INTRODUCTION
Reason for choosing the topic
In recent years, English teaching has become essential in the context of modernization and industrialization, making it a key subject in schools Significant changes have been implemented in the teaching and learning of English at high schools in Vietnam to foster students' communicative competence The national syllabus emphasizes the mastery of communicative language skills, ensuring a balanced focus on listening, speaking, reading, and writing.
The quality of English teaching in high schools across Vietnam, particularly in Nghe An, falls short of expectations, especially in developing students' speaking skills Many teachers struggle to engage students and foster their motivation to speak English Consequently, Vietnamese students often find it challenging to communicate fluently A significant factor contributing to this issue is the lack of a conducive communication environment, as teachers primarily rely on textbooks and fail to incorporate diverse, engaging activities As a result, students tend to be passive during speaking lessons, spending most of their time writing or remaining silent, and they often struggle to express their ideas in real-life situations related to the topics covered in class.
As English teachers, we often face challenges in keeping our students engaged within the classroom To enhance their understanding and foster a love for learning English, we continuously seek effective teaching methods We have incorporated various teaching aids and technologies, with extracurricular activities proving to be the most impactful These activities allow students to relax while learning the language, reducing the pressure associated with traditional studying In recent years, our large-scale implementation of extracurricular activities has led to increased student engagement and enthusiasm for lessons Our students now eagerly anticipate these activities, resulting in more active and effective learning.
Bearing those in mind, we would like to conduct the Teaching Experience entitled
“Implementing extracurricular activities to enhance students’ speaking skill at Cua
Lo high school” in oder to enhance speaking English opportunities for students and improve the quality of teaching and learning English at Cua Lo high school.
Aims of the study
The study is carried out to meet the following aims:
- To provide in-depth information on the types of extracurricular activities learners participate in, as well as how they engage themselves in such outdoor activities
- To give a brief overview on outdoor activities and introduce samples of extracurricular activities out of the class
- To stimulate student creativity and activeness as well as reduce students’ stress and pressure
- To improve the quality of teaching and learning English at Cua Lo high school
- To enhance English communication skill of the students at Cua Lo high school
- To suggest some feasible solutions to eliminate the demotivating factors in English speaking lessons in order to better students’ English learning
- To suggest some extracurricular activities in teaching speaking skill.
Scope of the study
The research focused on Cua Lo High School, specifically targeting average students to explore how extracurricular activities can enhance their interest in learning to speak Due to time constraints, the study was limited to the participation of class 12D1.2.
Method of the study
To effectively address the research problem, it is essential to gather and analyze diverse materials related to the topic This process helps in determining the content direction and ensures that the documentation is both accurate and relevant for problem-solving.
- Attend English lessons of colleagues in and out of school to summerize some valuable experience in holding extracurricular activities
- Carry out surveys and interviews among students as well as have small discussions about the effectiveness of the application
- Discuss the problem of teaching method and skills to teach English speaking skills through expert group meetings.
Significance of the study
The findings aim to enhance teaching initiatives that boost students' interest in learning spoken English through extracurricular activities This study seeks to identify the challenges associated with implementing these activities and offers suggestions to assist teachers in overcoming these obstacles.
CONTENT
Theoretical background methods
2.1.1 Teaching and learning English speaking skill a Communicative language teaching approach - an effective language teaching method
Definition of communicative language teaching approach
Communicative Language Teaching (CLT) focuses on interaction as the primary method and ultimate objective of language learning This approach prioritizes communication skills, enabling learners to engage effectively in real-life conversations.
Communicative language teaching emphasizes real-life situations that require communication, allowing teachers to create scenarios students may face outside the classroom Unlike the audio-lingual method, which focuses on repetition and drills, this approach introduces an element of unpredictability, as class exercises evolve based on student interactions The dynamic nature of these simulations keeps students engaged, fostering motivation to learn through meaningful communication about relevant topics.
Margie S Berns emphasizes that language is fundamentally an interactive and interpersonal activity, closely linked to societal contexts She argues that studying language requires an examination of its functional use within both linguistic contexts—considering what is said before and after a discourse—and social contexts, which include the speakers' identities, their social roles, and the reasons for their interaction (Berns, 1984, p 5).
The goal of communicative language teaching approach
The primary objective of communicative language teaching is to enhance learners' communicative abilities both inside and outside the classroom, enabling them to speak actively without excessive concern for grammatical errors This approach focuses on improving communicative competence, particularly in speaking, allowing learners to engage effectively in oral interactions with others.
The way of learning English speaking effectively
Speaking involves sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) For Vietnamese students, learning English as a second language can be challenging As Margre S Berns notes, language is an interpersonal activity closely linked to society (Berns, 1984) Thus, mastering speaking skills goes beyond mere imitation or repetitive drills; it necessitates significant interaction among students Engaging in more communicative activities enhances students' speaking abilities.
Fluency in English communication is the key indicator of success in learning to speak the language The following steps provide valuable guidance to help learners achieve this goal.
Learning English should be viewed as an enjoyable hobby rather than a chore, as it can significantly broaden one's horizons A key element in enhancing spoken English is developing a rich vocabulary, which allows learners to express their thoughts clearly and effectively A strong word bank enables greater precision in sentence construction and improves overall articulation in speech.
A fundamental understanding of basic grammar is essential for enhancing spoken English While it's not required to have an in-depth grasp of grammar to speak fluently, overly precise grammar can sometimes create awkwardness in casual conversations Therefore, learners only need a basic knowledge of grammar to begin their journey in improving their spoken English.
To effectively communicate their thoughts, learners must express themselves confidently and clearly Self-belief is crucial in this process Additionally, they should not hesitate to seek clarification from others if they encounter difficulties or are unsure about specific words.
To enhance spoken English skills and retention, learners should consistently practice speaking and strive to comprehend various native accents Engaging with diverse English-speaking content, such as films and podcasts, can significantly aid in this process.
English movies, news channels, etc to hear crisp English diction and absorb the different styles of pronunciations
2.1.2 Extracurricular activities in teaching speaking a Definition of extracurricular activities
Extracurricular and outdoor activities offer exciting opportunities for significant learning and personal growth, as noted by Miskimmin Hornby defines extracurricular activities as those conducted outside a house or building, encompassing student engagements in various settings such as school yards, town parks, zoos, and industries These activities typically take place in natural environments, enhancing the educational experience beyond the classroom.
Extracurricular activities encompass a broad and complex array of educational experiences across various settings, as noted by Rickinson These activities include outdoor adventure education, field studies, nature study, outdoor play, heritage education, environmental education, experimental education, and agricultural education.
Extracurricular activities in schools complement educational programs and are integral to the curriculum These activities, guided by teachers, foster self-reliance in students and encourage collaboration with their peers.
Extracurricular activities are designed to foster creativity and provide students with diverse experiences, allowing them to transform their innovative ideas into reality and showcase their speaking abilities The Extracurricular Activity Method emphasizes the importance of these activities in enhancing students' skills and personal development.
Extracurricular activities serve as an effective teaching method, where students are guided by teachers to achieve specific educational goals through learning and observation These activities involve visits to designated locations outside the classroom, designed to enhance academic learning and provide valuable educational experiences.
Practical background
2.2.1 Students’ viewpoints on speaking skill at Cua Lo high school
We have collected a number of students coming from different classes and conducted the research about students’ viewpoints on speaking skill and here is the result:
Statements Like very much like Like a little Do not like
The above table show most of students (30%) like speaking English and like a little (40%) while some other students(17%) do not like and a small of students(13%) like speaking English very much
We have also raised a question for my survey is “ Is it important for you to learn speaking skill?” and here are the answers:
Statements Very important Important Quite important Not important
According to the data presented, a significant portion of students recognize the importance of speaking skills, with 36% considering it important and 34% deeming it quite important Conversely, 12% of students believe speaking skills are not important, while a smaller group, 18%, views them as very important.
2.2.2 Applying extracurricular activities in teaching speaking
More than 2/3 of students (67%) state that their teacher sometimes apply extracurricular activities in teaching English and the rest (33%) state that their teacher rarely used this activities
Statements Often Sometimes Rarely Never
A significant majority of students, 78%, find the implementation of extracurricular activities by teachers to be engaging Among them, 10% consider these activities to be very interesting, while 12% view them as quite interesting Notably, no students perceive these activities as boring.
2.2.3 Difficulties in using extracurricular activities at Cua Lo high school in the past few years
Cua Lo High School, situated in a coastal town in northeastern Nghe An province, faces significant challenges in English education, particularly in teaching speaking skills Unlike larger cities, the conditions for learning English are more difficult, requiring teachers to gradually cultivate students' interest in speaking.
My colleague and I have encountered some difficulties in carrying out extracurricular activities Below are some most common ones:
While the benefits of incorporating extracurricular activities in English teaching are clear, some educators find these methods unfamiliar and are hesitant to implement them Additionally, there are those who believe they are too set in their ways to adapt their teaching strategies, leading to a lack of confidence in organizing such activities.
Many students exhibit a lack of motivation to engage in extracurricular activities, which often involve collaborative efforts While these activities foster a sense of solidarity, some students remain passive, depending on their peers to contribute instead of actively participating themselves.
Some students’ parents do not understand the purpose and features of extracurricular class, they worry about their childrens’ safety Some others cannot support their children with money
Of course, before organizing extracurricular activities, teachers have to consider the weather but sometimes it changes suddenly so outdoor activities cannot go smoothly
2.2.4 Tips for successful lesson for extracurricular activities
Learning outside the classroom involves students actively participating in the design of activities It is essential for the school board, teachers, students, and parents to engage in thorough discussions about the plans beforehand Additionally, teachers must obtain parental permission before conducting any extracurricular activities.
In order to reach a goal, the extracurricular activity is done in four steps: planning, implementating, observing, and reflecting
The planning activities involve the researcher preparing materials, creating lesson plans, designing action steps, compiling a list of student names, and developing scoring sheets Additionally, the researcher prepares observation sheets for the classroom and tests to assess the students' speaking abilities.
In classroom action research, the researcher begins by administering a pre-test to assess students' speaking abilities To enhance these skills, the researcher implements extracurricular activities tailored to the planned material and steps Finally, a post-test is conducted to evaluate the improvement in students' speaking abilities.
During the teaching and learning process, the researcher conducts observations to document students' feelings, thoughts, and actions in English classes It is essential to plan these observations flexibly, allowing for open recording of insights.
Reflecting involves the teacher assessing the effectiveness of the teaching and learning process by analyzing the outcomes of observations This evaluation helps determine whether using extracurricular activities to teach speaking is beneficial in the overall teaching process.
Samples of using outdoor activities in teaching speaking skill for students at Cua Lo
at Cua Lo high School
2.3.1 A day as volunteers in S.O.S children’s village with the philanthropy campaign of CLECers (Cua Lo English club’s members) a The objectives
- raising awareness of philanthropy among students of the school about saving (old books, clothes, cash) to help disadvantaged children in S.O.S children’s village
- d e v e l o p i n g critical thinking, group collabration, find o u t and process the information and solve problems
- improving speaking skill for students through conducting a video product b Participants
- The students c Steps of organizing the campaign
+ stablishing an organizing groups including the teachers of English , the Youth Union, Cua Lo English Club (CLEC)’s core team
+ holding introductory meeting to make detailed plan and split the responsibility for each member
+ Publishing the detailed plan on social network, so that all the students will know the information of the campaign:
🌟LAUNCHING THE PHILANTHROPY CAMPAIGN 2022 VOLUNTEER
The Philanthropy Campaign 2022, themed "Miraitowa," draws inspiration from the Olympic Games mascot, reflecting a universal human desire for love and connection.
2020, fostering hope for a bright eternal future in the hearts of mankind
In the chilly early winter of the year, CLEC embodies the Miraitowa mascot, aiming to foster connections among people Through this campaign, we aspire to illuminate the candle of love, bringing warmth to the hearts of those in need at SOS Vinh Children's Village in Nghe An.
“Love grows by giving - Love grows by giving”
Time: from December 1, 2022 to December 8, 2022
📌Details on how to donate:
🎗Artifacts: Books, notebooks, stories, school tools, clothes, toys, necessities
📮Books, stories: intact, valid for use
📮Students' notebooks have not been used
📮Learning tools, toys: new or old can still be used
📮Clothing: clean, laundered before donating
📲For in-kind donation, please contact:
Grade 10 (Cua Lo High School): Nhu Huyen (facebook link: https://www.facebook.com/nhuhuyen.duongthi.3)
Grade 11 (Cua Lo High School): Mai Trang (facebook link: https://www.facebook.com/anhsanhss.trang/)
Grade 12 (Cua Lo High School): Hai Yen (facebook link: https://www.facebook.com/haiyenn17?mibextid=ZbWKwL)
Outside school: Tu Trinh (facebook link:https://www.facebook.com/letutrinh.150)
💸Cash: Minimum donation is 10,000 VND, send to account number:
Program Name: Phung Thi Thuy Linh
Bank: MB Bank- Military Bank
When transferring, please specify the following contents: Surname AND NAME - “Donate to the project: Philanthropy Campaign 2022 - Miraitowa ”
🎁When donating, each person will receive gifts according to the donation limits, which are specified as follows:
🎀The 5 people who donate the most can get English materials: Boost your vocabulary cam
🎀 The rest of you when donating can receive school supplies such as pens, notebooks, etc
💌Children with sparkling eyes, cherishing hope for a beautiful future, will be the motivation for us to contribute "human love pills" to heal them, and also for ourselves
So, whoever you are, no matter where you come from, don't hesitate to spread kindness to get more in return, friends
For further information, please contact:
📍Page: CLEC - Cua Lo High School
📍Email: clec.cualo@gmail.com
📍Director: Nguyen Huyen Dieu Linh - 0763130034
+ After a week of launching the campaign, the board of directors of the CLEC club announced on the school's website the end of the volunteer campaign:
🌟THE ANNOUNCEMENT OF THE END OF PHILANTHROPY CAMPAIGN 2022 VOLUNTEER PROGRAM🌟
💌So the first charity program, the brainchild of the whole CLEC club, has finally come to an end with certain successes
We sincerely thank you for your generosity; we will personally deliver the love and support from everyone to the less fortunate at SOS Children's Village, ensuring they experience a warm and joyful winter.
Dear friends at SOS Children's Villages, while our modest donation may not fully alleviate the challenges of this winter, it reflects the heartfelt support from our club We sincerely hope it brings you warmth, comfort, and energy during this season.
💌 The charity program PHILANTHROPY CAMPAIGN is the first program launched by CLEC and this is also the core of the club's next campaigns
Although we may still have many shortcomings, in the coming times we will try and fulfill the mission that everyone has trusted and supported
We extend our heartfelt gratitude to everyone who has come together to bring warmth to the children at SOS Children's Village through our CLEC initiative As we launch this campaign, we look forward to your continued collaboration in creating positive impacts for all in the future!
For further information, please contact:
Page: CLEC - Cua Lo High School
Email: clec.cualo@gmail.com
Chairman: Nguyen Huyen Dieu Linh - 0763130034
+ The CLEC Board of Directors has summarized the results obtained after 1 week of launching the campaign:
🍀SUMMARY OF THE PHILANTHROPY CAMPAIGN 2022 VOLUNTEER
The PHILANTHROPY CAMPAIGN has achieved remarkable success, raising over 3,000,000 VND in cash, along with a collection of renowned books and four large boxes filled with clothes and candies All donated items, including clothing and books, have been delivered by CLEC to the children at SOS Children's Village.
🌈Especially accompanying on this journey are CLECers, who are also lucky people to directly talk and interact with children on a chilly morning in early winter
CLEC extends heartfelt gratitude to the students, teachers, and sponsors at Cua Lo High School for their enthusiastic support of our campaign We deeply appreciate the generous contributions made to benefit the children Special thanks are also due to the organizations that aided in promoting the project, including Cua Lo Town, Cua Lo High School Union, and Reunion 2022: The Baburu We are thankful to the School Board for facilitating the project's success We hope our program has provided valuable experiences for all involved.
CLEC is committed to expanding its charity programs in the near future, aiming to reach a broader audience We encourage everyone to continue supporting and following CLEC as we strive to make a positive impact.
For further information, please contact:
📍Page: CLEC - Cua Lo High School
📍Email: clec.cualo@gmail.com
📍Director: Nguyen Huyen Dieu Linh - 0763130034
After collecting over 3,000,000 VND in cash, along with a variety of famous books, clothes, and candies from students, the CLEC members, representing the school, visited SOS Children's Village in Vinh City They donated these items to disadvantaged children, creating an incredibly meaningful day for both the donors and the recipients.
The touching feelings gained after spending the day in S.O.S Vinh Children's Village
In December, as winter's chill deepens and the wind whistles through the night, CLEC - Cua Lo English Club embarked on a successful volunteer trip to SOS Vinh Youth Village, thanks to the support of our community This experience raised the question: "What is it about SOS Vinh Children's Village that resonates so deeply with us?"
S.O.S Children's Village is a cherished destination for us, where we find solace and joy every afternoon It is a place where we connect with children, engage in heartfelt conversations with the mothers, and experience an abundance of love and happiness, helping us overcome our troubles.
S.O.S Vinh Children's Village is very special, this place is full of simple but very dear things, things that have ever become the specialty of small houses It can be a meal full of love wrapped in a mother's hand, a chess game every afternoon of tiny grandmasters, a swing that is always "popular", or innocent smiles and the innocence of children Things that when it comes to S.O.S Children's Village - we immediately think of them; things that no matter where we go, it's hard to come across; the things that make us love more, remember more about that dear S.O.S Children's Village
It was such a wonderful day Today we met new friends, children at SOS village
We came, met and shared with them our learning English journey We had great moments with them because we know "There is no joy in possession without sharing"
+ collect the ideas and scores and give reward to the winners
+ collect the feedback of the audience’s satisfaction of the outdoor activity
+ have meeting for better organization
After an 8-day preparation period from December 1 to December 8, 2022, the charity campaign concluded, fostering a spirit of compassion and support among students The initiative, which aimed to provide material assistance to underprivileged children, has significantly impacted the school community, highlighting the importance of solidarity and kindness.
All the groups of students have sent their products to organizing group and the board of the CLEC who are responsible for the campaign
I will attach the link of the video in a the appendix 6 so that everyone can watch the products of my students easily
S ome specific work and photos of meaningful moments during the day of
CLECers in SOS Children's Village in Vinh city (see APPENDIX 2)
2.3.2 Organizing ‘Happy New Year - 2023’ programme a The objectives of the ‘Happy New Year 2023’ programme
- To welcome ‘Happy New Year 2023’ organized by the English Department and Cua Lo High School’ Ho Chi Minh Communist Youth Union
- To make the students feel confident and comfortable using English language
- To provide the students an official stage to practicse speaking English confidently
- To overcome the fear of English language among the students
- To enrich the students’ English vocabulary
Many students find speaking to be the most challenging aspect of learning English To enhance their speaking skills, learners must engage in practice with one another The 'Happy New Year 2023' program provides students with the chance to practice English in real-life situations, emphasizing fluency over grammatical accuracy.
The 'Happy New Year 2023' program enhances the language-learning experience by providing a less formal and more enjoyable alternative to traditional classroom settings This engaging approach fosters a greater desire among learners to practice and study independently Additionally, extracurricular activities like the 'Happy New Year 2023' program play a crucial role in improving speaking skills in schools.
Findings and evaluation
Our long-term study in teaching has revealed that extracurricular activities significantly enhance the effectiveness and engagement of the learning process Following outdoor activities, we have gained valuable experiences and insights These activities provide students with opportunities to better understand themselves and their surroundings through sensory engagement Additionally, they enhance their speaking skills by facilitating information exchange, emotional expression, and decision-making, ultimately contributing to their success in real-life situations.
Our recent survey indicates a positive shift in students' engagement with English following the implementation of extracurricular activities Students are now using English more frequently in their interactions and displaying increased confidence in their speaking abilities Additionally, we have observed a notable rise in the number of students who enjoy learning English, highlighting the effectiveness of fostering active learning awareness The results will be presented in detail below.
Statements Like very much like Like a little Donot like
Statements Very interesting Interesting Boring
Our implemented measures have significantly enhanced teaching efficiency for students, leading to a more relaxed atmosphere after outside classes Students eagerly anticipate future activities, and weaker students no longer feel pressured when discussing topics in English This newfound confidence allows them to engage more actively in exploring real-life problems and challenges.
After analyzing some extracurricular activities with the aim of promoting the speaking ability among students, several recommendations should be given as follows:
Teachers should implement appropriate extracurricular activities and maintain a consistent schedule to provide students with ample opportunities to practice their English speaking skills daily This approach will help students communicate more naturally and fluently over time.
Outdoor activities may appear challenging initially, but they become manageable with proper implementation I recommend incorporating these activities for all students, including those at average and low levels, to maximize their learning potential For language teachers, consistently using these methods will facilitate a more effective and engaging English teaching experience.
2.4.3 Survey of emergency and featibility of proposed solutions
The purpose of the survey is to verify the urgency and feasibility of the topic
The survey focused on two main issues:
1) Are the proposed solutions really urgent for the current research problem?
2) Are the proposed solutions feasible for the current research problem?
2.2 Survey method and rating scale
The method used for the survey is Exchange by Questionnaire; with a 4-level rating scale (corresponding to a score from 1 to 4):
Not urgent Less urgent Urgent Very Urgent Impossible Less feasible Feasible Very Doable
By the software Google Forms
4 Survey results on the urgency and feasibility of the proposed solutions (See APENDIX 7)
4.1 The urgency of the proposed solutions
Assess the urgency of the proposed solutions
1 Improving the speaking skill through extracurricular activities at Cua Lo high school
Organizing extracurricular activities annually to have the chance to use English skill outside and enhance other skills such as: planning, cooperation and problem solving for students
Cooperating with Youth Union and Parent
Assiociation to organize outdoor activities going to beauty spots, historical sites and orphanages in order to motivate students to speak English
4 Guiding students extracurricular activities by themselves, English club to practice independence,
Urgent initiative as well as confidence 57% 3- Urgent
Extracurricular activities always motivate, elicit the passion for English in real situations, thus accomplishing, improving the English speaking skill for students
According to the survey data, nearly half of the respondents (43.5%) deemed the topic very urgent, while a majority (51.5%) acknowledged it as urgent Only a small fraction of participants considered the topic not urgent (1.5%) or less urgent (3.5%).
4.2 Feasibility of the proposed solutions
Evaluate the feasibility of the proposed solutions
1 Improving the speaking skill through extracurricular activities at Cua Lo high school
Organizing extracurricular activities annually to have the chance to use English skill outside and enhance other skills such as: planning, cooperation and problem solving for the students
Cooperating with Youth Union and Parent
Assiociation to organize outdoor activities going to beauty spots, historical sites and orphanages in order to motivate students to speak English
Guiding students extracurricular activities by themselves, English club to practice independence, initiative as well as confidence
Extracurricular activities always motivate, elicit the passion for English in real situations, thus accomplishing, improving the English speaking skill for students
According to the survey data, nearly half of the respondents (39%) found the topic to be doable, while a majority (53.5%) confirmed its feasibility In contrast, only a small percentage considered the topic impossible (1.5%) or less feasible (5.5%).