Speaking skills
What is speaking?
Speaking is generally defined as a verbal exchange between communicators, encompassing both receptive and productive skills Most authors agree that effective speaking involves transferring information through language, making it a crucial component of communication This skill requires active participation and clarity to ensure successful verbal interactions.
Speaking is a dynamic two-way process between the speaker and listener, involving both productive and receptive skills According to Byrne (1976), effective communication requires the speaker to encode messages clearly in appropriate language, while the listener must decode and understand these messages accurately This interaction highlights the importance of both speaking and listening skills in language proficiency and effective communication.
Scott (1981, cited in Johnson & Morrow) emphasizes that speaking is an interactive activity involving two or more participants who act as both speakers and listeners, requiring quick reactions and meaningful contributions This dynamic exchange enables each participant to achieve their communicative goals and develop their ability to interpret and respond effectively to what is said.
Speaking skill is the ability to use language effectively for communication A highly skilled speaker can speak fluently, accurately, and understandably in any situation, which is the ultimate goal for most learners According to Bygate (1987), speaking is a crucial skill that deserves as much attention as literary skills in both first and second language acquisition.
Speaking skill in CLT
Among the four skills, speaking seems to be the most important that all learners want to achieve mastery A person who knows a language can be referred to as a
“speaker” of that language (Ur, 1996) Sharing the same opinion, Nunan argues that
Mastering the art of speaking is considered the most important aspect of learning a second language, highlighting the need for classroom activities that develop learners’ ability to express themselves verbally Incorporating effective speaking exercises into language courses is essential for building fluency and confidence While various pedagogic approaches have been developed, this research specifically focuses on teaching speaking through the lens of the communicative approach, which emphasizes real-life communication skills.
The communicative approach to speaking emphasizes using language in authentic communication beyond just sentence structure, making it distinct from the structural approach that focuses solely on grammatically correct sentence production Unlike the structural approach, where dialogues are used without considering who is speaking or the underlying purpose, the communicative approach ensures that classroom interactions mirror real-life communication and serve specific communicative functions This shift transitions learners’ focus from producing accurate isolated utterances to fluently selecting appropriate language for actual communicative situations As a result, learners prioritize effective communication over merely mastering language forms.
To achieve oral fluency, students must progress beyond simply imitating models or responding to cues; they need to develop the ability to use the language confidently to express their own ideas, as emphasized by Byrne (1976: 9).
According to Nunan (1989), even low-level students can develop their speaking fluency through targeted exercises that offer authentic, though limited, communication opportunities Effective teaching of speaking skills involves the same systematic stages as learning other language skills, including setting clear objectives and thorough preparation These methods help students build confidence and improve their ability to communicate effectively in real-life situations.
- practice - transfer), but only in the case of teaching for communication, there is difference on types of language items and type of activities (Scott, p7, cited in Johnson
The term “communicative” has been central to discussions on teaching methodology for many years, emphasizing the importance of real communication in language learning While achieving genuine communication in a monolingual English classroom can seem challenging, the communicative approach encourages teachers to create more interactive and communicative classroom environments Even if perfect “real communication” may be difficult to attain, language teachers should strive to bring their classes closer to this ideal, enhancing students' ability to communicate effectively in real-life situations.
Characteristics of a successful speaking activity
Ur (1996:20) points out some characteristics of a successful speaking activity as follows:
In a learner-centered approach, the success of a speaking activity is primarily measured by students’ talking time, as students are encouraged to dominate the lesson through conversations, discussions, and interactive games The teacher’s role is to serve as a facilitator, enabling students to actively participate and practice their language skills.
Ensuring equal participation is essential for a successful speaking activity, as it promotes balanced classroom engagement Effective activities should prevent dominance by talkative students and encourage evenly distributed contributions from all learners Promoting equal participation enhances student interaction, confidence, and language development, making the activity more productive and inclusive.
High motivation is essential for effective learning, as it reflects students' desire and need to learn, serving as the driving force that encourages them to work hard and stay attentive According to Craft (1978), motivation can be summarized as the students' internal drive to engage with learning tasks Factors such as interesting topics, encouragement, and rewards can boost students’ motivation, making them eager to participate Learners are more motivated to speak and contribute when they find the topic engaging and have something new to share, or when they aim to achieve specific task objectives, rather than feeling forced to do so.
An acceptable level of language proficiency for learners involves their ability to produce relevant and understandable utterances while maintaining a satisfactory level of grammatical accuracy In speaking activities, communication should be smooth and effective, and minor errors that do not impede understanding should be tolerated Ensuring learners can express themselves clearly and accurately is essential for successful language development and effective communication skills.
The communicative approach emphasizes the importance of developing effective communication skills, focusing on using language for meaningful functions rather than just free talk Students should be taught strategic competence, including how to initiate, terminate, repair, and redirect conversations appropriately Additionally, it is essential to instruct learners on selecting suitable language for specific situations to enhance their overall communicative effectiveness.
Problems in teaching and learning speaking skill
Speaking skill is widely regarded as one of the most challenging abilities for students to develop During the teaching and learning process, various practical problems inevitably arise According to Ur (1996: 121), teachers may encounter four key challenges when teaching speaking skills, highlighting the complexity of effectively fostering students' oral communication abilities.
Student inhibition in the classroom can stem from various factors, such as fear of making mistakes, anxiety about potential criticism, or concern over losing face Additionally, shyness and discomfort with the attention their speech attracts can further increase their reluctance to participate actively Addressing these issues is essential to create a supportive environment that encourages student confidence and active engagement.
Many students struggle to find things to say even when they feel uninhibited, often due to a lack of motivation to express themselves This phenomenon is frequently driven by a sense of guilt or obligation to speak, rather than genuine desire or interest Overcoming this barrier requires fostering intrinsic motivation and creating a comfortable environment that encourages authentic self-expression Developing confidence and reducing the fear of judgment can help students generate more meaningful and spontaneous contributions.
In group work settings, effective participation is often limited as only one person can speak at a time, ensuring they are heard This dynamic can result in dominant learners taking over discussions, while others speak very little or remain silent, especially in large groups Managing equitable participation is essential to foster inclusive and productive collaboration.
In classrooms where students share the same mother tongue, they tend to communicate in a foreign language less frequently, feeling less exposed and more comfortable speaking their native language This can lead to reduced use of the target language during class activities, particularly in small group settings Consequently, teachers face challenges in maintaining language immersion, especially with less disciplined or motivated students, making it difficult to ensure consistent use of the target language in such environments.
During the teaching and learning process, teachers face various challenges that impact student outcomes, particularly in speaking mastery Several factors contribute to students’ struggles with speaking skills, including difficulties they experience in the classroom According to Thornbury (2005), understanding these challenges is crucial for developing effective strategies to improve students’ oral communication abilities and enhance overall language proficiency.
39), the difficulties that the learner-speaker faces break down into two main areas:
- Knowledge factors: the learner does not yet know aspects of the language that enable production
- Skills factors: the learner’s knowledge is not sufficiently automated to ensure fluency
As a result, there may also be: Affective factors, such as lack of confidence or self- consciousness, which might inhibit fluency
Students often struggle to speak English fluently due to several challenges According to Harmer (2007: 345), factors such as class composition, the choice of topics, task organization, and the presence of reluctant students can hinder effective speaking practice These issues can create barriers in language acquisition and reduce students' confidence in speaking English.
One major obstacle students face in learning to speak is anxiety over the risk of blurting out mistakes, which can be intimidating and hinder participation (Brown, 2001) Unlike reading or writing, speaking occurs in real-time, placing immediate pressure on learners to respond without the opportunity to revise their words, making it a challenging skill to master (Bailey, as cited in Nunan, 2003).
English speaking skills have unique characteristics and challenges that learners must overcome As one of the most noticeable language skills, speaking often influences others' perception of your language mastery Therefore, teachers face the significant challenge of delivering effective instruction to help students develop strong speaking abilities.
Principles for Teaching Speaking
In teaching speaking, educators should adhere to key principles to effectively meet students’ needs According to Bailey (as cited in Nunan, 2003: 54-56), there are five essential principles for teaching speaking that guide activity design and implementation These principles ensure that speaking activities are targeted, engaging, and conducive to language development, ultimately enhancing students’ communicative competence By focusing on these core guidelines, teachers can create productive speaking environments aligned with pedagogical best practices.
Understanding the differences between second language and foreign language learning contexts is essential for effective teaching Speaking skills are developed in both foreign language and second language situations, each requiring different instructional approaches Teachers must accurately identify whether they are teaching English as a second language or as a foreign language to tailor their methods accordingly.
Providing students with ample opportunities to develop both fluency and accuracy is essential in the language learning process Teachers should incorporate various fluency-building activities to enhance students’ speaking skills and boost their confidence It is important for students to understand that making mistakes while learning a new language is a natural part of their progress Focusing on these key elements helps learners improve their overall proficiency effectively.
Providing students with opportunities to speak through group work and pair work techniques enhances their language practice and confidence Teachers should intentionally limit their own talk time and prioritize student speaking activities, ensuring students have sufficient time to practice speaking skills Incorporating pair and group activities not only encourages active participation but also maximizes speaking opportunities, fostering more immersive and effective language learning experiences.
Effective speaking tasks should focus on negotiation for meaning, which involves students checking their understanding by clarifying, confirming, and asking for explanations during conversations This process helps students ensure they've accurately understood their peers' messages and promotes meaningful language learning By encouraging students to ask for clarification or repetition, they engage in authentic communication that enhances their comprehension and language development at an appropriate level.
Effective classroom activities should incorporate guidance and practice in both transactional and interactional speaking to enhance students' language skills It is essential to design speaking tasks that serve both purposes, enabling learners to use the target language confidently in various contexts Incorporating diverse speaking activities that simulate real-life situations helps students develop proficiency in transactional and interactional communication By integrating these dual-focused activities, educators ensure students can effectively communicate in both transactional exchanges and social interactions.
Information gap activities
The Control Group
The Control Group was described in terms of gender, age and English-learning experience and summarized in the table below:
The experimental Group
Likewise, the Experimental Group was described in terms of gender, age and English - learning experience and recapped in the table below:
Age range All of the students are 16 years old
Table 3 : The Control Group’s background information
The two groups show a strong similarity across four key variables: the number of students, gender distribution, age range, and English-learning experience Both groups have a comparable number of students, with females outnumbering males by three to four times Additionally, the majority of students in both groups are relatively young.
Materials
The research utilizes the textbook “Tiếng Anh 10,” which comprises 16 units covering diverse topics, each designed to develop four essential language skills: reading, speaking, listening, and writing Every unit features a dedicated language focus lesson that includes pronunciation and grammar components, enhancing students’ linguistic competence Each 45-minute lesson concentrates on a single topic, ensuring focused learning experiences The textbook’s 16 lessons also serve as speaking topics, providing a comprehensive framework for language acquisition and practical communication skills.
Age range All of the students are 16 years old
Table 3.2: The Experimental Group’s background information
Each semester, students are required to complete five assessments: one oral test, three 15-minute tests, two 45-minute tests, and an end-of-semester exam These assessments typically evaluate students' reading, writing, vocabulary, and grammar skills The research focused on eight speaking lessons from the Tieng Anh 10 syllabus, covering units 7 to 14 in the textbook, with each lesson centered around a different topic These tests and lessons are designed to comprehensively assess students' language proficiency and enhance their communication skills.
Procedure
Pre-test
The pre-test was a test that has 3 parts:
- Part 2: Talk about your family
- Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
3.5.3 Progress test: There are two progress tests: progress test 1 and progress test 2
This test followed the same format as the pre-test and it had 3 parts:
Part 1: Introduce yourself Part 2: Talk about your hobby Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
Table 3.6: The experimental and control group’s Score in pre - test
Part 1: Introduce yourself Part 2: Talk about your favourite subject at school Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
Table 3.7: The experimental and control group’s Score in progress - test 1
Post-test
This test followed the same format as the pre-test and it had 3 parts:
Part 1: Introduce yourself Part 2: Talk about a person you like / admire most Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
Table 3.8: The experimental and control group’s Score in progress test2
- All the tests: pre - test, progress- test and post - test were oral speaking tests.
Table 3 9: The experimental and control group’s Score in post - test
DATA ANALYSIS AND DISCUSSION
Students’ difficulties in learning speaking skill
To know the difficulties that my students face in learning speaking skill, the researcher did a small survey among the participants of the study The results of the survey
The survey reveals that most students lacked sufficient opportunities to practice English speaking skills in class When opportunities did arise, students were often hesitant to speak due to fear of making mistakes Additionally, they frequently lacked the vocabulary and social knowledge necessary to communicate effectively and express their ideas in English Teachers rarely provided ample real-life contexts for interaction, further limiting students’ chances to practice speaking confidently Consequently, these factors hindered the improvement of students’ English speaking abilities.
Difficulties Always Usually Sometimes Never
Have no opportunities to speak
Table 4.1: Students’ difficulties in learning speaking skill
Results from the experiment
This study evaluates the effectiveness of information gap activities in enhancing EFL students' speaking skills, utilizing a modified Harris's testing scale model to assess oral performance The assessment focuses on five key criteria: comprehension, pronunciation, fluency, grammar, and vocabulary, each characterized by four behavioral statements to ensure clarity and reliability This structured approach minimizes subjectivity, enabling both the researcher and the 10th-grade English teacher to objectively rate students' speaking abilities as scores of 1, 2, 3, or 4 The maximum possible score is 20, derived from the five criteria, providing a comprehensive measure of students' oral performance.
This research utilizes specific criteria and a comprehensive scale to accurately assess 10th-grade students' oral speaking skills The primary aim is to evaluate the effectiveness of information gap activities in improving students' speaking abilities By analyzing test results, the study seeks to determine how these activities enhance students' oral communication skills The findings will provide valuable insights into the impact of interactive methods on language development Ultimately, the research aims to support the integration of information gap activities to foster more effective speaking skills among 10th-grade learners.
During the treatment, student performance was standardized using standard scores to enable accurate comparisons across participants' grades The study conducted three key comparisons to assess changes in oral fluency scores: first, it compared the overall average scores across all tests (Pre-test, Progress Test 1, Progress Test 2, and Post-test) for both the experimental and control groups Second, it examined differences between the Pre-test and Progress Test 2 scores, while the third comparison focused on scores between Progress Test 2 and the Post-test Additionally, a comparison between the Pre-test and Post-test scores was made These analyses aimed to determine whether Information Gap activities significantly impacted speaking skills development in EFL students during the 8-week period, and whether implementing these activities effectively improved students’ speaking abilities.
Oral Speaking Skills Test The oral speaking skills test was prepared by the researcher to measure the students’ performance level in the speaking skills
The Oral Speaking Skills Test is designed to evaluate the effectiveness of using information gap activities in enhancing speaking skills among tenth-grade students This assessment serves as a key research instrument to measure how such activities contribute to students' oral communication abilities Additionally, the test helps the researcher address the primary research questions by providing valuable data on the impact of these activities on students' speaking proficiency.
Table 4.1 displays the scores from the general English test for both the experimental and control groups, used for participant selection The control group’s scores ranged from 5 to 9, with a mean score of 7.15, while the experimental group’s scores ranged from 4 to 9, with a mean score of 6.9 Overall, the control group scored slightly higher on average than the experimental group, indicating comparable language proficiency levels between the two groups prior to the experiment.
The data in Table 4.2 illustrates the average total scores and standard deviations of the general English test for both the experimental and control groups The results indicate notable differences between the two groups, reflecting the impact of the implemented teaching methods Overall, the table highlights the effectiveness of the experimental intervention in enhancing students' English proficiency compared to the control group These findings are essential for understanding the influence of different educational strategies on language learning outcomes.
SD 0.875 1.41 mean total score of the experimental group was 6.9 (SD=1.41) and the mean total score of the control group was 7.15 (SD=0.875) The average total score of control group was slightly higher than the average total score of the experimental group The average total score difference between two groups was 0.30 There was not much difference in the level of student in both groups
Before starting the experiment, the researcher conducted an oral speaking test to ensure the two groups had equivalent English proficiency levels The pre-test results showed that both the control and experimental groups had low mean scores, indicating limited speaking ability primarily due to secondary school teachers focusing more on written English and neglecting speaking skills Students struggled to present ideas fluently, often hesitating, using limited vocabulary, and mispronouncing words, frequently mixing Vietnamese and English Additionally, they lacked the ability to organize and deliver their ideas logically without reliance on notes or memorization, and they exhibited low confidence and shyness when speaking in English.
As observed from the two previous tables, the statistical values in Table 4.2 showed that there was fairly much equivalence between the means of both the experimental and the
Levels of speaking skills Experimental Group Control group
Total scores of Speaking skill
Table 4.3 shows the average total scores and standard deviations for the pre-test, with no statistically significant differences observed between the experimental and control groups (p = 0.887) This indicates that both groups had similar initial capabilities, with their performance at a relatively low level The comparable starting points suggest that any subsequent differences in post-test results can be attributed to the intervention rather than pre-existing disparities.
The similarity in speaking ability and key social variables between the two groups indicates their compatibility, justifying the experiment to assess whether applying semantic mapping in teaching methodology can significantly improve speaking accuracy and fluency.
4.2.3 The result of the progress - speaking test 1
Total scores of Speaking skill
Table 4.4: The average total scores and standard deviations progress test 1 of both group
Total scores of Speaking skill
Table 4.5:The average total scores and standard deviations progress test 2 of both
The comparison between pre - test and progress - test 1 for both groups 44
4.2.4 The result of the post - speaking test 2
Total scores of Speaking skill
Table 4.6: The average total scores and standard deviations post - test 2 of both groups
4.3 The comparison between pre - test and progress - test 1 for both groups
A comparison between the experimental and control groups reveals insights into their speaking scores across three topics Calculating the mean scores provides a primary understanding of differences between the two groups The table summarizes key statistical data, including means, standard deviations, medians, and modes for both groups during the progress test 1 in the control group This analysis highlights variations in performance and offers a basis for evaluating the effectiveness of interventions.
Analysis of the two tables reveals that after completing three speaking topics, the experimental group experienced a slight overall improvement in speaking skills, with the total average score increasing from 5.55 to 6.75 Key criteria such as comprehension, fluency, and pronunciation also showed noticeable improvements; for example, comprehension rose from 1.165 to 1.485, fluency from 1.2 to 1.415, and pronunciation from 1.01 to 1.275 In contrast, the control group’s average score increased modestly from 5.7 in the pre-test to 5.9 in the first progress test, with comprehension going up from 1.23 to 1.33, but fluency and vocabulary scores decreased from 1.22 and 1.07 to 1.19 and 1.04, respectively These findings suggest that the implementation of information gap activities begins to positively influence students’ speaking abilities after engaging with three speaking topics. -Boost your students’ speaking skills effectively with proven info-gap activities—see real progress after just three topics! [Learn more](https://pollinations.ai/redirect/2699274)
Total scores of Speaking skill 5.55 0.887 6.75 0.716
Table 4.7 The average total scores and standard deviations of pre - test and progress - test 1in the experimental group
Total scores of Speaking skill 5.7 0.865 5.9 0.718
Table 4 8: The average total scores and standard deviations of pre - test and
Table 4.9: Means, standard deviations, medians and modes of score progress - test 1 for all groups
The analysis reveals a statistically significant difference between the experimental and control groups in progress-test scores, with the experimental group achieving a mean score of 6.75 (SD: 0.718) compared to 5.9 (SD: 0.716) in the control group—a difference of 0.85 points Additionally, the table presents the median and mode for each group, where the median represents the central value and the mode indicates the most frequently occurring score Notably, the experimental group’s scores range from 6 to 8, resulting in a median value that falls within this range, highlighting the group's overall performance distribution.
7 The mode of the experimental group’s scores is 7 which is repeated 9 times Meanwhile, for the control group, the scores ranged from 5 to 7 which made the median of this set at the value 6 The mode of this group’s scores is 6 which is repeated
10 times This result shows that the use of information gap activities in speaking lesson greatly affected the increase of the students’ speaking ability especially student’s fluency
Table 3.5 presents a comparison of participants' scores between the pre-speaking and post-speaking tests, with individual data arranged in two columns from highest to lowest scores The results illustrate varied improvements among participants, highlighting how each individual's score changed after the intervention Overall, the data suggest significant progress for many, emphasizing the effectiveness of the program in enhancing speaking skills.
The experimental group consisted of 20 participants with the mean scores ranging from
The control group, consisting of 20 participants, had mean scores ranging from 5 to 7 In contrast, the experimental group showed higher performance, with the highest scores of 8 achieved by participants A5, A13, and A16 The second highest score of 7 was obtained by 9 participants, including A4, A2, A8, A9, A10, A19, A1, A6, and A12 The lowest score in the experimental group was 6, recorded by 8 participants Meanwhile, the control group’s highest mean score was 7, achieved by four participants (B5, B13, B4, and B17). -Boost your SEO-friendly content with AI-powered concise rewrites tailored to your article's data—[Learn more](https://pollinations.ai/redirect/draftalpha)
Average score of progress - test 1
Progress - test 1 score Experimental group Control group
Table 4.10 Total scores in the progress - test 1 by all participants (P)
The comparison between progress - test 1 and progress - test 2 for both groups 47 4.5 The comparison between the mean score of all aspects in the four
The study evaluated students' improvement after six speaking topics by comparing progress test scores in both the experimental and control groups The results showed a significant increase in the experimental group's mean score, from 6.75 to 7.9, indicating notable progress All criteria in the experimental group—comprehension (from 1.485 to 1.7), fluency (1.415 to 1.675), grammar (1.31 to 1.525), pronunciation (1.275 to 1.435), and vocabulary (1.265 to 1.565)—improved significantly In contrast, the control group experienced a modest increase from 5.9 to 6.15, highlighting the effectiveness of the intervention used in the experimental group.
Total scores of Speaking skill
Table 4 11: The average total scores and standard deviations of progress - test 1 and progress - test 2 in the experimental group
Total scores of Speaking skill
Table 4 12: The average total scores and standard deviations of progress - test 1
Implementing information gap activities across six speaking topics significantly improved students' speaking skills, as demonstrated by their progress in the second test These activities boosted students' confidence in speaking English and encouraged active participation through asking and answering questions to gather necessary information Throughout the lessons, students consistently learned new vocabulary alongside correct pronunciation, leading to increased vocabulary knowledge and improved pronunciation skills Consequently, their grammatical accuracy and fluency in speech also showed substantial improvement, contributing to more effective communication.
4.5 The comparison between the mean score of all aspects in the four tests for both groups: The following table presents the comparison of the students’ mean scores in the pre-test, the progress test, and the post-test with the gain score of each aspect
Tests Comprehension Fluency Grammar Vocabulary Pronunciation
Table 4 13: The average scores of all the aspects in all the test and gain score in the experimental group
Figure 3.2 The mean score of the progress test 1 and progress test 2 for both groups
The data indicates that students in the experimental group showed significant improvement in their speaking skills after implementing information gap activities, with mean scores increasing notably across all aspects—fluency (0.65 increase from 1.2 to 1.85), comprehension (from 1.165 to 1.775), vocabulary (from 1.045 to 1.685), grammar (from 1.113 to 1.64), and pronunciation (from 1.01 to 1.5) In contrast, the control group's scores increased only marginally, with minimal gains across the same aspects The larger gain scores in the experimental group demonstrate the effectiveness of using information gap activities to enhance speaking skills, particularly in fluency and vocabulary These findings align with previous studies by Defrioka (2009), Ekawati (2009), and Sari (2008), which also confirmed the positive impact of information gap activities on developing students' speaking abilities.
Tests Comprehension Fluency Grammar Vocabulary Pronunciation
Table 4 14: The average scores of all the aspects in all the test and gain score in the
Pre - test Pro - test 1 Pro - test 2 Post - test
Figure 3.3 The mean score of the all the tests for both groups
The data from the table and chart indicate a clear improvement in students’ mean scores across all assessments, from the pre-test to the post-test Notably, the post-test scores are higher than those of the pre-test and progress tests, demonstrating progress over time The experimental group’s gain score of 2.70 significantly exceeds the control group’s gain score of 0.55, highlighting the effectiveness of the introduced activities These results suggest that the implementation of information gap activities leads to greater and more sustained improvements in students’ speaking skills.
Table 4.15 presents the overall findings of students' mean scores across four tests related to eight speaking topics, comparing the experimental and control groups Analyzing the mean scores, standard deviations, medians, and modes provides insight into the differences between the two groups' performances The computation of the group means highlights the primary variations in test results, offering a clear overview of how each group's speaking skills developed over the course of the study.
The table reveals that the experimental group had a mean score of 7.15 (SD: 1.313), significantly higher than the control group's mean of 6.0 (SD: 0.779), indicating a notable difference of 1.15 between the two groups Additionally, descriptive statistics such as median and mode are provided, with the median score of the experimental group being 7, based on its score range from 4 to 9 The mode, representing the most frequently occurring score in the experimental group, further supports the central tendency of the data, highlighting the distribution characteristics of each group.
8 which is repeated 24 times Meanwhile, for the control group, the scores ranged from 4 to
The median score of the group was 6, demonstrating that half of the students scored below or at this value The mode of the group's scores is also 6, appearing 41 times, which highlights the commonality of this score among students These results indicate that incorporating information gap activities into speaking lessons significantly enhances students' speaking abilities.
The table displays each participant's scores, listing their individual results from highest to lowest It compares the mean score increases across all participants, providing a clear overview of performance improvements This organized presentation highlights variations in score gains, facilitating an effective comparison of individual progress The data allows for a comprehensive analysis of how each participant's mean score has improved over the assessment period.
The experimental group consisted of 20 participants with mean scores ranging from 8.0 to 6.25, with Participant A16 achieving the highest score of 8.00 Participants A6, A10, A12, and A13 followed closely with scores of 7.75, while participants A2 and A5 each scored 7.5 The lowest score in the experimental group was 6.25 Conversely, the control group also included 20 participants, with mean scores ranging from 6.75 to 5.0, highlighting differences in performance between the two groups.
6 Average score on four tests
Table 4.16 presents the means, standard deviations, medians, and modes of test scores for all participant groups, including A11 and A18 In the control group, the highest average score was 6.75, achieved by participant B17, while the lowest score was 5.0, recorded by participant B1 These findings provide a comprehensive overview of the performance distribution across different participants, highlighting variations within the control group.
To enhance clarity and understanding, the mean scores were organized into a comprehensive table featuring five columns: the first column indicates the group, the second displays scores above 7.0, the third shows scores ranging from 6.0 to 7.0, the fourth presents scores between 5.0 and 6.0, and the fifth includes scores below 5.0 This structured table effectively visualizes the distribution of scores across different groups for easier interpretation.
The data indicates that among the 20 participants in the experimental group who engaged in information gap activities during the 8-session speaking course, 70% achieved scores of 7.0 or higher, demonstrating significant improvement Conversely, only 30% of participants scored between 6.0 and 7.0, while no participants scored below 6.0 These results highlight the effectiveness of information gap activities in enhancing speaking performance in language learning.
Table 4.17 Mean scores in all the tests by all participants(P)
Table 4.18 shows that the mean scores of all participants remained consistent across both groups over the eight sessions Among the 20 participants, none scored above 7.0, representing 0% of the group, while 14 participants, or 70%, achieved scores ranging from 6.0 to just below 7.0 This indicates a stable performance trend throughout the sessions with no significant score increases beyond the 7.0 threshold.
7.0 and 6 students (370%) had their scores from 5.0 to lower than 6.0 And there was not any students had his score under 5.0 These results demonstrate that when the participants who use information gap activities in speaking lessons achieve better in learners’ oral proficiency, especially fluency than those who did not use this technique
The tables below demonstrates the score of each participant in the tests and his or her gain score after 8 speaking topic, Students Pre - test Progress - test 1
Progress - test 2 Post - test Gain score
Table 4 19: The score of each participant in pre - test, progress test 1, progress test 2 and post test and the gain score of each participant in experimental group
Students Pre - test Progress - test 1
Progress - test 2 Post - test Gain score
The comparison between the average score of the pre and post
This study investigates whether implementing information gap activities influences students’ speaking abilities by comparing pre- and post-test scores to ensure group comparability Speaking ability was evaluated across five key components: pronunciation, grammar, vocabulary, fluency, and comprehension To facilitate fair comparison, individual scores were converted into standard scores relative to each student’s grade level The experiment presents raw data for both the experimental and control groups, providing insight into the effectiveness of the activity on students’ speaking performance.
Table 4 20: The score of each participant in pre - test, progress test 1, progress test
Measure Experimental group Control group
Table 4.21 Means and standard deviations of speaking accuracy of the pre-test and the post-test of both groups
From the data above, the mean score of the pre-test for the experimental group and for the control group were 5.55 and 5.70 Comparing the mean score of the pre-
Figure 3.4 The mean score of the pre - test and post for both groups
Both the experimental and control groups started with similar pre-test speaking scores, with a mean difference of only 0.15 points After nearly eight weeks of treatment, the experimental group's post-test mean score increased significantly to 8.40, reflecting a mean improvement of 2.90 points; in contrast, the control group's post-test score was 6.25, showing a modest increase of 0.55 points The data indicates that the experimental group experienced a greater improvement in speaking fluency compared to the control group, highlighting the effectiveness of the treatment.
Figure 3.7 illustrates that the experimental group made a significant improvement in speaking ability while the control group made a smaller increase
The chart showed the general gain for two groups Both groups had increased but in the experimental group the mean score increased more considerably than in the control group
The experimental group showed a significant increase in speaking skills, with mean scores rising from 5.55 in the pre-test to 8.4 in the post-test, while the control group experienced a modest increase from 5.70 to 6.25 The mean improvement was notably higher in the experimental group (1.70 points) compared to the control group (0.10 points), indicating a substantial effect of information gap activities on enhancing speaking performance These activities contributed to reducing grammar and pronunciation mistakes, promoting fluency, and expanding vocabulary among students Furthermore, statistical analysis confirmed that the experimental group's progress was consistently greater throughout the course, especially in the later sessions, demonstrating the effectiveness of using information gap techniques in teaching English speaking skills.
P Pre - test Post - test Gain score P Pre - test Post - test Gain score
The increase levels of all participants for both groups were represented in table 4.21 and the results are summarized in table 4.22
The data in Table 3.10 shows that the largest individual improvement between pre-test and post-test scores was 4 points, while the smallest was -1 point In the experimental group, 55% of participants increased their scores by 3 to 4 points, and the remaining 45% improved by 2 points, indicating significant progress Conversely, in the control group, no participants achieved a 3-point increase, with only 15% improving by 2 to under 3 points, and 45% increasing by 1 to under 2 points Notably, 40% of control group participants showed no improvement or negative results Comparing pre- and post-test scores reveals that the experimental group demonstrated markedly greater improvement than the control group, highlighting the effectiveness of the intervention.
The comparison of the mean scores from the first and last sessions, along with the individual score improvements between the pre-test and post-test, indicates that incorporating information gap activities significantly enhances students' speaking proficiency This evidence suggests that using information gap activities in speaking skills instruction positively impacts student learning outcomes Implementing these activities can effectively foster better speaking abilities and improve overall language proficiency.
This study is done with the purpose of seeking the effects of using information
Table 4 22: The result of the pre - test and the post - test by all participants ( P ) for
From 3 From 2 to From 1 to No to 4 under 3 under 2 increase
Table 4.23: Summary of the increase levels of all participants for both groups this experiment enhanced our understanding of the benefits of information gap activities in teaching speaking skill
The experimental group showed significant improvement in speaking proficiency after engaging in information gap activities, demonstrating the effectiveness of this method for EFL learners Comparisons of test scores revealed that the experimental group consistently outperformed the control group, with higher means, modes, and medians—specifically, a mean difference of 2.15 in the post-test favoring the experimental group These results suggest that integrating information gap activities enhances speaking skills, as evidenced by the superior performance of participants who received targeted treatment Overall, the findings confirm that information gap activities are a valuable tool for developing speaking proficiency among EFL learners.
Before the treatment, both classes took a general English proficiency test, resulting in similar mean scores After a six-week intervention, the experimental group showed significant improvement, with 60% increasing by over 3 points and only 5% increasing by 2 points In contrast, the control group showed minimal progress, with no participants surpassing a 3-point increase and 30% improving by 2 points; notably, 40% showed no improvement or negative results These findings indicate that the treatment significantly enhanced oral proficiency, as participants in the experimental group achieved greater gains compared to the control group, where over half made limited or negative progress.
The comparison between the second half and the first half of the course revealed that most participants in the experimental group showed a significant increase after the eighth speaking topic, reaching their peak improvement in the post-test In contrast, the control group exhibited little to no progress throughout the course This indicates that the experimental group’s enhancement was effectively facilitated by information gap activities, highlighting their positive impact on speaking skill development.
The experiment demonstrated a significant improvement in participants’ speaking abilities over the course, as evidenced by higher average scores in the post-speaking tests compared to pre-speaking tests This progress was observed across all five key criteria of speaking skills—fluency, grammar, vocabulary, comprehension, and pronunciation—highlighting the effectiveness of the training program in enhancing overall oral communication skills.
The study demonstrated a significant improvement in performance within the experimental group compared to the control group Statistical analysis revealed that members of the experimental group scored higher overall, with mean scores and standard deviations indicating superior results This suggests that the intervention or method applied to the experimental group effectively enhanced their performance relative to the control group.
Implementing information gap activities significantly improved students’ speaking skills, as reflected in their progress test results, with students becoming more confident and actively engaged in speaking English These activities fostered a more effective and interesting learning environment where students enthusiastically participated, asked and answered questions, and expressed themselves more freely The use of information gap-Spoken activities proved to be one of the most effective techniques for enhancing speaking abilities, providing students with ample opportunities for practice and increasing their motivation and excitement for learning English As a result, students enjoyed classes more, eagerly awaited future lessons, and participation rates increased notably Throughout their learning process, students expanded their vocabulary and improved pronunciation by consistently learning new words and practicing pronunciation in each lesson Although some students still relied on notes or memorization, they became less hesitant and more fluent in speaking English.
Applying information gap activities effectively improved students’ speaking skills, as evidenced by their enhanced performance in the post-test Students demonstrated better ability to answer questions confidently without relying on notes or memorization, using appropriate vocabulary and improving pronunciation Their vocabulary knowledge and grammatical accuracy gradually increased, leading to more fluent and coherent speech Active engagement in discussions helped students express their ideas clearly, although some still occasionally used Vietnamese Overall, these activities boosted students’ confidence and reduced shyness when speaking in front of the class, contributing to significant progress in their oral communication skills.
CONCLUSIONS
Conclusions
This study, conducted from February to April 2017, aimed to enhance the speaking skills of grade 10 high school students through the use of information gap activities The findings indicate that incorporating information gap activities significantly improves students’ speaking proficiency by providing more opportunities for practice and communication Conducted in pairs or groups, these activities encourage students to share and exchange specific information, thereby boosting their speaking confidence and motivation Additionally, the requirement to use the target language to fill in gaps helps students develop greater language skills, motivation, and self-confidence in speaking English.
The improvement in students' speaking skills was evident through increased student activity and engagement during the speaking class Students actively participated by asking and answering questions, which enhanced their communication skills The implementation of information gap activities played a key role in facilitating meaningful interactions, allowing students to practice asking and providing information in the target language Overall, integrating these activities significantly contributed to the development of students’ speaking abilities.
The study's findings, supported by both quantitative and qualitative data, indicate significant improvements across all five levels of speaking skills—comprehension, pronunciation, grammar, fluency, and vocabulary After implementing information gap activities in speaking classes covering eight different topics, it can be concluded that these activities effectively enhanced students' speaking abilities and overall language proficiency.
Information gap activities significantly enhance student interaction with both teachers and peers by encouraging active participation during pair and group work These activities promote inclusive classroom engagement, ensuring that all students participate actively Additionally, they reduce teacher talking time, allowing students more opportunities to practice language skills and collaborate effectively, ultimately improving overall classroom dynamics and learning outcomes.
Information gap activities are highly effective in maximizing students’ opportunities to speak during English lessons, fostering meaningful student-student interaction These activities encourage students to exchange information and share opinions, promoting active communication To succeed, students need to work collaboratively in pairs and groups, as this setup enables them to elicit information from their peers and the teacher By engaging in these interactions, students develop their language skills through purposeful tasks that motivate them to communicate and fulfill specific learning objectives.
Information gap activities enhance students’ receptive practice of the target language by presenting diverse tasks that promote engagement Student reflections on these activities were highly positive, demonstrating their receptiveness to this effective teaching method To improve language instruction, teachers are encouraged to familiarize themselves with information gap activities, which are widely recognized as a flexible and popular framework in communicative language teaching Implementing this approach involves providing students with a variety of enjoyable and engaging tasks to maximize learning outcomes.
This study highlights the importance of incorporating activities that promote speaking skills in language learning Specifically, information gap activities have been proven to significantly enhance students' oral proficiency, making them an effective method for improving spoken language abilities.
Limitations of the study
Although the study is carefully and clearly designed and based on reliable data, it has the following major limitations:
First, the study only considers the implementation of information gap activities in one particular pedagogical situation - grade 10 students
A key limitation of this study is that only four tests were conducted for each group, which restricts the ability to generalize the findings It remains unclear whether similar effects would occur in experiments involving more than four tests, highlighting the need for further research with a broader testing scope.
The third limitation of this study is the small sample size, with only 40 participants divided into two groups, limiting the generalizability of the findings Specifically, only 20 participants received the experimental treatment, which may affect the study's statistical power Additionally, measuring speaking speed and effectiveness for each participant requires considerable time and effort from the researcher Therefore, it remains uncertain whether similar effects would be observed in a larger student population, highlighting the need for further research with more extensive samples.
Implications
Research shows that incorporating information gap activities significantly enhances students’ speaking skills by providing ample opportunities for practice, increasing motivation, and boosting confidence in speaking English Therefore, English teachers should implement these activities in their speaking lessons to promote effective language development It is essential to ensure that all students, including introverted ones, have equal chances to express themselves Regular practice in daily conversations with friends, preparation before class, attentive participation during lessons, and active engagement are key strategies for improving speaking abilities Students are encouraged to expand their speaking skills by participating in various real-life situations and consistently practicing outside the classroom.
Suggestions for further research
My research confirms that information gap activities are an effective technique for improving students’ speaking ability Based on these findings and the study’s limitations, it is recommended that future research explore additional methods to enhance oral communication skills further Incorporating various interactive activities could provide a more comprehensive understanding of effective strategies for language development.
This research can be expanded to include learners outside of high school, allowing for a broader scope and more diverse participants Conducting studies with larger sample sizes and extended timelines will enhance the reliability and credibility of the findings Future research can also explore other language skills such as listening, reading, writing, and language focus, providing a comprehensive understanding of effective teaching methods across different areas of language learning.
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Astuti (2011) emphasizes that using information gap activities can significantly enhance the speaking skills of Grade X students at SMAN 2 Bantul, leading to more interactive and engaging lessons Bailey (2005) highlights the importance of practical teaching strategies in English language education, particularly focusing on speaking skills to improve student communication abilities effectively Incorporating these methods into the teaching and learning process fosters better student participation and language proficiency development.
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I Which notice say this (1-5).Choose the correct letter A-H
Example: Where do you come from?
2 I’m going to have a party on Saturday
B Thank you for your help
C I’d like to speak to John, please
VISIT CRYSTAL’S Our watches are the cheapest in town f \
GOLD WATCH £50 for its safe return
Harry’s Fruit Farm Summer jobs for students Cash paid for all jobs
3 What do I do at the traffic lights? A That’s right
4 I’ll take these grapes, please A Can I help you?
5 What colour will you paint the room? A I hope it was right
III - Read the following passage, then choose the correct answer to questions
I went to Australia on a student program last year and I like to (1) you about it
I was very excited when I learned I was going to Australia because I had never been there before Initially, I didn’t consider the language barrier until I met my host family At first, I struggled to communicate with them because my English skills were still weak, and all the five years I had spent learning English felt insufficient to handle real-life conversations abroad.
Despite having a good grasp of grammar, I lacked practical speaking experience at school My main challenge was differentiating between the sounds of ‘l’ and ‘r’, which affected my pronunciation For example, Australian people often asked, “What do you eat in Vietnam?” but due to my pronunciation, I sometimes said “We eat lice,” causing confusion and misunderstandings.
IV Read the following passage, then choose the correct answer to questions 1 - 5 Smoking causes lung cancer, which is the number one cancer among men Ninety percent of the people who get lung cancer die Smoking is also the leading cause of mouth cancer, tongue cancer, and throat cancer Many smokers have heart disease and pneumonia Smoking causes one million early deaths in the world every year
Smokers not only harm themselves but also harm others Smokers breathe smoke out into the air They breathe it out on their children and their wives or husbands Children
5 A pronouncing B speaking C reading D telling whose parents smoke have more breathing and lung problems than other children Women who are married to smokers are more likely to have lung cancer than those married to non-smokers
We are all aware that smoking is bad So why do people smoke?
1 The number one cancer among men is
A tongue cancer B throat cancer C lung cancer D mouth cancer
2 The main cause of mouth cancer, tongue cancer and throat cancer is
3 Every year, smoking causes about one million
A cancer patients B killing diseases C early deaths D injured men
4 The word “it” in the passage refers to
5 Who are more likely to have lung cancer and lung problems?
A People who live in the city B People who live with smokers
C People who live with non-smokers D People who live in the country
V Choose the best answer to complete the sentences:
1 My daughter is learning to play guitar at her school
2 I’ll be at home Saturday morning You can phone me then
3 Andrew came to the party he hadn't been invited
A although B despite C In case D even
4 I usually to work by bus, but yesterday morning I by car because I got up at 6.30
A went/got B am going/ get C go/went D went / got
5 Sam is the student in my class
A tall B most tall C taller D tallest
A more and more noisier B more and noisier
C noisier and noisier D noisier and more noisier
7 If we took the 6: 30 train, we too early
A would have arrived B arrived C will arrived D would arrive
8 The engineers designed the building received an award
9 A: Hello, my name’s John to meet you
A Please B I’m very well C Nice D Thank you
A oh B Good luck C Congratulations! D Thanks
11 Fortunately, the plane landed after the violent storm
12 In order your writing, you have to read a lot and write English as much as possible
A to improve B to excel C to pass D to increase
VI Use the suggested words to write complete sentences
1 We/ visit/ our grandfather/ Ho Chi Minh city/ last month
2 It/ be/ necessary/ learn/ English nowadays
3 I/ not see/ Jane/ for 3 years
4 Mr Ha/ enjoy/ read/ newspapers/ every morning?
5 The noise / the traffic/ prevented /me/ go to sleep/
A SAMPLE LESSON PLAN FOR THE EXPERIMENTAL GROUP
Week 8 UNIT 14: THE WORLD CUP
School: Ha Huy Tap High School Class: 10 A2
Place: room number: 16, Building 1 Teacher: Chu Thi Dieu Tam
1 Education aims: - Students know about the World Cup
2 Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense
- Vocabulary about football and the World Cup
3 Skills: - Asking and answering questions about the World Cup
- Talking about the World Cup winners
Sts might not have sufficient vocabulary to talk about the topic
Textbook, chalk, board, handouts, posters
2 Warm- up: ( 5 minutes) Jumble words - Listen to the T
Aims :Sts get used to the topic - Work in groups and find out
Divide the class into small groups of 3 or 4 students to engage in a fun grammar activity Introduce the game where students rearrange the given letter groups—"winner," "score," "runner-up," and "host country"—to form meaningful words related to sports and competitions This activity encourages teamwork and helps reinforce vocabulary related to sporting events, making learning interactive and engaging.
- Write some groups of letters on the board
- Ask sts to work in groups
- Ask some groups to give answers
- Introduce the new lesson: Today we will talk about champion the World Cups
3 Before you speak: (8 minutes) Aims: :to focus sts on the topic and introduce the words and phrases used in the task - Answer the question of the
- Ask S to name the team in the photos on page 145: 1- England 3- Italy
- Before doing the task T give S some new words: 2- France 4- + draw (v,n): e.g a score of 1- 1 + lose the match to sb
+ defeat sb: beat sb + penalty shoot - out
During the activity, S is given handouts, and T writes two questions about four football teams on each handout Students are instructed to listen carefully and write down the questions in their notebooks For example, one question asks, "How many times has Italy won the trophy up to now?" This exercise encourages students to practice listening comprehension and note-taking skills while engaging with football-related content.
Q2 Who was the captain of the French national 1 4 times football team in World Cup 2006? 2 Zinedine Zidane
Q3 What was the score of the World Cup 2006 3 1 - 1( Italy won the game 5 final? - 3 in a penalty shoout- out
Q4 Which team was the runner-up in the World Cup 4 France
Q5 Who was the head coach of the German team in 6 German
Q6 What nationality was the top scorer in World Cup 2006?
Q7 Who was the captain of the English national - Listen to their friends and football team in World Cup 2006?
Q8 Who beat England in the World Cup 2006 quarter final? check
- Ask sts to work in groups to answer the questions
- Go around to check that S work and speak English
- Ask some Ss to answer the questions
4 While you speak: ( 20 minutes) - Listen to the T and then Aims: Sts can talk about the World Cup some sts read the model tournaments again
+ Task 2: Work in pairs Ask and answer about 20 World Cup tournaments to complete the table ( Close your books )
- Ask sts to read the information about the first World Cup tournament in the table
- Listen to the T, some Ss read the model
- Say aloud their dialogues: S1: Where was the first World Cup held?
- Read the model dialogue aloud and then ask two S2: It was held in Uruguay pairs to read the dialogue again S3: Which teams played in
- Set the pairs the final match?
- Deliver handouts ( See Handout A and handout B ) S4: Uruguay and Argentina and talk about the demand of the task
- Ask Ss work in pairs to ask and answer to - Work in pairs to ask and exchange their information and fill in the gaps answer to exchange their
- Move round to make sure that Sts are working and information and fill in the to help if necessary gaps
- Ask sts to compare their answers with other pairs - Fill in the gaps and compare
- Ask some pairs to report
The questions they may use:
+ When and where was the World Cup held?
+ Which teams played in the final match?
+ Which team became the champion/ runner - up? with other students
+ What was the score of the match?
- Listen and give remarks - Some Sts read the model
5 After you speak: ( 8 minutes) - Work in group to talk about Aim: S can talk about the World Cup winners the WC winners
+ Task 3: - Some Sts present in front of
- Introduce the task: S are going to take turns to talk the class about the World Cup winners in different years Suggested answer:
- Ask Sts to read the model in the textbook The 17 th World Cup was help
- Ask Sts to work in groups and take turns to talk in Korea and Japan in 2002 about the WC winner in a certain year The final match was between
- Go around to check and to offer help Brazil and Germany Brazil
- Ask some Sts to talk about different World Cup if defeated Germany by 2 to 0 time permit
6 Homework:( 2 minutes ) Write a paragraph to talk about World Cup 2006
Brazil became the champion and Germany was the runner- up
Times Years Host country Winner Score Runner - up
10 1974 West Germany West Germany 2-1 Netherlands
Times Years Host country Winner Score Runner - up
A SAMPLE LESSON PLAN FOR THE CONTROL GROUP
Week 8 UNIT 14: THE WORLD CUP
School: Ha Huy Tap High School Class: 10 A2
Place: room number: 16, Building 1 Teacher: Chu Thi Dieu Tam
1 Education aims: - Students know about the World Cup
2 Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense
- Vocabulary about football and the World Cup
3 Skills: - Asking and answering questions about the World Cup
- Talking about the World Cup winners
Sts might not have sufficient vocabulary to talk about the topic
Textbook, chalk, board, handouts, posters
2 Warm- up: ( 5 minutes) Jumble words Aims :Sts get used to the topic
- Divide the class into small groups of 3 or 4 and introduce the games: Sts are to rearrange the letters - Work in groups and into meaning words find out the words
- Write some groups of letters on the board - Answers: winner, score,
- Ask students to work in groups runner-up, host country,
- Ask some groups to give answers champion
- Introduce the new lesson: Today we will talk about the World Cups
Aims: to focus students on the topic and introduce the words and phrases used in the task
- Ask S to name the team in the photos on page 145: - Answer the question of
- Before doing the task T give S some new words: the T
+ lose the match to sb Italy
+ defeat sb: beat sb 2- France 4-
In this activity, Give S some handouts, each containing questions focused on four football teams On each handout, T writes two questions for students to listen to and answer One example question is: "How many times has Italy won the trophy up to now?" This exercise helps students improve their listening and comprehension skills while engaging with football history and team achievements.
Q2 Who was the captain of the French national Answer: football team in World Cup 2006?
Q3 What was the score of the World Cup 2006 1 4 times final?
Q4 Which team was the runner-up in the World Cup 2 Zinedine Zidane 2006?
Q5 Who was the head coach of the German team in 3 1 - 1( Italy won the
World Cup 2006? game 5 - 3 in a penalty
Q6 What nationality was the top scorer in World shoot- out
Q7 Who was the captain of the English national 5.Jurgen Klinsmann football team in World Cup 2006? 6 German
Q8 Who beat England in the World Cup 2006 7.David Beckam quarter final? 8 Portugal (by 3-1)
- Ask sts to work in groups to answer the questions - Listen to their friends
- Go around to check that S work and speak English and check
- Ask some Ss to answer the questions 4 While you speak: ( 20 minutes) - Read the table in 2
Aims: Sts can talk about the World Cup minutes tournaments - Listen to the T and then
+ Task 2: some sts read the model
- Ask students to read the information about 17 again
World Cup tournaments in the table
- Read the model dialogue aloud and then ask two - Work in pairs to make pairs to read the dialogue again similar dialogues
- Ask studentss to work in pairs to make similar - Say aloud their dialogues about the World Cup tournaments dialogues:
- Move round to make sure that Sts are working and S1: Where was the to help if necessary second World Cup held?
- Ask students to compare their answers with other S2: It was held in Italy pairs S3: Which teams played
- Ask some pairs to report in the final match?
5 After you speak: ( 8 minutes) - Some Sts read the Aim: S can talk about the World Cup winners model
- Introduce the task: S are going to take turns to talk about the WC winners about the World Cup winners in different years - Some Sts present in
- Ask Sts to read the model in the textbook front of the class
- Ask Sts to work in groups and take turns to talk Suggested answer: about the WC winner in a certain year The 17 th World Cup was
- Go around to check and to offer help help in Korea and Japan
In the 2002 FIFA World Cup final, held at a time that suited peak global viewership, Brazil faced Germany in a highly anticipated match Brazil secured their fifth World Cup title by defeating Germany 2-0, establishing their dominance in international football Germany finished as the runner-up, marking their best performance in the tournament's history up to that point The match showcased Brazil's exceptional skill and solidified their status as the most successful nation in World Cup history.
6 Homework:( 2 minutes ) Write a paragraph to talk about World Cup 2006
APPENDIX D PRE ENGLISH SPEAKING TEST
Topics for speaking: ( 6 minutes for each students )
- Part 2: Talk about your family
- Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
APPENDIX E PROGRESS ENGLISH SPEAKING TEST 1
Topics for speaking: ( 6 minutes for each students )
Part 1: Introduce yourself Part 2: Talk about your hobby Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic.
Topics for speaking: ( 6 minutes for each students )
Part 1: Introduce yourself Part 2: Talk about your favourite subject at school Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic
Topics for speaking: ( 6 minutes for each students )
Part 1: Introduce yourself Part 2: Talk about a person you like / admire most Part 3: After students had presented their speaking in part 2, teacher asked some other questions related to the topic.
THE EXPERIMENTAL AND CONTROL GROUP’S SCORE IN GENERAL
THE EXPERIMENTAL GROUP’S SCORE OF ALL ASPECTS IN
THE CONTROL GROUP’S SCORE OF ALL ASPECTS IN
THE EXPERIMENTAL GROUP’S SCORE OF ALL ASPECTS IN PROGESS - SPEAKING TEST 1
THE CONTROL GROUP’S SCORE OF ALL ASPECTS IN PROGRESS - SPEAKING TEST 1
THE EXPERIMENTAL GROUP’S SCORE OF ALL ASPECTS IN PROGRESS - SPEAKING TEST 2
THE CONTROL GROUP’S SCORE OF ALL ASPECTS IN PROGRESS - SPEAKING TEST 2
APPENDIX O THE EXPERIMENTAL GROUP’S SCORE OF ALL ASPECTS IN POST -
THE CONTROL GROUP’S SCORE OF ALL ASPECTS IN POST-SPEAKING TEST
THE RESEARCHER S ORAL SPEAKING RUBRIC FOR TESTING
SPEAKING SKILLS ( Harris’ s oral speaking rubric )
Student demonstrates full comprehension by answering all questions with explanation and elaboration
Student has no Difficulty with Expected answers to all questions , without elaboration
Student is uncomfortable with information and is able to answer only simple questions
Speech is irrelevant to topic
No answer, or may sights nonsense utterances
Fluency Effective communication in short terms
Gets ideas across, but hesitantly and briefly
Very hesitant and Brief utterances, Sometimes difficult to understand
Makes few errors in the following areas:
*Verbs in utterances when necessary with appropriate subject or verb agreement * Noun and adjective agreement
*Makes several errors in structure which don't affect overall comprehensibilit y
Make several errors which may interfere with comprehensibilit y
*Makes utterances which are so brief that there is little evidence of grammar and comprehensibility
Vocabulary *Incorporates a variety of old and new vocabulary
*Uses idiomatic Expressions appropriate to topic
*Utilizes a variety of old and limited new vocabulary
*Attempt to use idiomatic expressions appropriate to topic
*Speaks clearly And imitates accurate pronunciation
Speaks clearly and attempts accurate pronunciation
Speech is comprehensible in spite of mispronunciation s