ABSTRACT The study examined problems associated with the current practice of teaching speaking to intermediate learners at Foreign Language Centre of Ho Chi Minh City University of Educa
INTRODUCTION
Background of the study
1.1.1 English teaching in Vietnam in recent years
Since the reunification of Vietnam in 1975, English has been a mandatory subject in schools The implementation of the open-door policy in 1986 significantly transformed various sectors, leading to increased foreign investment and a rise in English-speaking tourists and business visitors This surge in social demand for communication and collaboration has established English as the primary foreign language in Vietnam, prompting the establishment of numerous language centers to cater to the growing need for English proficiency.
In recent years, the trend of studying and working abroad has increased significantly, leading to a growing demand for English language learning Proficiency in English has become essential for both employment and career advancement, prompting many, particularly the youth, to prioritize acquiring strong English skills Consequently, individuals are dedicating their time to enhance their knowledge of the language.
Many individuals attend evening classes to enhance their English skills, often having previously studied the language in school or college However, traditional education often prioritizes written examinations, leading to a neglect of speaking and listening skills To meet learners' expectations in evening classes, it is crucial to emphasize these skills Mastering speaking is particularly significant for language learners, as a substantial number study English primarily to improve their speaking proficiency.
In brief, English study has proved to be very necessary nowadays in which speaking learning takes an essential part
1.1.2 English teaching at FLC of HCMC University of Education
1.1.2.1 The need for improvement in teaching speaking to intermediate learners at FLC of HCMC University of Education
FLC of HCMC University of Education has more than ten branches, with the study focusing on Branch 4, established in 1992 This center specializes in English training across three levels: elementary, intermediate, and advanced, as well as offering English courses for children.
At the FLC of HCMC University of Education (Branch 4), numerous intermediate classes are conducted, each led by a dedicated teacher responsible for instructing all four English language skills Instructors are expected to cover every unit in the course book, "Streamline English" by Hartley and Viney (1982).
The effectiveness of teaching the intermediate course, which comprises five sub-courses, largely depends on the teachers At the conclusion of each sub-course, learners undergo a final written test, while speaking and listening skills remain unassessed Teachers are responsible for creating these tests and must adjust their teaching strategies based on the results However, evaluating learners' quality poses challenges, as many do not study consistently throughout the course, may not be in the same class, or might skip the examination for the B certificate.
After completing the course, learners may take an examination for the B certificate if needed Many students often lack the confidence to prepare for the exam independently, leading them to enroll in a preparatory course This course focuses on enhancing speaking skills tailored to the specific topics that learners will address during their oral test.
Speaking is a crucial skill for obtaining A, B, and C national certificates, with B level candidates preparing for eight diverse topics related to everyday life, including family, personal experiences, education, entertainment, health, environment, public transport, economy, technology, culture, and society During the oral test, candidates randomly select one topic and deliver a five-minute presentation, followed by questions from examiners to assess their responsiveness and language proficiency However, as an examiner for B certificate oral tests at FLC, the author observed that many candidates struggled to articulate their thoughts, often delivering their prepared speeches in a mechanical manner, even when faced with simple questions.
Class observations revealed that intermediate learners possess a solid understanding of English vocabulary and grammar; however, they struggle to express themselves freely and naturally While they perform well in structured drills from the course book, they face challenges in constructing sentences that effectively communicate their ideas In class discussions, a few students tend to dominate, leading to unequal participation among learners Many students remain passive, with some only speaking when prompted, while others lack clarity or confidence in their responses This indicates a significant need for fostering a more inclusive environment that encourages all learners to engage meaningfully in English communication.
Obviously, the problems mentioned above have set an alarm for improvement solutions
The course-book used is "Streamline English" by Hartley and Viney (1982), which includes four levels: Departures for beginners, Connections for pre-intermediate learners, Destinations for intermediate learners, and Directions for post-intermediate learners The intermediate course, Streamline Destinations, comprises eighty units designed to be completed over ten months, organized into five sub-courses lasting two months each Students attend three sessions per week, with each session consisting of two periods of forty-five minutes, resulting in each unit being covered over three periods.
Streamline English is a comprehensive course designed for intermediate learners, allowing them to independently revise and consolidate essential structures and vocabulary while enhancing their linguistic and communicative skills Unlike many other resources, this course is organized into small, structured units featuring recorded texts, including both passages and dialogues These texts are crafted to showcase various language uses in diverse contexts, providing learners with a wealth of vocabulary crucial for effective expression.
The course-book's practice activities are inadequate, with half of the units consisting solely of plain texts and lacking any practice exercises The other half primarily features manipulative drills aimed at helping students accurately form language patterns, but meaningful practice and communicative activities are scarce Overall, the book focuses on presenting new language materials in context, yet the available activities fall short of meeting learners' needs Therefore, it is essential to address the deficiencies in this book.
This thesis investigates the teaching practices for speaking skills among intermediate learners at the FLC of HCMC University of Education (Branch 4) to identify existing challenges The findings will inform recommendations aimed at enhancing the effectiveness of speaking skill training.
The thesis consists of five chapters
Chapter 1 describes the background of the study from which the problems arise initiate the study, states the aims of the thesis and presents the overview of all the chapters
Chapter 2 reviews the relevant literature in two parts: the teaching of speaking and classroom interaction This chapter provides theoretical background to identify problems associated with teaching speaking and to find out solutions for better practice
Chapter 3 presents the methodology of the study It gives the descriptions of subjects and the instruments of the study, i.e questionnaires to both teachers and learners including how the questionnaires are constructed, how they are administered and how the data are collected
Chapter 4 states the data analysis methodology and analyzes the questionnaire responses The data analysis is to identify the problems of teaching speaking Chapter 5 suggests solutions for the problems found
Overview of the chapters
The thesis consists of five chapters
Chapter 1 describes the background of the study from which the problems arise initiate the study, states the aims of the thesis and presents the overview of all the chapters
Chapter 2 reviews the relevant literature in two parts: the teaching of speaking and classroom interaction This chapter provides theoretical background to identify problems associated with teaching speaking and to find out solutions for better practice
Chapter 3 presents the methodology of the study It gives the descriptions of subjects and the instruments of the study, i.e questionnaires to both teachers and learners including how the questionnaires are constructed, how they are administered and how the data are collected
Chapter 4 states the data analysis methodology and analyzes the questionnaire responses The data analysis is to identify the problems of teaching speaking Chapter 5 suggests solutions for the problems found
LITERATURE REVIEW
Teaching of speaking
This section will review the objectives of speaking classes and stages in the process of teaching speaking
The objectives of language classes are shaped by the needs of learners Nunan (1999) highlights that in an increasingly interconnected world, effective communication is essential Language serves as the primary means for sharing feelings, ideas, and experiences, as well as solving complex problems and facilitating workplace interactions, especially with individuals from different countries Consequently, learners must approach language as a tool for communication rather than merely memorizing facts or manipulating symbols Therefore, it is imperative to teach speaking skills in a communicative manner.
Long and Richards (1987) critique traditional methods of teaching speaking skills, highlighting that classroom activities centered on repetitive imitation, drills, and memorization do not effectively prepare learners for real conversations They argue that students struggle with initiating, developing, and concluding conversations, as well as using appropriate language and negotiating interactions Consequently, while learners may be able to mimic responses in familiar contexts, they often find it challenging to communicate effectively in the unpredictable scenarios outside the classroom (Nunan).
In 1999, it was noted that students often lack opportunities to use language in meaningful, communicative ways, which involves the exchange of messages (Lee & Vanpatten, 1995) To address this, classroom activities should be designed to facilitate communicative speaking The communicative approach, regarded as a leading concept in language teaching in recent years (Stern, 1992), emphasizes the importance of engaging students in communicative activities (Harmer, 1991).
Effective communication relies on the ability to use language with both accuracy and fluency (Byrne, 1986) Fluency and accuracy are crucial aspects of spoken language performance (Brown, 2001) While accuracy involves using clear and grammatically correct language, fluency emphasizes the ability to speak naturally and smoothly Lewis and Hill (1992) stress that conversation in classroom settings primarily focuses on fluency over accuracy Byrne (1986) supports this view, asserting that achieving "oral fluency" is the primary objective in language teaching.
8 speaking skill He explains hesitation may breakdown communication because listeners lose interest or get impatience
Byrne (1987) recommends the time divided between accuracy work and fluency work for students at elementary level and intermediate or advanced level showed in the following diagram:
At the elementary level, teachers focus on accuracy to rapidly enhance students' grammar and vocabulary knowledge In contrast, at intermediate and advanced levels, the emphasis shifts to fluency, providing learners with opportunities to express themselves effectively.
The primary goals of oral classes are to enhance learners' abilities to communicate effectively in spoken language while ensuring grammatical accuracy and fluency To facilitate language learning as a form of communication, it is essential for learners to have opportunities to practice and engage in communicative interactions similar to those they would encounter outside the classroom Classroom activities play a crucial role in providing these opportunities Additionally, understanding the concepts of fluency and accuracy aids teachers in selecting and designing appropriate activities, as fluency and accuracy serve different purposes and should be tailored to the learners' proficiency levels.
In speaking classes, it is essential to prioritize specific objectives that guide the teaching process The following section will explore the key stages involved in teaching speaking effectively.
There are three stages of teaching speaking: the presentation stage, the practice stage, and the production stage
At this stage, the teacher acts as an informant, utilizing their knowledge to select and present new language concepts from the textbook, while making necessary modifications for clarity and memorability This role positions the teacher at the center of the classroom, which many find appealing However, Byrne (1986) cautions that excessive time spent on presentation may limit students' opportunities to practice the language themselves.
To effectively teach language, educators must provide learners with clear insights into both the usage and meaning of the language, highlighting the connection between form and function This understanding aids students in selecting appropriate patterns to convey their thoughts and emotions (Nunan, 1999) Harmer (1991) emphasizes the importance of presenting language within context While textbooks often serve as a resource for this presentation, teachers may occasionally need to develop their own contextual scenarios when textbook materials fall short.
10 right for their learners There are different ways of presenting new language use_ through texts, activities or situations
2.1.2.1.1 Presenting new language use through texts
To effectively enhance communication skills, teachers must leverage the linguistic context of the text The text serves as a tool for learners to master essential language rules The primary role of the teacher is to emphasize key language elements to facilitate rule acquisition Texts can be categorized into two types: dialogues and passages.
Byrne emphasizes that dialogues are essential for learners as they offer examples of spoken language necessary for developing oral skills Additionally, dialogues provide a framework that illustrates how speakers interact with one another.
(1986: 28) The dialogue is, therefore, an effective device for contextualizing new items of language especially in the early stages of learning However,
Byrne (1986) emphasizes that for intermediate and advanced learners, teachers should avoid pre-teaching new language or providing translations, as these learners can often infer meaning from context This ability is a crucial strategy for language acquisition Ultimately, it is essential to keep learners motivated to engage with the dialogue.
Passages provide significant benefits for learners by offering rich content that facilitates discussion Informative texts, in particular, cover engaging and valuable subjects However, they can pose challenges as presentation materials due to factors such as complex language, the need for additional vocabulary, and potential comprehension difficulties stemming from the ideas presented.
11 learners For these reasons, it is easy for teachers to return to traditional procedures of reading the text aloud, explaining and questioning students
Byrne (1986) argues that the traditional method of teaching oral skills is ineffective He suggests that educators should focus on helping students learn through reading, subsequently using the text to facilitate various forms of oral practice, particularly discussions about the ideas presented in the material.
2.1.2.1.2 Presenting new language use through activities
Byrne (1986) differentiates between structured activities, which systematically introduce language items to clarify their meanings, and unstructured activities, which encourage learners to use their existing language knowledge to determine what new language should be taught.
Classroom interaction
This section will discuss classroom interaction with the emphasis on factors that influence it
Interaction is the key process through which conversation partners reach agreement, as noted by Lynch (1996) Effective communication requires collaboration, with both teachers and students contributing their unique experiences and expectations Teachers bring their life experiences, teaching knowledge, and the syllabus, while learners come with their own life experiences and learning backgrounds, along with their expectations for the class.
The success of learners in the classroom is significantly influenced by their interactions with one another and with their teachers As highlighted by Allbright and Bailey (1991), this interaction is a form of co-production that plays a crucial role in the learning process.
Oral classroom interaction involves engaging the entire class in conversations that facilitate learning, not just between the teacher and students, but also among the students themselves (Bygate, 1997).
There are two types of classroom interaction: teacher_ learner interaction and learner_ learner interaction
The teacher engages with students primarily through questions aimed at assessing their understanding However, communication is limited, as many of the questions posed have predetermined answers known to the teacher.
Classroom researchers have examined questioning patterns, revealing that they serve as a tool for teachers to manage interactions rather than merely to gather information (Lynch, 1996: 108).
Lynch believes that even when teachers do try to encourage real communication with students, it is still difficult for them to keep away from
“traditional roles of controller and organizer” (1996: 110) From this, it is necessary for learners to interact with each other
Learners can engage with one another through interactions in pairs or small groups, enhancing their collaborative experience Doughty and Pica (1986) emphasize that group work facilitates easier interaction among learners.
Learner-learner interaction is essential in the classroom as it fosters genuine communication, where both participants strive to understand and be understood in the language they are acquiring This collaborative practice significantly enhances their language skills, providing real opportunities for learners to apply their new knowledge effectively.
2.2.2 The need for interaction in speaking classes
Interaction plays a crucial role in language acquisition by providing opportunities for negotiation (Ellis, 2003) During conversations, individuals negotiate understanding, express their desire to continue the dialogue, and assist one another in articulating ideas while making necessary corrections This process of negotiation is essential for achieving a comprehensive understanding of the message, which is the primary focus in speaking (Gabhard, 1996).
Interaction is essential for enhancing speaking skills in English language learners, as highlighted by Shumin (1997) He distinguishes between interactional functions, which focus on maintaining social relationships, and transactional functions, aimed at conveying information In everyday communication, interaction is predominant, making the ability to engage in conversation crucial Therefore, language teachers must recognize the importance of facilitating meaningful communicative practice through classroom interaction, as emphasized by Rivers (1987).
20 highlights this by saying that communication derives essentially from interaction
In addition, classroom is the best environment for language learners to practice
A community of language enthusiasts fosters an environment where learners are encouraged to engage in conversation As noted by Scarcely and Oxford, interaction is essential for stimulating speaking skills in the classroom.
A key factor in second language development is the opportunity given to learners to speak in language – promoting interaction with others who have more linguistic resources than the learners
The classroom can be especially conductive to providing learners with such speaking opportunities In the outside world, it is sometimes difficult for ESL students to practice speaking English
Classroom interaction is crucial for enhancing learners' speaking skills and familiarizing them with communication in the target language To foster effective interaction in oral classes, it is important to examine the factors that influence this process.
2.2.3 Factors influencing oral classroom interaction
Learners' readiness and willingness to engage with one another are influenced by their expectations regarding the outcomes of such interactions These expectations are shaped by two main factors: the individual's inherent personality structure, which encompasses a complex self-concept, and the classroom environment, including the atmosphere and activities present While the latter is less ingrained than the former, it remains more susceptible to external influences.
2.2.3.1 Influence of pre-existing personality structure
Pre-existing personality traits and affective factors, such as self-esteem, anxiety, inhibition, and motivation, significantly influence foreign language learners, as noted by Brown (1980) Oxford (1990) highlights the critical role of these affective factors, stating that they are likely among the most important determinants of success or failure in language learning.
Self-esteem is one of the most key factors that affect language learning in general and language interaction in particular Self-esteem is defined by Cooppersmith:
Self-esteem is the individual's assessment of their own worth, reflecting an attitude of approval or disapproval It indicates how capable, significant, successful, and worthy a person believes themselves to be Essentially, self-esteem is a personal judgment of worthiness, expressed through the attitudes one holds towards oneself This subjective experience is communicated to others through verbal reports and observable behaviors.
Successful cognitive and affective activities rely on self-esteem, self-confidence, self-awareness, and belief in one's capabilities (Brown, 1980) Students with a "passive" self-concept are likely to resist oral interaction compared to those who view themselves as "outgoing."
22 themselves, “I’m not good at English”, they will be always threatened by any effort to speak up, even in a very common situation Success is, therefore, out of their reach
Summary
This chapter describes the research methodology employed in the study It gives the description of the subjects, the instruments and the study methodology
To address the challenges of teaching speaking to intermediate learners at FLC of HCMC University of Education, surveys were conducted with both teachers and students in August 2005 The surveys aimed to explore the current practices in teaching speaking, identify factors influencing classroom oral practice, and gather student feedback on speaking classes A total of 15 teachers from all intermediate classes participated, while five classes from the fourth and fifth sub-courses were selected for their long-term engagement in the program, ensuring valuable insights on speaking activities Additionally, 116 learners present during the surveys were invited to contribute, providing a comprehensive overview of the issues related to teaching speaking.
In order to get information from a large number of subjects (15 teachers and
In a study involving 116 learners, the author utilized questionnaires as the primary data collection tool According to Brown (2001), questionnaires are efficient for large-scale data gathering, although they may not effectively capture the nuanced views or opinions of participants To address this limitation, the design included comprehensive questions to encompass all possible responses Two distinct questionnaires were created: one for learners and another for teachers, both crafted in English.
METHODOLOGY
Subjects
To address the challenges of teaching speaking to intermediate learners at FLC of HCMC University of Education, surveys were conducted with both teachers and students in August 2005 The surveys aimed to explore the current practices in teaching speaking, identify factors influencing classroom oral practice, and gather student feedback on speaking classes A total of 15 teachers responsible for intermediate classes participated, while five classes from the fourth and fifth sub-courses were selected for their long-term engagement in the program, ensuring valuable insights on speaking activities Additionally, 116 learners present during the surveys were invited to contribute, providing a comprehensive overview of the issues related to speaking instruction.
Instruments
In order to get information from a large number of subjects (15 teachers and
In a study involving 116 learners, the author utilized questionnaires as the primary research instrument According to Brown (2001), questionnaires are efficient for large-scale data collection, although they may not effectively capture the nuanced views or opinions of participants To address this limitation, the study included comprehensive questions to ensure all possible responses were considered Two distinct questionnaires were created: one for learners and another for teachers, both originally designed in English and subsequently translated into Vietnamese To ensure clarity and comprehension, the Vietnamese versions were provided to both teachers and learners.
The questionnaires were crafted to ensure that learners could efficiently complete them during class, while teachers could conveniently fill them out in their own rooms Additionally, all data, except for handwritten comments, were structured for coding and statistical analysis.
The study utilized three types of questions, predominantly Likert-like questions, to assess participants' feelings towards various statements As noted by Brown (2001), these questions are effective in capturing subjects' views, opinions, and attitudes regarding speaking activities and the factors influencing learners' oral practice.
33 second type was alternative-answer questions, in which subjects must select from possible answers provided The third type was incomplete questions
The questionnaires constructed mainly followed the models developed by
Willing (1988) discusses effective speaking activities and their implementation, while Campbell and Shaw (1994) focus on the impact of affective factors on communication Nunan (1999) provides insights into methods for correcting speaking errors Additionally, the author has developed specific items informed by a literature review, addressing the presentation stage (Section 2.1.2.1) and the challenges learners face during communicative activities in the production stage.
2.1.2.3); two types of oral interaction (Section 2.2.1) and atmosphere factor
The questionnaire for teachers was comprised of two parts of twenty-three questions It was constructed in English and then translated into Vietnamese
Part I (Questions 1 – 3) asked teachers about background information: gender, qualification, and time of teaching Part II consisted of twenty questions Questions 4 – 15 were statements on frequencies of ways of presenting lessons, speaking activities and ways of conducting them For each question, teachers were asked to tick one among the four choices: always, often, sometimes and never Questions 16 – 20 were statements on opinions about factors affecting learners’ oral practice Teachers were asked to tick at question among the four choices: strongly agree, agree, no opinion and disagree Question 21 was an incomplete question which asked for opinions about learners’ difficulties with communicative activities Teachers have to choose one among the three choices
The article discusses a survey involving two types of oral interaction: one between learners and teachers, and the other among peers In Question 22, participants were asked to compare the time spent interacting with teachers versus friends, requiring them to select one option Additionally, Question 23 presented three methods for correcting speaking mistakes, from which teachers had to choose their preferred approach.
The learners’ questionnaire mirrored the teachers’ in many aspects, but notably excluded questions about lesson presentation, as this stage primarily involves the teacher as the informant without oral practice While some questions shared similar content, they differed in response options to gather learner feedback on speaking activities, interaction time with teachers and peers, and methods for correcting speaking errors Additionally, certain questions were aligned in both content and choices to facilitate comparisons between teachers’ and learners’ responses regarding factors influencing oral practice and the challenges learners face with communicative activities.
The learner questionnaire comprised two sections and included twenty questions, differing from the teacher's version It was originally created in English and subsequently translated into Vietnamese (see Appendices 3.2, 3.4).
Part I (Questions 1 – 3) aimed to get background information In this part, learners were asked about their gender, age and occupation There were seven- teen questions in Part II Questions 4 – 12 were statements on learners’ preferences for speaking activities and ways of conducting them For each
In a study involving 35 questions, learners were asked to select one option from four choices: most, much, a little, and none Questions 13 to 20 focused on factors influencing learners' oral practice, their challenges with communicative activities, preferences for interaction time with teachers versus friends, and methods for correcting speaking mistakes These questions mirrored the format and requirements of questions 16 to 23 in the corresponding teacher questionnaire.
In July 2005, drafts of the questionnaires were tested in an intermediate class at FLC of HCMC University of Education Following minor adjustments based on feedback from both the teacher and students, the survey was finalized for broader data collection.
The researcher distributed questionnaires directly to learners in intermediate classes with the help of their teachers, who allocated 15 minutes at the start of class for completion The researcher was present to clarify any questions the learners had.
The questionnaires for the teachers were distributed in their rooms after obtaining permission to include them in the study Teachers arriving early were invited to complete the questionnaire, allowing ample time for thorough responses before classes began Consequently, not all 15 teachers participated in the survey simultaneously Additionally, the researcher was present to clarify any ambiguities or confusions during the completion of the questionnaires.
The author personally distributed questionnaires to both learners and teachers, guiding them through the completion process and collecting the responses in class All learner participants were new to research studies but were motivated to participate after understanding the potential benefits Teachers also viewed the survey as an opportunity to explore teaching methods for speaking Out of the 15 questionnaires returned by teachers, all met the completion criteria, while 98 out of 116 learner questionnaires were valid The subsequent data analysis will be based on the responses from these 15 teachers and 98 learners.
DATA ANALYSIS AND FINDINGS
Data analysis methodology
The raw data collected from teachers and learners was coded and analyzed using SPSS for Windows (Version 13.0) Descriptive statistics, including totals and percentages, were employed to summarize survey items Paired-samples T-tests assessed the statistical significance of perceived differences between teachers' and learners' responses, while one-way ANOVAs evaluated the impact of various background factors on survey results The findings were presented in percentage terms, as suggested by Brown (2001), for better comprehension, and displayed in tables, which is a conventional method for presenting simple frequency data (Hatch and Farhady, 1982).
The analysis of the data was divided into three key sections: teachers' responses, learners' responses, and the comparisons between the two This comparative approach aimed to uncover discrepancies between teachers' practices in teaching speaking and learners' feedback on speaking classes The identified gaps highlighted significant issues related to the teaching of speaking In addition to the overall comparisons, a detailed examination of teachers' responses was conducted.
The study analyzed the background information of 38 teachers, focusing on their gender, qualifications, and teaching experience, alongside the background of learners, which included gender, age, and occupation This cross-comparison aimed to uncover the similarities and differences between various groups of teachers and learners.
Teachers’ responses
Responding to the questionnaires were 15 teachers of intermediate level at FLC of HCMC University of Education (Branch 4) The information gathered was divided and analyzed into the following parts
86.7 13.3 Time of teaching Under 5 years From 5 to
Table 4.1 outlines the profiles of 15 teacher respondents, revealing a gender distribution of 53.3% male and 46.7% female Among the surveyed teachers, only 2 (13.3%) held a Master’s degree (M.A.), while the majority, 13 (86.7%), possessed a Bachelor’s degree (B.A.) Additionally, a significant portion of the teachers, 66.7%, had teaching experience ranging from 5 to 10 years, with 20% having even longer tenures.
The survey revealed a balanced representation of male and female teachers, all of whom held specialized degrees in English Additionally, the majority of these educators were experienced, with over 10 years in the field.
4 Teach new language use separately from presenting the content of passage texts
5 Present the content of passage texts by reading aloud, explaining and questioning learners
6 Teach new language use through dialogue texts
Table 4.2: Teachers’ responses on ways of presenting lessons
The presentation stage is a crucial part of the speaking teaching process, where the teacher assumes a central role without engaging in oral practice During this stage, the teacher focuses on teaching new language use and presenting text content, which includes dialogues and passages According to a survey of teachers, 93.4% frequently teach new language use separately from the content of passages, while 73.3% regularly incorporate new language use through dialogues Additionally, all surveyed teachers provided insights on how to effectively introduce the content of passage texts.
A significant majority of teachers, 86.7%, frequently read texts aloud, while 13.3% do so consistently, indicating a common approach to lesson presentation The findings suggest that teachers primarily utilize dialogue texts for teaching new language concepts, rather than passage texts, and they engage students by reading aloud, providing explanations, and asking questions.
Teachers, regardless of gender, qualifications, or teaching experience, generally employed similar methods for lesson presentation, often separating new language use from the content of passages while utilizing dialogues for language introduction They typically began lessons by reading aloud, followed by explanations and questioning Notably, female teachers were more inclined to use dialogues for presenting new language, with 85.8% doing so frequently compared to 57.2% of male teachers (p= 0.05) Additionally, all experienced teachers demonstrated distinct teaching strategies.
(teachers with over 5 years of experience) tended to teach new language use in passage texts separately, while less teachers with less experience did so (50% always or often, p= 0.02)
Teachers were to respond to questions 7 – 12 about speaking activities
(Appendix 4.1) The frequencies in responses to these items, shown in Table
The use of passage and dialogue texts for oral practice is notably prevalent among teachers, with 93.4% indicating they frequently utilize passage texts for question-and-answer activities Furthermore, the engagement with dialogue texts for controlled role-play is even more pronounced, as 100% of teachers report consistently incorporating these texts into their oral practice sessions.
7 Exploit the passage texts for oral practice of question and answer
8 Exploit dialogue texts for oral practice of controlled role- play
9 Set oral drills for learners to get used
10 Set activities for learners to apply newly-acquired language meaningfully (to talk about themselves, life )
11 Set communicative activities for learners to express themselves freely
12 Bring games, songs, quizzes to oral class
Table 4.3: Teachers’ responses on speaking activities
In speaking classes, oral drills were the most frequently conducted activities, with 100% of teachers implementing them, while meaningful activities were set by 60% and communicative activities by only 40% Additionally, 40% of teachers reported sometimes conducting meaningful practices, and 60% occasionally set communicative activities to allow learners to express themselves Overall, oral drills dominated the frequency of speaking activities, followed by meaningful activities, with communicative activities being the least common Furthermore, games, songs, and quizzes were rarely used, with only 13.3% of teachers indicating they often incorporated these elements into their classes.
42 used games, songs and quizzes for oral practice and some (26.7%) revealed that they never did so
The study found that background factors did not significantly affect the frequency of speaking activities used by teachers, with high frequencies in question-and-answer practices, controlled role-plays, and oral drills, while meaningful and communicative activities, as well as oral practices through games, songs, and quizzes, were less frequent However, a notable difference emerged in the frequency of communicative activities, where 100% of M.A teachers frequently set communicative tasks, compared to only 30.8% of B.A teachers The significance value of p=0.04 indicates a statistically significant difference between M.A and B.A teachers in their provision of communicative activities in speaking classes.
4.2.4 Ways of conducting speaking activities
13 Conduct speaking activities in pairs
14 Conduct speaking activities in groups
15 Conduct speaking activities with the whole class
Table 4.4: Teachers’ responses on ways of conducting speaking activities
Questions 13 – 15 dealt with three ways of conducting speaking activities: pair work, group work and whole class work, respectively Table 4.4 presents the frequencies in the teachers’ responses to these items The figures revealed that in speaking classes, group work was not common: more than half (53.4%) of
A survey revealed that 43 teachers indicated they used group work either sometimes or not at all, while pair work was favored by 73.3% of teachers who reported using it regularly Whole class activities were slightly more prevalent than group work, with 53.4% of teachers frequently engaging the entire class in speaking activities In summary, pair work emerged as the most commonly utilized method for conducting speaking activities, whereas group work was the least favored approach.
In the classroom, both male and female teachers utilized pair work and group work at similar rates However, M.A teachers were significantly more inclined to regularly conduct speaking activities in pairs, with a frequency of 100% compared to 7.7% for B.A teachers (p=0.01) Regarding teaching experience, teachers with varying levels of experience preferred conducting speaking activities in pairs rather than groups Notably, those with over ten years of experience showed a strong preference for whole class work, with 100% engaging in it regularly, compared to only 50% of teachers with five to ten years of experience.
30% teachers under five years’ teaching experience, p= 0.05)
4.2.5 Factors affecting learners’ oral practice
Five factors affecting classroom oral practice investigated (Appendix 4.1) were classroom atmosphere (Question 16), self-esteem and inhibition (Question 17), inhibition (Question 18), anxiety (Question 19) and intrinsic motivation
Table 4.5 presents the responses of participants, revealing that 93.3% of teachers believe a relaxed and friendly atmosphere promotes English speaking among learners Additionally, over half of the teachers expressed concerns regarding the impact of self-esteem and inhibition on student participation.
A survey revealed that 60% of respondents agreed that students lacking self-confidence in their speaking abilities are hesitant to participate in class discussions In contrast, only 33.3% of participants concurred with the notion that learners feel inhibited when required to speak in a classroom environment.
A significant portion of teachers, 86.6%, observed that students are anxious about making mistakes while speaking English in class Additionally, there is a strong consensus (93.4%) on the substantial impact teachers have on fostering students' interest in learning to speak Meanwhile, 20% of respondents disagreed with the findings, and 46.7% expressed no opinion.
16 Learners find it easier to talk in a relaxed, friendly classroom atmosphere
17 Learners do not dare to speak up because they think their English is not as good as the others’
18 Learners are not used to speaking in a classroom setting
19 Learners fear making a mistake when they speak English in class
20 The teacher has great influence on learners’ interest of learning speaking
Table 4.5: Teachers’ views of factors affecting learners’ oral practice
Irrespective of gender, qualification and time of teaching, teachers’ perceptions of factors affecting learners’ oral practice were almost the same Most of them
A majority of teachers believe that a relaxed and friendly atmosphere facilitates speaking practice for learners, who often fear making mistakes They also recognize the role of teachers in fostering interest in speaking However, over half of the teachers expressed uncertainty about learners' inhibition and lack of self-confidence affecting their participation in class Notably, 100% of teachers with more than five years of experience agreed on the teacher's crucial role in making speaking classes enjoyable, compared to only 50% of those with less experience (p= 0.01).
4.2.6 Difficulties learners often face with communicative activities
Question 21 What is the difficulty that learners often face with communicative activities?
Percentage a Grammar b Vocabulary c Ideas d Others
Table 4.6: Teachers’ views of difficulties that learners often face with communicative activities
Learners’ responses
The data collected from a survey of 98 learners across five intermediate classes at FLC of HCMC University of Education was analyzed alongside the statistical analysis of teacher survey data.
Table 4.9 presents a profile of 98 learner respondents, with females comprising 68.4% of the participants, a trend commonly observed in foreign language classes The age distribution shows that 54.1% of learners are between 18 and 22 years old, while 15.3% are over 22, and 30.6% are under 18 Additionally, a significant majority of the learners, accounting for 80.6%, are engaged in various occupations.
51 students and the others were working people This was reasonable for among the survey learners, 84.7% were at the age of under 22
4 Oral practice of question and answer based on passage texts 31.6 57.1 10.2 1
5 Oral practice of controlled role-play based on dialogue texts
6 Getting used to new language use through oral drills
7 Activities that require applying newly-acquired language meaningfully (to talk about themselves, life )
8 Communicative activities that allow expressing oneself freely
9 Learning speaking by games, songs, quizzes
Table 4.10: Learners’ preferences for speaking activities
Questions 4 – 9 (Appendix 4.2) asked learners to state their preferences for speaking activities Total responses to these items illustrated in Table 4.10 suggest the following points First, the practice of question and answer used for passage texts attracted most of learners, whereas that of controlled role-play used for dialogue texts did not (Questions 4 – 5) The vast majority of learners (88.7%) made the choices of most or much for the practice of question and answer, while only nearly half of them (44.9%) liked the practice of controlled
The study revealed that learners showed similar preferences for oral drills, meaningful activities, and communicative activities, with 81.6% favoring oral drills, 66.3% for meaningful activities, and 80.7% for communicative activities While meaningful activities were slightly less popular, they still garnered significant interest Additionally, games, songs, and quizzes were particularly appealing, with 70.4% of learners expressing a strong preference for these speaking activities Notably, 40.8% of participants indicated their highest preference for these activities, reflecting a trend among younger learners, predominantly under the age of 22.
Learners' preferences for speaking activities were consistent across various background factors such as gender, age, and occupation They showed a strong inclination towards question-and-answer practices over controlled role-play Oral drills and communicative activities were highly favored, with meaningful activities also receiving considerable interest, albeit slightly less Additionally, learners expressed a fondness for engaging in speaking through games, songs, and quizzes.
4.3.3 Preferences for ways of conducting speaking activities
Questions 10 – 12 (Appendix 4.2) sought to know learners’ preferences for ways of conducting speaking activities_ pair work, group work and whole class work The data gathered from these items is presented in Table 4.11 Data analysis revealed the following results Learners preferred group work and pair work to
A survey revealed that 63.3% of respondents preferred pair work and 67.3% favored group work, while only 49% liked whole class work Additionally, 18.4% of learners expressed a dislike for whole class activities, compared to just 4.1% for pair work and 5.1% for group work These findings indicate a general preference among learners for group and pair work over whole class instruction.
12 Whole class work 15.3 33.7 32.7 18.4 Table 4.11: Learners’ preferences for ways of conducting speaking activities
Research indicates that learners, regardless of gender or occupation, exhibit comparable interest levels in pair work, group work, and whole class work However, age significantly influences preferences for whole class work, with 73.3% of learners over 22 expressing a strong interest, compared to only 36.7% of those under 18.
4.3.4 Factors affecting learners’ oral practice
Learners were asked about five factors affecting their classroom oral practice
The classroom atmosphere significantly impacts student engagement, with 89.8% of learners indicating they feel more comfortable speaking in a friendly and relaxed environment (Question 13) Additionally, self-esteem and inhibition are closely linked, as highlighted in Questions 14 and 15, while anxiety levels (Question 16) can further affect participation Lastly, intrinsic motivation (Question 17) plays a crucial role in fostering a positive learning experience Table 4.12 provides a summary of these responses, emphasizing the importance of a supportive classroom setting.
54 disagreement The reason of low self-confidence in language proficiency for not daring to speak up in class (Question 14) was true with half of the learners
(49% agree strongly or agree), while it was not with one third of them (34.7% disagree) Similar result with the factor of inhibition: half of the learners
Nearly half of the respondents (48.9%) indicated that they were uncomfortable speaking in a classroom environment, while a significant portion (31.6%) reported feeling uninhibited during class discussions Additionally, the anxiety factor was addressed in Question 16.
63.3% learners were afraid of making mistakes when speaking English in class
Low self-esteem, inhibition, and anxiety did not significantly affect the oral practice of all learners, with only half experiencing these issues Additionally, a substantial majority of learners (88.8%) indicated that their interest in speaking classes was largely influenced by the teacher.
13 Find it easier to talk in a relaxed, friendly classroom atmosphere
14 Not dare to speak up because of thinking English proficiency is not as good as the others’
15 Not used to speaking in a classroom setting
16 Fear making a mistake when speaking English in class
17 The teacher has great influence on interest of learning speaking
Table 4.12: Learners’ responses on factors affecting their oral practice
Irrespective of gender, age and occupation, learners had statistically almost the same responses on factors affecting their classroom oral practice
4.3.5 Difficulties learners often face with communicative activities
Question 18 What is the difficulty that you often face with communicative activities?
Percentage a Grammar b Vocabulary c Ideas d Others
Table 4.13: Learners’ responses on difficulties with communicative activities
Question 18 (Appendix 4.2) asked learners to provide the difficulties they often faced with communicative activities The total responses shown in Table 4.13 pointed out that the difficulty that a large number of learners (62.2%) often had was vocabulary At intermediate level, grammar was not the problem for many learners when they expressed themselves freely in English as 22.2% learners admitted that they faced grammar problem Besides, the number of learners who found it difficult to get idea to talk was low (15.3%) Shortly, vocabulary, grammar and ideas were three main problems learners often faced with communicative activities and vocabulary was the most common
Learners with different gender, age or occupation had statistically similar difficulties with communicative activities: most faced vocabulary problem and some had grammar or idea one
4.3.6 Preferences for time to interact with teachers and with friends
Table 4.14 summarizes the responses to Question 19, where learners expressed their preferences for interaction time with teachers versus friends When asked about their preferred interaction in speaking classes, 49% of learners indicated a preference for spending time with teachers, while 51% favored interacting with friends This indicates a balanced interest among learners in engaging with both teachers and peers.
Question 19 In speaking classes, with whom do you like to spend more time interacting?
Table 4.14: Learners’ preferences for time to interact with teacher and with friends
Learners' preferences for interaction time with teachers and friends were analyzed, revealing that factors such as gender, age, and occupation did not influence their interest in these interactions.
4.3.7 Preferences for ways of correcting speaking mistakes
Question 20 When you speak, do you want to be corrected
Percentage a immediately, in front of everyone? b later, at the end of the activity, in front of everyone? c later, in private?
Table 4.15: Learners’ preferences for ways of correcting speaking mistakes
Question 20 (Appendix 4.2) asked learners to state their preferences among the three ways of correcting mistakes in speaking Total responses to this item can be seen in Table 4.15 The table shows that most of the survey learners (83.7%) wanted to be corrected immediately and in front of everyone, few of them liked to be corrected later, at the end of the activity, in front of everyone or later, in private It may be because they were afraid of forgetting the mistakes or of not recognizing the mistakes as being theirs
Despite the differences in gender, age or occupation, most learners liked to be corrected immediately and in front of everyone
The data analysis of learners’ responses in the study provided the following points
Comparisons between teachers and learners’ responses
The simultaneous administration of surveys for both teachers and learners at the same foreign language center allowed for effective comparisons of their responses, utilizing similar survey instruments.
The study compared teachers' evaluations of speaking activities with learners' preferences for these activities through two distinct questionnaires One focused on teachers' assessments of speaking activities, while the other gathered feedback from learners regarding their experiences and preferences.
A significant number of teachers frequently utilized passage texts for oral question-and-answer practice (100% always or often) and dialogue texts for controlled role-play (93.4% always or often) In contrast, learners showed a strong interest in question-and-answer practice (88.7% most or much), but a lack of enthusiasm for controlled role-play (44.9% most or much) Consequently, teachers appeared to receive limited engagement from students during oral practice of controlled role-play using dialogue texts.
In speaking classes, oral drills were the most frequently used method, with 100% of teachers employing them often or always, followed by meaningful activities at 60%, and communicative activities at 40% Learners expressed a strong preference for oral drills (81.6%) and communicative activities (80.7%), while meaningful activities were less favored (66.3%) This indicates a disconnect, as teachers are not meeting learners' desires for more communicative activities, despite the high interest shown by students.
A significant majority of learners (70.4%) expressed a strong preference for games, songs, and puzzles, while a large proportion of teachers (86.7%) rarely incorporated these activities into their classes This highlights a notable disconnect between teachers' practices and students' preferences for engaging methods in speaking lessons.
Similarly, indirect comparisons between teachers’ responses on ways of conducting speaking activities and learners’ responses on preferences for ways
Feedback from learners indicated a strong preference for group work (67.3%) and pair work (63.3%) over whole class activities (49%) In current classroom practices, pair work was the most frequently used method (73.3%), while whole class work was less common, and group work was utilized even less Teachers may favor whole class work due to the ease of controlling students, whereas learners tend to prefer group work as it allows for more autonomy away from teacher oversight.
4.4.3 Factors affecting learners’ oral practice
A significant majority of teachers (93.3%) and learners (89.8%) agreed that a relaxed and friendly atmosphere fosters classroom discussions Additionally, nearly all surveyed teachers (93.4%) and learners (88.8%) believed that teachers play a crucial role in motivating students to engage in speaking activities However, a lack of self-confidence among learners was identified as a barrier to participation, with 49% of learners and 60% of teachers acknowledging this issue Furthermore, one-third of teachers (33.3%) observed that students often felt inhibited to speak, a sentiment echoed by 49% of learners Statistical comparisons revealed that teachers generally recognized both positive and negative influences on learners' speaking abilities Lastly, anxiety related to the fear of making mistakes in speaking was a concern shared by many.
86.6% teachers vs 63.3% learners and the disagreement of 6.7% teachers vs
23.7% learners This meant that learners were not afraid of making mistakes as much as teachers thought (p= 0.02)
4.4.4 Difficulties learners often face with communicative activities
A comparison of responses from teachers and learners regarding the challenges faced in communicative activities revealed that teachers are often the best judges of the difficulties encountered by learners Notably, 73.3% of teachers identified vocabulary as a common area of struggle for students.
62.2% learners; none of teachers or learners mentioned any other factors besides the three difficulties suggested in the questionnaires
4.4.5 Time for learners to interact with teachers and with friends
Learners expressed a strong preference for engaging with both teachers and peers, highlighting their interest in interaction This aligns with the dual focus on oral communication in the teaching of speaking at the Foreign Language Center of Ho Chi Minh City University.
Education (Branch 4) analyzed in section 4.2.7 The fact that half of learners preferred interacting with teachers could be because they were not used to interacting with friends
4.4.6 Ways of correcting speaking mistakes
A notable disparity (p = 0.001) was observed between teachers' and learners' preferences for correcting speaking mistakes While 83.7% of learners preferred immediate correction in front of their peers, only 26.7% of teachers frequently employed this method Conversely, just 8.2% of learners expressed a desire for corrections to be made later.
At the conclusion of the activity, only 62% of teachers addressed speaking mistakes immediately, while 66.7% often employed a delayed correction method Consequently, it seems that teachers did not adequately fulfill the needs of most learners regarding timely feedback on speaking errors.
Findings
The analysis of teachers' and learners' responses at FLC of HCMC University of Education (Branch 4) identified significant issues in teaching speaking to intermediate learners The findings indicated that teachers predominantly employed traditional methods, such as reading aloud and questioning, without flexibility in utilizing dialogue and texts for oral practice Additionally, there was a notable absence of communicative activities, including games, songs, quizzes, and group work Interaction time among learners was insufficient compared to the time spent interacting with teachers, and there was a lack of consensus on correction methods between teachers and learners.
During the presentation stage, teachers typically prefer using dialogue texts over passage texts to introduce new language use This preference stems from the ability of dialogues to effectively contextualize new language, making it easier for learners to grasp In contrast, passage texts often present challenges due to their complex vocabulary and ideas, which can hinder comprehension Consequently, teachers frequently opt for dialogues to facilitate the learning of new language concepts.
In Section 2.1.2.1.2, it is noted that while new language use is effectively presented through structured activities, teachers often revert to traditional methods when introducing passage content This typically involves reading aloud, providing explanations, and then questioning students, as highlighted by Byrne.
In 1986, it was noted that relying on texts with clear or widely known information is not an effective method for enhancing learners' oral skills, as it hinders their ability to engage in meaningful discussions.
In the practice stage and the production stage the results from the data analysis pointed out the following problems
The study highlights a limited variety of techniques used for oral practice in dialogue and passage texts, primarily focusing on controlled role-play and question-and-answer formats While learners generally enjoy question-and-answer sessions, incorporating diverse methods such as corrections, expanding statements, and identifying speakers could alleviate the monotony of activities Teachers noted that many students found controlled role-play unengaging, particularly at the intermediate level, as it often felt mechanical, requiring them to replicate scripted conversations rather than express their own ideas This lack of engagement may stem from the predictability of the content, making it less appealing for those not participating in the role-play.
A significant issue identified was the insufficient use of communicative activities during the production stage of language learning, which is crucial for intermediate and advanced learners Teachers reported favoring oral drills over communicative exercises, likely due to a heavy reliance on the course book, Streamline Destinations, which primarily offers manipulative drills with limited communicative opportunities While drills are beneficial for accuracy, they fall short in preparing learners for real communication (Nunan, 1999) At the intermediate level, where students possess foundational English skills, it is essential for them to engage in self-directed language use Feedback from intermediate learners at FLC of HCMC University of Education (Branch 4) indicated a strong preference for communicative activities It is important to emphasize that speaking classes should prioritize fluency over accuracy.
(Lewis & Hill, 1992) Communicative activities, which are aimed at fluency, are highly appreciated in oral practice of intermediate learners, especially
Oral practices such as games, songs, and quizzes were infrequently utilized, despite learners expressing a strong preference for them These engaging activities can enhance the classroom experience, making it more enjoyable and less monotonous Additionally, students find that learning through games, songs, and quizzes is both interesting and effective.
Shortly, oral practices by games, songs, quizzes should be paid more attention
Learners should engage in extensive speaking during practice, particularly in the production stage, where pair work enhances talking time and collaboration Group work is essential for improving both the quantity and quality of language use, fostering effective communication skills, and encouraging free expression In today's world, the ability to communicate in English is crucial, making group work increasingly important Surveys indicate that learners are interested in both pair and group work; however, pair work is more commonly implemented, highlighting the need for increased group work opportunities.
Fifth, although there are two types of classroom interaction, the genuine interaction is between learners rather than between teachers and learners
Teachers often ask questions with known answers, leading to limited communication and inhibiting learners' ability to work independently In contrast, learner-learner interaction fosters genuine communication, requiring both parties to understand and express themselves in the target language This interaction occurs in pairs or groups, providing learners with valuable opportunities to practice their new language skills Although half of the teachers in the study reported allowing more time for student-teacher conversations, this approach may not effectively support learners, as it primarily serves to maintain control rather than enhance their learning experience.
Students in these classes require additional time for social interaction with peers Notably, half of the surveyed learners expressed a greater interest in engaging with their teachers, which may be attributed to a lack of opportunities for peer communication.
66 friends Thus, they did not get used to interacting with friends and could not find this useful for themselves
Correcting speaking mistakes requires careful consideration to avoid undermining learners' confidence (Harmer, 1998) Immediate corrections can disrupt the flow of conversation, while delaying feedback may lead to learners not recognizing their own errors Surveys revealed a disconnect between teachers and learners regarding correction methods; most learners preferred immediate feedback, whereas many teachers opted to correct mistakes at the end of activities Overall, learners expressed a fear of making speaking mistakes and desired prompt corrections to acknowledge their errors, indicating that they view mistakes as significant in the speaking process This fear has hindered their oral practice.
This chapter examines the data collected from teacher and learner surveys, revealing challenges in teaching speaking skills to intermediate learners at FLC of HCMC University of Education Proposed solutions to these identified issues will be discussed in the following chapter.