VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITYUNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ____________________ IMPROVING ENGLISH SPEAKING SKILLS FOR B-LEVELLED CANDIDATES AT THE FOREIGN
THE SITUATION PROBLEM
In the last two decades, the popularity of learning English in Vietnam, particularly in Ho Chi Minh City, has surged English is now a mandatory subject in public schools and nearly all higher education institutions Recognized as a gateway to enhanced career opportunities and international communication, many individuals are exploring various methods to improve their English skills Consequently, numerous foreign language centers have emerged in Ho Chi Minh City, offering eager learners alternative options beyond traditional public education.
People learn English for various reasons, with many seeking certified recognition of their proficiency as a reward for their efforts In Vietnam, foreign language centers typically offer the A, B, and C leveled national English tests, corresponding to pre-intermediate, intermediate, and advanced levels The B-level certificate, in particular, is well-regarded, as it helps holders meet specific requirements set by potential employers, contributing to its popularity among learners.
The significance of oral ability and proficiency testing has been a key focus since the rise of communicative language teaching (Nakamura, 1993) However, many B-level certificate holders struggle to communicate freely and naturally An analysis of oral test results from 6 recruitments in 2004 and 5 in 2005 at the Foreign Language Centre of the USSH (USSH FLC) revealed that only about 60% of candidates passed the oral test, with nearly 50% scoring low marks of 5 or 6 out of a possible 10.
Many individuals question the credibility of B-level English certificates, as numerous holders struggle to communicate effectively Despite having these qualifications, many B certificate holders find it challenging to engage in conversations with native speakers For them, articulating their thoughts on everyday topics remains a daunting task.
In conclusion, it is crucial to address the challenges related to teaching, learning, and assessing speaking skills for B-level certificate learners, while also exploring potential solutions to these issues.
THE AIMS OF THE STUDY AND RESEARCH QUESTIONS
The study investigates the factors contributing to the unsatisfactory performance of learners at the USSH FLC in the B-level oral test and their low proficiency in oral communication It also offers recommendations to enhance the teaching, learning, and assessment of speaking skills at the USSH FLC.
There are five research questions which guide this study:
(1) How are learners motivated to learn English and speaking skills?
(2) What difficulties teachers and learners face in the teaching and learning of speaking skills?
(3) How do learners manage to improve their English speaking skills?
(4) What is the prevailing method of teaching speaking skills in the USSH FLC classrooms?
(5) How is the B-levelled oral test administered?
SIGNIFICANCE OF THE STUDY
The study emphasizes the theoretical foundations of communicative language teaching, particularly in developing speaking skills It aims to provide a comprehensive understanding of the teaching, learning, and assessment of speaking skills at the USSH FLC The practical recommendations derived from the findings are intended to improve the oral competence of B-level learners and enhance the validity of the B certificate at the institution.
LIMITATION AND DELIMITATION
The study focused on a sample of 125 learners from the USSSH FLC who participated in the National Test for the B level on August 28, 2005 A larger sample size and an extended timeframe would have enhanced the research Additionally, factors such as learners' age, aptitude, and self-esteem, which could influence their speaking skill development, were not included in the scope of this M.A thesis.
This study focuses on intermediate-level learners at the USSH FLC, with the intention of generalizing its findings to similar learners at various foreign language centers in Ho Chi Minh City that utilize comparable teaching and learning environments.
OVERVIEW OF THE CHAPTERS
The introduction outlines the problem at hand and offers an overview of the thesis, while the remainder of the work is structured into five key chapters.
Chapter 1 offers crucial background information for the study, covering key aspects such as language courses, materials, and classroom facilities tailored for intermediate-level learners It also includes profiles of both teachers and students, along with details about the A, B, C Tests, which are national assessments, and the B-level oral test.
Chapter 2 presents a review of literature in the field of teaching and testing of speaking skills in the two following broad sections:
(1) Factors affecting learners’ development of oral competence in the classroom settings in which discussions involve comprehensive input and output, classroom interaction, fluency and accuracy activities and learners’ motivation.
(2) Some crucial issues of testing oral competence including test types, backwash effect, communicative language testing, and quality of a communicative test.
Chapter 3 describes the methodology used in the study including research questions and design as well as reports on the subjects, instruments and data collection procedures.
Chapter 4 is an analysis of what are found from the queries given in the previous chapter and raises a discussion on these findings.
Chapter 5 suggests solutions for improving the teaching, learning and testing of speaking skills for the ultimate purpose of enhancing learners’ ability to speak English.
This thesis aims to highlight the need for enhancing the testing, teaching, and learning of oral English at foreign language centers in Ho Chi Minh City, with the hope of fostering positive changes specifically at the USSH Foreign Language Center.
BACKGROUND TO THE STUDY
LANGUAGE COURSES FOR THE B CERTIFICATE
At the USSH FLC, B-level program participants are required to complete six intermediate courses, totaling 360 periods of 45 minutes each over a span of 60 weeks For those looking to expedite their learning, intensive B courses are available.
The program spans 30 weeks, with classes held three times a week on either even or odd days To help students prepare for the B certificate, optional exam preparatory courses consisting of 48 periods are available over 8 weeks, providing a comprehensive review of the material and essential exam skills.
COURSE MATERIALS
The main material used in language courses for the B certificate is
"Streamline English Destinations" by Benard Hartly and Peter Viney, published by Oxford University Press in 1982, is tailored for students who have finished "Streamline English Departures" and "Streamline English Connections," or similar elementary and pre-intermediate courses This course book stands out from others in its category.
Streamline English Destinationsdoes not separately present the four fundamental skills of Reading, Writing, Speaking and Listening They all are integrated in the
The course consists of 80 study units, each designed as a lesson that primarily utilizes reading texts and dialogues Teachers are responsible for planning lessons to ensure a balanced investment in teaching the four essential skills Notably, the speaking activities included in the Streamline English Destination course are integrated throughout these 80 units, enhancing students' communication abilities.
Selective repetition of model utterances encourages learners to approximate model utterances after the teacher or the voice(s) on tape;
Manipulate Drillsgive learners further practice for accuracy;
Controlled Practice enables learners to use the newly-acquired language in situations which partly focus on accuracy;
Transfer provides learners with chances to apply the newly-acquired language in a meaningful way, i.e to relate to their own experiences.
To improve listening skills, it is recommended to use "Basic Tactics for Listening" by Jack C Richards (Oxford University Press, 1992) alongside Streamline English Destinations However, there is currently no official supplementary material available specifically designed to enhance speaking skills.
LEARNERS’ AND TEACHERS’ PROFILES
A foreign language centre serves as a diverse "melting pot," attracting learners of various ages, genders, educational backgrounds, and professions Participants in B courses and proficiency tests have the autonomy to choose their class levels and exams There are no placement tests at the start or final assessments at the end of the courses to determine learners' levels; instead, as long as they can keep pace with the classroom, they can effectively pursue their learning goals.
At the USSH FLC, Vietnamese teachers with B.A or M.A degrees in English are responsible for teaching general English to intermediate learners These educators typically progress from teaching lower levels, such as elementary and pre-intermediate, to higher proficiency levels, maintaining continuity by teaching the same class across all levels While they possess a strong command of English, they often express a lack of real-world exposure to English-speaking environments, which can affect their confidence in teaching speaking skills.
CLASSROOM FACILITIES
Situated in the heart of Ho Chi Minh City, the USSH FLC features two additional nearby sub-centres The evening English classrooms are equipped with essential learning tools, including chalkboards, tables, chairs, and cassette players The traditional seating arrangement places the teacher's table in the left corner, facing the class, while students are seated in orderly rows.
In language classes, class size tends to decrease as the level of instruction increases For instance, early intermediate classes can accommodate 40 to 55 learners, provided there are sufficient seats However, as students progress, particularly towards the end of the B courses, enrollment drops significantly, averaging between 15 to 20 students.
THE A, B, C NATIONAL TEST IN ENGLISH
AND SOME INFORMATION ON THE B-LEVEL CERTIFICATE
With the consent of the Ministry of Education and Training (MOET), the A,
B, C National Test to test learners’ skills in foreign languages has been in operation since 1990 at the USSH FLC The A, B, C National Test is named after the different levels of general proficiency tested, in which A refers to the pre- intermediate level, B to the intermediate level and C to the upper-intermediate level Being held by one of the most reputed FLCs in Ho Chi Minh City, at the end of every language course (about five times annually), the test attracts a large number of candidates It is estimated that there are more than 300 candidates on average for the national test of the B level The majority of test takers are mostly
T Chalkboard from the evening classes at the USSH FLC and many of them are students of the same university.
The B-levelled test is rated by its developers to be equivalent to a TOEFL score of 400-450, an IELTS score of 4.0, or the PET exam This indicates that the proficiency level assessed by the B-levelled test is slightly below the intermediate level of TOEFL.
Candidates who pass the threshold of this level are expected to meet certain specific requirements of assessment as follows:
Candidates should possess a strong understanding and application of vocabulary and grammar relevant to various fields, including sociology, economics, family, entertainment, education, culture, and technology.
Candidates should demonstrate proficiency in various intermediate-level grammar points, including tenses, voice, causative forms, modals, and anticipatory constructions like "there" and "it." For more details, refer to Appendix 7.
Candidates should possess foundational knowledge to articulate their ideas and opinions on various topics, including social and governmental structures, political issues, family life, education, entertainment, economics, healthcare, sociology, culture, the environment, traffic, and both international and domestic technology.
Language skills: Candidates are expected to use four basic language skills; i.e reading, listening, reading and writing; to communicate effectively in common daily situations.
ASSESSMENT OF THE B-LEVELLED ORAL TEST
At the B-levelled oral tests, the assessment of candidates’ proficiency is based on four categories: accuracy, fluency, pronunciation and communication.
Examiners evaluate candidates on a grading scale from 0 to 10 across various categories, with an average mark of 5 required to pass Each candidate is assessed by two oral examiners from USSH FLC, who are experienced teachers familiar with the learners' level There are no specific guidelines for the marks awarded in each category.
The B-level oral test comprises two main components: an oral presentation and an oral interview Candidates select from a list of 15 topics, each presented as a simple sentence or phrase, and have five minutes to prepare their speech Following the presentation, candidates undergo an individual interview with two examiners on the same topic, with the entire process lasting between eight to ten minutes per candidate.
SUMMARY
This chapter outlines the procedures for conducting the B-level oral test at USSH FLC, highlighting the use of both oral presentations and interviews to accommodate the large number of candidates It also provides insights into the traditional learning environment, including details about B courses, teacher and learner profiles, and classroom facilities The following chapter will present a literature review addressing key issues relevant to the study.
LITERATURE REVIEW
FACTORS AFFECTING THE DEVELOPMENT OF ORAL COMPETENCE IN A
COMPETENCE IN A SECOND OR FOREIGN LANGUAGE
The development of oral competence is influenced by various factors, which can be categorized into three main groups Key elements affecting classroom communication include communicative language competence, comprehensive input and output, as well as interactions between teachers and learners, and among learners themselves Additionally, teaching methodologies play a significant role, particularly through the use of fluency and accuracy activities designed to enhance oral skills Lastly, individual learner factors, such as motivation, also significantly impact the development of oral competence.
Numerous writers have sought to define communicative language competence, but comprehensive theories of its use remain underdeveloped (Mc Namara, 2000; Weir, 1990) Canale and Swain (1980) identify three key components: grammatical competence, which encompasses knowledge of syntax, lexis, and phonology; sociolinguistic competence, which pertains to the appropriate use of language across various speakers, settings, and topics; and strategic competence, which involves verbal and non-verbal strategies to address communication breakdowns Additionally, Canale introduced discourse competence in 1983, highlighting the importance of cohesion and coherence in diverse contexts.
Described by Candlin (1986: 40; cited in Bachman, 1990: 84), ability to use language communicatively includescompetence (or knowledge) and theability to perform that competence adequately when using the language in a specific context:
The capacity to generate meanings by leveraging the inherent potential of language allows for ongoing adaptation to change, emphasizing the negotiation of conventions over strict adherence to established principles Ultimately, this represents a convergence of structured knowledge systems and methodologies designed to apply this knowledge in addressing new communication challenges that lack predefined solutions.
The model of communicative language ability proposed by Bachman (1990: 81) is consistent with previous hypotheses in the recognition of the fact that
“the ability to use language communicatively involves both knowledge of competence in the language and the capacity for implementing, or using this competence.”
Bachman's theoretical framework of communicative language ability (1990) delineates three key components: (1) Language competence, which encompasses organizational competence (grammatical and textual) and pragmatic competence (illocutionary and sociolinguistic); (2) Strategic competence, which involves assessment, planning, and execution to effectively achieve communicative goals, linking language competencies to situational context and the user's socio-cultural knowledge; and (3) Psycho-physiological mechanisms, which pertain to the neurological and psychological processes involved in actual language use as a physical phenomenon.
Bachman’s theoretical framework of communicative language ability (1990: 81) thus extends earlier models in communicative language ability in that
“it attempts to characterize the processes by which the various components interact with each other and with the context in which language use occurs.”
2.1.2 Comprehensive input and comprehensive output
Language acquisition requires accessible data sources for learners Before producing language, learners must first be exposed to input in the target language However, not all input is beneficial for developing language competence, and mere exposure may not suffice Krashen (1987) emphasizes this in his input hypothesis by introducing the concept of comprehensible input.
A necessary (but not sufficient) condition to move from stage “i” to stage
“i + 1” is that the acquirer understands input that contains “i + 1”, where
“understand” means that the acquirer is focused on the meaning and not the form of the message.
Krashen’s input hypothesis emphasizes that language acquisition occurs subconsciously rather than through conscious learning The theory posits that to progress in language competence, represented by the formula “i + 1,” learners must comprehend input that slightly exceeds their current level, denoted as “i.” Successful communication and understanding of this comprehensible input facilitate automatic language acquisition.
Long (1985; cited in Ellis, 1985: 157) supports the theory of input by examining how it becomes comprehensible His studies reveal that native speakers adapt their speech when communicating with non-native speakers, employing various modifications beyond just linguistic simplification, including adjustments in structure, vocabulary, and pronunciation This negotiation of meaning through speech modifications and conversational adjustments is essential for effective communication.
Linguistic and conversational adjustments enhance comprehensibility, which in turn facilitates acquisition Therefore, it can be concluded that these adjustments ultimately promote the learning process.
Noonan's 2004 study in the Chinese context examines the differences between successful and unsuccessful language learners regarding their interactions outside the classroom The findings reveal that successful learners tend to engage in speaking practice with highly fluent speakers rather than their peers, dedicating approximately one hour per week to this activity.
Research by Swain (1985) on French immersion programs in Canada reveals that merely having access to comprehensive input is not enough for learners to develop proficiency in a target language Instead, Swain emphasizes the importance of comprehensible output, prioritizing opportunities for learners to actively practice the language Successful communication requires learners to be "pushed" in negotiating meaning, which involves adjusting, manipulating, and modifying their output to enhance comprehensibility and align more closely with the target language.
A small-scale study by Nobuyoshi and Ellis (1993; cited in Ellis, 2003: 82) demonstrates that adult learners who modify their speech through negotiation of meaning enhance their accurate use of the past tense Additionally, Ellis and Takashima (1999; cited in Ellis, 2003: 82) found positive outcomes regarding classroom learners' acquisition of past tense verb forms, supporting the theory of comprehensive output.
In summary, both comprehensive input and output play crucial roles in developing learners' oral competence When learners engage with comprehensible input, they advance in their learning journey Similarly, comprehensive output encourages language acquisition as learners articulate their thoughts Effective communication between two parties is essential for both comprehensive input and output to take place The next section will delve into the importance of communication, particularly within the classroom setting.
Below is the definition of the word “communication” given by American Heritage Dictionary: com-mu-ni-ca-tion n 1 the act of communicating; transmission.
2 the exchange of thoughts, messages, or the like, as by speech, signals, or writing
Communication in everyday contexts encompasses the expression, interpretation, and negotiation of meaning It is defined as a collaborative exchange of thoughts, feelings, or ideas between individuals, leading to a mutual impact This process requires at least two participants who share personal or impersonal information through verbal or written means While people communicate for various reasons, the fundamental aspect of all communication is the exchange of meaning or information.
2.1.3.2 Role of communication in the classroom
Classroom communication, also known as classroom interaction, has been a significant focus of research According to Vygotsky's socio-cultural theory from the 1920s and 1930s, cognitive development and learning are rooted in social contexts Furthermore, interactions between individuals, which constitute a form of social context, play a crucial role in enhancing learning.
“Most current views of language education are based on the assumption that social interaction plays a central role in the learning process.” (Lier, 1996:
22) Cullinan (1993: 2; cited by Carmen, 1998.) regards classroom interaction as
Classroom interaction is a crucial method for learners to connect their existing knowledge with new insights and interpretations According to Ellis (1990), effective second language acquisition is significantly influenced by the interactions learners engage in River (1987) emphasizes that this interaction is particularly vital during the initial stages of language learning.
SOME CRUCIAL ISSUES IN TESTING AND TESTING OF ORAL
2.2.1 Test types — Achievement tests and proficiency tests
Achievement tests and Proficiency tests are the two common terms in defining types of tests.
Achievement tests are essential tools in classroom settings, primarily prepared by teachers to assess learners' progress in specific language skills According to Underhill (1987), these tests sample the language elements covered in the course to evaluate learners' mastery Hughes (1989) emphasizes that achievement tests measure learners' success in meeting course objectives both during and after the course, highlighting the importance of aligning these tests with course content Weir (1993) further underscores the critical role of achievement tests in the overall learning process.
“Achievement testing should be firmly rooted in previous classroom experiences in terms of activities practised, language used, and criteria of assessment employed.”
Proficiency tests are external examinations aimed at assessing candidates' language abilities (Hughes, 1989: 9) These tests evaluate the level of proficiency that candidates possess in their language skills.
Proficiency tests are designed to assess an individual's command of a language for specific purposes, such as qualifying as a United Nations translator (Hughes, 1989) Weir (1993) supports this notion by stating that these tests provide insights into a candidate's ability to perform in future target situations Importantly, the concept of "specific" or "particular" is not limited to proficiency tests, as they can also be tailored to evaluate various language skills.
The general level of a learner's language ability can be assessed through various proficiency tests, such as the Preliminary English Test (PET), Cambridge First Certificate in English, and the Certificate of Proficiency, which measure overall mastery of English.
Achievement tests are closely aligned with the specific content and objectives of language learning courses, assessing what has been taught In contrast, proficiency tests evaluate a learner's overall command of a language, independent of their educational background However, it is inaccurate to claim that prior teaching has no significant impact on learners' performance in proficiency exams The influence of tests on learning outcomes will be discussed in the following section.
2.2.2 Effect of testing on teaching and learning – Backwash or washback
Davies (1968, cited in Hughes, 1989) describes testing as a passive servant that follows the teaching process, while Hughes (1989) argues for a partnership between testing and teaching Testing can have either harmful or beneficial effects on learning; harmful backwash occurs when teaching is distorted to focus solely on test content, whereas beneficial backwash enhances learning by meeting learners' needs and accurately measuring their abilities Hughes emphasizes the importance of reliable tests that improve learners' standards and confidence in their validity, while also highlighting tests that negatively impact the educational process and suggesting techniques to promote beneficial outcomes.
Weir (1993: 6) advocates for positive washback in achievement tests by recommending modifications to the tests, syllabus, learning materials, and teacher training on methodological material use He asserts that similar adjustments in proficiency tests could yield "useful and powerful" washback effects on teaching and learning, highlighting the importance of authentic tests.
To optimize student outcomes, it is crucial to ensure that examinations effectively assess the skills needed for future applications This alignment allows the preceding teaching to be beneficial when students face real-world scenarios A proficiency test that accurately reflects essential real-life performance attributes can significantly enhance the learning experience prior to the test Consequently, all preparation activities for the proficiency test should contribute to improved performance in future situations.
Madsen (1983) emphasizes the importance of well-constructed English tests, noting that they provide students with a sense of accomplishment, fostering a positive attitude towards learning and enhancing their overall performance Additionally, these tests enable teachers and administrators to adjust their future strategies for improved assessment methods.
Madsen (1983) reviews the historical trends in language testing, identifying three major stages that reflect varying interests in teaching and learning The first stage, known as the intuitive stage, relied on testers' personal and subjective impressions During this period, the focus was primarily on assessing learners' knowledge of the English language and their fundamental language skills.
The evolution of language testing has shifted from a focus on language form to a more communicative approach Initially, the scientific stage prioritized objective evaluations of language skills through strict and statistical methods, with multiple-choice tests becoming the norm for their ability to provide objective scores Currently, we are in a communicative stage that emphasizes the effectiveness of a learner's communication in a second or foreign language While communicative language testing acknowledges the importance of previous stages, it aims to find a balance between subjective and objective assessment methods.
Communicative language testing emerged with Hymes' theory of communicative competence, which emphasizes the distinction between mere knowledge of a language and the ability to effectively use it in context Hymes highlights that understanding a language involves not only grasping its grammatical rules but also recognizing its social functions and appropriate usage in various situations.
Canale and Swain (1980) emphasize that communicative testing should assess not only a learner's knowledge and competence in a second language but also their ability to effectively demonstrate this knowledge in real-life communicative contexts.
2.2.4 Basic concepts in test design — Qualities of a communicative test
Testing oral proficiency has gained significant importance in language assessment due to the increasing emphasis on speaking skills in language education According to Bachman and Palmer, a useful test should possess six key qualities: validity, reliability, authenticity, practicality, impact, and interactiveness This M.A thesis aims to enhance understanding of communicative test construction by focusing on the first four qualities The authors emphasize that test developers should maintain a balanced approach, ensuring that no single quality is prioritized at the expense of others, as all six qualities support one another.
Spolsky (1975; cited in Sook, 2003: 18) states that validity is the central problem in foreign language testing Validity is defined by Brown (1996: 231) as
Validity refers to the extent to which a test accurately measures what it claims to measure Authors generally agree that the primary goal of validity is to assess whether a test effectively answers the questions of whether it measures its intended objectives and meets the initial aims established Given that validity can have different interpretations across various educational contexts, it encompasses several types, including face validity, construct validity, content validity, and concurrent validity (Underhill, 1987).
SUMMARY
This chapter explores the essential elements influencing the development of oral ability and the critical factors in assessing oral proficiency Effective classroom instruction, combined with learners' intrinsic motivation for communication, is vital for enhancing oral skills In terms of proficiency testing, a quality communicative test should possess attributes such as validity, reliability, authenticity, and practicality, while also striving for beneficial backwash.
METHODOLOGY
RESEARCH QUESTIONS
This study aims to explore the prevalent methods of teaching, learning, and assessing speaking skills among intermediate-level learners preparing for the B National Test The goal is to identify effective strategies that can enhance learners' speaking abilities, ultimately leading to improved performance in the speaking component of the test.
The study is guided by the following questions:
(1) How are learners motivated to learn English and speaking skills?
(2) What difficulties teachers and learners face in the teaching and learning of speaking skills?
(3) How do learners manage to improve their English speaking skills?
(4) What is the prevailing method of teaching speaking skills in the USSH FLC classrooms?
(5) How is the B-levelled oral test administered?
RESEARCH DESIGN
In order to obtain information about the scope of investigation, a document search and a survey design using a questionnaire and two sets of follow-up interviews were employed.
The study employs a survey design due to its effectiveness in language education research, enabling the exploration and description of the characteristics, attitudes, and opinions of key stakeholders, including students, teachers, administrators, and policymakers (Brown and Rodgers, 2002).
Questionnaires are a cost-effective method for gathering data, as they can reach a large audience simultaneously and facilitate easy collection of responses They minimize the fear and embarrassment that respondents may experience during face-to-face interviews, and they help eliminate research bias that can arise from interviewer influence (Kumar, 1996).
Follow-up interviews are essential for this study as they provide in-depth insights into people's perceptions, fostering rich information exchange, extensive interaction, and a fully personalized experience (Punch, 1998; cited in Võ Thị Phương Oanh, 2005).
The design of the study is described in its three parts: (1) subjects, (2) instruments and (3) data collection procedures.
The research was conducted before and after the A, B, C national tests on August 28, 2005, at the USSH FLC Participants included B-level learners and teachers responsible for intermediate levels, who also served as oral examiners for the test.
Only learners from the high classes of the intermediate level, specifically classes E11 and E12, were invited to provide feedback on the questionnaire to ensure they had a comprehensive understanding of English teaching and learning at USSH FLC These learners had completed at least 40 weeks of intermediate-level study However, as noted in the introduction, the number of students in these classes tends to be low towards the end of the B-level English courses A total of 233 learners from three regular classes and two exam-preparatory classes, along with those registered for the B-level national test, were contacted prior to the test date of August 28, 2005.
However, after odding out those who claimed did not learn English at USSH FLC and those who did not take the B-levelled test held on August 28,
2005, only 125 learners were left to be the official subjects of the study, called from now onthe learner subjects.
A summary of the learner subjects’ characteristics such as age, gender and the amount of formal EFL instruction they have had is presented below:
Number of years they have been learning English
Under 1 year = 3 (2.40%) From 3 to 5years = 22(17.60%) Above 5 years = 100 (80%)
Results from the B-levelled Oral Test on August 28, 2005
Under 5 marks (weak) = 26 (20.80%) From 5 to 6 marks (average) = 79 (63.20%) From 6 to 8 marks (fair or good) = 20 (16%)
The average age of learners at USSH FLC is 20 years, predominantly consisting of young adults, with females making up 73.60% of the population Most learners (80%) have over 5 years of English study, which is typically sufficient for reaching an intermediate level However, results from the oral test on August 28, 2005, indicate that 63.20% of learners achieved only average proficiency, highlighting a need for improvements in teaching and learning strategies to enhance future outcomes.
3.2.1.2 The teacher subjects (also the oral examiners)
Fifteen experienced teachers responsible for intermediate-level instruction at USSH FLC participated in personal interviews, sharing their insights on the teaching, learning, and assessment of speaking skills All interviewees were tenured educators with over five years of teaching experience and had graduated from reputable institutions.
USSH and University of Education with a B.A in English; some were doing M.A. courses in TESOL Here is the summary of the teacher subjects’ characteristics
Number of years they have been teaching English
B.A in English (100%) M.A in TESOL = 0 (0%) Studying for M.A degrees = 3 (2%)
Data were collected by means of a learner’s questionnaire, teachers’ and oral examiners’ interviews.
3.2.2.1 Questionnaires for the learner subjects
The questionnaire consisted of three sheets written in clear and simple Vietnamese to prevent misunderstandings among respondents The cover sheet outlined the survey's purpose, provided instructions for answering the questions, and assured confidentiality For reference, the Vietnamese version can be found in Appendix 1A, while the English version is in Appendix 1B.
The questionnaire comprised 12 multiple-choice questions divided into five sections: learners' backgrounds, motivations for learning English and speaking skills, classroom interaction patterns, challenges faced in speaking activities, and personal strategies for practicing speaking skills Some questions included spaces for learners to provide their own insights.
The initial section of the questionnaire aimed to gather essential information regarding the learners' backgrounds in English language acquisition This included collecting data on their names, genders, ages, contact telephone numbers, total years of English study, and whether they had participated in courses at the USSH FLC.
The second part of the questionnaire involves learners’ motivation in learning English and speaking skills presented in the following questions:
Question 6:Preferences of practicing speaking skills
Question 7:Purposes of learning for B
Question 8:Report on class attendance
The third part was learners’ report on patterns of interaction happened in the classroom and the speaking activities employed in the classroom including:
Question 9:Teacher-learner and learner-learner interaction
Question 10:Speaking activities employed in the classroom
The fourth part concerned the causes of difficulties that hinder learners participating in speaking activities.(Question 11)
The fifth section focused on exploring how learners enhance their speaking skills outside the classroom through activities such as monologues and dialogues with both native and highly fluent non-native speakers.
3.2.2.2 Follow-up interviews for the teacher subjects and oral examiners
The study aimed to explore teachers' perceptions regarding key issues related to their students' English speaking skills and the administration of the B-level oral test Individual interviews were conducted with 15 teachers from USSH FLC, who regularly teach intermediate classes and serve as oral examiners To enhance the efficiency and accuracy of these discussions, a prepared list of questions and a tape recorder were utilized, focusing on the perspectives of both teachers and oral examiners.
THE TEACHING SPEAKING SKILLS FOR THE B-LEVELED PROFICIENCY
Issue 1:Teacher’s investment on teaching speaking skills
Issue 2:Teachers’ difficulties in teaching speaking skills
Issue 3:Teacher’s common patterns of classroom interaction
Issue 4:Teachers’ employment of speaking activities in the classroom (SeeAppendix 2AandAppendix 2B)
THE ADMINISTRATION OF THE B-LEVELLED ORAL TEST
Issue 1: Observations and comments on test formats and test procedures
Issue 2:Overview of the candidates’ proficiency
Issue 3: Mode of candidate grading
For the quality of the data collected, the two instruments of the study, i.e a learner’s questionnaire, teachers and oral examiners’ interviews, were employed on different subjects following different procedures:
The researcher administered a questionnaire to learners in their regular classrooms with teacher consent, visiting five classes at the FLC shortly before break-time Students registered for the B-level oral test were directly approached, informed about the study's purpose, and encouraged to contribute as research subjects Completing the questionnaire took respondents 10-12 minutes, during which the researcher was present to clarify any confusion, ensuring the reliability of the data collected The completed questionnaires were organized alphabetically for easy retrieval of learners' names Finally, matching the B-level oral test scores with the questionnaires was essential for identifying potential issues among the student subjects, facilitating accurate data collection and processing.
The follow-up interviews for B-level teachers and oral examiners focused on pre-determined specific issues, allowing for elaboration in both questions and answers Each teacher was interviewed individually at scheduled times, often during breaks The interviewer employed effective strategies to address each issue systematically With the interviewees' consent, the discussions were recorded and transcribed, enhancing the likelihood of gathering significant data that traditional instruments might not capture.
SUMMARY
This chapter outlines the methodology for data collection in the study, clearly stating the guiding research questions The research utilized a document search and surveys, which are common and effective measurement tools in language education Insights into the teaching, learning, and assessment of speaking skills for B learners were gathered through three primary methods: analyzing B-level oral test results, administering questionnaires to B learners, and conducting follow-up interviews with B teachers and oral examiners at the USSH FLC The findings will be organized and presented in the subsequent chapter.
DATA ANALYSIS AND FINDINGS
LEARNERS’ RESPONSES TO THE QUESTIONNAIRE
Motivation is a crucial factor in language learning, as it significantly influences learners' success Scholars and researchers in pedagogy widely agree that strong motivation enhances the likelihood of achieving language proficiency.
Foreign language centres provide English classes tailored to meet learners' needs, including those preparing for the B-level test at USSH FLC These learners are driven by specific motivations to improve their English skills However, assessing the degree of their motivation can be challenging Insights into their attitudes towards speaking skills, reasons for learning English, and levels of class participation may help clarify this matter.
4.1.1.1 Learners’ attitudes towards learning how to speak in English
Table 4.1 illustrates that nearly all learners (98.40%) enjoy learning to speak English, with only 1.6% expressing a dislike for this language skill This overwhelmingly positive attitude likely reflects the learners' high regard for speaking abilities As noted by Richards and Renandya (2002), mastering speaking is crucial for many language learners, as a significant portion studies English primarily to enhance their speaking proficiency.
Figure 4.1:Learners’ attitudes towards learning to speak English
4.1.1.2 Learners’ mode of motivation in learning English
Question 7 focused on the reasons why learners decided to take part in B- levelled classes Four possible reasons were classified into two kinds of motivation The first two reasons underlying the desire to obtain something practical or concrete from the study of the second language were representatives of extrinsic motivation (Hudson: 2000) Learners who were students from the USSH or other universities/colleges might be required to submit their B-levelled certificate in English as a proof of university qualification Learners may look forward to a job opportunity in a foreign or co-ventured company where a fairly high level of proficiency in English is required The remaining reasons represent intrinsic motivation in which learners love the beauty of the language itself,admire the culture closely associated with native speakers of English and have a desire to explore such a culture (Falk, 1978); language learning is also done for the sake of showing learners “competence and self-determination” (Deci,1975:23; cited by Brown, 1994: 38).
Meet the requirements for college graduation
Look for better job opportunities
Table 4.2a: Reasons to learn English (Extrinsic motivation)
Show one’s love of English, English-speaking countries and their associated cultures
Table 4.2b: Reasons to learn English (Intrinsic motivation)
The data presented in Tables 4.2a and 4.2b indicate that the primary motivation for respondents was "for better job opportunities," accounting for 69 checks or 55.2% of the total In contrast, the motivation related to the "desire to show one’s English competence" was significantly lower, with only 16 checks, representing 12.8%.
Learners at the USSH FLC exhibited a significantly higher level of extrinsic motivation for learning English, with 75.2% showing extrinsic motivation compared to only 32.8% demonstrating intrinsic motivation.
Research indicates that intrinsic motivation is more effective than extrinsic motivation in achieving positive learning outcomes (Maslow, 1970; cited in Brown, 1994: 154) This insight into learners' motivational styles may help clarify the low success rate of B holders at the USSH FLC during the B-level test conducted on August 28, 2006.
4.1.1.3 Learners’ participation in English classrooms
In Question 8, students were asked to indicate their class attendance frequency at the USSH FLC Analyzing these attendance reports can provide valuable insights into the motivations behind their participation.
Frequency of class attendance Total checks Percentage
At the USSH FLC, nearly half of the learners (49.60%) reported irregular class attendance, highlighting a common trend where class sizes diminish as students progress to higher levels Initially, intermediate classes can exceed 40 students, but attendance declines in subsequent sessions This trend contradicts the previously observed positive attitudes among learners towards improving their English speaking skills.
Figure 4.2: Learners’ motivation learners’ motivation in learning the language was not strong enough to resist distracting factors such as social, personal, work demand etc.
Non -re gular atte ndance 50.4%
Figure 4.3:Frequency of class attendance
Frequency Patterns of classroom interaction Never Rarely Some- times Usually Always TOTAL
Groups of 3-6 with teacher’s feedback 6.4% 16.0% 46.4% 16.0% 15.2% 100%
Table 4.4:Patterns of classroom interactionInvestigated was interaction happening in the classroom, being based on three different patterns: individual, pair and group.
Table 4.4 highlights key findings regarding teacher-learner and learner-learner interactions, revealing that the primary interaction pattern in the FLC classroom is individuals to teacher, with 100% of learners indicating they engage in this manner frequently or always This trend aligns with the Vietnamese educational context, where teachers predominantly lecture while students take notes and complete exercises Additionally, when called upon by the teacher, learners actively participate by standing up to express their opinions.
The most prevalent form of interaction observed was whole-class engagement with the teacher, as reported by 100% of learners who recognized this format as common or frequent This interaction pattern closely resembles that of individual interactions, where the teacher engages with several students simultaneously Rather than designating specific individuals for discussions, teachers typically invite volunteers to participate However, research by Leeman, Guthrie, and Brooks (cited in Lee and VanPatten, 1995: 154) indicates that teacher-led activities often limit opportunities for meaningful expression and negotiation among participants, likely due to the large number of students involved.
Classroom interaction, both between individuals and the whole class with teachers, can be restrictive, particularly for shy or slower learners, as it often provides limited opportunities for them to negotiate meaning and express themselves.
Learners’ paired interaction was also quite common More than half of the learners (55.2%) regarded this kind of interaction asusuallyandalways.
To enhance the interaction process in the classroom, teachers should actively engage with students by visiting pairs during practice sessions and providing feedback on their performance Scarcella & Oxford (1992) emphasize that when teachers circulate among learners, listening to their discussions and offering relevant vocabulary and expressions, it significantly benefits students This approach addresses learners' immediate needs and interests, facilitating the application and retention of newly acquired knowledge.
In addition, changes of pairs could also increase learners’ interaction.
Further investigation through teacher interviews is necessary to determine the effectiveness of the aforementioned paired interaction.
Group interaction offers significant benefits by providing learners with opportunities to engage in conversation However, the use of small groups consisting of three to six learners is not widely practiced, as only 31.2% of students reported that they frequently or always had the chance to collaborate in such settings.
RESPONSES FROM THE FOLLOW-UP INTERVIEWS WITH TEACHERS
The questionnaire conducted with learners revealed key insights into the teaching and learning methods utilized in the USSH FLC classrooms Additionally, gathering diverse perspectives is crucial for a comprehensive understanding of the teaching, learning, and assessment of speaking skills Consequently, follow-up interviews were conducted with teachers involved in the B-level test, providing valuable information about the instruction of speaking skills and their roles as oral examiners.
4.2.1 Interviews with teachers about the teaching of speaking skills
Taking part in the interview were 15 teachers who talked to the researcher at different points of time available for them.
Prior to the interviews, the researcher identified key issues related to teaching speaking skills, necessitating further elaboration during the discussions Consequently, the data were systematically synthesized to effectively present the commonalities and discrepancies in the perspectives shared by the teacher subjects involved in the study.
The interview focused on four issues relating to the teaching of speaking skills, some of which being the extension from the learners’ questionnaire:
(1) Teacher’s investment on teaching speaking skills;
(2) Teachers’ difficulties in teaching speaking skills;
(3) Teacher’s common patterns of classroom interaction;
(4) Teachers’ employment of speaking activities in the classroom.
Firstly, teachers were asked how much time they usually spent on teaching speaking skills in class The responses varied among the interviewees.
Forty percent of teachers reported dedicating one out of three class meetings each week to teaching speaking skills as a complement to listening skills, effectively aligning with the primary objectives outlined in the teaching material titled "Basic Tactics for Listening."
Nearly half of the teachers, 46.6%, reported that they often allocate time at the end of their classes for speaking practice In contrast, 13.3% of the teachers indicated that their schedules were not particularly tight Consequently, there may be weeks without any speaking classes, while other weeks could be filled with extensive speaking activities to ensure that all units in the required material, such as Basic Tactics for Listening, are adequately covered.
A significant majority of teachers, approximately 70%, expressed that the time allocated for speaking practice is quite restricted This limitation arises from the necessity to prioritize the teaching of grammar and vocabulary, which are fundamental components of language instruction The primary resource utilized for this purpose is the textbook "Streamline English Destination."
A significant challenge in teaching speaking skills is highlighted by ten teachers (66.7%), who noted that the primary textbook was traditionally designed and lacked a comprehensive array of communicative speaking activities Additionally, the supplementary materials predominantly emphasized listening skills, leading these educators to spend considerable time searching for suitable speaking activities from external resources.
Teachers at USSH FLC face challenges in teaching all four basic language skills—reading, listening, speaking, and writing—simultaneously Approximately 40% of the teachers expressed difficulty in effectively covering these skills for intermediate learners They believe that focusing solely on speaking and listening, for instance, would enhance their teaching effectiveness.
One-third of teachers identified learner motivation as a significant challenge, particularly due to the lack of mandatory class attendance Many students frequently skipped classes, citing reasons such as exhaustion from a long workday, busy schedules with exams, or fatigue after holidays This lack of attendance hindered their progress in conscious learning and the development of their speaking skills.
Thirdly, teachers’ report on favorable patterns of interaction collected from the interviews seemed to match with learners’ response from the questionnaire.
A significant majority of teachers (93.3%) reported that they typically engage individual learners or the entire class in answering questions primarily related to the lessons This approach is favored by 40% of the teachers, who emphasized the importance of ensuring that all students have equal opportunities to receive feedback.
A significant majority of teachers, 66.6%, utilized paired interaction, where two adjacent learners engaged in conversation However, 40% of the teachers noted that organizing groups was challenging due to some students' reluctance to collaborate with peers outside their close friendships Additionally, 20% of the educators faced difficulties in facilitating group work because the classroom seating was fixed in orderly rows, preventing any rearrangement of tables.
Teachers' responses to speaking activities in class align closely with those of their students, with 86.6% of teachers (13 in total) prioritizing questions and answers related to the content of texts or dialogues, as recommended by the textbook The text writer emphasizes the importance of using a diverse range of questions (Harley & Viney, 1982: 5), highlighting the significant role of instructional materials in shaping teachers' choices of speaking activities, which appear to be heavily influenced by the textbook.
A significant 46.6% of teachers observed that many students favored explicit grammar and vocabulary instruction on the blackboard over engaging in class discussions This created a dilemma for educators, who felt torn between traditional teaching methods and the need to implement communicative language teaching Additionally, 13.3% of teachers acknowledged their lack of training in communicative language teaching, leaving them uncertain about effectively conducting speaking activities.
The interviews with teachers indicated a lack of consensus on the adequate time required for teaching speaking skills Furthermore, it was observed that the instruction of speaking in English was not prioritized in the overall English teaching process for the Vietnamese learners involved.
Teachers face significant challenges due to a lack of teaching aids from textbooks, a heavy workload in covering the four essential language skills at a high proficiency level in English, and students' low motivation, all of which adversely impact effective teaching.
A teacher's report revealed that the primary modes of interaction in the classroom were individual-to-teacher and whole-class-to-teacher Group work was infrequent due to inadequate teaching facilities and students' preference for traditional learning methods.
RESPONSES FROM THE FOLLOW-UP INTERVIEWS WITH ORAL
The study aimed to gather information on the administration of B-level oral tests through interviews with B-level oral examiners The 15 teacher subjects, who also served as oral examiners for the B-level tests, were asked to provide insights on various aspects related to the quality of the tests.
(1)Observations and comments on test formats;
(2)Observations and comments on test procedures;
(3)Overview of the candidates’ proficiency;
Intermediate level teachers at USSH FLC have the opportunity to serve as oral examiners for B-level oral tests Among the fifteen teachers interviewed, seven were permanent examiners, while eight were casual examiners.
The B-levelled oral test consists of an oral presentation and a direct interview on randomly selected topics, each lasting 8 to 10 minutes All oral examiners unanimously agreed that this format ensures validity by equating the two components, effectively assessing candidates' spoken language proficiency Furthermore, the personalized topics encourage learners to discuss issues relevant to their daily lives, making the test a true reflection of real-life communication and enhancing its overall validity.
Oral examiners provided crucial details regarding the implementation of test procedures, including the test duration of 8 to 10 minutes, the topics for oral presentations, and the human resources involved in the testing process.
The time allocated for each candidate during the B-level oral test was not consistently enforced, as approximately 40 candidates were present in each room with only three hours available for the oral section A significant majority of oral examiners, 93.3%, reported difficulties in providing equal time to candidates, particularly towards the end of the morning session when fatigue set in.
The inconsistency in the presentation of oral presentation topics was highlighted by twelve oral examiners (66.7%), who noted varying levels of difficulty For instance, topics related to food and drugs exemplify this disparity.
Topic 1: What kind of dish do you like to prepare (or have prepared for you)? What do you like the best about this dish (recipe, ingredients, flavor, etc.)?
Topic 2: Teenage drug addiction in Ho Chi Minh city.
In Topic 1, candidates received sub-questions to guide their responses, making it appear easier compared to Topic 2, which only presented a brief issue without prompts This difference in structure suggested that candidates were not provided with equal opportunities to demonstrate their oral proficiency in English.
A significant 33.3% of oral examiners reported that the 15 topics used in assessments were frequently reused and rarely updated, raising concerns about confidentiality This lack of novelty made it easy for examiners to recall the topics, potentially leading to a troubling scenario where some examiners might use these topics as coaching materials for their students in B classes Consequently, this situation undermines the ability of oral examiners to provide an accurate evaluation of candidates' true proficiency.
The assignment of examiners for the oral test highlighted several shortcomings, particularly the failure to adhere to the protocol of having one interlocutor and one assessor for each assessment All oral examiners acknowledged that one individual took on the dual role of both interlocutor and assessor With 40 candidates in each room and the need to complete assessments in reading, writing, listening, and speaking within a single morning, the examiners collectively decided to perform dual roles to meet the tight deadline.
An oral examiner who serves as both interlocutor and assessor faces significant challenges, as it is difficult to effectively evaluate a candidate while also engaging in meaningful communication This dual role can lead to increased stress, particularly when managing multiple candidates Therefore, maintaining consistency is crucial to ensure fairness for all participants.
All fifteen oral examiners unanimously noted that approximately two-thirds of B candidates demonstrated insufficient proficiency during their oral exams This observation aligns with previous statistics from B-level tests, including the results from August 28, 2005, where a significant number of candidates achieved only average scores (5 or 6 out of 10) Most candidates failed to meet the oral examiners' expectations, often resorting to short, simple responses Their vocabulary and grammatical knowledge were notably limited, and they struggled with impromptu skills, primarily answering questions without engaging in the expected open dialogue.
Many oral examiners noted that numerous candidates relied heavily on memorizing their speeches, leading to a repetition of ideas and phrases This was evident as some candidates brought detailed notes into their presentations, fixating on them instead of engaging in a natural dialogue Others delivered their content in a monotonous tone, failing to create the meaningful interaction expected in face-to-face communication.
Oral examiners exhibited differing beliefs regarding candidates memorizing speeches, with 80% opposing this practice and actively seeking to prevent it They would question candidates on their ideas to assess genuine understanding Conversely, 20% of examiners found it acceptable for learners to memorize certain topics, arguing that complete memorization without comprehension was unfeasible, which ultimately limited accurate judgments of candidates' speaking proficiency.
Oral examiners should be agreed on this point in order to reach for consistency during the grading procedure.
Oral examiners evaluated candidates based on four sub-skills: Accuracy, Fluency, Pronunciation, and Communication, using a rating scale from 0 to 10 The final score was calculated by averaging the marks for each sub-skill Examiners, drawing solely on their classroom experience, reported a lack of training or guidelines to ensure objective self-assessment and consistency among different assessors.
SUMMARY OF FINDINGS
The study's findings reflect the insights and perspectives of learners participating in the B-level oral test, alongside feedback from B teachers and B oral examiners.
1 Learners for B at the USSH FLC in this study showed positive attitude towards learning English in general and learning how to speak English in particular.However, what really motivated learners seemed to come from external factors rather than internal ones Most of them came to English classes neither because of the beauty of the language nor their strong will to explore English- speaking countries Determination to prove their competence in learning was hardly ever found in these learners Most of the learners for B considered learning English to obtain a concrete achievement in their lives, i.e the B certificate in English Because of this reason, learners did not show a desire to pursue their life-long purpose of acquiring a fairly high level of proficiency in the target language This might be the cause of class dropping as learners failed to meet requirements of such a demanding level of proficiency.
2 As a consequence to learners’ lack of strong motivation, it was found out that learners did not make an effort to equip themselves with the out-of-class practice to improve their speaking skills The deficiency in learners’ competence was not only caused by what they received from the classroom instruction but also by their obvious lack of self improvement.
3 Attending speaking classes, learners faced a lot of difficulties that hinder them from actively participating in speaking activities Anxiety to show their low or fairly low competence in front of other classmates, unfamiliarity with speaking activities and not being well-prepared for these activities seemed to be the main culprits that switch off their enthusiasm towards speaking activities.
4 Teachers’ investment in facilitating speaking classes revealed to be insufficient Teachers did not seem to consider speaking skills the main focus of what they were supposed to teach Instead, teachers spent too much time in the commonly called crucial points of grammar and vocabulary.
5 Teachers did not find the textbook a useful tool in providing them rich resources for their teaching of speaking skills The burden on the teachers’ shoulder in trying to cover the four basic language skills, especially in such a high level as the intermediate was also reported one of teachers’ difficulties.
6 The prevailing method of teaching speaking was found rather traditional with the teacher as the centre of the classroom directing all the process of learning. This was shown in two aspects: learner-learner and teacher-learner patterns of interaction and the employment of speaking activities.
The primary mode of interaction in the classroom involved direct engagement between individual learners and the teacher, or the entire class and the teacher, where the teacher actively sought input from students by selecting individuals or inviting volunteers While paired interactions occurred occasionally among learners with close partners, grouped interactions were rarely utilized due to students' preferences and a lack of adequate teaching resources.
The use of speaking activities in traditional teaching methods primarily focused on question-and-answer routines, serving more as a means to assess comprehension rather than fostering genuine communication between teachers and students Communicative activities that mimic real-life situations, such as role plays, oral presentations, and group debates, were rarely utilized This absence of interactive learning can be attributed to teachers' heavy reliance on textbooks and the preferences of learners.
7 Reports on the administration of the B-levelled oral test test revealed some limitations that could affect the validity, reliability and beneficial backwash of the test on the teaching and learning including the improper employment of time and human resources, the lack of instruments for grading candidates and the absence of training on interlocutors and assessors.