INTRODUCTION
Rationable
English has become an international language, crucial for Vietnam's industrialization and modernization Recognizing its importance, many Vietnamese schools are investing in improving English skills, especially speaking comprehension At Hong Duc University, speaking is a core skill, particularly emphasized for 2nd-year English for tourism students who will need strong English communication skills as tour guides or receptionists Despite investments in teaching conditions and materials, students' speaking skills still need improvement due to various challenges.
Large English class sizes in Vietnamese colleges and universities pose significant challenges for both teachers and students Overcrowded classrooms hinder effective class management and organization for teachers Consequently, students receive limited opportunities to practice speaking, impeding the development of their English speaking abilities.
Second language learning, as defined by Brown (2000), involves a trial-and-error process, where errors are viewed as a normal and healthy part of the learning journey (Nunan, 2001) These mistakes provide clear evidence of a student's development and progress.
Mistakes are valuable learning opportunities, enabling students to improve and refine their language skills through correction and experience Therefore, constructive correction is essential for teachers and students to foster better language acquisition.
In large classes at HDU, teachers often struggle to correct all student errors, leading to student complaints about uncorrected mistakes hindering their English improvement With limited class time, instructors can only address a fraction of errors, leaving many students uncertain about their language accuracy and correction methods.
A Vietnamese proverb emphasizes the value of peer learning, suggesting that "learning from a friend is better than learning from your teacher," which underscores the benefits of cooperative learning environments Cooperative learning, as defined by Larsen-Freeman (2000), involves students learning from each other in groups, while Johnson (1994) views it as a collaborative process towards shared goals This collaborative approach allows students to share experiences, knowledge, and ideas, and to correct each other's errors, fostering independence, responsibility, and a learner-centered environment, as noted by Butler (1997).
Peer correction, a cooperative learning strategy, offers notable benefits in enhancing speaking skills within university settings, making it a worthwhile area of investigation.
Aims of the study
The main purposes of this study are:
-To identify the fact of giving feedback by teachers at Hong Duc University in English speaking skill
-To find out the impacts of teachers’ feedback on students in English speaking lessons to suggest on how to give feedback effectively
Research questions
1 Does peer correction have negative or positive effect on students’ speaking skill?
2 Can peer correction be helpful in large English class?
3 What are students and teachers’ attitudes to peer correction?
Scope of the study
Feedback is valuable in English teaching and learning across all student levels, but this study specifically focuses on its application in improving the speaking skills of second-year students at Hong Duc University.
Therefore, the findings and suggestions may be just useful for speaking skills in similar teaching conditions.
Methods of the study
To gather ample data for analysis, several methods were employed, including theoretical study of available materials on teaching and learning speaking Furthermore, questionnaires for both teachers and students were conducted to identify effective feedback methods in English speaking lessons Interviews with students and teachers provided additional insights into feedback practices, while observations of teachers delivering feedback and student responses offered practical context to the study.
Design of the study
The study consists of three Parts:
States the rationale, aims of the study, research question, scope of the study, methods of the study and design of the study
Part II is the DEVELOPMENT consists of 3 chapters
Chapter 1 (Literature review) presents the literature review of the study including theoretical background of speaking, teaching speaking and giving feedback
Chapter 2 (Methodology) describes context of the study, subject of the study and procedure
Chapter 3 (Data analysis finding and discussions) analysis data collected from the survey questionnaires, the class observations and the interviews
Part III is the CONCLUSION which gives a brief summary of the study
DEVELOPMENT
LITERATURE REVIEW
Speaking is a crucial language skill for effective communication, involving the verbal use of language to interact with others (Glenn Fulcher, 2003) It requires making choices in how to express oneself and form social relationships Speaking is often taken for granted as an ability learned through socialization (Hall, 2003) It encompasses uttering words, using language, and expressing oneself (A S Hornby, 1987) In essence, speaking is a means of conveying feelings through words and constructing meaning in interactive conversations.
1.1.2 The Importance of Speaking Skill
Language is a tool for communication, essential for expressing ideas and understanding others Communication relies on speech; without it, language is reduced to a mere script Effective communication is crucial in various settings, especially workplaces, to avoid misunderstandings Speakers should be trained to communicate effectively, mastering listening, speaking, and reading skills.
The ability to speak skillfully offers distinct advantages, enabling the expression of thoughts, opinions, and feelings in a meaningful way Sharing ideas through speech enhances self-understanding, as clarity in speech reflects clear thinking Effective speaking skills are crucial for career success and also enrich personal life.
1.1.3 Position of speaking skill in English language teaching
Different linguists and methodologists have recognized the essential role of speaking skill in English Language Teaching for various reasons
Speaking skills are crucial for learners as communication is the primary goal of language teaching, enabling them to gather information effectively Effective communication leads to a more productive and fulfilling life, fostering confidence and reducing conflicts, ultimately improving relationships.
Speaking skills are crucial for clearly conveying intentions in transactional interactions, as highlighted by Brown and Yule (1992).
Above all as Littlewood W (1991) states, and communicative use is the goal as well as a means of learning which helps the learners reach it There fore,
Speaking is crucial for mastering English, as it supports reading, listening, and writing skills It helps learners overcome difficulties in other areas by enabling them to seek assistance and gather additional information Effective speaking skills are essential for successful communication and academic improvement, indicating true language mastery Ultimately, fluency in speaking demonstrates a person's knowledge and command of the English language.
1.2 Theoretical background of teaching speaking
Speaking is a crucial aspect of second language acquisition, yet it has been historically undervalued in teaching methodologies Traditional approaches often focused on repetitive drills and memorization, which contrasts with the modern need to develop students' communicative skills for effective expression Today's world requires that the goal of teaching speaking should improve students' communicative skills because only in that way students can express.
Themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance
According to Nunan (2003), teaching speaking is to:
• Produce the English speech sounds and sounds patterns
• Use a word and sentence stress, intonation patterns and the rhythm of the second language
• Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
• Organize their thoughts in a meaningful and logical sequence
• Use language as a means of expressing values and judgments
Fluency in speaking involves using language quickly and confidently with few unnatural pauses Effective speaking instruction is crucial and requires educators to employ engaging strategies for optimal results.
In addition, the qualification of learning is also improved better
1.2.2 The principles for teaching speaking
In order to help students have "communicative competence" it is actually essential for teachers of English to be aware of the principles for teaching speaking
David Nunan (2005) gave some principles for teaching speaking to be ginning learners:
Provide something for learners to talk about Create opportunities for students to interact by using group-work or pair-work
Manipulate physical arrangements to promote speaking practice Ann Burn and Helen Joyce (1977) worked out the principles for teaching speaking that teachers of English should bear in mind:
Being learners need to understand the cultural and social purpose of spoken interaction which may be broadly classified as transaction or interaction
Speaking involves an understanding that spoken texts differ from written texts in their grammatical patterns and discourse strategies
Speaking involves an understanding of the way in which context influences the choice of language made
Speaking activities should focus on text in context, rather than on the sentence-level grammatical construction on isolation
To effectively learn a language, integrate vocabulary, grammar, and pronunciation practice within relevant contexts, focusing on whole texts Analyzing spoken discourse helps learners identify typical structural and grammatical patterns, enhancing overall language acquisition.
1.2.3 The importance of the teaching speaking skill
David Nunan (2005) stated that language teaching was viewed as helping learners develop linguistic competence by mastering the sounds, words, and grammar patterns of English The core concept was that studying the components of a language would enable students to integrate them for effective communication.
In “Teaching English to Children” Brumfit (1991), Moon and Tongue say:
Children's concentration spans increase with age, necessitating shorter, varied activities in lessons, ideally lasting five to ten minutes Teachers should introduce a reasonable amount of new language items and present and practice them in a number of different ways Language teachers should prioritize speaking activities that foster meaningful communication over rote memorization.
1.2.4 The relationship between speaking and other language
In Ola Rotimi's "The Gods Are Not To Blame," Odewale emphasizes the importance of open communication and shared responsibility with the proverb, "Speaking openly, son, before all- a cooking–pot for the chameleon is a cooking – pot for lizard," highlighting that transparency and accountability apply universally.
English language education encompasses four essential skills: listening, speaking, reading, and writing, all of which should be taught comprehensively However, due to the emphasis on reading and writing in examinations, oral and listening skills are frequently neglected, potentially resulting in students proficient in written tasks but lacking in overall communicative competence.
10 examination, but it does not help them learn English which will be useful to them outside school, where the oral element will be important
The four skills are related to each other in two ways
Person X communicates through writing or speech, enabling person Y to either read or hear the message Writing and reading rely on written or printed media, while speaking and listening utilize air as their medium.
Speech holds primacy in both personal development and the evolution of humanity, underscoring the essential need to prioritize oral English.
1.2.4.1 The relationship between speaking and listening
Most people define oral communication narrowly, focusing on speaking and
Giving feedbacks to students on speaking English
Giving feedbacks to students to English
DATA ANALYSIS, FINDINGS AND DISCUSSION
The data from classroom observation was summarized based on the observers’ note taking Following were some main points:
- The teacher led students to the speaking topic with interesting games and gave them clear instruction for their tasks
- The class was divided into three groups All groups had the same topic of speaking
- During group work, the teacher went around observing and gave help if she was asked However, many students ignored their tasks in groups
Some students chatted to each other and some others only sat, listened but not spoke anything Only some students discussed to build their topic
- Each group had a representative to talk about their topic The teacher and other groups listened and sometimes gave feedback
- End of class, the teacher often summarized some main errors that most speakers made and corrected these errors for them
3.1.2.1 Reasons for giving no feedback in teaching speaking English skill
Table 1: Reasons for giving no feedback in teaching speaking English skill
To investigate the reasons behind the lack of teacher feedback in speaking skills instruction, a survey employing five statements was administered to educators, who were asked to indicate their agreement.
Experienced English teachers provide valuable feedback to students, fostering confidence and improving speaking skills.
Teachers often avoid giving feedback in speaking lessons, with half believing students are unreceptive to it, possibly due to a perception that students view feedback as complaints.
Effective speaking skills can be fostered through diverse methods like situational exercises, games, textbooks, and videos While some teachers question the necessity of feedback, a significant portion acknowledges its value in student development.
Teachers concur that providing feedback is time-intensive for both educators and students, potentially explaining its infrequent use in speaking lessons.
Lastly, the table also presents that 50% of the teachers think that not very positive feedback may demotivate your students and the rest does not think so
Teachers may withhold feedback in speaking lessons for specific reasons; therefore, educators should optimize the advantages and minimize the disadvantages of feedback to enhance the effectiveness of teaching speaking skills.
Giving feedback in speaking lesson has own advantages and disadvantages The most important thing is that teachers should choose the appropriate feedback that is suitable for their students
The subsequent investigation will explore teachers' objectives, perspectives, and approaches to providing feedback, while also identifying challenges encountered when delivering feedback to enhance speaking skills in the classroom.
3.1.2.2 Teacher’s purposes in giving feedback for teaching speaking skill
Chart 1: Teachers’ purposes in giving feedback for teaching speaking skill
Teachers prioritize clear objectives when providing feedback, as revealed in Chart 2 A significant majority, 67%, use feedback to boost student motivation in speaking, while 83% find it valuable for assessing student progress Notably, all teachers (100%) agree that feedback is crucial for students to understand their strengths and weaknesses.
In conclusion, teachers recognize feedback as an effective technique that significantly enhances the teaching and learning of speaking skills.
3.1.2.3 The appropriate time for teachers giving feedback in speaking lesson
According to the chart 2, a great number of teachers (67%) give feedback in the post- speaking, while 33% of them often give feedback in the while- speaking
Teachers need dedicated time to provide feedback, sharing their knowledge and experience to enhance students' speaking skills.
0% a b c a: to increase students b: to help teachers… c: to help students…
3.1.2.4 The aspects for teachers giving feedback
Chart 2: The aspects for teachers’ feedback
Teachers prioritize grammar and content when providing feedback in speaking lessons, with 83% focusing on grammar and all teachers agreeing on the importance of content feedback Pronunciation is also addressed by 67% of teachers, while only 17% comment on students' speaking time.
Teachers typically prioritize content, grammar, and pronunciation when providing feedback in English speaking lessons, with some consideration given to student speaking time.
3.1.2.5 Teachers’ frequency of using some types of feedback
Table 2: Teachers’ frequency of using some types of feedback
Teachers predominantly use "evaluative feedback" (67%) and "corrective feedback" (33%) in speaking lessons, with evaluative feedback being more common Corrective feedback is sometimes used (67%), while "strategic feedback" is rarely given.
“evaluative”, and “strategic” is rarely used (0%) Especially, teachers have never given “evaluative feedback” for giving feedback in speaking English
Teachers commonly employ evaluative and corrective feedback in English speaking lessons, but strategic feedback is not utilized.
3.1.2.6 Teachers’ opinions about types of feedback
Table 3: Teachers’ opinions of types of feedback
Question 15 is designed with the hope to find out teachers’ own opinion about the types of feedback which are most suitable for giving feedback in speaking skill The table presents that the type of feedback which the teachers believe to use them for teaching and learning speaking English is “evaluative feedback” with 67% The rest says that “corrective feedback” (33%) is also appropriate for giving feedback in speaking lessons And they consider that “strategic feedback’ is not suitable for giving feedback in speaking skill