INTRODUCTION
Rationale for the study
With the rise of globalization, English has become a crucial subject in Vietnam's educational system, spanning from primary schools to universities The Ministry of Education and Training, along with English teachers, views the teaching and learning of English as a vital responsibility Recent years have seen significant advancements in the scale and quality of English language education However, a notable disparity exists in English proficiency between urban and rural areas, with rural learners often struggling to effectively use English even after completing their courses This gap highlights the challenges faced in English language education in rural regions.
Ky, a remote mountainous region in Nghe An, faces significant challenges in developing learners' speaking skills This limitation arises from various factors, both objective and subjective.
Speaking is a crucial skill that students are often judged on in real-life situations, as highlighted by Brown and Yule (1983) It plays a significant role in everyday interactions, with first impressions frequently based on one's fluency and comprehensibility Therefore, teachers must adequately prepare students to communicate effectively in English beyond the classroom Despite its importance, the teaching of speaking has historically been undervalued, often reduced to repetitive drills and memorization However, the current educational landscape demands a shift towards enhancing students' communicative skills, enabling them to express themselves and navigate the social and cultural norms of various communicative contexts.
As an English teacher at a rural upper secondary school, the researcher is deeply concerned about her students' speaking skills Despite having learned English since grade 3 using a communicative approach, her grade 10 students struggle to use spoken English in real-life situations due to fears of making mistakes, limited vocabulary, and pronunciation issues This raises the question of how teachers can effectively support students in improving their spoken English in a rural setting with limited language input and practice opportunities In response, the researcher has decided to conduct a study titled “Some suggested graphic organizers to enhance English speaking ability for 10th grade students learning the Global Success textbook at Tan Ky High School,” aiming to identify effective methods to enhance students' speaking skills in practical contexts.
The purpose of the study
This study aims at suggesting some adaptations using graphic organizers in teaching speaking skill in textbook English 10 - global success.
The scope of the study
The study was carried out at Tan Ky High School with the total of students relating to 80 EFL 10 th graders who come from class 10d4 and class 10d5 of Tan
At Ky High School, students are categorized into a control group and an experimental group to explore the effectiveness of graphic organizers in enhancing speaking skills This study also examines the learners' attitudes towards this teaching technique, with the research conducted from September 2022 to March 2023.
The significance of the study
This thesis offers ESL teachers a comprehensive understanding of using graphic organizers to enhance speaking skills It serves as a valuable reference for educators in rural areas, particularly in Tan Ky district, by introducing innovative methods for implementing graphic organizers in their teaching practices The findings are expected to significantly contribute to the overall effectiveness of teaching speaking skills.
CONTENT
Overview of speaking skill
Speaking, as defined by the Longman Dictionary, is the act of producing intelligible speech and involves the oral expression of thoughts and feelings while sharing information This complex process requires a combination of language, cognitive, and social skills, as speakers must construct sentences and paragraphs using a style suitable for the social context Furthermore, effective speaking fosters relationships between the speaker and the listener, while also adhering to various linguistic, psychological, and physical rules relevant to the communication situation.
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned
Teaching speaking is to teach our learners to:
- Produce the English speech sounds and sound patterns
- Use 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
- Use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan 2003)
Thornberry (2005) identifies three key theories of language learning that are relevant to teaching speaking: behaviorist, cognitive, and socio-cultural theories, as also discussed by Leighton & Spade (2006) and Brown (2007).
Behaviorists assert that language acquisition occurs through the development of positive habits reinforced over time (Thornbury, 2005, p.38) The speaking learning process involves three key stages: presentation, practice, and controlled production, all aimed at establishing automatic habits Initially, EFL learners engage with audio or visual materials presented by the teacher This is followed by practice activities such as drilling and retelling Ultimately, learners showcase their skills by performing in front of the class.
Cognitivists view learners' minds as black boxes capable of processing information, where speaking skills develop through stages from controlled to automatic Initially, learning focuses on raising awareness of specific procedural stages, then shifts to integrating new knowledge with existing knowledge through practice, ultimately leading to self-control.
Sociocultural theory emphasizes the importance of social interaction in the learning process, as highlighted by Thornbury (2005) and Lightbown & Spada (2006) They assert that learners benefit from other-regulation and the mediation of more knowledgeable individuals, who provide a supportive framework akin to scaffolding Through interactions with peers and teachers, learners construct new knowledge, ultimately internalizing it to the point where they can apply it independently.
Many linguistics and ESL educators believe that EFL learners develop their speaking skills primarily through interaction The combination of communicative language learning and collaborative learning is particularly effective for this purpose Communicative language learning emphasizes real-life communication scenarios, allowing learners to practice the target language in ESL classes Teaching speaking skills involves three key stages: pre-speaking, while-speaking, and post-speaking activities.
The pre-speaking stage, as described by Regina and Sik (1997), is essential for planning and organizing learners' knowledge This phase aims to prepare students by stimulating their thoughts, reflections, and experiences through various activities Additionally, it involves introducing new knowledge, vocabulary, and structures to enhance their speaking skills.
During the Speaking Stage, learners practice the new language in a controlled setting Teachers can implement activities like repetition drills, show and tell, running dictation, surveys, picture descriptions, interviews, and sentence auctions This stage encourages collaboration among learners, who work in pairs, groups, or teams.
The post-speaking stage is crucial for EFL learners as it allows them to summarize and reflect on their speaking performance During this period, activities such as role-play, picture description, interviews, and drama games are conducted to enhance their skills According to Regina Sik (1997), this stage encourages peer feedback, which is essential for fostering confidence and constructive criticism among learners Providing supportive feedback is vital to ensure that students feel empowered and motivated in their future speaking endeavors.
2.1.5 Several types of speaking performance:
Imitative is a term in teaching speaking that refers to the learners working like a parrot to repeat exactly the sounds of a word, a phrase or even a sentence
This performance mostly focuses on phonetic level It is not exercised for the purpose of communication The activity in this kind of performance is often drilling
This type of performance is used after imitative step to carry out many kinds of speaking performance relating to grammatical and lexical aspects in learning a foreign language
The learners reply to the questions, comments in a meaningful way The tasks in this kind are often making a short conversation, greetings, …
This type of performance is only used in the dialogue It is carried out for the purpose of exchanging detail information
This performance is essential in dialogue as it facilitates social communication through the use of slang and ellipsis However, it can pose challenges for learners, making it difficult for them to grasp and comprehend the meanings effectively.
This type of performance is used in monologue having form of oral summaries, short speeches or reports This type of performance is advised to use for advanced level
Role play activities are an effective method for encouraging students to speak naturally By immersing themselves in various social contexts, learners can explore different roles and perspectives During these activities, students must embody their characters, responding authentically to the thoughts and feelings associated with those roles.
Simulations seem similar to role-plays but simulations are more elaborate
In simulations, learners enhance realism by bringing relevant items to class, such as a microphone for a singing role These role plays and simulations are not only entertaining but also serve to motivate learners Harmer (1984) notes that such activities boost self-confidence in hesitant learners, as they can adopt different roles and speak without the pressure of representing themselves, thereby reducing their sense of responsibility.
In this activity, students work in pairs where one partner possesses information that the other lacks, fostering communication to bridge the knowledge gap This method promotes natural information exchange and aligns with the communicative approach to teaching The information gap technique is effective as it encourages all students to actively express themselves in the target language.
In a brainstorming session, learners generate ideas within a set timeframe, either individually or in groups This collaborative approach encourages open sharing, as participants are not criticized for their contributions, fostering a creative environment for innovative thinking.
Storytelling encourages creative thinking and allows learners to express their ideas through structured narratives, including characters and settings Students can summarize stories they've heard or create their own, while also sharing riddles or jokes For instance, teachers can invite students to share short, humorous anecdotes at the beginning of a lesson, which not only improves speaking skills but also captures the attention of the entire class.
Overview of graphic organizers
2.2.1 The definition of graphic organizers
Graphic organizers are rooted in Ausubel's theory of meaningful learning, which emphasizes that learning occurs by integrating new concepts into existing cognitive frameworks Developed by Barron, graphic knowledge is based on Ausubel's advance organizer concept, which posits that meaningful learning happens when new information is connected to prior knowledge in a substantive manner Ausubel's cognitive theory suggests that advance organizers improve students' learning and retention of unfamiliar yet meaningful materials by linking new information to their existing cognitive structures This approach activates prior knowledge, making new material more familiar and meaningful, aligning with schema theory, which asserts that our cognitive structures help assimilate new information to enhance learning and retention Understanding a text involves finding a "mental home" for the information or adjusting existing knowledge to accommodate new insights.
Graphic organizers, initially designed for pre-reading comprehension, have been effectively applied to reading and post-reading activities (Anderson & Pearson, 1984; Maryam Heidarifard) Research across various subject areas and age levels has provided substantial evidence supporting the effectiveness of this technique (Dye, 2000).
2.2.2 The kinds of graphic organizers
Graphic organizers come in many different forms, each one best suited to organizing a particular type of information
According to Meyer‟s (1985) classification, expository text structures include:
1 Description: The author describes a topic
2 Sequence: The author uses numerical or chronological order to list items or events
3 Compare/Contrast: The author compares and contrast two or more similar events, topics, or objects
4 Cause/effect: The author delineates one or more causes and then describes the ensuing effects
5 Problem/solution: The author poses a problem or question and then gives the answer
Besides the above structures, Mohan (1986) added more structures as definition, classification, argument- reasoning, and for- against Jiang and Grabe (2007) suggested a set of standardized easily-drawing samples shown these diagrams
2.2.3 The benefits of graphic organizers in teaching speaking skill
Graphic organisers serve various purposes, including structuring writing projects, summarising reading materials, organising vocabulary, and aiding in problem solving, decision making, studying, research planning, and brainstorming.
Organisers can effectively represent information not only for individuals but also for groups or classes For instance, a class flow-chart illustrating the storyline can assist all students in understanding the plot more clearly.
Since most graphic organisers use short words or phrases, and sometimes drawings, they can be used with all levels and with young and less-able learners
The teacher is given a record of the learner's thinking process Graphic organisers can be used to assess students' knowledge and understand of the content, thinking skills and creativity
Graphic organizers enhance speaking skills by making learning enjoyable and efficient, as they visualize relationships, simplify ideas, and organize information They enable learners to view information differently, removing language barriers and allowing a focus on connections The combination of visual representation and verbal communication often yields better results than either method alone Additionally, these tools foster analytical, critical, planning, and creative thinking skills By creating a map, learners identify relationships, examine meanings, prioritize information, and strategically place items, which encourages them to become more effective speakers Graphic displays can condense large amounts of information, aiding students in expanding their discussions Ultimately, creating these maps helps learners generate ideas and explore possibilities related to a topic as the map evolves.
2.2.4 The steps of applying graphic organisers
Teachers play a crucial role in training learners to effectively use graphic organizers This process should be gradual and systematic, starting with simple mind maps for brainstorming topics and utilizing charts to establish a clear purpose for discussions.
Typically, followed in these stages:
The teacher constructs the graphic organiser, provides students with a copy, and tells them how and when to complete it
The teacher and students co-construct graphic organisers showing important ideas as the content is explored
Teams of students construct graphic organisers cooperatively with the teacher acting as a guide
The students construct graphic organisers independently
In the initial phases of learning, teachers should maintain a variety of organizers to provide students with options, allowing them to explore and experiment with different designs.
Graphic organisers serve as essential tools for both teachers and learners, aiding in lesson planning, syllabus design, report writing, and research They also offer valuable insights into individual learners' thought processes and learning styles.
The study
2.3.1 The setting of the study
2.3.1.1 The current issues of teaching and learning speaking skill for 10 th graders at Tan Ky High School
Tenth graders at Tan Ky High School encounter significant challenges when using English for real-life communication, often feeling insecure about their language proficiency Their limited vocabulary, grammar knowledge, and background knowledge contribute to difficulties in expressing themselves, leading to silence in speaking lessons due to fear of making mistakes This situation necessitates that teachers integrate practical applications of knowledge and interdisciplinary approaches to help students effectively engage in communication.
The study involves eighty EFL learners from a rural area in Nghe An, primarily struggling with English, particularly in speaking skills Among the participants, aged sixteen, there are forty-five females, making up over fifty-six percent of the group They are divided into two classes at Tan Ky High School: 40 students from class 10d4 form the experimental group, while the remaining students from class 10d5 constitute the control group Despite having studied English for at least four years, most learners face difficulties with grammar and mastering the four language skills, with speaking being the most challenging Few students can speak English fluently, and many struggle to form basic phrases or sentences related to their daily lives Additionally, learners from rural backgrounds often feel uncomfortable and lack confidence when speaking a foreign language, and the complexity of the topics can be overwhelming, hindering their ability to communicate effectively in English.
In order to meet the abovedmentioned objectives, the research is focused to answer the following questions:
1 What are students‟ attitudes towards graphic organizers in learning speaking skill?
2 Do graphic organizers improve students‟ EFL speaking ability? If so, to what extent?
To ensure accurate research outcomes, this study employed data collection methods that integrated both quantitative and qualitative approaches, leveraging analytical-monological and exploratory interpretive paradigms in applied linguistics (Nunan, 1996) Quantitative data were gathered through pre- and post-tests comprising over questions and analyzed statistically, while qualitative insights were derived from structured interviews and class observations The research focused on five key elements of speaking progress: vocabulary, grammar, fluency, length, and comprehension.
To collect data on participants' motivation and methods in learning speaking skills, a pre-survey and post-survey questionnaire was developed Initially, the questionnaire aimed to gather opinions from EFL learners and teachers about the speaking skill and their daily use of English The questions were designed to be short, simple, and easy to understand, requiring participants to circle appropriate scales to indicate their awareness After several months of intervention, both students and teachers provided feedback on the effectiveness of graphic organizers and their progress The questionnaires effectively enabled the writer to assess the changes in learning and teaching related to the use of graphic organizers.
Observation served as a vital research tool to assess EFL students' participation and progress, as traditional methods like questionnaires and interviews often failed to capture the nuances of their speaking skill development The observations revealed that all EFL students showed improvement through their involvement in the study, with some speaking more naturally, others gaining confidence in communication, and many expanding their vocabulary Notably, most EFL learners displayed enthusiasm and engagement when introducing their local areas.
The study utilized both pre-tests and post-tests to assess learners' initial knowledge, attitudes, and learning methods The pre-test provided insights into the learners' starting levels, while the post-test, conducted at the end of the study, evaluated their progress after implementing the scaffolding technique Test scores were based on five criteria: lexical resource, fluency, pronunciation, grammatical range and accuracy, and comprehension.
The researcher had learners‟ score based on the rubric created by the teacher following the above website The learners‟ score was calculated by the formula:
To evaluate the advancement of learners and the impact of the scaffolding technique on speaking skills, the researcher collaborated with a colleague to implement a cross-evaluation method during both the pre-test and post-test phases.
The researcher employed a combination of qualitative and quantitative data to ensure high accuracy in the study Qualitative research involves careful observation and sample selection, serving as the foundational stage for topic formulation, and utilizes subjective measures such as interviews, group discussions, and observations In contrast, quantitative research focuses on numerical data collection and aims to analyze relationships through theoretical interpretation.
Firstly, the researcher calculated the score of each learner Then she calculated the average score of both controlled group and experimental group following this formula:
M = Mean score ∑ X = The sum of the total scores
N = The total number of the students
The score of each item (vocabulary, grammar, fluency, length and comprehension) also calculated following to the above formula
The item score in questionnaire is calculated following to this formula:
Total responses on an item
Total responses on all items
The total of 5 criteria Learner‟s score = - x 10
2.3.4 Applying graphic organizers into teaching speaking skill for EFL 10 graders
Here I present some suggested adaptations for the requirements of some speaking tasks in the new textbook “Global sussess- English 10”
Suggestion: Adapting post speaking part by using graphic organizers
Objectives : By the end of this activity, students will be able to:
Knowledge: Discuss and express their opinions about why children should or shouldn‟t do the housework
- Be collaborative and supportive in team work
- Actively join in class activities
- Recognise the benefits of doing housework for children
- Understand why children should or shouldn‟t do housework
Activity 1: (3 minutes) Teacher asks students to wrap up the lesson by filling the following mindmap
In this activity, the teacher encourages students to discuss the reasons for and against doing housework, highlighting both the positive and negative aspects However, the focus should be on the benefits that housework provides, emphasizing its merits and the advantages it brings to our lives.
THE REASONS FOR DOING HOUSEWORK
Suggestion: Adapting warm-up and post speaking part by using graphic organizers
Objectives: By the end of this activities, students will be able to:
- Brainstorm the words relating to living green
- Talk about ways to live green
- Be collaborative and supportive in team work
- Actively join in class activities
- Recognise what activities teenagers should do to live green
- Be aware of the importance of a green lifestyle
In a dynamic warm-up activity lasting four minutes, the teacher splits the class into two teams Students engage in group discussions to identify and write down words related to different parts of a map The first team to complete the task accurately is declared the winner, while the teacher circulates between the teams to provide assistance as needed.
Teacher asks some students to practise speaking their ideas in front of the class Teacher asks students to feedback by listening to each other
Post speaking activity: (7 minutes) Students take turns to talk about living green
The duration of student discussions varies based on their English proficiency The teacher assists them in incorporating connectors into their presentations Students are tasked with delivering an oral presentation on sustainable living, utilizing graphic organizers to enhance their communication.
Teacher asks learners to comment or feedback their presentations
Tree Chart Ways to Group: live green
Suggestion: Adapting task 2 by using graphic organizers
OBJECTIVES: By the end of this activity, Ss will be able to:
- be collaborative and supportive in pair work and team work;
- actively join in class activities;
- be eager to create a new musical show;
- be ready to share their ideas with the whole class;
- be able to self-study
Teacher puts learners into groups, and asks them to brainstorm ideas for their new show, using the suggested graphic organizers
Teacher asks some students to practise speaking their ideas in front of the class Teacher asks students to feedback by listening to each other
How to win the show judges
What participants have to do
Suggestion: Adapting warm-up part by using graphic organizers
Objectives: By the end of this activity, students will be able to:
- Talk about inventions and how they are used
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop flexibility and creativity in learning
In a post-speaking activity lasting 7 minutes, the teacher divides the class into four groups and provides them with handouts of a map Students are tasked with brainstorming and discussing the assigned invention The teacher circulates to offer assistance as needed and later invites some students to present their findings To encourage engagement, the teacher prompts students to provide feedback by actively listening to one another.
This section emphasizes the analysis of data gathered from questionnaires and pre- and post-tests The results are systematically presented and logically discussed, utilizing Google Forms and IPM SPSS statistics software for comprehensive insights.
The study involved administering survey questionnaires to 40 students in the experimental group to assess their motivation and conditions in learning English speaking, as well as the factors influencing their speaking skills and their perceptions of using graphic organizers Additionally, tests were utilized to evaluate the learners' progress, with a pre-test conducted for both groups to establish their initial conditions before treatment Following a four-month intervention, a post-test was performed to determine the impact of graphic organizers on the learners' speaking competence and the extent of their influence on speaking skills The assessment criteria included lexical resource, grammar range and accuracy, pronunciation, fluency, and comprehension, each contributing 20 points to a total of 100 The researcher collaborated with a colleague to grade each criterion on a scale from A to E, with corresponding point values of 2, 1.5, 1.0, 0.5, and 0, respectively.
2.3.5.1 Data analysis and discussion from tests
A pretest was conducted to assess the participants' prior knowledge of speaking at the start of the study, with the descriptive statistics of the pretest scores presented in Table 1.
Table 1: Descriptive Statistics of participants’ performance on pre-tests
Controll Group pretest 40 2,50 7,50 4,7875 1,17062 Experimental Group pretest 40 3,50 7,00 4,9250 ,82858
CONCLUSION
Conclusion
Mastering speaking skills is essential in language learning According to Haung (2006), non-native speakers find speaking in the target language to be one of the most challenging aspects of their daily lives while learning a foreign language Despite its importance, the teaching of speaking skills has not been prioritized, resulting in limited effectiveness in Vietnam, particularly in remote and mountainous areas However, recent studies suggest that graphic organizers may offer a promising new approach to enhancing speaking skills at Tan Ky High School due to their numerous benefits.
Graphic organizers are an effective tool for enhancing students' vocabulary skills by visualizing the relationships between words and their meanings They enable learners to grasp the significance of vocabulary and establish connections with the words Additionally, graphic organizers aid in structuring students' discussions by focusing on text structures such as cause and effect, compare and contrast, sequence, and problem and solution This technique not only improves the organization of their talks but also facilitates discussions about events, comparisons of different perspectives, and problem-solving using connectors Ultimately, graphic organizers contribute to expanding students' communication abilities.
The study concludes that the use of graphic organizers significantly enhances the effectiveness of EFL learners' speaking abilities while saving time and energy Training students to utilize graphic organizers leads to notable improvements in vocabulary, grammar, and fluency This research addresses a gap in understanding the effectiveness of teaching speaking skills in remote and mountainous areas, where both living and learning conditions are challenging.
Survey findings indicate that participants generally hold a positive attitude towards graphic organizers, effectively utilizing this technique to enhance both their speaking and writing skills This approach has boosted their confidence during presentations, allowing them to express their thoughts more smoothly in front of the class Additionally, participants reported increased engagement and energy during speaking lessons, noting that graphic organizers help alleviate common barriers to effective communication in English, such as shyness, anxiety, and mental blocks.
Limitations and suggestions for further studies
Despite the researchers' diligent efforts, certain limitations in the study are inevitable Firstly, the application of this technique is highly time-consuming Secondly, the effectiveness of graphic organizers is challenged in classrooms with a large number of students Additionally, working with learners who have low self-esteem and learning disabilities presents further difficulties for teachers.
Although there are some drawbacks to the use of graphic organizers as a teaching strategy the positive impact it can have on students‟ learning and development is far more important
Learnt from findings of the study as well as its limitations, some suggestions for further research are made
- Studying about applying graphic organizers in teaching writing and reading skill
- Studying about the applying the solution in other schools where students are better at both English proficency and learning condition
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Pratchett, T (2009) Nation Bridgewater, NJ: Distributed by Paw
Thornbury, Scott (2005), How to teach speaking, Harlow, England:Longman
Thornberry-Ehrlich, T (2005) Black Canyon of the Gunnison National Park
& Curecanti National Recreational Area: geologic resource evaluation
APPENDIX APPENDIX 1: SURVEY QUESTIONNAIRES FOR STUDENTS
Thank you for participating in this survey conducted by Mrs Pham Dung and Vo Quyen from Tan Ky High School The survey aims to gather insights on the use of graphic organizers in enhancing English speaking skills and to assess your views on their significance in learning English Please select the response that best reflects your experience for each question.
1 Do you like graphic organizers in learning to speak English? really like like a little dislike
2 What is the aspect that graphic organizers help you most in your English speaking skill? (You can choose more than one option)
Grammar structures vocabulary fluency knowledge
All of the above other(s):………
3 How is your motivation in learning speaking English before using graphic organizers?
4 How is your motivation in learning speaking English after using graphic organizers? high high normal low
APPENDIX 2: SURVEY QUESTIONNAIRES FOR TEACHERS
Thank you for agreeing to take this survey This is a survey on method of teaching English speaking skill, which is being carried out by Mrs.Pham Dung and
Vo Quyen, a teacher at Tan Ky High School, is conducting a survey to gather information on the use of graphic organizers in teaching English speaking skills and to assess attitudes towards their significance in English education Participants are requested to select the response that most accurately reflects their views for each question.
1 How do you evaluate the urgency of graphic organizers in improving learners’English speaking competence? urgent urgent a little urgent not urgent
2 How often do you apply graphic organizers in teaching speaking English? always usually somtimes never
3 How do you think of the feasibility when applying graphic organizers in teaching speaking English? very feasible feasible a little feasible not feasible
4 What aspects do you think the learners get improved when being treated with graphic organizers?
( You can choose more than one option)
Vocabulary relating to the topics
Fluency Speaks clearly and distinctly all (100-95%) the time
Speaks clearly and distinctly all (100-95%) the time
Speaks clearly and distinctly most ( 94-85%) of the time
Often mumbles or can not be understood
Presentation is less than 1 minutes
Good pronunciation and mispronounces no words
Good pronunciation but sometimes mispronounce s some words
Good pronunciation but usually mispronounces
Bad pronunciation and always mispronounces
Student is able to accurately answer almost all questions posed by the teacher about the topic
Student is able to accurately answer most questions posed by the teacher about the topic
Student is able to accurately answer a few questions posed by the teacher about the topic
Student is unable to accurately answer questions posed by the teacher about thetopic
Grammati cal range and accuracy
Does not include any new structures
(Created from http://rubistar.4teachers.org/)
RESULT OF THE PRE-TEST OF THE CONTROLL GROUP
RESULT OF THE POST-TEST OF THE CONTROLL GROUP
RESULT OF THE PRE-TEST OF THE EXPERIMENTAL GROUP
RESULT OF THE POST-TEST OF THE EXPERIMENTAL GROUP
2 What would you like to be in the future? Why?
Describe the housework in your family
1 What are the household chores?
2 How do all members in your family divide the household chores?
3 Why does sharing housework strengthen family bonds?
1 What are some important life skills children can learn when doing housework?
2 What do all members in your family often do to strengthen the family bonds?
3 “Housework is boring and is the responsibility of wives and mothers only” To what extent do you agree or disagree?
2 What would you like to be in the future? Why?
Let‟s talk about an invention that has great impact on your life
1 What is the name of the invention?
2 What does it look like?
3 How does it influence your life?
1 Do you think new inventions have changed our life nowadays?
3.What are the benefits of the inventions ?