INTRODUCTION
Reasons for Choosing the topic
English is often perceived as a challenging subject for many students Recent changes in English textbooks emphasize four key skills: Listening, Speaking, Reading, and Writing However, the limited class time of just forty-five minutes for teaching Speaking skills highlights a significant gap, leaving students with insufficient opportunities to practice communication in English To address this issue, the author, an English teacher, proposes activities to establish English-speaking clubs for 10th and 11th-grade students at Quynh Luu.
1 high school for the following reasons:
Speaking skills are crucial as they significantly influence students' ability to learn other skills Fluency in a foreign language is essential for effective communication, opening doors to numerous opportunities that align with their aspirations Consequently, enhancing English speaking abilities increases students' chances of securing a brighter future.
Many students struggle with English fluency despite having a strong vocabulary and good grammar skills This issue arises mainly from the lack of opportunities to practice speaking English.
To enhance students' enthusiasm for learning English, teachers should motivate them to practice speaking as much as possible, helping to overcome shyness English-speaking clubs are particularly effective, providing exciting opportunities for students to engage in conversation while also fostering teamwork and interpersonal skills.
Aims of the topic
The topic is carried out in order to:
- State the real situation of teaching and learning English speaking skill at Quynh Luu 1 high school
- Conduct a survey about how students improve their English - speaking skill
- Instruct teachers and students how to carry out some exciting activities for English clubs
- Report the results after this teaching experience has been applied at Quynh Luu 1 high school
DEVELOPMENT
high school
English clubs offer numerous advantages for language learners, providing a relaxed environment for practicing English and meeting new people By engaging in various activities, students can enhance their speaking abilities and expand their vocabulary and grammar knowledge Additionally, these clubs foster lasting friendships, creating a comfortable atmosphere for using English among trusted peers Collaborating with fellow students who share similar interests further motivates learners to improve their speaking skills.
1 The Real Situation of teaching and learning English Speaking Skill at Quynh Luu 1 high school
Many English teachers surveyed noted that while many students excel in reading and writing, they struggle significantly with speaking This highlights common challenges educators encounter when teaching oral communication skills.
Many students hesitate to speak English in class due to a lack of confidence, often stemming from their introverted personalities and limited opportunities for practice.
Many individuals sound overly formal or "bookish" in their speech, resembling someone reading directly from a text This phenomenon may stem from a lack of experience in engaging in natural English communication.
Many students struggle with speaking due to grammatical errors, which can stem from cognitive skill issues and individual traits (Mayer, 2002) Additionally, the teaching strategies employed by instructors may contribute to these mistakes (Thornbury, 1999) Furthermore, anxiety during speaking can hinder their ability to recall language structures accurately.
Learning to speak a new language can be challenging, making it essential to teach speaking skills creatively Providing students with more opportunities to practice English in open contexts enhances their speaking abilities.
2 The Survey and Its Results
So as to find out more about the real situation of teaching and learning this skill, a survey has been done at Quynh Luu 1 high school with the participation of
12 teachers of English group and more than one hundred students from two grades at our school
This survey aims to assess students' speaking skills and identify the main challenges they face in learning this skill Additionally, it seeks to discover what motivates students in speaking lessons, such as engaging activities, fresh topics, or a supportive English-speaking environment Most importantly, the survey intends to provide actionable suggestions to enhance student motivation in speaking lessons based on the findings.
A survey was conducted using a questionnaire with 13 questions, both open and closed, to assess students' speaking abilities and interest in this skill The survey included 118 students from three classes: 10D01, 11N, and 11A1, all of whom began learning English at an early age These students are high achievers in English, selected for advanced classes within the school, with class 11N being the top-performing group, many of whom are preparing for the IELTS exam Consequently, these students view English as a crucial subject and demonstrate a strong commitment to their studies in this area.
The survey was conducted twice, once at the beginning of the school year and again in April, after the implementation of the activities The results of the initial survey are presented in the tables and charts below.
The following pie chart presents the percentages of students who are interested in learning English Speaking skill:
Figure 2.1 Students’ interest in Speaking skill
The chart reveals that, despite being from the top English classes, only 70% of students show an interest in learning the speaking skill, while 30% express a lack of enthusiasm for it This raises questions about the challenges associated with developing speaking skills in this context.
60 very difficult difficult rather difficult not difficult at all
6 their opinion? The bar chart below shows us students’ opinions about the speaking skill according to four degrees of difficulty:
Figure 2.2 Students’ opinions about degrees of difficulty of Speaking skill
Many students struggle with speaking skills, while a few find it easy The bar chart below illustrates three key factors that contribute to the challenges students face in developing their speaking abilities.
Figure 2.3 Factors affecting students’ Speaking skill
Many students find speaking skills challenging, influenced by various factors This raises the question of how much effort they invest in enhancing their speaking abilities On average, how many hours do they dedicate to this skill each week? The following figure provides insights into these inquiries.
Questions Answers Number of students Percentage (%)
4 a less than 1 hour per week 24 20.3 b about 1 hour per week 60 50.8 c more than 1 hour per week 34 28.9
Figure 2.4 Students’ amount of time spent on practising Speaking skill per week
Participation in speaking activities, whether in the classroom or clubs, significantly enhances students' skills The table below provides insights into students' willingness to engage in these activities.
Question Answers Number of students %
50 nothing to say lack of confidence boring speaking activites
Figure 2.5 Students’ willingness of joining in Speaking activities
Truthfully, knowing nothing to say is a very popular problem for students The table below indicates whether students often face this problem or not:
Question Answers Number of students %
Figure 2.6 Students’ frequency of knowing nothing to say
Another point mentioned here is whether the types of Speaking activities affect students’ interest in speaking English or not The following pie chart presents the information about their effect:
Figure 2.7 Influence of types of activities on students’ interest
Students often express their views on the speaking topics and tasks found in textbooks A recent survey reveals varied opinions regarding their preferences and engagement with these materials The following table summarizes key insights from students about their experiences with speaking tasks in textbooks.
Questions Answers Number of students %
24% very much much not very much little
8 a.all of them are interesting 20 17.5 b.some of them are interesting 90 76.3 c.all of them are boring 8 6.2
9 a.too difficult 9 7.6 b.difficult 60 50.8 c.rather difficult 40 33.9 d.not difficult at all 9 7.7
Figure 2.8 Students’ opinions about Speaking topics and activities
The chart illustrates students' preferences for four primary types of speaking activities across three textbooks for different grade levels.
Figure 2.9 Students’ interest in some types of Speaking activities
FINDING THE SOLUTIONS
1 Several recommendations for preparing an English Speaking Club
Many speaking activities in textbooks fail to engage students, leading to boredom and a tendency to converse in Vietnamese instead Despite some students being fluent in English, their shyness and lack of practice opportunities hinder their speaking skills By providing a supportive speaking environment, students can enhance their abilities To improve students' attitudes towards speaking and encourage them to showcase their skills, the author proposes activities for an English Speaking Club, which teachers can implement through three main stages.
Stage 1: Choose familiar and interesting Speaking topics: They can either base on the specific events or festivals that happen during the year such as Halloween, Christmas….or the topics of the lessons provided in English textbooks.)
Stage 2: Select the specific types of Speaking activities
There is a wide range of activities that teachers can choose such as role-play, storytelling, interview, conversation, presentation and so on
Stage 3: Instruct students to take part in the activities by giving them clear instructions to prepare for their upcoming clubs
Teachers often organize students into small groups and offer clear explanations to enhance understanding To ensure effective task performance, it is beneficial for teachers to appoint certain students as "group leaders."
To enhance engagement in an English-speaking club, it is essential to prepare specific activities in advance, tailored to the scheduled date of the meeting.
2 Some Suggested Activities to hold English-Speaking clubs for high school students
2.1 English - Speaking clubs based on Holidays or Festivals
2.1.1 Sample activity 1: Cosplay (Halloween/ Christmas/Mid-Autumn festival….)
Aim: help students to develop their teamwork skills and creativity
Type of activity: Group work
- Divide the class into 8 groups (about 5 members per group)
- Ask them to choose some famous characters like Frankeinstein (for Halloween festival), The Earth God (for Mid-Autumn Festival)…
- Suggest some ways to disguise themselves like the characters chosen (teachers should recommend them to use recycled materials to make their costumes)
Select one or two members to serve as the MCs, who will introduce their chosen characters They should articulate the reasons behind their character selection and detail the preparations they undertook for their performance.
Rule: The members who have been disguised as the characters have to say something or do something so as to look like the characters they are pretending to be
These are some photos illustrating this activity :
2.1.2 Sample activity 2: Story-telling (Tet holiday, Halloween…)
Aim: help students improve their accent and pronunciation
Type of activity: Group work
- Divide the class into 6 groups
- Ask them to choose a story they like and try to narrate it (it would be much better if they could write their own story)
For example: Vietnamese Fairy Tale - The legend of the Neu pole
Horror story: The Ghost Bride
This picture illustrates this activity: (the photo taken in class 11N
2.1.3 Sample activity 3: Picture description and drawing (Mid-autumn festival, Tet holiday…)
Aim: Help students to improve their Listening and Speaking skills at the same time
Type of activity: Pair work
- Ask students to work in pairs
- Ask one member to look at the picture and try to describe whatever they see so that the partner can draw the picture in one minute
(The picture can be about a symbol, a feature, an activity or a famous character of a festival)
These pictures were drawn by a few students from class 11A1 illustrating the Earth God and Chu Cuoi (Vietnamese fairy tales)
2.2 English clubs based on some specific topics of the lessons:
2.2.1 Sample activity 1: Unit 2: Humans and The environment (English 10- Global success)
Aim: Help students to develop their creativity as well as improve their presentation skill
Activity: Who is the best recyclist?
Type of activity: Group work
- Divide the class into groups of 3 members
-Ask students to prepare a costume/ a recycled product in advance
* Rule of the game: They have to use recycled materials to make the costume or the product If there is something bought, that team will be eliminated
- Call two members to explain how they make their costume or product and its meaning (one member can wear that costume and act as a model)
Below are some products made by the students from class 10D01:
2.2.2 Sample activity 2: Unit 3: Music (English 10- Global success )
Aim: help students to develop their creativity and show off their ability to write the lyrics for a specific piece of music as well as sing it
Type of activity: Group work
Time allowed: 2 minutes to write the lyrics and 2 minutes to perform their own song
- Divide the class into groups of 5
- Play a specific piece of music without lyrics
- Ask students to create the lyrics for that piece of music
- Call all the members to sing their song
(Each group can perform their song either in a pair or in a group depending on their choice)
Below are some pictures that were taken in the club held at class 11N:
2.2.3 Sample activity 3: Unit 9- Protecting the Environment (English 10 Global success)
Aim: Help students improve their accent and pronunciation
Activity: Who is the best voice-actor/actress?
Type of activity: Group work
- Divide the class into groups of 6-7 members
- Instruct them to choose some impressive scenes of a famous film about natural disasters
- Divide the dialogues equally to each member
Rule: Students have to memorise their part of dialogues and try to imitate the characters’voice in the films
Below are some pictures that were taken in the club held at class 11N:
2.2.4 Sample activity 4: Unit 2: Relationships (English 11)
The objective is to assist students in retaining their learning while collaborating with classmates to create a short play centered on the lesson's main topic Additionally, this activity allows students to share their perspectives on family life, particularly their relationships with family members.
Activity: Short plays: Mum and Dad, please listen to me!
Type of activity: Group work
- Divide the class into groups of 4-5 (depending on what type of family they have chosen- either nuclear or extended family….)
- Instruct them to write a short play about family conflicts
- Give feedback to their short plays so that students can make necessary changes to their plays
+ A student whose name is Nam
+ A teacher whose name is miss Hoa
+ The student’s mother whose name is mrs Lan
+ The student’s father whose name is mr Thanh
Nam is a bright student with a passion for K-pop music, but his lack of diligence is affecting his academic performance He dedicates much of his time to enjoying his favorite artists and bands, which has led to a decline in his studies.
* Scene 1: Nam is sitting in his room, listening to music His mother comes in
- Mrs Lan: What are you doing, Nam?
- Nam: I I am listening to music, Mom
- Mrs Lan: Listening to music? Why are you always listening to music? Why don’t you get down to studying?
- Nam: I will study after I listen to this song, Mom
- Mrs Lan: You always say that but you never do it!
- Mrs Lan (signs): All right
* Scene 2: Nam is listening to music, his teacher comes to him
- Miss Hoa: Nam, I want to talk to you
- Miss Hoa: Your marks are getting worse and worse Why?
- Miss Hoa: Really? but I know You have spent too much time on your favourite music, Nam
- Nam: I haven’t, teacher I have been studying hard
- Miss Hoa: You should study harder Your exams are coming, Nam
Miss Hoa leaves and Nam continues enjoying his songs
* Scene 3: Nam is listening to music and his father comes
- Mr Thanh: Music! Music again!
- Mr Thanh: Why are you so lazy, Nam?
- Mr Thanh: Have you got your exam results?
- Mrs Lan: Your teacher has just called
- Mr Thanh: Why don’t you tell him to stop his music?
- Mrs Lan: I did But he didn’t listen
- Miss Hoa: Good afternoon, Mr Thanh, Mrs Lan
- Mr Thanh & Mrs Lan: Good afternoon, teacher
- Miss Hoa: I am here to tell you about Nam’s exam results
- Mr Thanh & Mrs Lan: Yes, teacher
- Miss Hoa: I regret to tell you that his results are the worst in the class
- Mrs Lan: Oh my god!
- Mr Thanh: Teacher, could you tell us about his scores?
- Miss Hoa: He got mark 4 in English, mark 2 in Maths and mark 3 in Literature
- Nam: Are you sure, teacher?
- Mrs Lan (wants to cry): Nam, Why did you get so bad marks?
- Mr Thanh (looks very sad): Nam, see it?
- Miss Hoa: I told him to spend more time learning but he didn’t
- Mrs Lan: He said he would but he didn’t
- Mr Thanh (gets angry): Nam, say something!
- Nam: I am sorry, Mom, Dad, Teacher
- Mr Thanh: We don’t need you to say sorry
- Nam: I will stop listening to music and study harder
- Miss Hoa: You needn’t give up your hobby You just need to use your time more suitably
- Mrs Lan: Miss Hoa is right Your hobby is ok if you know how to spend time on it
- Nam: Thanks, parents and Miss Hoa I know I was wrong I will correct my mistake
I will only listen to music in my free time after doing all my homework, I promise
- Mr Thanh, Mrs Lan and Miss Hoa (claps their hand): Don’t forget your words
Below are some photos taken in class 10D01 during their play:
2.2.5 Sample Activity 4: Unit 4- Caring for those in need (English 11)
Aim: Help students to improve their presentation skills and teamwork In addition, they can show off their leadership skills as well as raise their awareness of helping other people
Activity: Projects for a better future
Type of activity: Group work
- Divide the class into groups of 5-6 members
- Instruct them to prepare for their projects:
+ How to carry out the project:
- Ask each group to choose 2-3 members to make a presentation about their project
Project name: Gifts of the world
+ Create an online fundraising website for people with disabilities
+ Launch an advertising campaign to draw more attention to the problem
+ Send funds to a non-profit volunteer company to help the disabled
How to carry out the project:
+ Carefully research various volunteer non-profit companies and choose the right company
+ One creates videos related to the problem
+ One creates a social media account
+ One has the responsibility to answer people's questions
+ One creates a fundraising platform to collect all funds in one place
+ Everyone must collect the necessary amount of money to launch an advertising campaign on any chosen social network
+ Collaborate with other influencers to get more attention
+ The fastest way to grab people's attention
+ Great way to scale up in the long run
+ A certain amount of money to start this project
SURVEY ON THE URGENCY AND FEASIBILITY OF THE
- This survey has been carried out to evaluate the urgency and feasibility of applying the activities to English Speaking clubs in private and teaching Speaking skill in general
- It also aims to find out how each activity can be adjusted to be more suitable for certain groups of students
2 Description of the Survey on the Urgency and Feasibility of the
This survey consists of the explanations of eight suggested activities in total so that the participants can assess their levels of the urgency and feasibility after having applied them
- It has been given to 11 teachers from Quynh Luu 1 high school and Cua Lo 1 high school so as to collect their ideas and evaluations on two main points below:
Firstly, is it necessary for these suggested activities to be used to hold English Speaking clubs for students? Secondly, how feasible is each activity once applied?
3 Results of the Survey and Assessment Scale
3.1.1 Results of the Survey collected from googleform
Below are two tables illustrating the results from googleform:
According to the results recorded on googleform, the data collected have been analysed based on the steps below:
Step 1: Download the software R using the link: https://cran.r-project.org/bin/windows/base/
Step 2: Install the software R and open it
(This is the image after the software has been opened)
Step 3: Calculate the average scores according to the number of the teachers participating in the survey:
(The picture illustrates the average score of the first solution)
This is the table showing the average scores of all the solutions based on their urgency:
3 Picture-description and drawing 3.27 urgent
4 Who is the best recyclist 3.45 urgent
6 Who is the best voice-actor/actress? 3.1 urgent
8 Projects for a better future 3.63 urgent
This is the table showing the average scores of all the solutions based on their feasibility:
3 Picture-description and drawing 3.91 feasible
4 Who is the best recyclist 3.72 feasible
6 Who is the best voice-actor/actress? 3.3 feasible
8 Projects for a better future 3.54 feasible
3.2 Several Comments based on the Results of the Survey
Survey results indicate that all proposed solutions received high ratings, exceeding 3.0 out of 4.0 Consequently, it is recommended to implement these solutions for establishing English-speaking clubs, as they are both urgent and feasible, aimed at enhancing the speaking skills of 10th and 11th grade students.
CONCLUSION
The Results of Applying the Teaching Experience
The author has carried out these activities in some certain classes at Quynh Luu
The teaching experience in high school has yielded several positive outcomes, ensuring that the methods are effective before being shared with other teachers and students.
English- speaking skill? a.Yes b No a 70% b 30% a 85% b.15%
2 How difficult is the Speaking skill? a Very difficult b Difficult c Rather difficult d Not difficult a 35% b 48% c 12% d 5% a 25% b 36% c 10% d 29%
3 What problem do you often face when speaking
English? a Nothing to say b Lack of confidence c Boring speaking activities d Lack of a positive classrom environmemt a 15% b 27.5% c 12.5% d 45% a 5% b 20% c 5% d 25%
(The rest confirm they do not face these problems any more)
4 How much time do you spend on the
Speaking skill? a less than one hour b about one hour c more than one hour a 20.3% b 50.8% c 28.9% a 8.7% b 55.8% c 35.5%
5 Are you willing to join
Speaking activities? a willing b reluctant c obligatory d indifferent a 37.3% b 33.9% c 20.3% d 8.5% a 60% b 25% c 15% d 0%
6 How often do you face the problem
“knowing a always b often c sometimes d never a 33.9% b 31.4% c 17% d 17.7% a 25.8% b 26% c 27.5% d 20.7%
7 How do types of activities influence your interest? a very much b much c not very much d a little a 28% b 42% c 6% d 24% a 38.2% b 49.8% c 12%
8 What do you think about
Speaking topics and tasks in the textbooks? a all of them are interesting b some of them are interesting c all are boring a 17.5% b 76.3% c 6.2% a 40.5% b 55.6% c 3.9%
9 What do you think about
Speaking topics and tasks in the textbooks? a too difficult b difficult c rather difficult d not difficult at all a 7.6% b 50.8% c 33.9% d 7.7% a 4.5% b 30.4% c 20.1% d 45%
10 What kinds of Speaking activities do you like most? a conversation practice b presentation-making c free discussion a 36% b 22% c 42% a 38.5% b 18% c 43.5%
11 How often do your teachers give you extra
Speaking tasks? a always b often c sometimes d never a 55.1% b 29.7% c 8.5% d 6.7% a 60.2% b 35.5% c 4.3%
12 How are the extra Speaking activities? a difficult b easy c interesting d boring a 42.4% b 25.4% c 21.2% d 11% a 10% b 30% c 55% d 5%
13 What factors motivate you in
Speaking activities? a interesting topics b interesting activities c exciting speaking environment a 35.4% b 47.3% c 17.3% a 14.8% b 48.7% c 36.5%
Some Recommendations for Using These Activities to Teach English Lessons 35 3 Suggestions for Further Studies
Teachers can enhance student engagement in speaking skills by integrating activities from English-Speaking Clubs into "Looking Back and Project" lessons These activities promote active participation in class It is essential to select appropriate activities and implement them effectively Here are some recommendations to consider.
- The activities should be chosen based on many factors such as the topics, the aims of the lessons and different students’ levels of speaking ability
- The activities must be related to the topics of the lessons
- The activities should keep all of the students involved and interested
- The activities should help the students develop their speaking skills
- The length of the activities should be set suitably for one period
Many students outside of English classes or those not majoring in the subject find these activities challenging To address this, teachers should modify tasks to accommodate learners with varying levels of speaking skills.
The topic of speaking skills presents vast opportunities for research, as the challenges and solutions in teaching this complex skill are virtually endless The necessity of studying this area is underscored by the fact that the quality of speaking instruction in many Vietnamese high schools often falls short of expectations Due to the author's limited knowledge and experience, this study cannot address all aspects of the topic Therefore, the author encourages others interested in this field to further explore and develop effective solutions and activities to enhance students' speaking abilities Additionally, the author acknowledges the shortcomings in their teaching experience and welcomes constructive feedback from fellow educators to improve the overall teaching approach.
Brown, H.D (1994) Teaching by Principles New Jersey: Prentice Hall Regents
The "Eleventh Form English Textbook," authored by Hoang Van Van, Phan Ha, Hoang Thi Hong Hai, Hoang Thi Xuan Hoa, Kieu Thi Thu Huong, Vu Thi Lan, Dao Ngoc Loc, and Chung The Quang, is published by Education Publisher.
The Tenth Form English Textbook, titled "Global Success," is published by Education Publisher and features contributions from authors Hoang Van Van, Hoang Thi Xuan Hoa, Chu Quang Binh, Hoang Thi Hong Hai, Kieu Thi Thu Huong, and Nguyen Thi Kim Phuong.
Richards, J.C and Rodgers, T.S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press
Samira Al Hosni -TEFL Supervisor and Instructor Ministry of Education
Websites: https://Concepts for teaching speaking in the English Language Classroom1-ERIC https://Cambrigde.org https://educationalresearchtechniques.com https://teachingenglish.org.uk
Questionaire on the students’ attitude towards the learning of Speaking skill:
1 Are you interested in English-
2 How difficult is the speaking skill? a very difficult b difficult c rather difficult d not difficult
3 What problem do you often face when speaking English? a nothing to say b lack of confidence c boring speaking activities d lack of a positive classrom environmemt
4 How much time do you spend on the speaking skill? a about one hour b more than one hour
5 Are you willing to join speaking activities? a willing b reluctant c obligatory d indifferent
6 How often do you face the problem
“knowing nothing to say?” a always b often c sometimes d never
7 How do these types of activities influence your interest? a very much b much c not very much d a little
8 What do you think about Speaking topics and tasks in the textbooks? a all of them are interesting
38 b some of them are interesting c all are boring
9 What do you think about Speaking topics and tasks in the textbooks? a too difficult b difficult c rather difficult d not difficult at all
10 What kinds of Speaking activities do you like most? a conversation practice b presentation-making c free discussion
11 How often do your teachers give you extra Speaking tasks? a always b often c sometimes d never
12 How are the extra speaking activities? a difficult b easy c interesting d boring
13 What factors motivate you in
Speaking activities? a interesting topics b interesting activities c exciting speaking environment
Questionaire on the feasibility of the suggested activities to hold English – Speaking clubs for high school students:
Do you find it urgent to use the activity of Cosplay in an English –
Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of Story-Telling in an English
–Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of Picture Description and
Drawing in an English –Speaking club? a a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of “Who is the best recyclist” in an English –Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of “Talented composers” in an
English –Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of “Who is the best voice- actor/actress?” in an English –Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of Short Plays in an English –
Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Do you find it urgent to use the activity of “Future Projects” in an
English –Speaking club? a very urgent b urgent c somewhat urgent d not urgent
Questionaire on the feasibility of the suggested activities to hold English – Speaking clubs for high school students:
Do you find it feasible to use the activity of Cosplay in an English –
Speaking club? a very feasible b feasible c somewhat feasible d not feasible
Do you find it feasible to use the activity of Story-Telling in an English
–Speaking club? a very feasible b feasible c somewhat feasible d not feasible
Do you find it feasible to use the activity of Picture Description and
Drawing in an English –Speaking club? a very feasible b feasible c somewhat feasible d not feasible
Do you find it feasible to use the activity of “Who is the best recyclist” in an English –Speaking club? a very feasible b feasible c somewhat feasible d not feasible
Do you find it feasible to use the activity of “Talented composers” in an
English –Speaking club? a very feasible b feasible c somewhat feasible d not feasible
Do you find it feasible to use the activity of “Who is the best voice- actor/actress?” in an English –Speaking club? a very feasible b feasible c somewhat feasible d not feasible