This study was carried out as follows: 1 a series of class observations at STU in order to figure out what kinds of speaking activities the teachers ask the students to do and how they o
Research Questions
In this study, the following questions will be used as a basis:
1 What problems do the teachers have to face in teaching English speaking skill to non-English majors at STU?
2 Why do they have such problems?
Aims of the study
The thesis focuses on identifying challenges in teaching English speaking skills to non-English majors at STU by examining the prevalent tasks used in General English classes and the rationale behind teachers' choices Additionally, it explores students' attitudes, motivation, and expectations regarding their English studies at university, aiming to inform innovative teaching methods based on the findings.
Scope of the study
This study examines the challenges faced by teachers in developing English speaking skills among engineering students at STU, a private technology university The research is grounded in observations made during General English classes, interviews with the instructors, and data gathered from a questionnaire.
GE students from the observed classes at STU.
Design of the study
The thesis is divided into 5 chapters:
Chapter 1 discusses the reason why I choose this topic and the significance of the study This chapter shows that this issue is really concerned about
Chapter 2 presents a literature review that highlights the significance of speaking skills in language acquisition, drawing on insights from various linguists It discusses recommended strategies for English teachers to enhance speaking tasks in the classroom and provides an overview of the teaching and learning of English speaking skills in Vietnam This chapter establishes a foundation for exploring the challenges teachers encounter in imparting English speaking skills.
Chapter 3 outlines the methodology used to investigate the research questions, which includes a series of observations in GE classes, interviews with the teachers responsible for those classes, and a questionnaire administered to the students.
Chapter 4 outlines the investigation's results, highlighting key challenges encountered by teachers These findings set the stage for the implications that will be explored in the following chapter.
Chapter 5 closes the thesis with the conclusion and some implications for teaching English speaking skill.
LITERATURE REVIEW
Speaking - the most difficult skill to acquire
Speaking is often regarded as the most challenging skill to master, as it necessitates proficiency in both listening comprehension and various speech production subskills, such as vocabulary retrieval, pronunciation, and grammatical pattern selection, particularly in unpredictable and unplanned contexts.
Spoken language occurs in real-time, requiring immediate production and processing without the ability to revise, unlike writing (Cook, 1989:115) According to Murcia, Olshtain, and Cook, English learners must exert significant effort to develop this skill, highlighting the crucial role teachers play in facilitating their students' acquisition of spoken language.
Teaching English speaking skill
2.2.1 Some opinions by methodologists on how to get students to talk in the classroom:
Effective communication often revolves around the exchange of information, where individuals share knowledge and learn from one another Doff emphasizes the importance of creating a "communicative need" in the classroom to engage students However, generating this need can be challenging, as students may lack motivation if they do not see the relevance of an activity Krahnke highlights that even in their native language, individuals may struggle to speak on a topic without a clear purpose, making it even more daunting in a second language Thus, the essence of communication lies in having a meaningful context for conversation.
To effectively engage students, teachers must carefully select speaking activities that stimulate interest, such as information gap exercises, personal information exchanges, role plays, and discussions According to Morrow (Johnson and Morrow, 1981), truly communicative activities possess three essential features: an information gap, choice, and feedback Freeman elaborates on these in "Techniques and Principles in Language Teaching," stating that an information gap occurs when one participant knows something the other does not Additionally, effective communication allows speakers the freedom to choose their words and expressions; tightly controlled activities limit this choice, hindering genuine communication For instance, in a chain drill, if students must respond in a predetermined manner, real communication is stifled, as true communication is inherently purposeful.
A speaker can assess the success of their communication by considering the feedback received from the listener Without the listener's opportunity to provide feedback, the interaction lacks true communicative value.
Recent workshops have been held to enhance English teaching methods, focusing on the practical needs of English learners, particularly in communication The Communicative Approach, also known as Communicative Language Teaching (CLT), is frequently recommended for classroom use What exactly is the Communicative Approach or CLT?
Diane Larsen-Freeman (1986) emphasizes that the goal of this teaching method is to develop students' communicative competence, which is the ability to use language appropriately in various social contexts To achieve this, students must understand linguistic forms, meanings, and functions, recognizing that multiple forms can fulfill a single function and that one form can serve various functions They need to select the most suitable form based on the social context and the roles of the participants, while also effectively negotiating meaning with their conversation partners.
In the Communicative Approach, the teacher plays multiple roles, primarily as a manager of classroom activities, responsible for creating situations that foster communication Additionally, the teacher serves as an advisor, addressing students' questions and monitoring their progress, and may also participate as a "co-communicator" alongside students during activities (Littlewood, 1981) Meanwhile, students take on the role of communicators, actively negotiating meaning and striving to express themselves, even with limited proficiency in the target language They learn to communicate effectively through the act of communication itself.
In Communicative Language Teaching (CLT), the teacher's role is less dominant compared to traditional teacher-centered methods, as students are viewed as more responsible managers of their own learning.
2.2.3 The relation of beliefs, knowledge and practice of CLT:
Many English teachers participating in workshops gain an understanding of Communicative Language Teaching (CLT) and its importance in their instruction However, the challenge remains in how many of these educators successfully implement the communicative approach in their lessons Thus, it is essential to consider the relationship between beliefs, knowledge, and the practical application of CLT in teaching.
Teacher knowledge, as highlighted by Johnson (1999), is a blend of experiential knowledge gained from real-life teaching experiences and professional knowledge acquired through training and workshops This professional knowledge encompasses subject matter knowledge, general pedagogical knowledge, pedagogical content knowledge, and contextual knowledge Johnson emphasizes that this knowledge is inherently linked to teachers' practices, serving as a foundation for their teaching reasoning Additionally, teachers' beliefs significantly influence their reasoning and actions in the classroom, acting as a filter for their thoughts and behaviors, as noted by Pajares (1992) While the distinction between beliefs and knowledge is not always clear (Sato and Klensasser, 1999), both Pajares and Richardson (1996) agree that they are closely interconnected Pajares asserts that teachers' beliefs about their roles, students, and subject matter often outweigh knowledge in shaping how they approach tasks and challenges Richardson further observes that beliefs exert a more direct influence on teaching practices than knowledge, suggesting that teachers' self-concept and explanations for their practices are largely shaped by their beliefs.
Richardson (1994) emphasized the importance of examining teachers' beliefs and practices to understand their approach to teaching and learning, highlighting the interactive relationship between beliefs and actions This perspective contrasts with Shulman’s (1986) assertion that teachers' decisions in their teaching practices are primarily driven by their knowledge and skills.
Teachers' understanding of the Communicative Approach and their belief in its importance do not necessarily translate into the implementation of Communicative Language Teaching (CLT) in the classroom.
The Communicative Approach is characterized by learner-centeredness, which enhances language acquisition by maximizing interaction opportunities (David Nunan, 1999) In this approach, students engage extensively in communicative activities, taking on greater responsibility for their own learning, while the teacher's role is less dominant compared to traditional methods The focus shifts from accuracy to communication fluency, addressing learners' specific needs for effective interaction with the outside world Classroom activities are diverse, including discussions, dialogues, role-plays, simulations, and games, allowing learners to choose topics of interest This fosters a cooperative learning environment where students feel comfortable and innovative Authentic language and materials are utilized, connecting to learners' experiences and emphasizing everyday language Errors that do not hinder communication are often overlooked or addressed later, prioritizing fluency and the effective transmission of messages Self-correction and peer feedback are encouraged, with interaction flowing in all directions among teachers and students.
Interaction, as described by Gerard Counihan (1998), is a spontaneous exchange among conversational participants that involves sharing social and personal information, characterized by emotions, creativity, and active engagement Unlike typical classroom settings where students wait for prompts or provide brief responses, genuine interaction occurs when students freely contribute to discussions without needing an invitation, speak during natural pauses, diplomatically interrupt to share opinions, and utilize paralinguistic elements like gestures and body language In this dynamic, students are not merely respondents but active participants in meaning-making, while the teacher adopts a supportive and facilitative role.
2.2.5.2 Factors influence interaction: a) Self-esteem:
Self-esteem plays a crucial role in language learning and interaction According to Coppersmith (1967), it is a personal judgment of worthiness reflected in one's self-attitudes Negative self-talk, such as believing "I'm no good at language," can hinder an individual's willingness to engage in conversation, leading to a lack of success As Brown (1994) notes, successful cognitive and affective activities require a certain level of self-esteem, self-confidence, self-awareness, and belief in one's abilities.
Anxiety is characterized by feelings of uneasiness, frustration, self-doubt, apprehension, and worry (Brown, 1994) Students who experience high levels of anxiety often struggle to speak confidently This anxiety is linked to various fears, including the fear of appearing ridiculous, the fear of receiving a blank stare from the audience indicating a failure to communicate, and the fear of being unable to convey their message effectively (Beebe, 1983).
METHODOLOGY
Objectives
The objectives of this study are:
(1) to figure out what kinds of speaking activities the teachers asked the students to do and how they organized them in GE classes
(2) to seek the reasons why the observed teachers chose a certain kind of speaking activity
This study aims to explore high school students' experiences in learning English, focusing on their motivation, attitudes towards speaking practice in the classroom, levels of confidence in speaking, contributing factors to their confidence, and their expectations for university English classes.
All those issues were based on:
(1) a series of GE class observations at STU
(2) interviews with the teachers in charge of the observed classes
(3) a questionnaire for the students from the observed classes which consists of 14 questions on 5 above-mentioned aspects.
Participants
ắ 10 out of 26 teachers of English at STU, 8 females and 2 males about
The study involved participants aged 28 to 50, with teaching experience ranging from 5 to 25 years Among them, two teachers recently earned a Master's degree in TESOL, while five others are currently pursuing their M.A in the same field Additionally, 374 first-year students, aged 18 to 21, from 10 randomly selected classes across 7 departments at STU, participated Most of these students completed high school with 7 years of English as a foreign language and, despite their engineering specialization, expressed a strong interest in learning English due to its significance in today's world.
Data collection procedure
The study conducted at STU employed an empirical inquiry within a real-life context, utilizing descriptive and exploratory research methods Starting in September 2004, a pilot class observation scheme was implemented in a General English (GE) class, alongside a student questionnaire The observation scheme, adapted from Wajnryb’s (1992) checklist, focused on lesson activities, timing, teacher and student interactions during speaking tasks, and personal observations The student questionnaire was developed based on insights from Nunan (1995) and Scharle & Szabo (2000), as detailed in the literature review.
The study involved unstructured interviews with teachers and students at STU, alongside a questionnaire written in Vietnamese to reduce reading comprehension errors among students Initially tested with 45 students from the GE class, feedback from a subsequent discussion was utilized to revise the questionnaire The final survey was conducted at the end of the first semester of the 2004-2005 academic year.
To justify the descriptive process, I observed the classes of 10 teachers to analyze the speaking tasks assigned to students I presented my research design to these teachers, who kindly allowed me to observe their General English (GE) classes for 45 minutes each Prior to each observation, I inquired about the specific lesson from the course book they would be teaching, enabling me to anticipate the tasks students would engage in This preparatory step was crucial in understanding the typical flow of the lessons and in effectively responding to any unexpected developments during the observations.
During the lesson, I took notes on the following checklist’s items:
Activity Time What did the teacher and students do in a speaking task?
To accurately calculate the time spent on each task, I categorized class activities into two main groups: (1) teacher's talk and (2) student tasks The student tasks are further divided into two sub-groups: teacher-controlled and memorization tasks, and communicative tasks Each group encompasses specific activities that contribute to the overall learning experience.
Teachers play a crucial role in the learning process by explaining the meanings of new words, demonstrating how to complete tasks, and modeling the correct pronunciation of vocabulary and expressions They also emphasize stress and intonation patterns, interpret figures and images, and translate reading texts and conversations Additionally, teachers focus on teaching grammar points and correcting grammar exercises on the board to enhance students' understanding and skills.
Incorporating teacher-controlled and memorization tasks can enhance language learning by utilizing substitution drills, allowing students to practice conversations, and engaging them with listening tasks through audio recordings Additionally, addressing questions to students fosters speaking practice, while providing grammar exercises reinforces their understanding of language structure.
Effective communication tasks include engaging in conversations with a partner, participating in follow-up speaking activities such as grammar focus and reading exercises in pairs or groups, performing roleplays in front of the class, presenting group ideas to the entire class after discussions, and writing about personal information to share with friends.
This study utilized qualitative methods, conducting informal interviews with 10 observed teachers to explore two key aspects: (1) the reasons behind their choice of specific speaking activities, and (2) the rationale for neglecting numerous follow-up activities designed to enhance students' communicative competence.
After each class observation, I met with the teacher responsible for the observed class to share my notes on their lesson During our discussion, I sought their insights on the two key issues previously mentioned.
A questionnaire was distributed to 374 students across 10 observed classes, with the support of teachers who allocated 15 minutes of class time for completion The questionnaire comprised 14 questions focusing on five key aspects: students' experiences in learning English at high school, their motivation for learning the language, their attitudes towards practicing speaking English in the classroom, their confidence levels in speaking English along with contributing factors, and their expectations for university English classes.
The data was compiled into a spreadsheet for analysis to gain insights into high school students' English learning backgrounds, motivations for studying English, attitudes towards speaking practice in the classroom, confidence levels and their influencing factors, as well as their expectations for university English courses.
Limitation of the study and suggestion for further study
As a student with limited research experience, I encountered challenges in data collection and analysis despite careful planning following my pilot study Interviewing teachers proved particularly difficult due to my younger age and lesser professional experience, which occasionally led the discussions off track into methodological and technical topics, even though I had a clear direction for the interviews.
This study focused on the challenges of teaching English speaking skills to non-English majors at Saigon Technology University (STU) Due to limitations, the researcher was only able to observe 10 classes, interview the corresponding teachers, and distribute questionnaires to the observed students Despite this, it is believed that the participants represent the broader population of General English (GE) teachers and students at STU.
Despite the limitations noted, the study identified key challenges in teaching English speaking skills to non-English majors at STU While the findings may not apply universally to all teachers of General English (GE) in Vietnam, they highlight significant issues that the Ministry of Education and Training and university GE instructors must address to enhance English learning for non-English majors It is crucial to shift the perception that learning English at university is merely for enjoyment, a view prevalent among many students in both state and private institutions To improve English teaching effectiveness at both high school and university levels, a comprehensive study involving experts and experienced English teachers nationwide is essential, enabling more Vietnamese learners to communicate effectively with foreigners in English.
FINDINGS & DISCUSSION
Results from class observation
In my classroom observations, it became evident that the teacher holds a dominant authority, with most interactions occurring from teacher to student and minimal student initiation or peer interaction The focus is primarily on vocabulary and grammar, with reading and writing being the main skills developed Unfortunately, speaking and listening receive significantly less attention, despite the course book's and university administrators' stated goal of enhancing students' communicative competence.
The article begins by outlining the overall distribution of total observed class time across various activities, providing insight into the diverse tasks assigned by the teacher It then details the total time allocated to each type of activity, highlighting the emphasis the teacher places on speaking activities within the classroom.
Table 1 below presented the results from class observation:
Table1: Division of class time
The data indicates that teachers predominantly allocate over half of class time to grammar instruction, resulting in a traditional, teacher-centered classroom dynamic where students primarily listen, take notes, and respond to commands This approach emphasizes grammatical explanations and corrections, with teachers often relying on their native language for instructions, as 7 out of 10 observed teachers avoided using English due to concerns about student comprehension Consequently, students tended to focus on the Vietnamese translations rather than the English being taught Zhenhui (2000) highlights that excessive reliance on the mother tongue can hinder English learning, leading students to develop a habit of translating rather than thinking in English, which negatively impacts their speaking fluency Theoretical frameworks suggest that information retention occurs in both short-term and long-term memory, with new language information initially stored in short-term memory until deemed valuable enough to transfer to long-term storage.
To quickly grasp new information, we often rely on translating it into our native language, which can hinder the brain's ability to retain this information in long-term memory Consequently, learners may forget details about the second language more rapidly To improve retention, students should minimize translation and instead focus on listening and speaking in English, as this practice facilitates quicker and more lasting storage of new information.
Excessive use of the mother tongue in language classrooms can diminish students' motivation to develop their listening skills in the target language Teachers must frequently use English to encourage student communication effectively Nunan (1991) emphasizes that in foreign language classrooms, the teacher's talk is crucial for providing learners with essential live input Research indicates that as teachers increase their use of the target language, students' usage of that language also rises proportionally Therefore, while the use of Vietnamese may help students acquire knowledge, it does not promote their practical language skills.
After observing 10 General English classes, it became evident that many teachers struggled to effectively manage the communicative activities outlined in the course book, hindering students' ability to communicate in English Some teachers omitted follow-up activities, while others approached them superficially, leading to minimal engagement Typically, only a few proficient students answered questions posed to the entire class, with the teacher merely repeating their responses before moving on Consequently, many students, particularly those seated at the back, lost interest and disengaged from the lesson, resulting in a lack of overall participation in communicative activities.
4.1.2 Types of tasks for students:
In section 4.1.1, I provided an overview of the teaching and learning of General English (GE), highlighting common challenges that can affect the effectiveness of English speaking skills instruction I noted that teachers dedicated 53-55% of class time to teaching, while students had slightly less time to engage in tasks This section also detailed the total time allocated by teachers for students to complete various tasks, aiming to assess the duration spent on communicative activities in the classroom.
Richards and Rodgers (1992) categorize classroom activities into two main types: teacher-controlled tasks focused on memorization and communicative tasks aimed at information sharing The former includes rote learning exercises that assist students in memorizing language structures and vocabulary, while the latter encourages learners to practice English for effective communication In observed classes, teachers emphasized grammar and vocabulary mastery by assigning numerous exercises from workbooks and other grammar resources.
Table 2: Total time the observed teachers spent on each type of tasks
Table 2 indicates that teachers spent a significant amount of class time on lecturing, prioritizing linguistic items over practical application of the target language through task-based activities.
Teachers allocated only 31.1% of class time to communicative tasks, indicating a lack of student control over their learning Most classroom activities were teacher-directed, focusing on grammar presentations, mechanical drills, and error correction While students appeared attentive, it is unclear if they effectively acquired the language, as they were taught about the target language rather than how to use it This teacher-centered approach left students in a passive role, waiting for instructions and avoiding participation.
The New Interchange course is structured to enhance communicative competence through a diverse range of engaging exercises, including word power, conversation, grammar focus, and various interactive activities Each unit features a "snapshot" that presents real-world information in an accessible graphic format, fostering discussion and personal connection to the topic Speaking tasks are integral to every exercise, while grammar summaries are complemented by both controlled and freer practice, allowing students to apply new concepts in personal contexts Oral fluency is developed through pair work, group activities, and role plays, enhancing individualized practice Pronunciation exercises focus on key features like stress and intonation, while reading activities improve skills and vocabulary through authentic texts, supported by discussion questions Interchange activities further extend communication skills, making the exercises essential for personalizing and reinforcing learning in each unit.
A diverse range of engaging activities enhances individual student practice and allows learners to effectively apply their language skills The course incorporates various methods, including information gap tasks, role plays, and collaborative activities, fostering maximum student-generated communication New Interchange emphasizes increased individual practice and interaction among students, promoting a dynamic classroom environment.
Many teachers did not utilize all tasks in the course book, particularly neglecting pronunciation exercises and follow-up activities that could improve students' communicative competence They primarily focused on controlled practice and spent excessive time explaining new vocabulary and translating conversations into Vietnamese, leaving little opportunity for students to practice in pairs or groups As a result, students struggled with pronunciation, intonation, and stress during practice sessions While a few pairs acted out conversations, many students were disengaged, believing it did not concern them Although the teacher provided feedback on performances, students failed to learn from their peers' mistakes, as they did not recognize these errors independently but relied on the teacher's observations.
None of the observed teachers asked their students to do interchange activities One out of the observed teachers completely did not give any communicative tasks for their students
Only 2 teachers spent much of the observed time on communicative tasks, which strongly influences the statistics in table 2 During the lessons in the classes taken charge of by these teachers, the students did speaking tasks in pairs and sometimes in groups Perhaps because pair work did not require so many study skills from the students as group work, it was more often used in these classes However, it seemed to me that it was a waste of time when a lot of students merely did something else or spoke Vietnamese instead of performing tasks as instructions in a certain speaking activity It is obvious that the students were not really involved in communicative tasks Even when all the instructions were spoken in Vietnamese, a lot of students did not know what to do, or they did not know how to apply what they had learned into practice When the teacher urged them to work, they usually asked the teacher to repeat the task requirement Moreover, the teacher did not give them means or useful expressions to negotiate with one another
Less able students often began speaking Vietnamese at the start of tasks due to inadequate preparation, with some even refusing to engage in communicative activities Consequently, the effectiveness of these tasks diminished, as only a few students participated actively and creatively According to Harmer (1991), employing a variety of communicative tasks can foster a cooperative classroom atmosphere and enhance student practice.
On the other hand, he emphasizes, the most effective activities can be made useless if the teacher does not organize them properly or fail to provide vital information
Results from interviews
After observing classes, I discussed my notes with the teachers to gather their insights on the challenges they face in teaching speaking skills in General English (GE) classes They identified three main categories of issues: those related to students, the institutional system, and the teachers themselves The teachers expressed that they struggle to help students meet the course book's objectives due to factors such as students' inadequate English backgrounds, a rigid curriculum, time constraints, and the pressure of end-of-term exams Their primary focus is on equipping students with essential vocabulary and grammar structures for successful examination performance.
Most non-English major students at STU have a limited English background, with some having studied the language for only three years, while others focused on languages like French or Russian in high school This situation presents three significant challenges for teachers implementing the Communicative Approach in their English instruction.
Many students struggle with English proficiency, which hinders their ability to learn independently and collaborate effectively in pairs or groups Their poor pronunciation and difficulty in expressing themselves fluently contribute to their fear of embarrassment when speaking English in front of classmates.
Many students enter university with a passive learning mindset shaped by their high school experience, where teachers primarily focused on grammar instruction and exercises This background makes it challenging for university English teachers to engage students in pair or group work, as many resist participation or become distracted Consequently, teachers often resort to class-wide speaking tasks to expedite lesson completion, sometimes neglecting communicative activities in favor of vocabulary and grammar exercises Most students seem content with this traditional approach, rarely questioning the lack of interactive learning In a typical class, only a handful of motivated students show interest in communicative activities, but they often skip classes due to boredom with their peers.
Changing students' traditional learning styles from high school is a significant challenge for teachers Most students prefer passive learning, where they listen to lectures and take notes, viewing the teacher as the primary source of knowledge Transitioning them to a more active, communicative learning approach is time-consuming and often impractical due to tight curricula Additionally, students, burdened by their major subjects, frequently neglect their English studies, leading teachers to allocate class time for exercises and memorization instead of fostering communicative skills Ultimately, the limited class time constrains teachers from implementing engaging activities that promote active learning.
Engineering students, who are not English majors, often lack motivation for developing communicative competence in English, despite their desire to express themselves Many express frustration over their inability to speak English after years of study, leading to a belief that they will never be able to communicate effectively This misconception is compounded by the challenges of practicing English in a country like Vietnam, where opportunities to use the language outside the classroom are limited Students often view English primarily as a means to read professional materials rather than as a tool for communication Additionally, they see English as a mandatory subject, focusing on passing exams that assess reading skills and knowledge of vocabulary and grammar, rather than their speaking abilities Consequently, teachers feel compelled to help students achieve success in these assessments.
According to all the teachers, there are three objective problems that hinder communicative activities in the classroom
Teachers express frustration over inadequate classroom resources, relying solely on a blackboard, chalk, an old cassette player, and outdated black-and-white textbooks This limited equipment hampers their ability to create engaging lessons, as many students cannot afford original books and must use unclear copies with colorless images, forcing teachers to abandon communicative activities Additionally, the fixed arrangement of desks in rows restricts interaction among students and between students and teachers To foster collaboration and dynamic learning, classrooms should feature movable desks that can be configured for various group activities.
Implementing the Communicative Approach in large, multileveled English classes at STU, which consist of 35 to 60 students without placement tests, poses significant challenges for teachers These classes encompass a wide range of language aptitudes, attitudes toward learning, learning styles, maturity levels, and economic backgrounds, resulting in diverse language and literacy skills among students Consequently, teachers struggle to provide the necessary personal attention and encouragement for each student to progress The difficulty in managing communicative tasks arises from the need for constant support, as students with lower proficiency require assistance in pairs and groups This makes it challenging for teachers to facilitate effective collaboration and ensure that all students receive the help they need.
Implementing group activities in the classroom requires significant time and energy, often leading to challenges in student engagement While some students receive assistance, others may feel lost and resort to speaking in Vietnamese instead of focusing on the task at hand This can result in missed opportunities for learning, as the teacher may not reach every group before the activity concludes Consequently, students may struggle with collaborative work without direct supervision, leading teachers to rely on whole-class questions instead This approach often favors more confident students, while shy individuals may take longer to respond, causing disengagement among those who feel uninvolved.
Third, there is no specific support or encouragement for applying
Younger teachers at STU are eager to implement the Communicative Approach in their English classes; however, they lack institutional support and encouragement This teaching method requires significant time for lesson planning and task design, as well as considerable energy during classroom instruction With assignments of three classes over six consecutive periods, teachers find it challenging to provide individual attention to every student pair or group throughout nearly five hours of teaching.
Implementing the Communicative Language Teaching (CLT) approach can leave teachers exhausted by the fourth period, raising concerns about their energy levels for the remaining two periods This fatigue often hinders their ability to effectively apply the Communicative Approach, leading them to resort to grammar exercises as a means of allowing both themselves and their students a break Additionally, many teachers express dissatisfaction with their compensation, which they feel is insufficient to support the demands of CLT The available communicative activities in course books do not always align with their students' needs, necessitating the selection of alternative resources or the creation of original materials This process requires purchasing multiple reference books and investing significant time in lesson preparation, further compounded by the financial burden of photocopying handouts and worksheets for students.
After interviewing ten English teachers at STU, I identified three significant challenges they face: a lack of understanding of the Communicative Approach, insufficient training in its application, and resistance to implementing this approach in their teaching practices.
Two teachers involved in the study, who began their teaching careers 20 years ago without attending a master's course in TESOL or professional training in the Communicative Approach, revealed a lack of understanding of this method due to its limited mention during their training Consequently, their unfamiliarity with Communicative Language Teaching (CLT) has led them to neglect the teaching of speaking skills to their students.
Eight interviewed teachers acknowledged their understanding of Communicative Language Teaching (CLT), yet five admitted to lacking the necessary training to implement it effectively Despite attempts to incorporate communicative activities, students often felt they were merely playing rather than studying, leading them to request more grammar notes and exercises Consequently, teachers shifted their focus to grammar, vocabulary, and reading skills to ensure students could pass final exams, hoping this would motivate them to use English in their future jobs Many teachers believe CLT is more suitable for Western contexts, where students are more active and independent, and feel it cannot be effectively applied in Vietnam due to factors like poor-quality resources and a traditional view of the teacher as the authority The remaining three teachers expressed skepticism about the benefits of CLT, deeming it impractical in their current educational environment, which reinforces a traditional teaching style focused on high exam scores rather than oral proficiency.
Speaking is often regarded as the most challenging of the four language skills—speaking, reading, writing, and listening—due to its motivational complexities Teachers in Vietnam recognize the difficulties of teaching speaking skills to students who share the same mother tongue, yet they have not implemented effective solutions to address these challenges A lack of institutional support, such as pay increases, changes in assessment focus, smaller class sizes, and improved classroom facilities, hinders their willingness to innovate teaching methods Furthermore, the primary goal of teaching English speaking skills is to prepare students for real-world communication; however, without opportunities to practice speaking outside the classroom, students' motivation to engage in speaking activities during lessons diminishes, posing a significant barrier to language acquisition.