to the teaching of speaking
The Grammar-translation Method focuses on analyzing grammar and translating texts between languages, primarily to help students read literature of a particular culture However, this approach does not effectively develop speaking skills or oral proficiency, making it unsuitable for improving fluency or communicative competence Consequently, the Grammar-translation Method does not align with modern language learning goals aimed at enhancing students' verbal communication and overall language fluency.
- The Direct Method and Audio - lingualism
The Direct Method emphasizes the use of everyday vocabulary and sentences, with lessons conducted entirely in the target language to enhance immersion It primarily focuses on developing speaking skills through carefully structured question and answer exchanges between teachers and students, promoting natural language use Importantly, the method introduces new speaking points rather than written language, progressing in a graded manner to facilitate effective learning.
Audiolingualism emphasizes teaching speaking skills through repetition of sentences and memorized dialogues, aiming to ingrain language patterns According to Bygate (2001), teaching oral language was considered as simple as engineering repeated oral production of structures The method focuses on repetition drills to help students familiarize themselves with sounds and structural patterns of the language However, reliance on memorization and pattern drills did not necessarily lead to fluent, effective communication in real-life situations.
In the late 1960s, the Audio-Lingual Method faced significant criticism from both American sociolinguistics and British functional linguistics, which emphasized a broader understanding of language Hymes (1972) introduced the concept of “communicative competence,” highlighting the importance of appropriate language use beyond mere grammatical knowledge, a shift from traditional “linguistic competence.” Concurrently, Brumfit and Johnson (1979) focused on the “functional and communicative potential of language,” stressing the importance of developing communicative proficiency over structural mastery Communicative Language Teaching (CLT) incorporates interaction-based activities such as role plays, information gaps, pair work, and group work, making it one of the most effective approaches for fostering genuine communication skills in language learners.
CLT and teaching speaking
To define CLT, Nunan (1989:194) states:
CLT (Communicative Language Teaching) views language as a system for meaningful expression, emphasizing oral communication, meaning-focused tasks, and relevant language use Its objectives are tailored to learners’ needs, combining functional skills with linguistic goals In this approach, learners act as negotiators and integrators of language, actively engaging in communication, while teachers serve as facilitators to support and enhance learners’ communicative progress.
In brief, CLT emphasizes communication in a foreign language and improves the learners‟ competence through communicative activities
According to Richards and Rogers (2001:161), CLT has a rich theoretical base and some of the characteristics of the communicative view of language are:
- Language is a system for the expression of meaning
- The primary function of language is to allow interaction and communication
- The structure of language reflects its functional and communicative use
- The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse
In Brumfits‟s view (1984:91-93), CLT‟s characteristics can be summarized as follows:
- Teaching is leaner – centered and responsive to learners‟ needs and interests
- The target language is acquired through interactive communicative use that encourages the negotiation of meaning
- Genuinely meaningful language use is emphasized , along with unpredictability, risk-taking and choice-making
- There is exposure to examples of authentic language from the target language community
- There is a whole language approach in which the four traditional language skills (speaking, listening, reading and writing) are integrated
CLT (Communicative Language Teaching) is characterized by its focus on developing learners' communicative competence through learner-centered approaches and the integration of four essential language skills These principles guide teachers in selecting effective techniques and activities that enhance students' ability to communicate confidently and effectively in real-world contexts Implementing CLT principles ensures an engaging, interactive classroom environment that fosters meaningful language use and improves overall language proficiency.
Communicative activities, as defined by Harmer (1999), are essential in language education because they actively involve students in meaningful interactions that foster the desire and purpose to communicate These activities encourage learners to use language creatively and in varied contexts, helping them develop language autonomy Incorporating such activities in the classroom enhances students' ability to use the language effectively, ultimately leading to improved fluency and confidence.
Richards and Rogers (2001:165) highlight that the variety of exercise types and activities within a communicative approach is virtually unlimited The key is that these exercises should effectively help learners achieve the communicative objectives of the curriculum Such activities are essential for engaging learners actively in communication, thereby enhancing their language skills and overall learning experience.
1.2.4 Students’ participation in speaking activities
Student participation in the classroom, especially in oral activities, is essential for effective learning It involves active interaction between students and the teacher, as well as among students themselves through pair work and group activities When students collaborate, their level of participation can be evaluated based on their sense of responsibility, cooperation, and engagement in the learning process Promoting student participation enhances communication skills and fosters a more dynamic and inclusive classroom environment.
Effective student-teacher interaction occurs when students actively participate in class discussions, demonstrate their ability to answer questions posed by the teacher, and share their knowledge or personal experiences, fostering a more engaging and dynamic learning environment.
Active and consistent student participation is essential for a successful lesson However, various factors influencing classroom oral activities—stemming from students, teachers, and the classroom environment—can impact their level of engagement Addressing these factors is crucial to fostering an interactive and productive learning atmosphere.
Factors affecting students’ participation in speaking activities
An individual's learning style in an educational context refers to their unique approach to processing new information According to Keefe (1979), learning style encompasses cognitive, affective, and physiological traits that are consistent indicators of how learners perceive, interact with, and respond to their learning environment Understanding these styles helps tailor educational experiences to better meet students' needs and optimize learning outcomes.
2007:120) Although we share similar learning patterns, preferences and even approaches, everyone learns and processes information in their own way
Willing (1987, as cited in Bailey 2005:169-170) divides learners into four groups based on their behaviors:
- concrete learners are interested in social aspects of language learning
- analytical learners would rather work individually on reading and grammar
- communicative learners are willing to communicate with other speakers
- authority – oriented learners tend to be independent and prefer to work in non – communicative classroom
According to Willing’s classification, a class with a majority of students belonging to concrete and authority-oriented groups tends to have low levels of participation in oral activities This highlights how students' social orientations influence their engagement and communicative behavior in classroom settings.
According to Brown (1994), the contrast between reflectivity and impulsivity significantly influences students' participation in speaking lessons Reflective learners tend to be slower and more cautious, carefully weighing considerations before speaking, whereas impulsive learners make quicker decisions and take risks without thorough analysis In classroom speaking activities, impulsive students often speak faster but with less accuracy, while reflective students are more deliberate and precise Understanding these differences helps tailor teaching strategies to improve student engagement and language development.
As claimed by Ellis (1985:120), extroverted learners are more willing to interact with others than the introverted, and therefore they are more successful in oral communication
According to Lightbown and Spada (1995), personality traits such as extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness significantly impact the success of second language learners They highlight that these characteristics can either facilitate or hinder language acquisition, emphasizing the importance of understanding individual learner differences for more effective teaching strategies.
Neglecting the individual differences among students can result in only a subset benefiting from classroom activities It is important to recognize that not all students will actively participate, highlighting the need for teachers to address diverse learning needs to ensure inclusive engagement and effective learning for all.
In Tsui‟s research (1996) in HongKong, she found out five principal factors affecting the reluctance of students‟ participation in class speaking lesson:
- students‟ perceived low proficiency in English
- students‟ fear of mistakes and derision
Many Vietnamese high school students struggle with a lack of vocabulary, diverse sentence structures, and expressions, which hampers their confidence to speak As a result, students often remain silent and avoid participating in classroom activities, highlighting a common problem in Vietnamese education Enhancing vocabulary and language skills is essential to encourage active student engagement and improve their speaking abilities.
According to Burns and Joyce, students face pronunciation challenges related to sounds, rhythms, and stress patterns of English, which hinder effective communication Additionally, a lack of social and cultural knowledge, limited proficiency in grammar patterns, and difficulties transferring skills from their native language to English further impede language mastery These linguistic factors collectively cause breakdowns in language processing and communication, impacting students' overall language development Optimizing pronunciation, cultural understanding, and grammar proficiency are crucial for improving language learning outcomes.
Students with limited language skills may struggle to speak confidently, which can hinder their active participation Therefore, it is essential to select topics and activities that match their language levels to foster greater engagement By tailoring content to students’ abilities, educators can effectively encourage participation and build their confidence in language use.
Harmer (1999:51) defines motivation as “some kind of internal drive which pushes someone to do things in order to achieve something” According to Lightbown and Spada
Motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes toward the target language community When learners have positive attitudes and a desire to communicate in the second language, they are more motivated to achieve language proficiency Understanding these factors can help improve language learning strategies and foster increased motivation among learners.
Harmer (1999:51) distinguishes between intrinsic and extrinsic motivation Intrinsic motivation arises from personal interest and enjoyment in the activity itself, driving individuals to engage out of genuine passion In contrast, extrinsic motivation is influenced by external factors, such as the desire to pass an exam or the pursuit of financial rewards, which are not inherently linked to the activity Understanding these motivational types is essential for fostering effective learning and engagement.
Many students focus solely on passing written English exams, often neglecting the importance of speaking activities This raises an important challenge for language teachers: how to effectively motivate students to develop a genuine interest in speaking lessons Engaging students in interactive and meaningful speaking exercises can enhance their language confidence and fluency Incorporating real-life communication scenarios into lessons encourages student participation and creates a more enjoyable learning experience Ultimately, fostering personal interest in speaking skills is crucial for students to become confident and proficient English speakers.
In order to do so, we have to understand the sources of motivation as “without knowing where the roots of motivation lie, how can teachers water those roots?” (Oxford
& Shearin, 1994:15) Fisher (1990) points to three major sources of motivation in learning:
- The learners‟ natural interests (intrinsic satisfaction)
- The teacher/ employment…etc (extrinsic reward)
- Success in the task (combining satisfaction and reward)
Harmer (1999:51) highlights that sources of motivation are diverse, including societal influences, significant others such as parents and older siblings, as well as the teaching method Teachers play a crucial role in enhancing and guiding student motivation by setting clear learning goals, creating an engaging learning environment, and designing interesting classes These strategies can significantly boost student participation and overall engagement in the learning process.
Increasing students’ motivation is essential for effective language learning Downs (2000) highlights that motivation improves when students feel acknowledged and understood, are confident in their abilities, and perceive a clear communicative purpose in language use Additionally, when students take responsibility for their own learning, their motivation tends to rise Lightbown and Spada (1999) emphasize that creating engaging, challenging yet manageable classroom content, along with setting clear goals and fostering a supportive, non-threatening environment, significantly enhances students’ motivation and enjoyment of learning.
Motivation is a crucial factor in successful language learning, as it directly influences student participation and engagement The level of motivation is proportional to involvement in oral activities, meaning that highly motivated students tend to participate more actively in speaking tasks Enhancing motivation can significantly improve students’ oral communication skills and overall language proficiency.
Anxiety is a troubled feeling in the mind, characterized by sensations of tension, apprehension, nervousness, and worry, often linked to arousal of the automatic nervous system (Spielberger, 1983; Brown, 2007) It manifests as feelings of uneasiness, frustration, self-doubt, or worry (Scovel, 1978) Anxiety can be classified into trait anxiety, state anxiety, and situation-specific anxiety, with trait anxiety referring to a persistent tendency to experience anxiety across various situations (Scovel, 1978).
THE STUDY
Research setting
2.1.1 An overview of Doson High School
Doson High School, located in Doson District just twenty kilometers from Haiphong City, was established in 1969 and has over 40 years of experienced development As a trusted educational institution in the area, the school currently serves nearly 1,200 students across 26 classes from grades 10 to 12 The teaching staff consists of 80 dedicated teachers, with approximately one-third being young and enthusiastic, contributing to a vibrant learning environment.
Doson High School has a team of six dedicated female English teachers and one male teacher, aged between 25 and 40 All educators hold a Bachelor's Degree in English, with two graduates from Vietnam National University, Hanoi – University of Languages and International Studies, and the rest from Haiphong University Known for their helpfulness and enthusiasm, these teachers are eager to innovate and improve their teaching methods Despite their youth and recent graduation, they demonstrate a strong commitment to enhancing student learning.
Despite beginning English education in grade six, many students at Doson have low English proficiency, primarily studying to pass tests and exams Their focus is often limited to learning grammar rules and completing exercises, which doesn't translate into successful communication Although students may master various grammar patterns, they struggle to speak confidently and effectively Additionally, the emphasis on Group A for university entrance exams diminishes motivation to improve their English speaking skills, hindering overall language development.
At Doson High School, the primary material for teaching English is the newly approved Tieng Anh 10 textbook, which includes 16 units across reading, speaking, listening, writing, and language focus sections, designed based on a communicative approach The speaking objectives aim to develop students' ability to exchange basic information related to familiar topics Overall, the new English textbook is more aligned with the current teaching and learning context in Vietnamese high schools, making it more relevant and effective However, its implementation presents challenges for both teachers and students due to varying levels of English proficiency and differing teaching and learning conditions across schools.
Methodology
This research aims to identify the key factors influencing 10th-grade students' participation in speaking activities at Doson High School The study seeks to understand these determinants and explore practical solutions to enhance students' involvement in oral communication tasks By addressing these issues, the research intends to improve student engagement and speaking proficiency, contributing to more effective language learning The investigation is driven by specific questions designed to uncover underlying challenges and opportunities for fostering active participation among students.
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
This study involved 120 randomly selected students from classes 10 C1 to 10 C8 and six English teachers, ensuring a diverse participant group The research was conducted during the second term of the school year, providing timely insights into student and teacher perspectives All participants completed comprehensive survey questionnaires, answering all provided questions to ensure accurate data collection To gather in-depth information, interviews were conducted with 10 students, enriching the quantitative data with qualitative insights.
This study employed two types of questionnaires, tailored for students and teachers, to gather comprehensive data The questionnaires included a mix of closed and open-ended questions, along with checklist items and Likert scale questions ranging from agree to disagree This diverse question format enhanced the reliability and depth of the data collected for analysis.
The student questionnaire comprises two main sections with a total of 12 questions The first part gathers students’ personal information, including gender, age, and class The second part assesses students’ level of participation, self-evaluation, perspectives on teachers and textbooks, factors influencing their engagement in speaking activities, and their suggestions for improvement This comprehensive questionnaire aims to provide valuable insights to enhance speaking skills and classroom engagement.
The teacher questionnaire comprises two main sections with a total of 13 questions Part I gathers demographic information including gender, age, and years of teaching experience Part II delves into teachers' attitudes towards teaching speaking skills, their perspectives on Communicative Language Teaching (CLT), factors influencing student engagement, and recommended strategies to enhance speaking proficiency.
Two interviews, conducted pre- and post-treatment, involved 10 Vietnamese students and aimed to gather insights into their experiences Each approximately ten-minute interview included questions, answers, and explanations, conducted as informal conversations with note-taking to ensure a comprehensive understanding of students’ challenges, preferences, and feedback This approach facilitated an in-depth assessment of the students’ problems and their responses to the treatment, providing valuable data for analyzing its effectiveness.
To ensure the reliability and validity of data on factors influencing students' involvement and the impact of the techniques used, the researcher complemented survey questionnaires and pre- and post-interviews with classroom observations Observations of several English speaking lessons conducted before and during the treatment provided direct insights into teacher activities, teaching techniques such as instructions, encouragement, comments, and feedback, as well as students' involvement, preferences, and attitudes toward the techniques These observations helped confirm the effectiveness and accuracy of the collected data.
The research data was collected through questionnaires, interviews, and classroom observations to ensure comprehensive insights Initially, questionnaires were distributed to six teachers and 120 randomly selected students, providing quantitative data on student participation Follow-up interviews with ten students aimed to gather deeper understanding of their experiences and perceptions Classroom observations of English lessons were conducted to validate the data and identify factors affecting student participation Based on the findings, a hypothesis was developed regarding effective techniques and activities to boost student engagement in speaking activities Further observations during the implementation of these techniques, along with post-interview assessments, were carried out to evaluate their impact on student participation and reactions.
The primary data for this study were collected through questionnaires completed by students and teachers To enrich the findings, additional information was obtained through interviews and classroom observations, providing a comprehensive understanding of the research topic.
The questionnaire was delivered to 120 students, however only 114 answers were collected and analysed 114 students selected randomly including 46 male and 68 female ones were at the age of 16
2.2.5.1.1 Students’ assessment of their speaking ability ok 26% bad 65% very good
Chart 1: Students’ assessment of their speaking ability
The data from the chart indicates that only 2% of students are very good at speaking skills, while 7% demonstrate good ability, and 26% are at a medium level Surprisingly, 65% (74 out of 114) of participants consider themselves to be poor at speaking English This suggests that most students have a low proficiency in speaking, likely due to limited practice and low participation in speaking activities To enhance speaking skills, students should actively seize opportunities to practice English both inside and outside the classroom.
2.2.5.1.2 Students’ level of participation in speaking activities
According to Chart 2, 50% of students rarely participate in speaking lessons, often remaining silent and only speaking when called upon by the teacher About 31% sometimes engage in class discussions, depending on the topic or activity, while 16% are often willing to speak English Only 3% of students are always actively involved in speaking activities Overall, these statistics indicate a very low level of participation in speaking lessons among students.
Chart 2: Students’ level of partipation in speaking activities
2.2.5.1.3 Students’ attitudes towards speaking skill important 40% very important not important 30%
Chart 3: Students’ attitudes towards speaking skill
According to Chart 3, 70% of students consider speaking to be a highly important or very important skill, highlighting the value they place on oral communication in learning English Meanwhile, 26% view speaking as of little importance, and only 4.4% underestimate its significance, indicating some varied perceptions among students Despite recognizing the importance of English communication skills, there appears to be a contradiction, as many students demonstrate low participation in classroom activities related to speaking.
2.2.5.1.4 Students’ assessment of speaking activities in the class
According to the data, 37% of students (42 out of 114) found speaking activities suitable for their level, while 16% expressed interest in the tasks, yet none considered them very interesting Notably, nearly half of the participants (47%) found the speaking activities uninteresting, citing boredom and a lack of creativity Interview responses indicated that most activities were textbook-based and failed to motivate students, highlighting the need for teachers to employ engaging, creative, and in-depth activities beyond the textbook to enhance speaking skill development.
Chart 4: Students’ assessment of speaking activities in the class
2.2.5.1.5 Students’ evaluation on learning speaking English
1 I prefer doing exercise to speaking in the classroom 64 56.1% 50 43.9%
2 I enjoy practising English at home by myself 40 35% 74 65%
3 I always take every opportunities to speak English 4 3.5% 110 96.5%
4 I only speak English when the teacher calls me 96 85% 18 15%
The data indicates that a significant portion of students prefer passive learning, with 56.1% favoring doing exercises over speaking in class and 65% enjoying speaking English alone at home Moreover, 96.5% of students rarely seize opportunities to speak English voluntarily, with 85% only speaking when called upon by the teacher In large classes with limited time, relying solely on teachers to call on students can leave silent learners without chances to participate Therefore, incorporating group work is recommended as an effective strategy to ensure all students have opportunities to engage and practice their English skills.
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
Analysis of student responses reveals that 40% of students study English to improve their fluency and pronunciation, while only 19.3% frequently participate in speaking activities to enhance their communication skills Interviews indicate that eight out of ten students learn English primarily to prepare for their future careers, with none expressing interest in learning for personal enjoyment or cultural exploration Despite expressing a positive attitude towards speaking skills, students demonstrate a lack of intrinsic motivation to engage actively, highlighting that their motivation is mainly functional This lack of intrinsic motivation significantly impacts their participation in speaking activities, ultimately hindering their language development.
7 I‟m afraid of making mistakes when speaking English 100 88% 14 12%
9 I often feel nervous when I have to speak in front of the class 108 95% 6 5%
Table 3 presents students‟ anxiety in terms of being afraid of making mistakes (88%)and feeling nervous when speaking in the class (95%) During the interview, 9 out of
MAJOR FINDINGS, DISCUSSIONS AND RECOMMENDATIONS
Major findings and discussions
3.1.1 Students ‘ level of participation in class oral activities
Analysis of questionnaires, interviews, and class observations indicates that 10th grade students at Doson High School exhibit low participation in oral communication activities Despite recognizing the importance of speaking skills, many students are reluctant to engage in oral practices Addressing these low participation levels remains a significant challenge for teachers, highlighting the need to identify key factors influencing students’ reluctance to actively participate in spoken English activities.
The findings showed that the factors came from the teachers, the students, the materials and the classroom itself
Despite teachers at Doson High School generally understanding Communicative Language Teaching (CLT), its implementation remains limited due to large class sizes, mixed proficiency levels, and students' passive learning styles To enhance engagement, teachers need to adopt more engaging and challenging activities that go beyond textbook topics, inspiring students to actively participate and discover their speaking abilities Additionally, reducing teachers' talking time is crucial; in CLT, learners should be at the core of the classroom, with more opportunities for students to practice speaking rather than teachers dominating the conversation.
Students face various challenges in language learning, including low and mixed English proficiency, lack of motivation, anxiety, and passive learning styles Many students cited limited vocabulary and difficulty expressing ideas as reasons for their reluctance to participate in speaking activities Additionally, most students study English primarily to meet future job requirements rather than personal interest, indicating a lack of intrinsic motivation Anxiety during speaking lessons is a significant barrier, as students fear losing face by making mistakes publicly and worry about being called unexpectedly by the teacher Furthermore, passive learning styles hinder students' ability to succeed in speaking classes To address these issues, teachers should understand students’ problems and implement effective strategies to help learners overcome these constraints, ultimately enhancing their speaking skills and confidence.
Classroom factors significantly influence students’ learning success, with most students favoring a cooperative and supportive environment over a competitive and stressful one A positive classroom atmosphere helps students feel safe and comfortable to share ideas, while a tense environment increases shyness and anxiety In large classes, varying student levels can lead to anxiety and fear of negative judgment among lower-achieving students Therefore, creating a pleasant and inclusive classroom climate is crucial for enhancing student engagement and overall academic performance Teachers should prioritize cultivating a supportive learning environment to promote active participation and reduce anxiety.
There is a significant gap between teachers' and students' evaluations of topics and tasks, with teachers generally considering the textbook appropriate, while many students find it uninteresting Teachers frequently utilize activities like Q&A sessions, pair work, and group discussions; however, students prefer engaging games and fun quizzes This mismatch between teaching methods and students' interests leads to low participation, highlighting the need for teachers to adapt the textbook and incorporate more engaging, student-centered activities to boost involvement and learning effectiveness.
3.1.3 Students’ attitudes towards the applied teaching techniques
Based on observations and post-treatment interviews, students' participation in oral activities significantly increased The implementation of new teaching techniques and interactive activities fostered greater student interest and engagement in speaking tasks Additionally, students showed a willingness to work collaboratively in group activities and exhibited improved cooperation with teachers Therefore, it can be concluded that the applied teaching methods positively impacted students' involvement in oral communication.
Recommendations
To effectively motivate students to improve their English speaking skills, it is essential to diversify activities that align with students’ interests and proficiency levels Incorporating a range of oral activities that address various learners’ needs can enhance intrinsic motivation and foster engagement Additionally, using authentic language within meaningful contexts helps students develop practical communication skills and reinforces their language learning experience.
Implementing pair work and group activities in multi-level and large classes enhances student engagement and fosters collaboration These strategies ensure every student actively participates, shares ideas, and supports peers, creating an inclusive learning environment Additionally, anxious students benefit from peer assistance, which helps them feel more secure and confident, promoting a positive and non-threatening classroom atmosphere.
Teachers can effectively enhance student engagement by incorporating games into their lessons, as games stimulate students' interest and excitement Using games in English learning helps reduce students' stress and anxiety, creating a more enjoyable and motivating learning environment Therefore, integrating games is a highly effective strategy for improving language acquisition and student participation.
- Finally, teachers can apply a lot of other activities such as discussion, role play, story telling, interview, picture description, raking exercises, etc in other stages of a speaking lesson
In short, teachers should use various speaking activities to avoid students‟ boredom of repetition everyday
The TIENG ANH 10 textbook covers 16 topics, but many students find some of them boring or unfamiliar, which hinders their speaking engagement To motivate students to speak, teachers should select topics that align with their interests, such as Music or Films, which are popular and relatable Additionally, topics should match students’ language proficiency and knowledge level to prevent discouragement Overall, adapting textbook topics to be more engaging, relevant, and familiar can significantly enhance students’ speaking confidence and learning experience.
3.2.1.3 Using group work to good effect
In order to use group more effectively in large classes, teachers should consider the following points:
Teachers can use various criteria, such as students’ proficiency levels, shared preferences, or random selection, to effectively group students for oral tasks, considering classroom conditions and individual student needs (Hammer, J., 1991) Adjusting group members over time helps prevent boredom by allowing students to work with different partners, fostering diverse interactions and collaborative skills Additionally, optimal group size should be determined to enhance participation and learning outcomes.
3 or 4 so that every member of the group can have chances to practise speaking English
In speaking lessons, it is essential that tasks assigned to students are clear and specific to ensure effective learning Teachers act as facilitators or resource providers, guiding students through engaging language activities To promote balanced participation, each student is given a distinct role within group discussions, preventing dominant voices from overshadowing others Teachers actively circulate around the classroom to observe discussions, ensuring that all students have ample opportunities to practice speaking English and develop their communication skills.
In a large classroom, students possess varying language abilities, with some being overly active and eager to speak, while others feel hesitant or anxious about using the target language To create an inclusive learning environment, teachers should effectively balance speaking opportunities, ensuring all students participate and improve their language skills.
- Firstly, teachers should lengthen the wait – time for students‟ answers Thus, the anxious students have more time to think carefully and be confident about their responses
In addition to this, teachers need to be more tolerant towards students‟ responses
Boosting student engagement requires teachers to enhance their questioning techniques According to Nolasco and Athur (1988), effective questioning helps “keep everyone awake” and keeps students highly motivated through rapid-fire questions Teachers should randomly ask questions to different students, encouraging everyone to stay prepared and actively participate in the lesson Implementing this approach promotes a lively classroom environment and ensures all students remain attentive and engaged.
Teachers should assign suitable tasks to students to encourage active participation For example, lower-level students can serve as note-takers or secretaries during group work or provide comments on peers’ answers This approach helps reduce students’ inhibitions and creates more opportunities for them to engage fully in classroom activities.
Creating a cooperative classroom atmosphere that encourages students to participate in oral activities helps them express their opinions confidently without fear of making mistakes or facing negative evaluations Teachers should provide tactful correction to avoid demotivating students from speaking English Additionally, using positive feedback, comments, and praise can significantly boost student engagement and confidence It is important to avoid tension-inducing tasks like surprise quizzes or overly competitive activities, especially those that place students in front of peers without preparation Instead, fostering collaboration through group work encourages a supportive environment where students feel comfortable practicing their speaking skills.
3.2.1.6 Establishing good rapport with students
Building a strong relationship between teachers and students relies on trust and respect, fostering an environment where students feel happy, comfortable, and eager to share their ideas A positive rapport enhances student engagement and overall classroom atmosphere To achieve this, teachers can implement effective strategies, such as those recommended by Brown (1994), which help nurture a supportive and communicative learning environment.
- Show interest in each students as a person
- Give feedback on each student‟s progress
- Openly solicit the students‟ ideas and feelings
- Laugh with the students and not at them
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
3.2.1.7 Combining the textbook with other relevant materials
The TIENG ANH 10 textbook is generally effective but may not fully meet all students' interests and skill levels To enhance the speaking lessons, teachers should incorporate additional resources such as internet materials, magazines, newspapers, and reference books Encouraging students to deliver oral presentations on prepared topics can help them explore information from various sources, expand their knowledge, and boost confidence In today's technological age, utilizing the internet allows teachers and students to communicate, improve pronunciation, and practice English with foreigners, thereby improving both language proficiency and speaking skills.
In communicative language teaching (CLT), learners, not teachers, are at the center of the classroom, so teachers should reduce their talking time to maximize student practice opportunities Providing more speaking opportunities enhances students' speaking skills, especially when paired with careful preparation To boost confidence among lower-level learners, teachers can assign speaking topics for students to prepare at home, helping them feel more assured and prepared to participate actively.
Effective group work requires students to cooperate and build strong relationships, fostering a positive learning environment Collaborating to prepare topics, exchanging ideas, providing peer correction, and offering constructive feedback during presentations are essential for success Developing teamwork skills not only enhances understanding but also promotes active participation and mutual support among students.
Effective student-teacher collaboration is essential for academic success Students should actively participate in classroom discussions, answer questions, and provide comments to enhance their learning experience Additionally, leveraging the teacher’s support when encountering unfamiliar words or pronunciation issues can help students accomplish their tasks more efficiently Building a strong partnership with teachers fosters better understanding and improves overall educational outcomes.
Summary of the study
This study investigates the factors influencing 10th-grade students' participation in speaking activities at Doson High School and explores potential solutions to enhance engagement Using instruments such as student and teacher questionnaires, student interviews, and classroom observations, the research provides comprehensive insights into the challenges and opportunities related to speaking skill development The findings address three key research questions, offering valuable recommendations to improve student participation in speaking activities.
Many 10th-grade students at Doson High School show low engagement in oral activities, with most students reluctant to speak during class This results in speaking lessons that often become silent and monotonous, indicating a need to improve student participation in oral communication exercises.
Factors influencing participation in speaking activities include elements related to teachers, students, and the classroom environment Teacher encouragement, student motivation, and a supportive classroom atmosphere significantly impact students' level of involvement in speaking exercises Understanding these key factors can help educators enhance student engagement and improve speaking skill development.
Effective language teaching depends on teachers’ roles, characteristics, and methodologies Low student participation stemmed from boring topics and teacher-led activities that relied heavily on textbooks, hindering students' creativity and engagement While some classes incorporated pair and group work, these methods were often ineffective due to poor implementation Additionally, teachers tended to overuse direct teacher talk, limiting students' opportunities to practice speaking English and develop conversational skills Although teachers generally understood Communicative Language Teaching (CLT), its practical application in the classroom remained limited, affecting overall language learning outcomes.
Students' speaking performance is influenced by several factors, including their learning styles, language proficiency, attitude, motivation, and anxiety Low English proficiency emerged as the most significant barrier, with students feeling inhibited by fear of making mistakes or negative judgments, which hindered their participation in oral activities Despite having a positive attitude toward speaking skills, students' lack of intrinsic motivation reduced their willingness to engage in lessons Additionally, passive learning styles contributed to students’ reluctance to speak English, further impacting their overall speaking ability.
In classroom settings, lack of collaboration among group members often discourages students from working together effectively Additionally, in multi-level and large classes, the uneven participation between higher-achieving and lower-achieving students can hinder active engagement and disrupt oral classroom activities Encouraging cooperative learning and managing diverse student levels are essential for fostering participation and improving classroom dynamics.
To address the question of increasing students' participation in speaking activities, interviews and classroom observations confirmed that the techniques and activities implemented were highly effective These methods significantly boosted students' interest in oral tasks and led to a notable increase in their level of participation.
This study's findings significantly contribute to enhancing the teaching and learning of speaking skills among 10th-grade students at Doson High School, leading to improved student performance and communication abilities.
Limitations and suggestions for further study
This study has notable strengths, but inherent limitations exist due to time constraints and resource availability The research involved a questionnaire administered to 120 students, which may not fully represent the entire student population Additionally, the short duration of the treatment limits the ability to accurately assess the long-term effectiveness of the teaching techniques applied.
Basing on the findings and the limitations of this study, I would like to continue the study with the following topics:
- Strategies to maximize students‟ involvement in language learning
- Increasing the effectiveness of collaborative work in speaking lessons
- Personalizing oral activities to increase students‟ participation
In order to pilot the effectiveness of the study, the further research should be implemented by an experimental or an action research
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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This survey aims to identify the factors that influence 10th-grade students at Doson High School to participate in speaking activities Your valuable responses will contribute significantly to understanding how to enhance student engagement in speaking tasks All information provided will be used exclusively for research purposes, ensuring confidentiality and privacy Thank you for your cooperation in helping us improve language learning experiences for students.
* Please circle the appropriate choice(s) in answering each of the following questions
1 How do you evaluate your English speaking ability?
A very good B good C OK D bad
2 How often do you participate in speaking activities in the class?
3 How is English speaking skill important to you?
A very important B important C little important D not important
4 What do you think about speaking activities in the class?
A very interesting B interesting C All right D not interesting
5 Tick your appropriate choice (Learning style, Motivation, Anxiety, Language level)
1 I prefer doing exercise to speaking in the classroom
2 I enjoy practising English at home by myself
3 I always take every opportunities to speak English
4 I only speak English when the teacher calls me
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
7 I‟m afraid of making mistakes when speaking English
8 I want to speak English but I don‟t know enough vocabulary
9 I often feel nervous when I have to speak in front of the class
10 I don‟t have a lot of chances to speak as better students are always the first to give their ideas
6 How often do you feel reluctant to speak in the class?
7 How do you find the speaking topics in the textbook TIENG ANH 10?
A very interesting B interesting C All right D.not interesting
8 What do you think about the teacher’s talking time?
A too much B much C all right D too little
9 How does your teacher encourage you to speak?
10 How do you evaluate your speaking lessons?
A All students are very active
C Students feel happy and willing to speak
D Most students are reluctant to speak
11 Which factors affecting your participation in speaking activities? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
12 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
This survey is designed to investigate the factors influencing 10th grade students' participation in speaking activities at Doson High School Your cooperation in completing the questionnaire is greatly appreciated, as your responses will provide valuable insights solely for academic research Thank you for your contribution to this important study.
* Please circle the appropriate choice(s) in answering each of the following questions
1 How important do you think speaking skill is to your students? a very important b important c not very important d not important at all
2.How much do you like teaching speaking skill? a very much b so so c not very much d not at all
3 What do you think about students’ participation in your speaking class? a high level of participation c low level of participation b average level of participation d no participation
4 Give your opinions about CLT
2 CLT emphasizes on accuracy more than fluency
3 CLT gives students opportunities to communicate with others
4 Teachers always create good language atmosphere to interest students to learn
5 What teaching methods are currently being applied in your speaking lesson? a Grammar – Translation method b Audio – Lingual method c Communicative Approach d Combination of different methods
6 What are the problems you are facing in teaching speaking skill? a Students‟ reluctance to speak English b Students‟ lack of motivation c Students‟ uneven participation d Students‟ low English proficiency
7 How often do you use pair work and group work? a very often b often c sometimes d never
8 What do you think of your talking time in class? a too much b a little much c all right d too little
9 How often do you use the following activities in speaking lessons?
Very often Often Sometimes Never 1.Questions and answers
10 How is the relationship between you and your students? a very good b good c all right d not very good
11 What do you think about speaking topics and tasks in textbook Tieng Anh 10? a very interesting b interesting c all right d boring
12 According to you, what are factors affecting students’ participation in speaking lessons? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
13 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
APPENDIX 3: PRE – TREATMENT INTERVIEW QUESTIONS
1 Do you think that speaking skill is very important? Why?
2 How often do you participate in English speaking activities?
3 Do you like speaking activities in you class?
4 What do you think about the speaking topics in the textbook Tieng Anh 10?
5 Are you afraid of making mistakes when speaking in the class?
6 Do you feel reluctant in speaking English in the class? Why?
7 Do you have a lot of opportunities to speak in the class?
8 What activities does your teacher often use in your speaking lessons? (Interview, role – play, pair work, group work, discussion, report, story – telling, dialogue completion, games…) Which activities do you prefer?
9 Does your teacher often encourage you to speak English?
10 Is your teacher helpful, enthusiastic and tolerant?
11 Do you have enough time to do speaking tasks in the class?
12 Can you name some factors affecting your participation in speaking activities? Which is the decisive factor?
13 What should your teacher do to increase your speaking involvement?
APPENDIX 4: POST – TREATMENT INTERVIEW QUESTIONS
1 How often do you participate in English speaking activities in recent lessons?
2 Do you like speaking activities applied in you class? Why?
3 What do you think about the teaching material?
4 Are you satisfied with your teacher‟s teaching technique?
5 Do you feel reluctant in speaking English in the class? Why?
6 Do you have a lot of opportunities to speak in the class?
7 Does your teacher often encourage you to speak English?
8 Do you have enough time to do speaking tasks in the class?
9 What are the roles of your teacher in recent speaking lessons?
10 What are the effects of using these techniques and activities?
11 Do you have any suggestions to make these techniques and activities more effective?
1 Students‟ level of participation in speaking activities Very low 1 2 3 4 5 Very high
2 Students‟ interation with the teacher and other partners Very bad 1 2 3 4 5 Very good
3 Students‟ attitudes towards speaking activites Not interested 1 2 3 4 5 Very interested
4 Teacher‟s teaching techniques & apeaking activities Not appropriate 1 2 3 4 5 Very appropriate
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active