HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES NGUYEN LAN HUONG USING INFORMATION GAP ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT VIET TRI T
Rationale
This study aims to address the increasing significance of English in everyday life, the deficiency in students' speaking skills, the observed low levels of student engagement, and the motivational benefits of information gap activities (IGA) during speaking sessions.
English is a crucial element of modern life, serving as the most effective means of global communication due to its rapidly growing user base Proficiency in English significantly enhances access to the latest scientific and technological knowledge, benefiting individuals in their studies, careers, and daily lives.
Students at Viet Tri Technical High School struggle with speaking English compared to other language skills, despite the importance of strong speaking abilities for career opportunities in the local community As a newly established institution in Viet Tri City, which hosts numerous firms that prioritize English proficiency, graduates from this school face challenges in communication Young individuals in the province are often given preference for job offers if they meet specific criteria, including English language skills Unfortunately, many students from Phu Tho, even those who have graduated from high school or university, still find it difficult to communicate effectively in English.
Students' lack of participation significantly contributes to their low speaking proficiency, as many remain silent or converse in their native language during speaking lessons To address this issue, teachers must motivate students to engage in English during class Implementing information gap activities is regarded as one of the most effective strategies to enhance student participation in oral lessons.
Incorporating information gap activities in English speaking classes encourages students to actively use the target language In these activities, one participant holds crucial information that needs to be shared with others to solve problems, collect data, or make informed decisions This interactive approach fosters communication skills among students.
Practicing English for extended periods with peers is less intimidating than presenting in front of the class Additionally, information gap activities encourage students to negotiate meaning, as they must ensure their communication is clear to successfully complete the task.
The above reasons have inspired the author to conduct the research entitled
This research aims to enhance the participation of grade 10 students in speaking lessons through the implementation of information gap activities It is anticipated that these activities will contribute to improving the speaking skills of students at Viet Tri Technical High School.
Previous study
In recent decades, significant research has focused on the implementation of supplementary activities to enhance the teaching and learning of speaking skills, both in Vietnam and globally.
The significance of speaking skills in language teaching has sparked considerable debate among educators and researchers Historically, speaking was undervalued in grading systems, focusing primarily on linguistic rules and knowledge However, attitudes towards teaching speaking skills have evolved significantly over the past few decades While some educators prioritized writing, reading, and grammar, others dismissed the necessity of speaking skills altogether Nevertheless, a majority of researchers and educators now recognize the critical importance of enhancing speaking skills in language instruction.
Defrioka (2009) conducted research titled "Improving Students' Interaction In Speaking Class Through Information Gap Activities," focusing on the effectiveness of information gap activities in enhancing student interaction during speaking classes Utilizing classroom action research methods—planning, acting, observing, and reflecting—the study examined both the process and outcomes for participants The research involved 22 third-year students from the Building Department at SMKN 1 Padang and was carried out over two sessions.
The research involved three cycles, each consisting of four meetings, where information gap activities were implemented with varying lesson topics The findings revealed that using information gap activities (IGA) significantly enhances student interaction in speaking classes, providing more opportunities for students to engage in conversation during English lessons Additionally, the classroom action research facilitated reflection for both students and teachers on the successes and challenges of the teaching and learning process Consequently, the researcher recommends that all language teachers incorporate information gap activities into their teaching strategies to foster student learning, ensuring a diverse range of enjoyable tasks for students.
Sari (2008) conducted an action research study titled "Improving Students' Speaking Mastery Using Information Gap" at SMP N3 Kebakkramat Karanganyar, focusing on 40 second-year students The research aimed to determine the effectiveness of the Information Gap Activity (IGA) in enhancing students' speaking skills and to assess their responses to this method Data was collected through pre-test and post-test oral assessments, revealing an increase in student engagement and cooperation during speaking lessons The mean scores improved from 68.7 in the pre-test to 71.6 in the post-test, indicating a 2.9-point enhancement Students expressed a positive response to the technique, reporting increased confidence, understanding, and collaboration, along with improvements in vocabulary, pronunciation, and the ability to express ideas The researcher recommended that teachers explore effective strategies for teaching speaking skills in the classroom.
In Vietnam, numerous studies have focused on the effectiveness of information gap activities (IGA) in enhancing students' speaking skills One notable research project examined the application of IGA to improve the speaking abilities of first-year students at the University of Language Education.
In her 2009 study at Vietnam National University, Nguyen Thi Thu Trang highlighted the widespread use and notable achievements of Interactive Group Activities (IGA) at ULIS However, challenges persist for both teachers and students Teachers face difficulties in adapting activities, managing large classes, and engaging students, while students struggle with a lack of confidence, discomfort in group work, and insufficient language practice To address these issues, several suggestions were proposed to enhance the implementation of IGA.
In conclusion, the literature review indicates that Interactive Group Activities (IGA) are widely recognized by teachers globally, including in Vietnam Numerous studies have explored the benefits and challenges associated with these activities However, there is a lack of research in Vietnam specifically examining the impact of IGA on enhancing student motivation and participation in speaking classes Therefore, this study addresses a significant gap in the existing literature, and the details of the research are presented in the following sections.
Purpose and significance of the study
This study explores the effects of information gap activities on student participation in English speaking lessons, highlighting both their positive and negative impacts Additionally, it seeks to enhance teachers' awareness of how to effectively utilize these activities in the classroom.
This study aims to enhance English teachers at Viet Tri Technical High School's understanding of using Information Gap Activities to improve speaking skills These activities are designed to motivate students and provide them with a realistic context for the speaking materials, fostering active and communicative learning Additionally, the research seeks to assist teachers in discovering effective strategies to boost student participation and encourage the use of English during speaking lessons.
Research questions
To achieve the aims mentioned above, the following two research questions are addressed:
Does the implementation of information gap activities really increase 10th grade students’ participation in speaking lessons?
What are students and teachers’ attitudes towards information gap activities?
Scope of the study
This study is concerned to access the using of information gap activities to promote 36 students’ participation of class 10A4 in speaking lessons in 6 weeks with
3 lessons without applying information gap activities and 3 lessons practicing with information gap activities at Viet Tri technical high school
This study highlights the importance of grade 10 students' engagement and explores effective strategies to enhance their participation in speaking classes It is essential to recognize that students' involvement is influenced by various factors, including their attitudes, motivation, and language proficiency, as well as teachers' characteristics and teaching methodologies, along with the overall classroom environment.
Methods of the study
This quantitative study investigates the relationship between information gap activities as the independent variable and student participation as the dependent variable Utilizing a quasi-experimental research method, the study employed various data collection instruments to gather relevant information.
Hypothesis of the study
The hypothesis for this research is “ If teachers use information gap activities effectively, grade 10 students’ participation in speaking lessons at Viet Tri technical high school can be promoted”.
Structure of the study
The thesis covers three main parts as follows:
This study introduces the research by outlining its rationale, aims, significance, and key research questions It details the methods employed, defines the scope of the investigation, and presents the overall structure of the study.
Part B is the study which comprises five chapters:
Chapter 1: Provides essential literature review relevant to the study including teaching speaking, IGA, students’ participation
Chapter 2: Presents the methodology for the research It deals with the research method, the participants of the study, the settings, the data collection instruments and procedure of the study
Chapter 4: Indicates the findings of the study, the discussions about the study results and present the implications of the study
Part C is the conclusion of the study, summarizing the findings, providing the limitation of the research, offering recommendations and suggestions for further research
THEORETICAL BACKGROUND
Teaching speaking
Speaking is defined by various authors as a productive language skill that enables individuals to produce meaningful sounds for effective communication (Siahaan, 2008) It involves the use of language to interact with others, requiring participants to respond quickly and contribute to the conversation (Fulcher, 2003) To enhance students' speaking abilities, English teachers should implement communicative language activities and engaging media in the classroom, providing ample opportunities for practice.
Speaking is a dynamic verbal exchange that involves both receptive and productive skills, essential for transferring information through language According to Byrne (1998), it is a two-way process where the speaker encodes a message while the listener decodes it Similarly, Scott (1981) emphasizes that speaking involves active participation from multiple individuals, requiring them to respond quickly to what they hear This interaction allows each participant to achieve their communicative goals and enhances their ability to interpret spoken language Ultimately, speaking skill is defined as the ability to effectively use language for communication.
A person with the highest level of speaking skill can communicate fluently, accurately, and understandably in any situation This mastery is a goal for every language learner Bygate (1987: 2) emphasizes the importance of speaking, stating that it is "a skill which deserves attention every bit as much as literary skills in both first and second language."
Speaking is a crucial productive skill essential for conveying meaning in communication It plays a vital role in both teaching and learning processes.
Among the four language skills, speaking is often regarded as the most crucial for achieving communicative competence in language learning Pattison (1992) emphasizes that language learners primarily aim to be able to speak the language, while Nunan (1998) highlights "mastering the art of speaking" as the key aspect of language acquisition Lawtie (2004) further supports this by stating that the ability to engage in conversation is a marker of successful language learning Consequently, most foreign language learners prioritize speaking skills Ur (1996) reinforces this notion by referring to language users as "speakers," suggesting that speaking encompasses all other language skills, and asserts that among listening, speaking, reading, and writing, speaking is intuitively the most important.
In traditional speaking classes, the focus on asking and answering questions often leads to a reliance on a single, predetermined response, as both the questions and answers are typically structured and predictable In contrast, Communicative Language Teaching (CLT) seeks to enhance learners' ability to communicate effectively in the target language, promoting more dynamic and authentic interactions.
Communicative Language Teaching (CLT) transforms the content, strategies, and methods of language education, redefining the roles of both teachers and learners In contrast to earlier approaches, CLT has significantly reformed language teaching practices.
9 language teaching and made a huge contribution to the language learners, but in its application the problems also occur
The Communicative Language Teaching (CLT) approach prioritizes learners' "communicative proficiency" over mere grammar mastery, addressing their actual communication needs for more effective interaction (Richards and Rodgers, 2001: 161) Instead of focusing solely on grammar and vocabulary acquisition, learners engage with the language to communicate and understand information from others (Richards and Rodgers, 2001: 160) This clear instrumental purpose enhances learners' motivation to learn the language.
The communicative approach is better understood as a broad teaching framework rather than a specific method, often leading to misconceptions that it consists of a mere set of general principles Nunan (1998) identifies five key features of Communicative Language Teaching (CLT) that are widely recognized in the field.
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into the learning situation The provision of opportunities for learners to focus, not only on language, but also on the Learning Management process
An enhancement of the learner's own personal experiences as important contributing elements to classroom learning
An attempt to link classroom language learning with language activities outside the classroom
Richards and Rodgers (1986: 71) also points some main features of CLT as follows:
Language is a system for the expression of meaning
The primary function of language is for interaction and communication the structure of language reflects its functional and communicative uses
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Nunan's five principles highlight that the communicative approach prioritizes learners' needs and desires Students have ample opportunities to practice a foreign language outside the classroom, making the integration of authentic materials essential Communicative Language Teaching (CLT) meets this need by offering daily activities that closely mirror real conversations Additionally, the characteristics outlined by Richards and Rodgers are essential for understanding that CLT effectively combines the best elements from various fields within language theory.
1.1.4 Characteristic of successful speaking activities
Effective spoken language can vary in difficulty, as noted by Brown (2000: 2700) To enhance speaking activities, it is essential to provide students ample opportunities to engage in conversation By maximizing the time allocated for student dialogue, educators can foster an optimal environment for oral communication.
Successful speaking activities, as outlined by Ur (1996: 120), are characterized by several key features: learners engage in extensive conversation, participation is balanced among all individuals, motivation levels are elevated, and the language used is at an acceptable proficiency Each of these characteristics plays a crucial role in fostering effective communication skills.
1 Learners talk a lot As much as possible of the period of time allocated to the activity is in fact occupied by learner talk This may be obvious, but often most time is taken up with teacher's talk or pauses
2 Participation is even Classroom discussion is not dominated by a minority of talkative participants It means that all students get a chance to speak and contributions are fairly evenly distributed
3 Motivation is high Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective
4 Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
Friederike Klippel shares similarities with Ur in her approach to effective speaking lessons, emphasizing message-oriented communication that highlights the use of the target language as a means of communication She advocates for learner-centered activities that prioritize students' feelings, purposes, and ideas, while also promoting active learning, cooperation, and empathy to enhance student participation in the speaking process.
Information gap activities (IGA)
One of the key principles in communicative language education is the information gap, a concept that has been extensively discussed by methodologists They have offered various definitions of this term, with Richards defining the information gap as a situation where only some participants possess certain information.
Information Gap Activities (IGAs) are defined as tasks where one student possesses information that another lacks, creating a necessity for communication (Morrow, 1981; Doff, 1988) According to Harmer (2002), these activities involve students sharing distinct pieces of information to complete a task Neu & Reeser (1997) emphasize that in IGAs, sharing information is essential for problem-solving, gathering data, or making decisions Prabhu (1987) further supports this by highlighting that IGAs are problem-solving tasks that require participants to convey their information to those who do not have it.
Information gap activities, despite varying definitions, universally involve learners lacking essential information to complete a task, necessitating communication among them to bridge this gap These activities foster students' curiosity and eagerness to engage in conversation, making them highly effective tools in language teaching and learning.
Different researchers have offered different ways to classify information gap activities
According to Doff (1988), there are three main kinds of information gap activities: guessing games, information gap exercises for pair work, and activities in which students exchange personal information
Doff's classification of Interactive Games and Activities (IGA) offers a clear and practical framework for language teachers Each IGA type is well-defined, making it easy for educators to select the most appropriate game for their classroom One effective example is guessing games, which can enhance student engagement and learning.
The teacher uses a collection of flashcards featuring simple images, such as clothing, food, places, and actions By selecting a card without revealing it to the class, students are encouraged to ask questions to guess the chosen image.
Ss: Did you go by car? Did you go by bus? Did you walk?
The teacher writes a sentence on paper without revealing it, instead displaying its basic structure on the board, such as "I went (somewhere) to (do something)."
Students must guess the exact sentence by asking questions, e.g: Did you go to the park? Did you go to school? Did you play football?
In a classroom activity, the teacher discreetly provides a student with a written sentence describing a simple task, such as "go fishing." The student then mimes this activity while the rest of the class attempts to guess what it is, for example, "You are mending a puncture" or "You are mending a plug."
In this engaging classroom activity, one student impersonates a well-known figure, either living or deceased, while the rest of the class poses yes-or-no questions to uncover the identity of the person This interactive game encourages critical thinking and enhances students' questioning skills.
For example: Are you still alive or dead? Are you English? Are you a singer?
In this engaging activity, one student acts out a common task associated with a specific job, while the other student attempts to identify the profession by asking relevant questions about the activity or the job itself For instance, they might inquire, "Were you mending something?", "Were you digging?", or "Do you work outside?" This interactive guessing game fosters communication skills and enhances understanding of various occupations.
In a classroom activity, a teacher sends two students outside while the remaining students hide an object Upon returning, the two students must deduce the identity and location of the hidden object by asking targeted questions such as, “Is it made of wood?” or “Is it on this side of the room?” This exercise effectively creates an information gap, encouraging critical thinking and communication skills among the students.
According to Doff, information gap exercises are usually designed for pair work They can be done in various ways:
- One student has some information, and the others have to find out by asking questions
- One student has information and tells it to the other student
- Both students have different information, and they tell each other Then, Doff describes some models of those information-gap exercises:
In a collaborative learning activity, students work in pairs where one student possesses an empty grid while the other has a corresponding text that remains unseen The student with the empty grid fills it in by asking questions, such as "What's he going to do tomorrow afternoon?" This interactive approach encourages communication and enhances comprehension skills.
In a unique activity, pairs of students are presented with two nearly identical images that contain subtle differences Without viewing each other's pictures, they must collaboratively identify all discrepancies by describing their images and engaging in comparison discussions.
In a classroom activity, students work in pairs where one student, designated as Student X, acts as a customer with a shopping list, while the other, Student Y, takes on the role of a shop assistant equipped with a list of items and their prices The two students do not share their lists, creating a dynamic environment where they engage in buying and selling transactions.
The author highlights the benefits and challenges of incorporating personal information exchange activities in the classroom These activities offer students engaging and intensive language practice However, teachers may struggle to manage these activities effectively in larger classes, particularly in preventing students from sharing each other's information.
According to Doff (1988), communicative classroom activities that encourage students to share information about their lives, hobbies, and experiences are among the most engaging and effective These activities create a comfortable environment for students to discuss personal topics, fostering a natural "information gap." For instance, when working in pairs, students can ask each other about their daily routines with questions like, "When do you get up?" or "How do you go to school?" This approach not only enhances communication skills but also builds rapport among classmates.
Students’ participation in speaking activities
Student participation refers to the engagement of students in classroom activities, particularly oral activities As noted by K Mortensen (2008), it is characterized as a "dynamic interaction" that occurs between students and teachers, as well as among students themselves.
Classroom participation is an active engagement process that can be categorized into five key areas: preparation, contribution to discussion, group skills, communication skills, and attendance, as defined by Dancer & Kamvounias (2005).
(2008) also defined student's participation as the act of being involved in the class, including an active intervention and showing interest to classroom's activity Wade
(1994) considered the "ideal class discussion" as one in which almost all students
21 participate and are interested, learning, and listening to others' comments and suggestions.
Students can engage in various ways, such as sharing their ideas, answering questions, demonstrating concepts, and interacting with peers or teachers (Turner & Patrick, 2004) While participation can also involve observing, listening, and reflecting, this study will specifically concentrate on explicit and observable forms of participation.
Active and consistent student participation significantly enhances the language learning process However, factors such as the students' attitudes, the teachers' approaches, and the overall quality of the class can greatly influence student engagement in speaking activities.
Classroom interaction, as defined by Luu, T.T and Nguyen, T.K.N (2010), encompasses two main types: non-verbal and verbal interaction Non-verbal interaction involves students' behavioral responses, such as head nodding, hand raising, eye contact, and body gestures In contrast, verbal interaction includes both written and oral forms, where students express their ideas and thoughts through writing and speaking.
In oral interaction, students engage in communication by speaking in class, asking and answering questions, making comments, and participating in discussions For the purposes of this study, "students' participation" specifically refers to their oral interaction.
Learner participation is crucial for effective classroom learning, as it significantly enhances language proficiency (Lim, 1992 cited in Nunan, 1989) According to Weimer (2011), active participation not only develops essential speaking skills but also increases opportunities for students to use the target language and receive valuable feedback from teachers Furthermore, engaging students in the learning process adds interest to lessons and encourages preparation before lectures, all of which contribute to a successful language lesson.
The personalities of second language learners, including traits like extroversion, inhibition, and self-esteem, significantly influence their success in language acquisition (Ellis, Lightbrown & Spada, 1985) Extroverted learners tend to excel in oral communication compared to their introverted peers, as they are more willing to engage with others (Ellis, 1985) This variation in participation levels necessitates that instructors consider individual differences to enhance classroom engagement A common barrier to participation is low perceived competency, which can stem from challenges in pronunciation, social awareness, and grammar (Tsui, 1996; Burns and Joyce) Many Vietnamese high school students struggle with vocabulary and expressions, leading to reluctance in speaking activities Consequently, teachers must choose suitable themes and activities to encourage student involvement Motivation plays a crucial role, with intrinsic motivation driving personal interest and extrinsic motivation stemming from external pressures, such as exam requirements (Harmer, 1993) Students focused solely on grades often neglect speaking practice, a prevalent issue in Vietnam where speaking skills are undervalued in assessments, posing a challenge for language teachers in fostering participation in speaking classes.
Teachers' influencing elements encompass in their characteristics, technique and roles
According to Barry (1993: 94), the ideal set of personal qualities for an effective teacher remains elusive Nonetheless, it is essential for teachers to be recognized and trusted by their students to effectively inspire engagement in classroom activities Consequently, teachers must be aware of the importance of developing specific personal characteristics to become effective language instructors.
The instructor's methodology significantly influences student engagement in the classroom Traditional teacher-centered strategies often lead to passive learning, while student-centered methods promote active participation Research by Kayi (2006), Cathard (1986), and House (1986) supports the idea that participation levels vary based on the activities implemented by the instructor By employing effective approaches and engaging activities, educators can enhance students' involvement and participation in class.
The roles of teachers significantly influence student participation in classroom activities When teachers adopt a dominant role in language instruction, students may miss opportunities to actively use English during lessons The Communicative Language Teaching (CLT) approach, which prioritizes student engagement and places learners at the center of the classroom, is gaining importance in foreign language education.
The physical environment of the classroom, including its size and amenities like as chair placement, lighting, and blackboards, can have a favorable or negative impact on student involvement
Hammer (1993) found that students' physical health significantly influences their learning and attitudes, affecting their motivation Additionally, large class sizes and insufficient facilities can diminish the effectiveness of language learning.
According to Le Phuoc Ky (2002), the number of students should be kept limited in order to increase contact between students and students, as well as between students and teachers
In Vietnam's high schools, overcrowded classrooms and insufficient teaching resources significantly hinder language learning and instruction To enhance student engagement in classroom activities, it is essential to optimize the physical classroom environment.
Summary
Chapter 1 provides essential theoretical insights into the study's topic, focusing on the dependent and independent variables, including teaching speaking, IGA, and student participation The next chapter will offer a comprehensive overview of the methodology, procedures, and results, grounded in the theories discussed.
METHODOLOGY
The research methods
This study is quantitative research with Information gap activities - independent variable and students’ participation - dependent variable.
The experimental group 10A4 consisted of 36 tenth-grade students, representing a typical sample of the school's student population.
The study was carried out using quasi- experimental research method with the use of:
Theoretical research plays a crucial role in examining the principles and perspectives associated with IGA and the teaching and learning of speaking skills It serves as a foundation for developing methods, guiding the scope of orientation, and applying skills effectively This research aids in discovering innovative approaches and methodologies, ultimately steering the research process in the right direction.
Experimental research was conducted to evaluate the effectiveness of Interactive Group Activities (IGA) in enhancing student participation during speaking lessons This approach aims to engage students actively and foster their interest, ultimately leading to improved learning and teaching quality.
Statistical methods: Helps to process data collected from data collection tools then synthesize, present, and calculate in the form of tables and charts to get the final results
The comparative method allows researchers to analyze data collected before and after processing, effectively demonstrating the impact of IGA on enhancing student participation in speaking lessons.
Participants of the study
2.2.1 Samples for the experimental class
The researcher selected 36 students from class 10A4, comprising 19 boys and 17 girls, all of whom have been studying English for 8 years, resulting in an elementary proficiency level They achieved a standard entrance exam score of 23.5, with average scores ranging from 5.0 to 7.0, indicating minimal variation in knowledge and competence In the first semester, 75% of the students scored between 5 and 6.5, while only 7 students, or 19.44%, exceeded a score of 6.5 Additionally, two students scored below average, highlighting that English is not a strong subject for the students in class 10A4.
Table 2.1: The result of English subject on average in the first semester
Scores Number of students Percentage
A well-trained and professionally experienced teacher expressed positive thoughts and feelings about using IGA to enhance student participation in speaking lessons Known for her friendly, helpful, and inspirational approach, she is a devoted educator committed to fostering student engagement.
Setting of the study
Within the study, the dependent variable is students' participation level and the independent variable is IGA
To carry out this investigation, a quasi-experimental study was carried out to explore if using IGA may increase student participation in speaking classes
Viet Tri Technical High School is currently implementing a pilot curriculum approved by the Minister of Education and Training on November 23, 2012, which is systematic, cyclical, and theme-based This curriculum is designed to enhance students' communicative competence in listening, speaking, reading, and writing, enabling them to achieve level three of the Vietnamese Foreign Language Competence Framework, equivalent to B1 in the Common European Framework of Reference for Languages, by the end of upper secondary school The curriculum consists of two volumes used over two terms, each containing five units with eight lessons, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Cultures, and Looking Back Project.
Viet Tri Technical High School has adapted its speaking skills curriculum in accordance with the grade 10 English syllabus set by the Ministry of Education and Training Each unit includes a dedicated speaking lesson, maintaining a 45-minute duration, resulting in a total of eight speaking lessons per semester, or approximately one lesson per week.
At Viet Tri Technical High School, speaking skills are not prioritized, largely because they are absent from mid-term and final assessments, and there is a noticeable lack of enthusiasm from both students and teachers Additionally, during the internship period, it was observed that students displayed minimal interest and excitement in speaking lessons.
Data collection instruments
To affirm the accuracy of the study, the researcher defined the variables of the study as the dependent variable and independent one
The research employed a quasi-experimental method and utilized various data collection tools, including teaching videos, a self-checklist for student participation, questionnaires, and interviews.
2.4.1 Students' participation self-checklist (Appendix A)
Self-checklists were developed to assess students' participation levels before and after implementing the IGA method in speaking lessons In these self-reports, students anonymously indicate their participation time during a 45-minute speaking session.
Following the conclusion of the experiment, a questionnaire (refer to Appendix B) was distributed to assess participants' thoughts and evaluations regarding the use of IGA in speaking lessons aimed at improving student participation The survey comprised 10 questions.
Question 1-2: Two first questions relate to their improvement in term of fluency and accuracy
Question 3-4: Two next questions discover how using IGA helped them motivate in speaking lessons
Question 5-6: Other ones finds whether IGA promote their equal participation in lessons or not
Question 7-8: Another two questions exploit the increase students’ talking time in class;
Question 9-10: Two last questions detect the use of IGA in building students’ confidence
After completing the experiment, participants were given a straightforward questionnaire written in English, designed for easy comprehension and to be completed within 15 minutes Students could easily indicate their responses by circling the letter corresponding to their level of agreement, ranging from strong agreement to strong disagreement.
In the experiment, the teacher utilized recorded teaching videos to gather precise data on students' participation time and attitudes during speaking lessons The study compared three speaking periods without information gap activities to three lessons that incorporated these activities, allowing the researcher to quantify student participation and assess changes in engagement levels Five questions were designed to evaluate the effectiveness of using information gap activities in enhancing speaking lesson outcomes.
The teacher participated in three non-experimental and three experimental lessons to assess the effectiveness of Interactive Group Activities (IGA) in enhancing speaking skills Following the experiment, an interview was conducted to gather her insights on IGA's impact on student participation The questions focused on IGA's effectiveness in boosting participation, increasing student interest and motivation, extending talking time, and ensuring equal participation among students The final question aimed to determine her willingness to incorporate IGA in future speaking lessons.
Study procedure
The researcher carried out 4 steps
The article explores the theoretical foundations of speaking and teaching speaking, highlighting key definitions and characteristics of effective speaking activities It delves into Information Gap Activities (IGAs), discussing their definitions, various types, and the insights of renowned researchers Additionally, the article examines the application of IGAs in speaking lessons, their benefits, and the factors influencing student participation.
The experiment was conducted at Viet Tri Technical High School, involving six lessons—three non-experimental and three experimental—designed to assess the impact of Interactive Group Activities (IGA) on student participation in speaking lessons The experimental lessons concentrated on speaking units 8, 9, and 10, incorporating three IGA activities Notably, the "Complete the Tables" activity was utilized in the elective speaking lesson for unit 8.
“Describe pictures” activity was used for unit 9 and “Interview” activity was for unit
10 Students' participation self-checklists were distributed to students before lessons started to help them check their participation time in each activity of lesson, while teaching videos were recorded through the lessons
After each experimental lesson, a survey questionnaire was distributed to students and subsequently collected, along with observations from the teacher This data proved valuable for the researcher in understanding the thoughts, opinions, and attitudes of both students and the teacher.
30 experimental lessons It helps to evaluate the effectiveness of using Information gap activities after experiment
Data was collected from various instruments to assess student participation before and after the implementation of Interactive Group Activities (IGA) in speaking lessons Participation counts were totaled and averaged among students, revealing a significant increase in engagement Additionally, feedback from questionnaires highlighted the effectiveness of IGA in enhancing students' participation time Teaching videos further illustrated students' positive attitudes towards IGA, reinforcing its role in fostering proactiveness A short interview with the teacher provided insights into her perspective on IGA The conclusion of the research indicated a notable improvement in student participation when IGA was applied The researcher also offered suggestions, limitations, and implications for future studies.
EXPERIMENT OF USING INFORMATION GAP ACTIVITIES IN
Description of experiment
By the end of experiment, teachers raise awareness of using IGA in teaching speaking to enhance learners’ involvement
Experiment divided into three experimental lessons for three weeks and 45 minutes for each lesson
3.1.3 Lesson plans and activities design
Table 3.1: The content of the non - experimental lessons
1 Period 42 Unit 5: Invention – Lesson 4: Speaking - Unique inventions
Unit 6: Gender equality – Lesson 4: Speaking – Equal job opportunities
3 Period 66 Unit 7: Cultural diversity – Lesson 4: Speaking –
Table 3.2: The content of the experimental lessons
4 Period 78 Unit 8: New ways to learn – Lesson 4: Speaking - Go digital
Unit 9: Preserving the environment – Lesson 4:
Speaking - Environmental impacts of human activities
6 Period 98 Unit 10: Ecotourism – Lesson 4 : Speaking – Travel and enjoy
-Three lesson plans for speaking lessons without IGA (Appendix D)
- Three lesson plans for speaking lessons applying IGA (Appendix E)
In three non - experimental lessons:
- In the first non - experimental lesson of unit 5, activities and content were around the topic Activities were required to follow the text book
- Similarly, in lessons of unit 6 and 7, students had just focused all the activities designed in text book
- In the first experimental lesson of unit 8, “Complete the table” activity was applied for the students to work in pair to practice
- In the second experimental lesson of unit 9, “Describing pictures” activity was used for the students to do this task
- In the last experimental lesson of unit 10, “Interview” activity was applied for the students ask and answer to practice
Students book, the worksheets, pictures, laptop and other materials are used as teaching aids They are selected appropriately for each lesson
* Week 4: Unit 8: Speaking: Go digital
By the end of this lesson, students will confidently discuss the advantages and disadvantages of personal electric devices, enhancing their communication skills and understanding of the topic.
The “Complete the tables “ activity was applied to this lesson (Task 1 and task
To begin the lesson, the teacher had a game “Name the devices” to review some words and phrases related to the topic “electronic devices in learning
In a classroom activity, the teacher assigned specific tasks to each student, providing two distinct worksheets (Appendix E1) Student "A" received a sheet with pictures illustrating the "Advantages of using a laptop," while Student "B" was given a table to fill in with corresponding advantages The teacher instructed the students to verbally share the images, enabling their partner to identify phrases or words needed to complete the table effectively.
- Preparation time: Two students in each table had to work in pair to do the task They had at least 5 mins to interact and discuss following teacher’s suggestions
In an engaging classroom activity, Student “A” verbally describes a picture while Student “B” listens attentively to capture relevant phrases for a table For instance, when Student “A” states, “The first advantage of using a laptop is for entertainment,” Student “B” notes the key term “Entertainment.” This prompts Student “B” to ask for examples, leading Student “A” to elaborate with actions like “playing games, watching movies, and listening to music.” Consequently, Student “B” fills in the table with these phrases, enhancing their understanding through collaborative learning.
- Two students asked and answered again and again to complete the table
- Check the answers and feedback: After that, pairs could compare the results with other pairs Next, the teacher checked the answers and gave
34 the feedback about their answers in term of pronunciations, structures, accuracy
In task 2, students collaborated to identify words and phrases for the table titled "Disadvantages of Using Smartphones" (Appendix E1), which facilitated discussions about their personal electronic devices in task 3 Following this, the teacher guided them in presenting their findings, verifying their answers, and providing constructive feedback.
Finally, the teachers reviewed the lesson by showing a short video about
It seems that this video doesn't have a transcript, please try another video.
* Week 5: Unit 9: Speaking: Environmental impacts of human activities
The objective of this lesson was that by the end of the lesson, students could talk about impacts of human activities for environment
The lesson incorporates the "Describe pictures" activity in both Task 1 and Task 2 To engage students and introduce the topic, the teacher began with a game called "Guess the type of pollution," focusing on environmental impacts This approach aims to pique students' interest in today's lesson.
Then teacher reviewed some words and phrases related to the topic
“Environmental impacts of human activities “through two tasks
In task 1, the teacher provided two worksheets focused on Air and Water pollution, each containing gaps for students to fill in Working in pairs, student “A” acted as the describer, explaining the pictures to student “B,” who was the guesser and filled in the corresponding words After completing the Air pollution worksheet, they switched roles and repeated the activity with the Water pollution sheet.
- Preparation time: They had 7 mins to do the task in each table
To bridge the information gap, the teacher can provide examples for students to enhance their understanding For instance, when student A describes a picture illustrating the environmental impact of burning fossil fuels, such as coal, oil, and natural gas for energy, student B must listen carefully to guess the phrase "burn fossil fuel" and complete a related table This interactive exercise continues as student B describes another picture, prompting student A to guess the corresponding phrase Throughout this activity, students can focus their questions on identifying "what human activities" are involved and "what consequences" arise from these actions.
- “A” described, “B” guessed then “B” described, “A” guessed until completed the table
- Checking answers: After that, pairs could compare the results with other pairs
- Feedback: Next, the teacher checked the answers and gave the feedback about their answers in term of pronunciations, structures, accuracy
In task 2, students collaborated in pairs to address gaps in tables related to Soil Pollution and Noise Pollution by asking and answering questions to fill in the necessary information.
- Check answers and feedback: Next, the teacher asked some students to present and checked their answers then gave them feedback on content and on language
In Task 3, students utilized information from two previous tasks to prepare a comprehensive speech on a specific type of pollution, along with proposed solutions Given the time constraints, teachers encouraged students to search for online videos related to environmental preservation and present their findings to the class during the lesson.
At the conclusion of the lesson, teachers encouraged students to summarize their learning experiences from the day Students were then provided with a self-checklist to assess their participation and complete it.
* Week 6: Unit 10: Speaking: Travel and enjoy
By the end of the lesson, students will be able to talk about an eco-tour in a destination in Vietnam
The “Interview “activity is applied in this lesson (Task 2)
Teachers initiated the lesson by displaying images of various locations, prompting students to identify these places in order to reinforce vocabulary and phrases associated with the topic of "ecotourism."
In the classroom activity, the teacher provided two worksheets (Appendix E3) for students to engage in a role-playing exercise Student "A" assumed the role of a tour guide, while student "B" acted as a guest interviewing "A" to complete the worksheet about a trip to Sapa.
- Preparation time: They had 7 mins to fill information in each table
To bridge the information gap, the teacher can provide practical examples for students For instance, when student "B" inquires, "Hello, I will have a trip to Sapa next weekend; can you tell me how to get there from Hanoi?", student "A", acting as a tour guide, is prompted to respond with helpful travel information.
The journey spans approximately 400 km, making it suitable for travel by passenger car Student B will record "passenger car" in the table As the discussion progresses, Student B continues to inquire, while Student A provides answers to ensure they gather all necessary details about the trip and complete the information sheet.
- Check the answers: After that, pairs could compare the results with other pairs Then the teacher called out them to present and checked the answers
- Feedback: Teacher gave the feedback about their answers in term of pronunciations, structures, accuracy
Summary
This chapter details the quasi-experimental research method employed in the study, outlining the procedures, participants, and variables involved It also describes the implementation of the IGA intervention in speaking lessons, along with the data collection instruments used, such as the participation self-checklist, questionnaire, and interviews.
The next chapter deals with data analysis, major findings, discussion, and implication of the study