This thesis, therefore, aims to identify the problems and solutions to develop the speaking skill for Vietnamese learners, especially those in high-school where the teaching and learning
The Problem
BACKGROUND 1.1 Teachers’ Profile
Students’ Profile
Students at senior high-school are divided into three grades: the 10 th grade, the
Students in the 11th and 12th grades, aged fifteen to seventeen, are required to study English for an additional three years to fulfill the seven-year English program mandated by the Ministry of Education and Training.
In comparison with other high-schools in District 3, Ho Chi Minh City such as Marie Curie, Le Quy Don, Nguyen Thi Dieu and other top high-schools such as
The educational performance of students at Le Thi Hong Gam is generally at an average level, similar to that of their peers from Le Hong Phong, Tran Dai Nghia, Nguyen Thi Minh Khai, and Bui Thi Xuan.
Description of the School Curriculum
The senior high school English textbook, published by The Education Publishing House in Vietnam, is structured into two parts: 17 weeks for the first semester and 16 weeks for the second semester Students engage in three 45-minute periods each week.
English 10 consists of 16 units Unit 5 and unit 10 are omitted so the students study 14 units in the whole school year Each unit is taught in 2 weeks (6 periods)
Unit 5: THE WORLD OF FESTIVAL OF YOUTH AND STUDENTS
Unit 7: SEAN O’CASEY – THE GREEN FLAG
Unit 9: THE WORLD OF SCIENCE
Unit 10: SHOULD YOU BE A SCIENTIST?
Unit 12: RECENT ACHIVEMENTS IN SCIENCE
In grade 11, students engage with a total of 9 units throughout the academic year, including a Consolidation unit Notably, Unit 8 is excluded due to outdated information Each unit is covered over a span of 3 weeks, comprising 9 periods of instruction.
Students at grade 12 study 9 units during the school year including Consolidation Each unit is taught in 3 weeks (9 periods) Unit 3 is omitted
Unit 3: CAR MECHANIC TO TEACHER
Unit 8: THE SWORD THAT CAN HEAL
The English textbooks for grades 10, 11, and 12 exhibit distinct thematic focuses, with English 10 primarily centered on science topics In contrast, English 11 and 12 offer a broader range of familiar subjects However, many passages selected for key language input in these grades tend to be lengthy and filled with challenging vocabulary, often lacking authenticity.
1.3.2 The format of each unit:
Each of the teaching unit includes:
Presentation of material, which introduces key language items The reading is followed by selected notes to help students understand the general meaning of the text
Comprehension, which helps students develop their reading skill
Intensive controlled practice enhances English knowledge and usage through engaging communicative and writing activities This section also features Word Study, which aids students in expanding their vocabulary and effectively utilizing a dictionary to learn new words and expressions.
Further Practice offers students engaging activities to reinforce their acquired knowledge This includes Pairwork conversations, a comprehensive Test featuring various exercises, and additional More Exercises designed for advanced learners.
Fun Corner, which provides lively activities to cheer up the classroom
Summary, which lists the new vocabulary items and the main language points covered in the unit
We can see that the textbooks are well-organized However, what the textbooks aim at is quite different from what is really carried out in the classrooms.
The Reality of English Teaching and Learning at High-School
The syllabus aims to deliver a comprehensive course for senior high school students, focusing on developing their four language skills: listening, speaking, reading, and writing, with a particular emphasis on reading The reading activities incorporate aural-oral exercises and showcase a diverse array of writing styles.
Material designers have strategically selected a combination of teaching materials for senior high schools to help students acquire essential English structures necessary for success in written exams administered by the Service of Education and the Ministry of Education and Training The curriculum emphasizes structural learning, as evidenced by the consistent repetition of key grammar points from grades 10 to 12, including Tenses, Conditional Clauses, and Indirect Speech This approach aims to reinforce students' understanding of basic English grammar However, despite the deductive explanation of grammar rules, students often struggle to apply their knowledge effectively in both written and spoken communication.
Intensive controlled practice is claimed to train the students’ knowledge of
The use of English in communicative and writing activities often falls short, as many exercises focus solely on written tasks or lack real communicative contexts For instance, in Unit 4 of English 11, Practice 1 emphasizes the Reason Clause with a simple substitution drill that neglects communicative competence and meaning Similarly, Practice 1 in Unit 1 of English 12 requires students to merely convert verbs to their infinitive forms without critical engagement This pattern is prevalent throughout textbooks, where mechanical drills are favored by designers, while meaningful drills are employed by teachers, leaving communicative practice underutilized Consequently, these exercises primarily enhance grammatical competence for exam performance, failing to align with the intentions of material designers or the genuine language needs of students.
At Hong Gam High School, teachers prioritize meaningful exercises over the Intensive Practice in textbooks, often sourcing their own supplementary materials to align with lesson objectives and student abilities While experienced teachers value the structural syllabus and Grammar Translation Method, younger educators seek to replace monotonous textbook exercises with engaging communicative activities These activities not only focus on practicing grammar structures but also foster interaction among teachers and students, enhancing communicative competence in various English functions.
The Pairwork activities in textbooks are often monotonous and lack guidelines for free practice, leading to ineffective communication among students Conversations are unnatural and resemble reading comprehension exercises rather than spoken language, failing to engage students in meaningful dialogue For instance, students merely replace a few details in a dialogue about their favorite authors and books, resulting in a lack of genuine interaction Consequently, the Extended Practice does not foster communication or enhance speaking and listening skills, as it merely reinforces learned structures As a result, both teachers and students frequently overlook Pairwork due to its simplicity and lack of engagement.
More Exercises offers a range of exercises that are relatively easy and not specifically designed for advanced learners Students typically find these exercises straightforward and encounter little to no difficulty in completing them.
Summary
Teachers often find that the outcomes of their instruction using provided materials differ significantly from the intentions outlined by textbook designers While each educator employs unique methodologies, relying solely on textbooks for lesson planning may hinder the development of both language and communicative competence in students The disparity between the goals of textbook creators, student needs, and actual teaching results in high school English education raises a critical question: how can educators effectively integrate textbooks, supplementary materials, and teaching aids with suitable methods to enhance the four essential skills of general English, particularly speaking?
L L IT I TE ER R AT A TU U RE R E R R E E V V IE I EW W
This chapter is divided into six sections: the first section highlights the differences between spoken and written language; the second explores the nature of speaking in oral communication, focusing on communicative competence and speaking purposes; the third addresses classroom interaction; the fourth reviews teaching approaches for English, specifically the Grammar Translation Method and the Communicative Approach; the fifth discusses the roles of teachers, learners, and instructional materials in speaking classes; and the final section summarizes the content This literature review aims to establish a theoretical foundation for the subsequent chapters on problem analysis and solutions.
Spoken and Written Language
If spoken and written language are not two separate systems, one may wonder whether there is a clear distinction between them
Researchers have demonstrated that the difference between speech and writing is present in all developed languages, which are those capable of being translated into other languages However, this distinction varies in significance across different languages.
According to Brown and Yule (1983), written language serves as the foundation of literature and scholarship, characterized by its richness and exemplary nature One significant advantage of written language is its well-documented rules, established by generations of grammar experts and lexicographers, allowing for clear assessments of sentence correctness Additionally, the conventions of writing in English remain relatively stable over centuries and across different regions, contributing to its consistency and reliability.
Spoken English varies significantly across different dialects and even among speakers of "standard English," who may emphasize different forms Generally, spoken language tends to be syntactically simpler and less specific in vocabulary compared to written language While highly literate speakers can produce complex utterances with subordination and transitional phrases like "in the first place" and "finally," most spoken communication lacks this level of structure.
Most spoken language is characterized by paratactic phrases that are connected more by the speaker's delivery than by strict syntax Speakers utilize pauses, rhythm, and occasionally intonation to indicate which parts of their speech should be interpreted together This loose syntax, along with the frequent use of vague terms and interactive expressions like "well" and "oh," creates the impression that spoken language conveys information less densely than expository prose.
A key distinction between spoken and written language lies in the density of information conveyed Written language often features densely packed information through complex noun phrases, adverbial modifications, and intricate syntax, while spoken language typically adopts a simpler style with less structured information This raises a critical question for English teachers: is teaching spoken language merely about instructing students to articulate written sentences with a few spoken phrases? Brown and Yule highlight that in some regions, the approach to teaching spoken language still focuses primarily on pronunciation of written text.
The Nature of Speaking
Oral communication, as defined by Donn Byrne (1986), is an interactive process that occurs between a speaker and one or more listeners It encompasses the productive skill of speaking alongside the receptive skill of understanding, highlighting the importance of effective listening in communication.
Both the speaker and listener play crucial roles in communication The speaker must encode their message in suitable language, while the listener actively decodes or interprets it, which may not always align with the speaker's intended meaning In everyday speech, messages often contain redundant information, allowing listeners to comprehend without full attention Prosodic features like stress and intonation, along with non-verbal cues such as gestures, aid the listener's understanding Unlike written language, which is typically well-structured, spoken language often includes incomplete sentences, ungrammatical phrases, and frequent repetitions.
Linguistic competence alone is insufficient for effective communication in a foreign language In 1974, sociolinguist Dell Holmes introduced the concept of communicative competence, which expands on Chomsky's idea by incorporating not just linguistic skills but also essential sociolinguistic and conversational abilities This broader understanding enables speakers to determine how and when to convey their messages appropriately to different audiences.
In the early 1970s, Sandra Savignon conducted a pivotal study on communication skills, introducing the concept of communicative competence She defined it as the ability to engage effectively in dynamic exchanges, where linguistic competence adapts to both linguistic and paralinguistic inputs from interlocutors Savignon emphasized that communicative competence is not only dynamic and involves meaning negotiation but also encompasses both spoken and written language It is context-specific, requiring communicators to make situationally appropriate choices Furthermore, she distinguished between competence, which refers to knowledge, and performance, which pertains to actual usage.
According to Richards, Platt and Weber (1985: 49), communicative competence includes:
Effective communication in a language requires a solid understanding of its grammar and vocabulary, as well as the rules governing conversation This includes knowing how to initiate and conclude discussions, recognizing suitable topics for various speech events, and using appropriate address forms based on the relationship with the listener and the context Additionally, it is essential to be adept at employing and responding to different speech acts, such as making requests, offering apologies, expressing gratitude, and extending invitations Ultimately, using language appropriately is crucial for successful interactions.
Communicative competence refers to the ability to effectively and appropriately use a language to achieve communication goals The ultimate aim of language learning is to develop the skills necessary for competent communication, rather than merely replicating the language use of native speakers.
Communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic
• Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?
Sociolinguistic competence involves the ability to use and respond to language appropriately based on the context, subject matter, and interpersonal relationships It raises questions about the suitability of specific words and phrases for a given situation, how to convey particular attitudes such as courtesy or authority, and how to interpret the attitudes expressed by others in communication.
Discourse competence involves the ability to understand and interpret the broader context while effectively constructing extended pieces of language that form a cohesive whole It examines how words, phrases, and sentences are organized to create various forms of communication, including conversations, speeches, emails, and newspaper articles.
Strategic competence involves the ability to identify and address communication breakdowns, navigate gaps in language knowledge, and enhance language learning within context It prompts critical questions such as recognizing misunderstandings, determining appropriate responses, and effectively conveying ideas despite lacking specific vocabulary or verb forms.
In the initial phases of language learning, both instructors and students should prioritize communicative efficiency Learners must effectively convey their messages by maximizing their current language skills while minimizing confusion caused by pronunciation, grammar, or vocabulary errors It is also essential to avoid offending communication partners through inappropriate language use and to employ strategies for identifying and resolving communication breakdowns.
Bygate (1987) proposed that conversations can be analyzed through routines, which are predictable methods of presenting information He identified two main types of routines: information routines, which involve transactional language, and interactional routines, which pertain to social interactions Information routines can be further divided into expository structures, such as storytelling and giving instructions, and evaluative structures, including explanations and justifications Interaction routines encompass service encounters, like job interviews, and social gatherings, such as dinner parties Additionally, Bygate emphasized the importance of conversational management, highlighting the need for participants to negotiate meaning and manage interactions regarding who speaks, to whom, when, and about what.
Bygate’s routines enhance communication for first language speakers by making interactions more predictable, which is essential for effective dialogue While complete predictability would render communication unnecessary, total unpredictability would hinder it During conversations, individuals actively negotiate meaning to minimize unpredictability For second language speakers, these routines are vital for improving comprehension, as they allow learners to acquire prefabricated conversational patterns that aid in communication.
Classroom Interaction
In EFL classrooms, communication is primarily categorized into two types: teacher talk and student talk Teacher talk involves lesson explanations, question-asking, and requests for practicing specific structures Conversely, student talk includes responding to teacher questions, reading passages aloud, and practicing grammar or vocabulary This raises the question: do these forms of communication qualify as classroom interaction?
Interaction is the spontaneous engagement of all participants in a conversation, where they exchange social and personal information, much like the everyday discussions among native speakers It encompasses a range of elements, including emotions, creativity, agreement, and disagreement, as well as non-verbal cues such as sighing, nodding, and gesturing.
(Gerald Counihan, 1998) According to Gerald Counihan (1998), classroom interaction happens when:
- The students direct the dialogue at one another and not at or through the teacher
- The students comment immediately on what another student has just said
- The students disagree with or challenge another student’s statement
- The students don’t have to be invited (by the teacher) to speak
- The students speak when there is a short silence indicating the end of someone else’s turn
- The students interrupt one another, diplomatically, to insert an opinion or question, etc
- The students use the personal pronouns “I” and “You”
- They use paralinguistics, such as exclamations, gestures, body language and so on
- The students are as relaxed as possible
In some way, interaction is both verbally and nonverbally communication Classroom interaction is when the whole class is engaged in pairs or groups of conversation
2.3.2 The need for interaction in oral classroom:
Recent studies highlight the critical role of classroom communication in language learning, emphasizing that interaction allows learners to connect prior knowledge with new insights (Cullinan, 1993) Engaging in verbal exchanges with peers not only clarifies students' thinking but also exposes them to diverse perspectives, fostering reflection and innovative thinking (Wollman-Banilla, 1993).
Long (1981) discovered that two-way information gap tasks lead to significantly more linguistic and conversational adjustments compared to one-way tasks In two-way tasks, each participant possesses unique information that is essential for the successful completion of the group discussion Conversely, in one-way tasks, one student holds all the relevant information and is responsible for conveying it to the other students.
(1986) found that convergent tasks produce more adjustments than divergent tasks
Research indicates that small group work enhances language use among learners, allowing them to utilize a broader range of language functions compared to traditional teacher-led tasks, where students often follow a uniform approach (Long et al.).
Research by Bruton and Samuda (1980) challenges the common belief that learners in small groups cannot effectively correct each other Additionally, findings from Porter (1983, 1986) indicate that students do not generate more errors or adopt each other's mistakes when collaborating in small groups Collectively, these studies strongly support the implementation of interactive group work in educational settings.
In conclusion, student-organized interaction significantly benefits English learners at all levels by fostering a supportive environment for communication with both teachers and peers This interaction enhances listening comprehension and helps students master various language functions, including asking questions, making requests, explaining phenomena, and making predictions Additionally, teachers can assess students' strengths and weaknesses in communicative competence through these interactions, identifying their actual language learning needs This valuable information aids material designers in creating effective learner-centered curricula.
2.3.3 Four aspects of classroom interaction that enhance communication:
To enhance student-student interaction in an ESOL classroom, teachers can focus on four key areas identified by Bailey and Celce-Murcia (1979) These areas are crucial for facilitating effective communication among students, ensuring that interaction is not only encouraged but also productive By addressing these factors, educators can create a more engaging and interactive learning environment.
The social climate in a language class is crucial, as students must feel comfortable for effective communication to occur It is the teacher's responsibility to create a positive atmosphere that fosters connections among students and between the teacher and students A teacher's enjoyment of teaching and genuine care for their students are essential, yet not all educators possess the temperament needed to cultivate this environment Even well-meaning and personable teachers may neglect strategies that enhance the social climate in their classrooms.
A key strategy for teachers is to quickly learn all students' names, while it's equally important for students to familiarize themselves with one another As part of class activities, students should share background information, such as their origins and interests This shared knowledge can serve as a foundation for engaging language activities.
To foster a positive social climate in the classroom, teachers must prioritize fairness and create a relaxed, enjoyable atmosphere Fairness entails evenly distributing participation opportunities among students and avoiding favoritism, ensuring that shy students are included while preventing more aggressive peers from dominating discussions Additionally, a lighthearted environment can be cultivated by embracing appropriate humor and encouraging laughter Even if a teacher lacks a strong sense of humor, recognizing and appreciating students who possess this talent can significantly enhance the overall social climate.
The social climate in the classroom serves as an internal motivator, as teachers can inspire students indirectly by fostering positive emotions Additionally, incorporating variety into learning activities acts as an external motivator; when teachers introduce diverse elements in each lesson, it enhances enjoyment and reduces monotony, ultimately encouraging students to engage more actively in their learning.
Introducing variety in teaching can be achieved through the effective integration of the four skills: listening, speaking, reading, and writing Transitioning swiftly from manipulative drills to communicative activities is essential, as these activities can encompass diverse tasks such as problem-solving, role-playing, value clarification, and skill competitions Additionally, utilizing various teaching aids can enhance the learning experience by providing different stimuli and creating an engaging environment for communication.
Finally, teachers should try to expose their students to a variety of native speakers (Students should hear many voices in addition to the teachers’)
A positive social climate and diversity foster communication by creating an encouraging environment To enhance communication effectively, it is essential to provide ample opportunities for student participation, which involves minimizing teacher dominance and reducing teacher talk time This approach allows students to contribute significantly to various aspects of the class, including the syllabus, activities, assignments, and grading Additionally, incorporating pair or group work enables the teacher to act as a resource rather than a controlling presence, further promoting student engagement.
When a teacher allows for active student participation, his/her responsibility to provide useful feedback and correction to the students becomes even greater
Addressing corrections in education requires sensitivity, as preferences for correction differ among students Researchers suggest that teachers should inquire about each student's preferred correction methods Additionally, peer and self-correction have proven to be more effective than traditional teacher-led correction Therefore, effective educators should encourage class participation in the correction process and guide students to identify and rectify their own errors rather than simply supplying the correct answers.
The Grammar Translation Method and The Communicative Approach
The Grammar Translation Method, rooted in the centuries-old teaching of Latin and Greek, remains one of the most traditional approaches to L2 teaching In contrast, the Communicative Approach has emerged as the latest and most popular method for language instruction today.
This method focuses on reading, writing, translation, and the intentional learning of grammar to achieve literary mastery in a second language It relies heavily on memorization as the primary learning strategy, with students discussing the language rather than using it in conversation The curriculum emphasizes memorizing paradigms, patterns, and vocabulary, utilizing translation to assess knowledge retention, which highlights the significant role of the first language (L1) in the learning process.
The traditional humanist education model effectively met the needs of learners for many years until World War II, leading to an increased demand for second language (L2) speakers with advanced speaking and listening abilities Today, the emphasis on these skills remains crucial.
Grammar Translation Method is still popular in many education systems and makes up part of many L2 curricula
This method has several features:
- Classes are taught in the mother tongue, with little active use of the target language
- Much vocabulary is taught in the form of lists of isolated words
- Long elaborate explanations of the intricacies of grammar are given
- Grammar provides the rules for putting words together, and instructions often focus on the form and inflection of words
- Reading of difficult classical texts is begun early
- Little attention is paid to the content of the texts, which are treated as exercises in grammatical analysis
- Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue
- Little or no attention is given to pronunciation
This approach grew out of the work of anthropological linguists (e.g Hymes,
1972) and Firthian linguists (e.g Haliday, 1973), who viewed language first and foremost as a system for communication
The primary objective of language teaching is to enable learners to communicate effectively in the target language, emphasizing the importance of semantic concepts and social functions alongside linguistic structures This integrated approach incorporates all four language skills—reading, speaking, listening, and writing—right from the start, assuming that learners possess a certain level of education and literacy.
Students frequently collaborate in pairs or groups to share and negotiate information, especially when one member possesses knowledge that others do not They participate in role-playing and dramatization to adapt their use of the target language to various social contexts Additionally, classroom materials and activities are designed to be authentic, mirroring real-life situations and requirements.
The teacher’s role is primarily to facilitate communication and secondarily to correct errors The teacher should be able to use the target language fluently and appropriately
In the Communicative Approach, grammar and vocabulary play a secondary role, being taught primarily as tools to express key notions and functions Students have the autonomy to choose what they wish to learn and how they want to engage with the target language.
The Communicative Approach is very popular all over the world now and it is considered a good method to teach a foreign language.
The Role of the Teacher, the Learner and Instructional Materials in
2.5.1 The role of the teacher:
Byrne (1986) emphasizes the distinct roles of language teachers throughout the learning process, which include presentation, practice, and production During the presentation stage, teachers introduce new concepts; in the practice phase, they guide learners as they apply these concepts; and finally, in the production stage, teachers provide opportunities for students to work independently.
During the presentation stage, our primary role is to act as informants by effectively selecting and presenting new language material We aim to make the meaning of this new language clear and memorable for students, who will listen and strive to understand It is essential to limit the presentation time to ensure that students have ample opportunity to practice the language independently.
During the practice stage, students take the lead in conversation, while our primary role is to facilitate ample, meaningful, and memorable practice opportunities We minimize our own speaking, akin to a skilled conductor who ensures each performer has a chance to engage and monitors their performance for quality.
Language learning often falters at the practice stage, with many teachers believing their job is done after presenting new material and providing controlled practice However, true learning occurs only when students can use the language independently, necessitating opportunities for real-world application beyond the classroom Regular and frequent chances for free expression, even with the risk of mistakes, are essential for students at all levels While mistakes are important, the priority should be on encouraging students to express their ideas, which helps them recognize the personal value of their learning and motivates further progress As educators, we must facilitate activities that promote free expression while discreetly monitoring student progress, taking on the challenging roles of manager and guide during this production stage.
2.5.2 The role of the learner:
Harmer (1998) suggested that students should possess some or all of the following characteristics:
Effective learners exhibit several key qualities: they actively listen to the English language, absorbing it with enthusiasm and intelligence They are also willing to experiment, taking risks to explore new ideas and methods Additionally, they ask questions to clarify their understanding and address any challenges they face Good learners come equipped with their own study skills or develop them during lessons Finally, they embrace correction, valuing feedback from teachers and using it to improve their learning experience.
In brief, a speaking class is impossible to be successful if there is no students’ active participation In a speaking class, learners are actors and their teacher is the director
2.5.3 The role of instructional materials:
Traditional structural syllabuses often suffer from excessive detail and rigidity, aiming for completeness and smooth transitions between items This approach can lead to learners acquiring language elements that are not practically useful, resulting in feelings of stagnation and discouragement In contrast, integrating a syllabus with functions and notions can enhance the selection of language items by clarifying their practical applications.
Materials play a crucial role in various language teaching methods, particularly within a functional/communicative approach Their significance can be outlined in specific terms related to instructional effectiveness and learner engagement.
1 Materials will focus on the communicative abilities of interpretation, expression, and negotiation
2 Materials will focus on understandable, relevant and interesting exchanges of information, rather than on the presentation of grammatical form
3 Materials will involve different kinds of text and different kinds of media, which the learners can use to develop their competence through a variety of different activities and tasks
Effective educational materials are characterized by their authenticity, relevance, and suitability for learners' linguistic and cognitive abilities In a learner-centered approach, authentic materials mirror the real-world experiences of students The appropriateness of teaching resources hinges on their alignment with learners' interests and personal experiences While some materials may offer activities and language practice, they often lack explanatory content, which can render them ineffective, particularly in certain modern communicative textbooks.
Summary
This chapter reviews the literature pertinent to the study, highlighting the nature and factors influencing a language learner's communicative competence It emphasizes the significance of the Communicative Approach and classroom interaction in enhancing learners' speaking skills, which are crucial for effective language teaching and learning Additionally, it underscores the vital role of instructional materials in language classes.
The nature of speaking involves both verbal and non-verbal communication Components which underline EFL learners’ speaking effectiveness are grammatical competence, discourse competence, social linguistic competence and strategic competence
To achieve success in English speaking classes, teachers must understand the nature and factors influencing speaking, allowing them to adapt their teaching methods to address students' specific language learning needs Additionally, learners should recognize their active role in the language acquisition process.
The discussion in this chapter has been planned to be theoretical background formatting the study of developing speaking skill for high-school students and underpinning suggestions that follow
D D A A TA T A C C OL O LL LE EC CT TI IO ON N A A ND N D A A NA N A LY L YS S IS I S
This chapter is divided into three key sections: the first outlines the methodology used in the study, the second analyzes data from student questionnaires and Graduation Exam Test scores from 2002 to 2005, and the third presents the discussion The primary focus is to explore issues related to English teaching and learning in high schools, particularly concerning the speaking skill The findings will inform further discussions and recommendations in Chapter 4.
Data Collection
In early September 2005, a pilot survey was conducted with 30 randomly selected students from grades 10, 11, and 12 at Le Thi Hong Gam High School to refine the questionnaire Following this, the main survey was administered to a total of 280 students, comprising two classes from each grade.
10, 91 students from grade 11 and 90 ones from grade 12 were invited to answer the questionnaire
The student questionnaire is designed in Vietnamese to prevent misunderstandings due to limited terminology knowledge This approach ensures the collection of relevant and accurate data, as the primary focus is on achieving the survey's objectives rather than the use of the English language.
The multiple-choice format with various options is chosen for reasons of convenience and efficiency
Part I of the questionnaire (Appendix 4&5) is the background questions concerning students’ personal information such as school, class, sex, time of learning English at school and outside the school
Part II consists of 10 questions focusing on the following aspects:
- Students’ viewpoint about the teaching and learning of English at high-school (curriculum, textbooks, supplementary materials, teaching methods, classroom facilities, learning time, learning activities, testing, etc.)
- Students’ experience in learning English at high-school in consideration of the four skills
- Students’ attitude and expectation towards English speaking
- Students’ preferences in English classes
At the start of the class, students received a questionnaire accompanied by a clear explanation of its purpose They were given 15 minutes to complete the questionnaire, after which their responses were collected and documented in a data sheet for subsequent analysis.
The study incorporated Graduation Exam Tests and their scores from 2002 to 2005, alongside a questionnaire, to provide valuable insights into the challenges of English teaching and learning in Vietnamese high schools and to explore potential solutions to these issues.
Data Analysis and Findings
The first task with the questionnaire data was to code it The program used for analyzing the coded data was the Microsoft Excel 2000
3.2.1 Students’ viewpoint about the teaching and learning of English at high-school:
A survey revealed that 45.2% of high school students believe learning English enhances their grammar knowledge, while 29.9% feel it improves their reading and writing skills Only 10% gain new information, 5.6% acquire sufficient vocabulary for communication, 5.4% learn independently, and a mere 3.9% develop all four language skills This indicates that reading and writing are prioritized in English classes, with grammar being the main focus Consequently, the current approach to English teaching in high schools fails to achieve the primary objective of fostering effective communication skills in students.
Learning English in Vietnamese high-schools can help you: CHOICE
A Develop the 4 skills of English (listening, speaking, reading, writing) 18
B Develop reading and writing skills 138
C Have enough words and expressions to communicate in English 26
D Have a good knowledge of English grammar 209
F Learn English by yourself at home 25
In question 2, a majority of students expressed satisfaction with various educational factors, including the teaching method (61.1%), textbooks for English 10, 11, and 12 (68.2%), workbooks and supplementary materials (40.7%), the capabilities of their classmates (55.7%), and classroom facilities (39.6%) This indicates a general contentment with these aspects of their learning environment.
What do you think about the following?
280 (100%) 2.4-The ability of your classmates
In question 3, the students were asked to identify which of the listed skills and activities teachers frequently focused in English classes at high-school
How often does your teacher deal with these skills and activities in your
English classes at high-school?
280 (100%) 3.6-Asking the students to do the exercises or discuss a problem in pairs or in groups
280 (100%) 3.7-Rearranging the furniture in the classroom or asking the students to move
280 (100%) 3.9-Using cassette players, pictures, multimedia, …
3.10-Explaining new words in English 40 (14.3%) 61
280 (100%) 3.11-Explaining a new grammar point in English
280 (100%) 3.12-Explaining the reading text in the textbook in English
280 (100%) 3.13-Asking questions about the reading text in English
280 (100%) 3.14-Talking about different things in
(name, age, habits, interest, etc.)
A recent survey reveals that high-school teachers predominantly focus on reading comprehension during class, with 89.6% of students indicating that reading is frequently addressed In contrast, listening and speaking skills receive minimal attention, as 59.3% of students reported that their teachers rarely or never taught listening skills, and 65% noted the same for speaking skills.
In the classroom, students had limited opportunities to engage with English, primarily hearing it during explanations of new vocabulary (34.3%), grammar points (34.3%), and reading texts (32.1%) They were also exposed to English when teachers asked personal questions (39.3%) or provided feedback (35% praised, 25.4% criticized) The use of English was mostly restricted to content-related questions (49.3%) and instructions for exercises (31.1%), with minimal discussion on topics outside the lesson (42.9%) Consequently, English was not utilized as a means of communication, leading to a teacher-centered environment where teachers dominated the conversation, leaving students in a passive role.
Students at Hong Gam high school rarely receive instruction on writing letters or essays, with 40.4% indicating that such skills are not part of the curriculum This lack of practice hinders their ability to develop writing skills, as writing activities primarily consist of grammar exercises Additionally, the survey reveals that collaborative work is infrequent, with only 36.1% of teachers encouraging pair or group discussions Classroom dynamics are stagnant, as 73.9% of teachers do not rearrange furniture or allow students to change seats, and 59.3% of students never engage in lab studies Consequently, speaking activities are virtually absent from the classroom environment.
Teachers occasionally assisted in correcting students' pronunciation and intonation, focusing primarily on individual word pronunciation (43.9%) They also utilized teaching aids, including cassette players and pictures, to enhance the learning experience.
Teachers primarily emphasized reading skills, accounting for 50.7% of their focus, while neglecting listening and speaking skills They corrected students' pronunciation of challenging words through individual or choral repetition and played recordings of reading texts to expose students to native accents Additionally, during breaks and holidays, students were allowed to listen to English songs for relaxation However, these activities are insufficient for enhancing students' listening and speaking abilities.
The survey in question 4 examined the activities that high school students commonly engaged in during their English classes, aiming to assess their verbal use of English in the classroom.
How often do you do these activities in class?
4 2-Reading the text and answering the questions basing on the text
280 (100%) 4.3-Discussing with the teacher about the lesson in English
280 (100%) 4.4-Discussing with the teacher about different things in English
280 (100%) 4.5-Discussing with your friends about the lesson in English
280 (100%) 4.6-Discussing with your friends about different things in English
4.7-Expressing your own ideas in English
280 (100%) 4.9-Joining extra-curricular activities or English speaking clubs
The survey reveals that reading is the primary focus for students, with 95.7% indicating they frequently engage in grammatical exercises Additionally, 81.1% of students report reading texts and deriving answers from textbooks as a common activity However, speaking English is notably infrequent, as 66.1% seldom discuss lessons with teachers, and 88.2% rarely converse in English with peers A significant 86.8% of students admit to rarely using English to express their ideas, and 90.7% are not involved in extracurricular activities or English-speaking clubs Furthermore, 77.9% of students often complete exercises individually, highlighting a lack of experience with pair-work and group-work, which are crucial for developing oral communication skills.
The research highlights a prevalent traditional teaching approach, characterized by a one-way communication flow from teachers to students It indicates a lack of cooperative learning in high school classrooms, with minimal emphasis on student interaction.
Only 9.3% of students clearly understood their teacher's spoken English, while 82.1% had limited comprehension and 8.6% did not understand at all Factors contributing to this include that only 14.8% of students were used to hearing English in class, with 41.3% noting their previous teachers rarely spoke English Additionally, 20.1% relied on gestures and facial expressions to infer meaning, and 23.3% found the teacher's fast speech and use of new vocabulary challenging The findings indicate that teachers often used a mix of English and Vietnamese, which hindered students' motivation to engage in English conversations with peers and teachers.
When the teacher speaks English, you often: CHOICE
The reason of your answer:
A You are accustomed to listening to the teacher speaking English in class 47
B Your previous teachers seldom spoke English in class 133
C You can guess through the teacher’s gestures and facial expressions 64
D The teacher speaks fast and uses many new words 74
In a recent survey, students identified key factors influencing their English learning, with 60.4% citing teaching methods as the most significant Curriculum and textbooks followed at 40.7%, while tests and exams were considered important by 36.8% of respondents Time management was noted by 35%, and classroom facilities ranked last at 32.5%.
Which factor has the most influence on your English study?
The teaching method significantly impacts students' learning processes, particularly in language acquisition A language learner's success is heavily influenced by their instructional approach In Vietnamese high schools, the long-standing use of the grammar-translation method limits students' opportunities to speak English, as the focus remains on grammar and vocabulary rather than practical usage Consequently, this method restricts English use to reading and analyzing texts, which does not effectively enhance students' speaking skills.
A successful English class relies not only on a skilled teacher and effective teaching methods but also on a well-structured curriculum and quality textbooks These resources are crucial in the language teaching and learning process, as they provide essential support that allows teachers to prepare lessons more efficiently When lessons are thoughtfully planned, students are more likely to benefit and engage with the material Additionally, good textbooks and curricula stimulate students' interest, leading to natural progress in their learning journey.
Tests and examinations play a crucial role in language teaching and learning, primarily aimed at assessing students' knowledge However, high-school teachers often focus on "teaching to the test," leading students to prioritize learning only what will be evaluated A survey revealed that 36.8% of students consider tests the third most influential factor in their English learning, following teaching methods and curriculum Many students view English as a mandatory subject solely for passing exams, often neglecting genuine learning and progress This mindset is largely influenced by teachers and educational authorities, who face pressures such as time constraints and evaluations based on student test scores Consequently, these pressures can negatively impact the teaching and learning of English in high schools, a topic that will be explored further in section 3.2.5 of this chapter.
Discussion
Vietnamese learners, particularly those studying English, tend to exhibit a passive approach in the classroom, contrasting sharply with their peers in European and American institutions who actively engage by asking questions and interrupting lectures when needed This cultural norm of "respecting the professor" discourages students from voicing their opinions or challenging authority, leading to a reluctance to participate in discussions Consequently, this mindset negatively impacts their learning experience and academic performance, especially in conversation classes that require active engagement Many students rely heavily on their teachers and feel unprepared to take on a more interactive role in these settings.
Students in high school often play a passive role in English classes due to their limited exposure to communicative situations, despite receiving substantial passive input on grammar, vocabulary, and semantics from written sources The prevailing belief is that understanding written language structures will naturally lead to proficiency in spoken language However, this perspective overlooks essential language acquisition principles, which emphasize the need for a deliberate process to transform passive knowledge into active communication skills Consequently, surveys indicate that high school students exhibit minimal communicative ability.
In traditional high school grammar and translation-based classes, teachers play a dominant role, often prioritizing independent learning over student collaboration Despite the proven benefits of cooperative learning for academic achievement, it is frequently overlooked Teachers may prefer to assess individual performance for more accurate evaluations, while Vietnamese students often exhibit passivity, making cooperative activities effective only for a few active participants Additionally, concerns about noise and discipline in large classes further discourage the implementation of collaborative and communicative activities.
Grouping 50 students for collaborative work can lead to management challenges, as the resulting noise, even if considered "good noise," may disrupt subsequent classes Ultimately, the absence of cooperative learning hinders effective communication and interaction among learners.
High school students often adopt a passive role in English classes, yet they have a strong desire to develop communicative competence for spontaneous conversations both in and out of the classroom They seek to build confidence in expressing themselves in English and using the language in everyday situations This demand for practical English conversation highlights their need for effective communication strategies to navigate potential English language interactions in their daily lives.
Many high school students excel in English grammar but struggle with communication skills, often performing well on grammar exercises while lacking fluency in speaking and listening Although some acknowledge that their high school English education was beneficial for their future studies and careers, many feel it was a waste of time due to an overloaded curriculum, outdated materials, and uninspiring teaching methods Additionally, a lack of awareness about the importance of English during their high school years led many learners to underperform, resulting in slow progress when they later sought to improve their language skills in university or the workplace.
Effective language teaching must prioritize the needs of learners By analyzing students' backgrounds, needs, and desires, teachers can better plan and prepare their lessons Many high school students often lack experience and confidence in oral English, despite having a genuine need for speaking and listening skills Therefore, it is crucial for teachers to focus on developing students' communicative competence English teachers play a vital role in building students' confidence, alleviating anxiety during classroom interactions, and fostering a comfortable speaking environment that encourages participation in the classroom community Additionally, providing ample opportunities for speaking practice within a cooperative learning setting is essential for student success.
Summary
This chapter addresses several challenges in high school English teaching and learning, including issues related to the curriculum, teaching methods, available instructional time, class sizes, classroom facilities, student abilities, and assessment practices A significant concern highlighted is the insufficient speaking practice in English classes.
The survey results reveal students' awareness, experiences, needs, and expectations regarding high school English learning These insights, combined with the theoretical framework presented in Chapter 2, will serve as the foundation for practical recommendations in Chapter 4.
IM I M PL P LI IC CA A TI T IO ON N S S A A N N D D S SU UG GG GE ES ST TI IO ON NS S
Chapter 3's data analysis reveals significant insights for English language teaching and learning, particularly regarding speaking skills These findings are relevant not only for Hong Gam High School but may also apply to other Vietnamese senior high schools facing similar conditions.
Building on the practical findings and theoretical insights from the previous chapters, this section proposes solutions to the identified issues The recommendations focus on four key areas: (1) enhancing teaching materials, (2) improving teaching methods, (3) optimizing classroom management, and (4) refining testing and assessment practices.
Teaching materials and classroom activities are closely interconnected; a well-designed activity requires appropriate materials for successful implementation Conversely, effective materials are underutilized without engaging activities Thus, a communicative activity should always be complemented by well-designed materials After exploring the design and implementation of communicative activities, it is essential to focus on selecting quality materials for teaching spoken English.
Effective communication materials should incorporate a variety of engaging activities that promote oral practice and language use These activities may include dialogues, role plays with cue cards, and discussion topics that encourage presentation skills It is essential to design these tasks with conversational strategies in mind, such as message comprehension and seeking clarification Notably, a single activity can utilize multiple strategies, while individual strategies can be applied consistently across various activities throughout the course.
Nunan (1991) emphasizes the importance of aligning material selection with the program's goals and the beliefs about language and learning Systematic materials evaluation procedures can significantly aid in ensuring that chosen materials meet the needs and interests of learners while aligning with institutional ideologies These guidelines are particularly beneficial for language teachers, especially high school English teachers, in selecting appropriate materials to enhance the teaching of spoken language.
High-school English textbooks (English 10, 11, 12) primarily emphasize reading and grammar, neglecting essential communication activities that hinder the development of students' speaking and listening skills To enhance oral competence, it is crucial to incorporate language functions such as starting conversations, greeting, and giving opinions from the earliest grades, gradually increasing in complexity Although the new series of high-school English textbooks (English for Vietnam) has made strides in promoting communicative skills, the limited class time of 45 minutes restricts practice opportunities As teachers are often bound to the textbook, selecting supplementary materials becomes vital to foster the development of all four English skills, particularly speaking and listening.
To effectively bridge classroom learning with real-world practice, it is essential to use authentic materials derived from real-life situations These materials can include video clips, recordings of genuine interactions, and extracts from various media such as television, radio, and newspapers, as well as signs, maps, charts, and photographs Given the challenges that English language learners, particularly high school students, face in listening comprehension, it is crucial for teachers to select materials that convey clear and understandable messages Additionally, discussion topics should align with the interests and concerns of young learners Educators who have experimented with diverse sources of materials have reported significant success, as students often become so engaged in discussing topics they enjoy that they lose track of time.
In addition, activities provided by the textbooks should involve the students in all the four skills Listening practice cannot be neglected Teaching listening