INTRODUCTION
Rationale
In the era of global integration, English has become an essential tool for international communication Recognized for its crucial role in Vietnam's industrialization and modernization efforts, English proficiency is highly valued across the country As a result, English is now widely taught in nearly all schools, colleges, universities, and language centers throughout Vietnam, emphasizing its importance in shaping the nation's future development.
Foreign language teaching at schools aims to develop students' communicative competence At Hong Lam UPSS and other Vietnamese Upper Secondary Schools, English is a mandatory subject in the curriculum However, because of the emphasis on exams for graduation and university entrance, students primarily focus on grammar and vocabulary Consequently, speaking skills tend to receive little attention in the learning process.
Many schools primarily teach English using the traditional Grammar Translation method, which emphasizes grammar rules and vocabulary This approach often results in students becoming structurally proficient but lacking communicative skills, as they tend to be passive recipients of knowledge rather than active speakers.
While speaking may be a necessity for school leavers, and may serve as a
Effective communication in schools relies on engaging speaking activities; however, evidence shows that many students are unwilling to participate in classroom speech exercises This reluctance is often due to a lack of meaningful and engaging activities, which can hinder students' confidence and communication skills development Incorporating diverse and interactive speaking tasks is essential to foster student participation and improve overall communication success in the classroom.
The achievement of a lesson fully depends on students‟ active participation
To make speaking lessons engaging and motivating for students, it is essential to incorporate well-designed communicative activities, including games, which help learners practice their skills in a psychologically secure environment (Simon, 1984) Effective use of these activities enhances students' confidence and encourages active participation, leading to improved speaking abilities Therefore, assessing the impact of communicative activities on teaching speaking skills is crucial, particularly for students at Hong Lam UPSS, to ensure these methods positively influence their language development.
This study aims to explore effective methods for teaching speaking skills through communicative activities In Vietnam, research on incorporating communicative activities into English education remains limited, especially in rural areas Notably, there has been no investigation into how these activities can enhance speaking skills among 12th-grade students at Hong Lam Upper Secondary School Addressing this gap can contribute valuable insights into improving English-speaking proficiency in underserved regions.
Aims of the study
This study emphasizes the importance of student participation in speaking lessons to improve communicative skills It investigates how the use of communicative activities can effectively enhance the speaking abilities of 12th-grade students at Hong Lam UPSS The findings highlight the significant role of engaging activities in developing students' confidence and proficiency in spoken English Implementing these techniques can lead to more interactive and effective language learning experiences for high school students.
With the reasons mentioned above, the specific aims of the study, accordingly, are:
+ To investigate the current English speaking teaching and learning situation at Hong Lam UPSS
+ To explore the teachers‟ viewpoints in the necessity of applying the communicative activities in teaching speaking skill
+ To learn about the students‟ attitude toward practicing their speaking skill through the communicative activities
+ To find out the students‟ problems in speaking skill and elements leading to such difficulties
+ To provide strategies to overcome such difficulties and give some suggestions pedagogical suggestions to apply communicative activities in speaking lessons
In order to serve the above mentioned objectives, the researcher hopes to find out the answers to the following questions:
Research question 1: To what extent are speaking tasks from the textbook used by the 12 th grade students in Hong Lam UPSS?
Research question 2: What are the attitudes of students toward using the communicative activities in speaking skill?
Research question 3: What are difficulties that teachers have in teaching speaking skill via the communicative activities?
Scope of the study
This graduation paper focuses on the 12th-grade students at Hong Lam UPSS, given time constraints that prevent a comprehensive study of all classes Although communicative activities are effective across the four language skills, this research specifically examines their impact on improving speaking skills.
Participants in this study are students from three 12 th grade classes, Hong Lam UPSS, Hong Linh town, Ha Tinh province.
Methods of the study
This study uses a quantitative approach to achieve its objectives, collecting data through survey questionnaires administered to 12th-grade students and teachers at Hong Lam UPSS These surveys provide essential data for evaluation and analysis Additionally, the researcher evaluates the English 12 textbook to gain insights into the overall English teaching context at the Upper Secondary School level, supporting a comprehensive understanding of current educational practices.
The organization of the thesis
This thesis contains five chapters:
Chapter 1: Introduction This present chapter provides general information about the study, including rationale, aims, scope of the study, and an overview about the research methodology
Chapter 2: Literature review This chapter introduces the theoretical foundations for the whole thesis Besides providing the definitions of key terms such as communicative activity and speaking skill, the chapter presents some of the basic issues in relation to some theoretical questions and related studies on communicative activities, as well as the role of communicative activities in enhancing speaking skill for students;
Chapter 3: Methodology The chapter covers the research design, information about the participants, the instruments, the three-phase procedure of collecting data and the procedure of processing data from the survey questionnaire and interviews
Chapter 4: Results and implications This chapter presents and discusses the findings, which give comprehensive answers to the three research questions through the data taken from the survey questionnaire for students and teachers analyzed and categorized The findings are used as the cornerstone for the recommendations in the next chapter
Chapter 5: Conclusion The chapter summarizes significant findings, highlight contributions of the research, puts forward practical suggestions for future research as well as addressees notable limitations.
LITERATURE REVIEW
Review of Previous Studies
Recent research has focused on the application of Communicative Language Teaching (CLT) to enhance English language instruction, particularly emphasizing the integration of communicative activities into teaching speaking skills Studies such as Phuong Lan Le’s “Some Problems in Speaking Activities of Freshmen of English Department of College of Foreign Languages” highlight ongoing challenges and considerations in implementing effective speaking practice within CLT frameworks.
The study highlighted the types of speaking activities that freshmen prefer, but it should have used targeted survey questions asking students to identify their favorite activities rather than focusing solely on activities they frequently perform This approach would have better aligned with the study's goal of understanding students' preferences Additionally, questions about students’ feelings during speaking activities and the classroom atmosphere were redundant, as they did not directly contribute to identifying preferred activities The inclusion of activities like group work and pair work, which are methods rather than specific activities, compromised the accuracy of the survey results Overall, improving question specificity and relevance is essential for obtaining more precise insights into freshmen’s speaking activity preferences.
Research by Cornejo and Najar (1983) introduced innovative methods to promote spontaneous speech among bilingual students, emphasizing techniques to encourage conversations with teachers and peers However, the study faced limitations due to its conduct outside Vietnam and the cultural and educational differences of its bilingual subjects, making its applicability to Vietnamese EFL learners limited In Vietnam, where communicative language teaching dominates upper-secondary education, several studies have focused on elicitation techniques, such as Pham’s (2006) investigation into vocabulary teaching for 11th-grade students in Hanoi This study provided valuable insights into the application of elicitation methods but was limited to vocabulary instruction, excluding other language components like grammar, pronunciation, and macro skills such as listening, speaking, reading, and writing Additionally, the classroom settings in Pham’s research used outdated textbooks that did not incorporate newer teaching methods, further restricting the scope and relevance of the findings to current Vietnamese EFL contexts.
In 2007, Tran conducted a study titled “Eliciting Technique to Teach Speaking Skill to Grade-10 Students in HFLSS,” which examined the current use of eliciting techniques by teachers in Hanoi’s high schools The research identified significant advantages of applying eliciting techniques to enhance students' speaking skills, while also highlighting the barriers hindering their effective implementation, thus allowing for necessary pedagogical adjustments The study specifically focused on developing and improving students' speaking abilities through these techniques.
This study primarily focuses on the effective use of eliciting techniques to enhance speaking skills, highlighting its main contribution to language teaching methodologies However, a key limitation is that the research was conducted solely with students from FLSS, which restricts the generalizability of the findings to a broader population across different institutions, both within the city and nationwide.
This study highlights the importance of exploring effective techniques teachers use to encourage student talk, aiming to develop multiple skills simultaneously rather than focusing on a single skill The research specifically targets grade 12 students in selected classes at Hong Lam UPSS, addressing existing gaps in understanding how to facilitate comprehensive skill development through classroom dialogue By examining these teaching methods, the study contributes valuable insights into enhancing student engagement and learning outcomes across multiple skill areas.
This study focuses on applying communicative activities to teach English speaking skills to 12th-grade students at Hong Lam UPSS The research provides a solid foundation for future studies, helping educators diversify teaching methods Ultimately, it aims to enhance students' speaking abilities through effective communicative approaches.
Theoretical Background of Communicative Activities
Research on communicative activities confirms that they involve tasks which encourage learners to speak and listen effectively with peers, instructors, and the community These activities serve real purposes such as exchanging information, overcoming communication barriers, discussing personal experiences, and exploring culture In language learning, especially in speaking classes, communicative activities are essential for enhancing students’ ability to use the language meaningfully and fluently Incorporating these activities in curriculum promotes active engagement and practical language application, making language learning more effective and authentic.
Incorporating environmental modifications into speaking lessons can significantly enhance student engagement (Carrier, 1980) By transforming the classroom environment, teachers can create a more dynamic learning experience that serves as a bridge between the classroom and real-world communication (Hadfield & Hadfield, 1999) These innovative approaches make speaking lessons more interesting and relevant, encouraging learners to apply their skills beyond the classroom setting.
Many learners ask whether games qualify as communicative activities, and the answer is yes According to Carrier (1980), games involve elements of competition between individuals or teams, making them a form of communicative activity Supporting this view, Noor Eka Chandra (2008) emphasizes that language games not only serve as enjoyable filler activities but also provide educational value by enabling children to learn the language effectively.
A communicative activity involves all learners in understanding, producing, or interacting in a foreign language, focusing primarily on meaning rather than linguistic form It closely mirrors real-life communication tasks, making learning relevant and practical These activities are typically part of a sequence that provides context and enhances engagement Both teachers and students can evaluate these tasks based on process and outcome, ensuring continuous improvement The overarching goal of communicative activities is to develop students' ability to effectively communicate in English, emphasizing their pedagogical importance.
Communicative activities are categorized by two key features
Using authentic target language is essential for effective language learning, as students are encouraged to focus on real meaning rather than just grammatical code Incorporating authentic materials in the classroom enhances communicative competence, providing learners with meaningful exposure to real-life language use even outside natural contexts This approach aligns with communicative language teaching principles, emphasizing understanding and interaction over rote memorization (Martinez, 2000).
Using authentic materials offers numerous benefits, including exposing students to real discourse through videos or interviews with famous people, which helps intermediate learners grasp the general idea These materials keep learners informed about current events, providing intrinsic educational value and reflecting language changes that help both students and teachers stay up-to-date Reading texts such as news articles are effective for practicing mini-skills like scanning, while listening activities with authentic news reports help students identify countries and famous individuals, enhancing micro-skills A variety of authentic sources like books, newspapers, and articles expose students to diverse text types and language styles not found in traditional materials, broadening their vocabulary through meaningful recycling Moreover, authentic materials encourage reading for pleasure by incorporating topics of interest, especially when learners have a say in selecting the content, leading to increased motivation and sustained interest in language learning through engaging interactions.
Experiential property is a key feature that contrasts with analytic factors, being global and non-analytic This approach encourages learners to use language purposefully, focusing on conveying messages rather than analyzing specific language details By adopting experiential strategies, students actively engage with the language, fostering deeper involvement and practical application.
Communicative activities are essential tools in language learning, as they actively promote effective communication skills These activities are valued for their ability to enhance learner engagement and elicit meaningful language use, making them highly effective in promoting communicative competence Incorporating communicative activities into language teaching enhances learning outcomes by encouraging real-life interaction and practical application of language skills.
Enhancing classroom engagement involves actively focusing students' attention and stimulating their thinking during lessons During the presentation stage, teachers often dominate the discussion by speaking most of the time to introduce new knowledge, which can lead to student passivity and disengagement Doff (1988) highlights that this teacher-centered approach can cause students to lose concentration and enthusiasm To combat this, teachers should activate students' minds by asking questions, encouraging them to think critically, and fostering active participation Having students respond to questions throughout the lesson helps develop essential skills such as critical and independent thinking, addressing the passive learning tendency common among Vietnamese learners and promoting greater classroom involvement.
Eliciting is an effective teaching technique that encourages students to draw on their existing knowledge, making it especially valuable in mixed-ability or diverse learning background classes Teachers can activate students' prior knowledge by reviewing previous lessons and asking questions related to their experiences, allowing students to share their background knowledge This process helps students, regardless of their skill level, learn from one another and fosters classroom engagement Utilizing eliciting questions is a powerful method to reveal students' latent understanding, which might otherwise remain hidden without targeted prompts.
Elicitation primarily benefits students by engaging them actively in language learning, but teachers also gain significant advantages through its use It serves as an effective method for presenting new language concepts and reviewing previously taught material (Doff, 1988, p.161) Additionally, elicitation allows teachers to assess students’ existing knowledge, identify gaps, and adapt their teaching strategies accordingly, making it a valuable informal testing tool Overall, communicative activities that incorporate elicitation benefit both students and teachers, and teachers should seize opportunities to incorporate this technique in language classrooms Popular elicitation activities in speaking classes, as suggested by Harmer (2004), enhance student participation and language development.
2.2.3.1 Acting from a Script/Simulation and Role-play
Simulation and role-play activities both involve students taking on specific roles in various scenarios, such as plays or conversations When students act out scripted dialogues, it exemplifies role-play; however, if the activity deviates from the script and encourages improvisation or spontaneous responses, it shifts into simulation and role-play These methods effectively enhance language skills by immersing students in realistic communication situations, making them valuable tools for active learning.
Simulation and Role -play has three advantages (Harmer, 2004)
* The students can be good fun and motivating
Allowing hesitant students to express their opinions and behaviors more openly encourages greater confidence, as they feel less personally responsible for their words This approach helps students become more comfortable sharing their thoughts, fostering a supportive learning environment that promotes active participation and communication skills.
Expanding the classroom environment to include the outside world enables students to utilize a broader range of language skills This approach goes beyond traditional task-centered activities, fostering more effective and diverse language development Incorporating real-world contexts enhances learners' communication abilities and engagement, making language learning more meaningful and applicable.
The activities are used as information gap games (puzzles, draw/describe a painting, put /describe things in the right order, find the similarities and differences between two pictures, etc)
Group activities encourage students to communicate more effectively, discussing details that are cut, different, or similar to enhance their understanding These activities promote quick thinking and rapid reactions, helping students achieve better performance Additionally, students can participate in competitive group games, fostering teamwork and motivation through rewards and prizes According to Carrier (1980), the advantages of using educational games include improved engagement, increased interaction, and enhanced learning outcomes.
1 Games add variety to the range of learning situations
2 Games can be used to change the pace of a lesson and so maintain motivation
3 Games can be used to punctuate long formal teaching units and renew students energy before returning to more formal learning
4 Games can give hidden practice of specific language points without students being aware of this
5 Games encourage students„ participation and can remove the inhibitions of those who feel intimidated by formal classroom situations
Speaking
According to linguistics, speaking skill is a vital aspect of communication and is considered one of the most important practical skills As a productive oral skill, speaking involves more than just pronunciation; it is a complex, interactive process of constructing meaning Effective speaking requires producing, receiving, and processing information, making it a multifaceted skill essential for effective communication.
Speaking is an interactive process of constructing meaning through producing, receiving, and processing information (Brown, 1994; Burn & Joyce, 1997; Florez, 1999) It is often spontaneous, open-ended, and evolving, allowing for flexible communication, yet it remains somewhat structured and predictable, enabling effective language development and fluency.
Speech is a fundamental human behavior that often goes unnoticed unless it is noticeably impaired or exceptional While we recognize speech pathologies like stuttering or speech impairments caused by injury, we rarely appreciate the complex interplay of physical, mental, psychological, social, and cultural factors involved in everyday speaking Effective communication, especially in a second or foreign language, showcases the impressive coordination of these multiple aspects, highlighting the extraordinary nature of human speech.
According to Brown and Yule (1983), spoken language primarily consists of short, fragmentary utterances delivered with a variety of pronunciations Speaking is a vital skill that deserves equal attention as literacy skills in both first and second languages because learners often need to speak confidently to perform essential daily transactions (Bygate, 1991) Additionally, spoken communication can be categorized into two main types of conversation: dialogue and monologue.
Brown and Yule (1983) emphasize that the ability to deliver an uninterrupted oral presentation (monologue) differs significantly from engaging in interactive conversations with multiple speakers for transactional and interpersonal purposes They highlight that extemporizing on a given subject to a group is more challenging, which is why developing effective speaking skills requires dedicated learning and practice before delivering presentations.
A comprehensive discussion of the nature of speaking is provided by Bygate
To effectively speak a foreign language, it is essential to develop micro-linguistic skills such as understanding grammar, vocabulary, and sentence structure However, these foundational skills alone are not sufficient, as speaking also requires adapting language use to specific contexts According to Bygate, interaction skills are crucial, involving the ability to apply knowledge and motor-perception skills in deciding what to say and how to say it, while maintaining meaningful communication with others.
2.3.2 The role of speaking in language learning and teaching
Speaking is a crucial skill among the four language abilities, as it directly reflects an individual's proficiency in a language According to Pattison (1992), when people refer to knowing or learning a language, they primarily mean the ability to speak it effectively Developing strong speaking skills is essential for language learners to demonstrate their competence and communicate confidently in real-life situations.
Effective social interaction often depends on one's ability to speak confidently, as social roles are typically assumed by those who possess strong verbal communication skills Speech is equally, if not more, important than written skills for performing basic transactions and establishing relationships According to Nunan, the ability to operate in a second language is fundamentally tied to speaking proficiency Hedge emphasizes that modern language education recognizes the importance of developing not only grammar and vocabulary but also fluency and contextual appropriacy The primary reasons for learning to speak fluently include establishing relationships, negotiating, influencing others, and making positive first impressions, making speaking a crucial skill in personal and professional contexts.
The development of speaking skills in language teaching highlights a significant shift in emphasis over time, contrasting recent approaches with traditional methods such as grammar-translation and audio-lingual Historically, speaking was primarily associated with accuracy, focusing on correct sounds, word choice, and intonation, as seen in Mackey’s assertion that oral expression involves precise use of sounds and patterns to convey meaning Consequently, methods like oral drills, model dialogues, and pattern practice dominated, yet these often resulted in learners memorizing rules without developing the ability to apply them effectively in real-life communication A key challenge was the limited opportunity for learners to engage in purposeful interaction, which hindered the transition from possessing linguistic knowledge to developing actual communicative skills This traditional focus overlooked the critical distinction between “knowledge about a language” and “skill in using it,” emphasizing the importance of experiential practice for genuine language proficiency.
2.3.3 Approaches to the teaching of speaking
2.3.3.1 Proficiency or the native speaker
There are two contrasting perspectives on the goal of language teaching: aiming for native speaker proficiency versus achieving a functional proficiency level According to Davies (1994), some educators strive for learners to attain native speaker-like fluency, ultimately becoming indistinguishable from native speakers Conversely, others prioritize practical communication skills, focusing on functional proficiency that meets learners’ specific needs Understanding these differing goals is essential for designing effective language programs that align with learners' objectives and expectations.
Native speakers often seem more obvious and tangible in language use, appearing less abstract from the outset However, language proficiency is an abstract construct that is less immediately apparent and does not naturally occur in everyday life This necessitates the creation of representations or benchmarks to denote and measure proficiency, making it a more challenging concept to grasp and define.
In language teaching, the native speaker is often regarded as a valuable model, goal, and inspiration rather than a strict measure of proficiency According to Davies (1994), emphasizing partial proficiency is essential, with the native speaker serving as a construct guiding learners' progress Proficiency, rather than native-like perfection, should be the primary focus in effective language instruction.
Accuracy and fluency are essential for a successful and productive conversation According to Scrivener (2005, pp 160-162), accuracy refers to the ability to speak correctly without significant errors, making immediate teacher correction appropriate during speaking activities Conversely, fluency involves speaking confidently without unnecessary pauses or hesitation, even if it includes some major mistakes In such cases, instant correction may be counterproductive and hinder the objectives of the speaking activity.
Accuracy in language teaching emphasizes the correct use of vocabulary, grammar, and pronunciation, especially during controlled and guided activities where teachers provide clear feedback to highlight the importance of accuracy Ongoing correction during these activities helps students refine their language skills In freer activities, the focus shifts toward encouraging students’ ability to communicate effectively and use the language correctly in real-life contexts, supporting both accuracy and fluency development.
Fluency refers to the ability to maintain a continuous flow of speech during spontaneous conversations It allows students to effectively communicate their message using available resources, even if they make grammatical or other errors During fluency activities, students should not be corrected to promote natural speaking practice Instead, providing positive feedback afterward, focusing on strategies that enhance fluency, encourages learners to improve their ability to speak smoothly and confidently.
Byrne (1991, p 22-31) distinguishes three following phases to develop learners' oral ability:
METHODOLOGY
An overview of the research site
Hong Lam Upper Secondary School, located in the heart of Hong Linh town in Ha Tinh province, is a reputable educational institution established in 2003 Serving as a key research site, the school is situated in a rural, mountainous area and offers 16 classes taught by over 50 qualified teachers across various subjects English is a compulsory subject at Hong Lam Upper Secondary School, with a dedicated team of five experienced English teachers dedicated to enhancing students' language skills.
Currently, there are approximately 700 students in grades 10 to 12, primarily originating from villages within the district Additionally, some students come from neighboring areas such as Duc Tho, Can Loc, and Nghi Xuan, reflecting a diverse student population.
The teaching of English, particularly speaking skills, faces numerous challenges due to students' lack of interest and motivation Most students show little desire to pursue English in university entrance exams, leading to minimal engagement with the language Classroom interactions are often conducted in Vietnamese, even during English lessons, with teachers rarely using English to explain new concepts, resulting in predominantly teacher-centered instruction As students advance to higher grades, they become increasingly reluctant to speak English, often relying on Vietnamese to answer questions or ask for clarification, which hampers their speaking development Peer pressure also plays a significant role, discouraging students from speaking English outside the classroom due to fears of being perceived as unusual or showing off The absence of native English speakers in the school further limits opportunities for authentic language use Additionally, school policies hinder the organization of communicative activities, making it difficult to stimulate students to practice speaking English actively.
The natural use of English in our school is limited to the artificial classroom environment, confined within four walls, primarily occurring during English language classes This context is governed by school rules, restricting authentic language practice to the classroom setting.
Participants
This study surveyed 104 twelfth-grade students at Hong Lam Upper Secondary School in Ha Tinh province, comprising three classes: 12A3 with 35 students, 12A4 with 35 students, and 12A6 with 34 students These students have been learning English for nearly six years on average, with some starting as early as primary school, while others began later.
Table 3.1 Summary of selected students
Gender Average years of learning English
The other group has three teachers aged from 34 to 37 They have been teaching English at school for at least 4 years.
Methods of data collection
This study employed both an interview schedule and questionnaires as data collection tools, representing qualitative and quantitative methods, respectively, to comprehensively investigate second language acquisition phenomena According to Mackey & Gass (2005), these methods serve as “complementary means” for exploring complex language learning processes Questionnaires were used to gather the perspectives of both teachers and 12th-grade students at Hong Lam UPSS regarding the importance of incorporating communicative activities in teaching speaking skills, as they effectively capture a wide range of viewpoints and attitudes from a large participant pool While interviews provide in-depth insights, they are less suitable for large samples, making questionnaires the preferred choice for collecting data from numerous students in this study.
In sum, the researcher chose survey questionnaire as an effective method of data collecting in the thesis
3.3.1.1 The design of the questionnaire
Survey questionnaire was designed in both Vietnamese and English so that it enabled everyone to understand and assess The survey questionnaire included two sections:
In this section, students were supposed to do their tasks by answering their gender: male or female
Section 2: Main questions were asked to allow people know the information related to the study with specific instructions
* The students‟ interest in speaking tasks
* Students‟ evaluation of the effectiveness of speaking tasks at school
* Students‟ desire for several types of speaking tasks
3.3.2.2 Justification for two data collection instruments
A structured questionnaire was developed as the most practical method to investigate 12th-grade students' use of communicative activities at Hong Lam UPSS, effectively addressing the first research question The survey is quick and efficient, taking approximately 10 minutes per student to complete and only 2 minutes to mark the entire paper, making it a feasible tool for data collection.
The semi-structured interview schedule was carefully designed as the framework for conducting the interviews, offering several key advantages This interview format empowers respondents with more control over the conversation, reducing the likelihood of digressions compared to unstructured interviews Additionally, it provides greater flexibility than structured interviews or questionnaires, allowing for in-depth exploration of topics Importantly, semi-structured interviews offer privileged access to understanding other people's lives, making them an invaluable tool for qualitative research.
The data collection process was carried out in 2 phases, namely preparations for questionnaire administration, administering the questionnaire
Phase 1: Preparations for questionnaire administration
After finalizing the survey questionnaires, the researcher began preparing for the official administration process According to Dornyei (2003), a well-designed questionnaire combined with a thoroughly planned administration setup is crucial for obtaining accurate and reliable results Proper preparation ensures the effectiveness of data collection and contributes to the overall success of the research.
To enhance participants' engagement and willingness, the researcher visited the informants one week prior to the study to provide the survey questionnaire This advance visit aimed to inform them about the study's purpose, outline the nature of the upcoming questionnaire, and specify the exact date for survey administration, ensuring effective communication and better response rates.
Phase 2: Administering the questionnaire Question for students:
The researcher distributed 104 survey questionnaires to each class individually during break time, ensuring better response rates and convenience compared to mail administration This direct approach enhanced the likelihood of questionnaire return, making data collection more efficient and reliable.
To ensure an effective survey process, I provided students with a clear overview of the questionnaire format, length, and instructions, enabling them to complete the survey accurately I assured students that their questions would be thoroughly answered to clarify any misunderstandings, emphasizing the importance of confidentiality to encourage honest participation Additionally, I highlighted the significance of the survey results, stressing how their responses contribute to meaningful insights and overall research success.
3.3.3 Methods and procedures of data analysis
The data collected was systematically organized according to three key research questions, with questionnaire responses providing insights for the first question and interview data addressing the remaining two questions, ensuring comprehensive and targeted analysis.
The collected data was carefully examined and classified to provide approximate answers to the research questions, with survey questionnaire data serving as the primary source Additionally, insights from student writing assignments helped clarify and supplement findings from the survey, offering a comprehensive understanding of the research topic.
Descriptive statistics method was used to process the data got from the survey questionnaire
Although only about 15% of the target population was selected, students were carefully chosen based on two key principles to ensure the sample's representativeness and enhance the validity of the research findings.
The sampling procedure was based on stratified random sampling, a method that ensures accurate representation of different ethnic groups by preventing bias caused by the chance over- or under-representation of specific populations (De Vau, 2002) This approach enhances the reliability and validity of the research findings by maintaining proportionality across diverse groups.
The researcher selected 10 students with specific test scores to participate in face-to-face interviews, representing approximately 10% of the over 104 completed survey questionnaires Due to time constraints during data collection, the sample size was limited, making the small number of interview participants unavoidable.
During the Foreign Language Group meeting, the researcher engaged directly with all teachers through interviews, completing the process in fifteen minutes The researcher expressed gratitude to the respondents for their cooperation and assured them that the study results would be shared via email or addresses provided in the survey.
Summary
The third chapter introduces the research site, highlighting its key characteristic that learning English is compulsory, with students primarily focusing on grammar and vocabulary This chapter also discusses the subjects studied and the data collection methods employed The subsequent chapter will present the data analysis and discuss the findings in detail.