INTRODUCTION
Rationale
English has become a global lingua franca, widely used across various fields including economics, politics, culture, science, technology, education, and tourism As one of the most important means of international communication, mastering English is increasingly essential for personal and professional development Consequently, the significance of teaching and learning English continues to grow worldwide.
English has become a compulsory subject across many schools, colleges, and universities in Vietnam, with widespread teaching and learning throughout the country However, effective English language instruction, particularly speaking skills, remains a challenge At Do Luong High School, many students show little interest in speaking lessons and struggle to speak English fluently after graduation despite years of study Additionally, English teachers often find it difficult to motivate students to speak English naturally during lessons.
English teachers at Do Luong 1 are dedicated to finding the most effective teaching methods to meet students' needs They consistently strive to align their practices with the latest global English Language Teaching frameworks Like other schools, Do Luong 1 teachers prioritize adopting innovative approaches to enhance students' English learning experience.
The educators are now adopting the Communicative Approach to teach English, aiming to equip students with effective communication skills This method focuses on enabling students to use English as a practical tool for real-life interaction, which is essential for their success in the global job market By emphasizing functional language use, they prepare students to meet social demands and navigate multicultural environments effectively in the era of globalization.
Understanding the impact of communicative activities on teaching speaking skills is essential for enhancing 10th-grade students at Do Luong 1 High School This study aims to evaluate how communicative activities influence students’ speaking proficiency and to identify effective teaching methods The research focuses on the topic “Improving Speaking Skills through Communicative Activities” to provide practical insights The goal is to find effective strategies that can improve speaking skills and contribute to the overall quality of English language teaching at the school.
Objectives of the study
This study emphasizes the importance of student participation in speaking lessons and aims to analyze communicative activities in 10th-grade English speaking classes at Do Luong 1 High School It explores how engaging students in communicative tasks can enhance their speaking skills and overall language proficiency By examining the effectiveness of various communicative activities, the research seeks to provide practical recommendations for improving English speaking instruction in high school settings.
These are the objectives of the study :
- To investigate the real situation of applying communicative activities in teaching speaking skill for 10 th graders at Do Luong 1 high School, Do Luong District, Nghe An Province
- To give some recommendations to improve the students’ speaking skill through communicative activities
Research questions
1.3.1 What is the real situation of teaching and learning speaking skill of the 10 th graders at Do Luong 1 high School, Do Luong District, Nghe An Province ?
1.3.2 How are communicative activities applied in speaking lessons for the
10 th graders at Do Luong 1 high school?
1.3.3 What are suggested class communicative activities to improve for the
10 th graders’ speaking skill in Do Luong 1 high school?
Scope of the study
This study focuses on enhancing Grade 10 students' English learning through the implementation of communicative activities Given the limited scope of a minor thesis, the research concentrates on 105 students across three classes at Do Luong 1 High School While there are various methods to motivate students to learn English, this paper specifically explores how communicative activities can effectively improve student outcomes within this context.
The design of the study
The study contains five chapters:
This chapter presents the rationale, objectives , research questions, scope and organization of the study
This chapter introduces a historical overview of the literature The first is about CLT method The next is about speaking skill The final is about the review of communicative activities
This study employed both quantitative and qualitative methods to achieve its objectives Data were collected from two primary sources: 10th-grade student respondents and teachers at Do Luong 1 High School in Nghe An Province The mixed-method approach provided comprehensive insights into the research topic, ensuring reliable and detailed results.
The study collected data through two questionnaires—one for students and one for teachers—as well as teacher interviews to gather comprehensive insights All findings, including comments, remarks, recommendations, and conclusions, are derived from thorough data analysis, ensuring the research's validity and reliability.
The data takes from the survey questionnaires for students and teachers is analyzed and categorized The findings are used as the cornerstone for the recommendations
The researcher gave out some communicative activities adapted from the tasks in Tieng Anh 10 textbook as samples for the secondary teachers to consider
This chapter provides the author's proposed solutions to the identified issues and summarizes the key points discussed in the paper It also highlights the study's limitations and offers valuable suggestions for future research to further explore the topic.
Chapter 4 : Findings and discussions- shows major findings and discussions Chapter 5: Implications and recommendations - offers recommendations for motivating students to speak English through communicative activities
Conclusion - is a summary of the study in which limitations of the study and suggestions for further research are presented.
THEORETICAL BACKGROUND
The nature of language skills
Language skills are categorized into four main areas: listening, reading, speaking, and writing, which are essential for comprehensive language development (Byrne, 1991) Listening and reading are considered perceptive skills, while speaking and writing are productive skills, each playing a vital role in effective communication These skills are interconnected and support one another, forming a cohesive language learning process Oral skills, involving articulation through listening and speaking, are related to the use of vocal organs, whereas literacy skills, encompassing reading and writing, are connected to manual skills Understanding these skill divisions helps tailor effective language instruction based on learners’ needs and learning objectives.
Speaking is a vital component of the four language skills, as it plays a complementary role in effective communication According to Byrne (1991, p 9), strong speaking skills can enhance and support the development of other language abilities, making overall language proficiency more cohesive.
Mastering essential language skills is crucial for learners to confidently speak and effectively use a foreign language It’s important to understand that speaking cannot be developed in isolation; it is inherently connected with listening, reading, and writing These skills are interconnected and work together to enhance overall language proficiency, making integrated practice vital for language learners.
Speaking skill
2.2.1 The definitions of speaking skill
Speaking is a vital component of human communication and a key element in foreign language learning and teaching It involves building and sharing meaning through verbal and non-verbal symbols across diverse contexts (Chaney, 1998) Additionally, Nunan (1995) defines speaking as the ability to use oral language effectively to express ideas, intentions, thoughts, and feelings, ensuring the message is clearly delivered and understood by the listener As a fundamental skill, speaking plays a crucial role in effective communication and language proficiency development.
Speaking is a dynamic two-way process that involves both the speaker and the listener, encompassing the productive skill of speaking and the receptive skill of understanding (Byrne, 1991, p.8) Effective communication requires the speaker to encode their message accurately using appropriate language, while the listener decodes and comprehends the message, highlighting the interactive nature of spoken communication.
According to Thornbury (2005), speaking is a dynamic activity involving two or more people who act as both hearers and speakers, requiring active reactions and contributions from all participants Effective communication occurs when both parties have the intention to engage and contribute to the conversation, ensuring meaningful interaction Without mutual desire or effort to participate, the flow of communication can break down, hindering understanding and connection.
Speaking is a vital form of interaction and information sharing, essential for effective communication Mastering speaking skills enhances students' communicative competence, significantly supporting their language acquisition process Developing strong speaking abilities enables learners to express themselves clearly and confidently, facilitating more successful language learning outcomes.
2.2.2 The importance of teaching speaking
It is necessary for learners to speak with confidence to carry out many of the most basic transactions
Speaking is particularly useful for learning In language teaching and learning, this skill is a medium through which much language is learned According to Kayi
(2006, p.8), communicative abilities in a second language contributes clearly and efficiently to the success of the learners in school and social environment
Most of us speak more than we write in our daily lives According to Wilkin
(1979), speaking when compared with writing is the essential form of language and writing is ranked second after it and derived from it
“It is the vehicle of social solidarity, of social ranking, of professional advancement and of business” (Bygate, 1987, p.7) assumes about the role of speaking
According to Nunan (1991), mastering speaking skills is the most crucial aspect of learning a second or foreign language, as success is measured by the ability to carry out meaningful conversations Speaking is considered one of the four essential language skills, highlighting its importance in language acquisition Therefore, teachers should actively motivate students to develop their speaking abilities during lessons to enhance overall language proficiency.
2.2.3 Principles for teaching speaking skill
The goal of teaching speaking skills is communicative ability Therefore, teachers ought to be concerned about the principles for teaching speaking skill to adapt appropriate communicative activities
According to Brown (1994), there are seven principles for teaching speaking skill
Principle 1: Focus on both fluency and accuracy depending on your objective
Teachers should ensure their tasks have clear linguistic objectives, consistently creating opportunities for students to perceive and actively use the fundamental building blocks of language This approach promotes effective language acquisition by focusing on targeted, meaningful exercises that enhance students' understanding and practical application of language components.
Principle 2: Provide intrinsically motivating techniques
According to Brown, effective teachers should appeal to students’ core goals and interests by addressing their needs for knowledge, status, competence, and autonomy By demonstrating how activities align with these personal aspirations, teachers can motivate students and help them see the meaningful benefits of their learning.
Principle 3: Encourage the use of authentic language in meaningful contexts
Authentic contexts and meaningful interaction may require teachers a lot energy and creativity However, with the help of a storehouse of teacher resource materials it can be done
Principle 4: Provide appropriate feedback and correction
Teachers play a crucial role in deciding how and when to respond to students' performance, providing timely and appropriate corrective feedback that fosters learning and growth Effective classroom management hinges on teachers' ability to assess student needs and deliver interventions that support academic progress Properly timed and tailored feedback enhances student understanding, motivation, and overall engagement in the learning process.
Principle 5: Capitalize on the natural link between speaking and listening
Speaking and listening are skills which reinforce each other In other words, they are closely intertwined Skills in producing language are often initiated through comprehension
Principle 6: Give students opportunities to initiate oral communication
Students are provided with opportunities to demonstrate their oral communicative competence, which includes initiating conversations, nominating topics, asking questions, controlling dialogue flow, and seamlessly changing subjects Developing these skills enhances their ability to engage effectively in verbal communication, essential for academic and social success.
Principle 7: Encourage the development of speaking strategy
This strategy is shown through students’ communicative competence such as asking for clarification, asking someone to repeat something
2.2.4 Stages for teaching speaking skill
It is suggested that speaking lesson should have three stages: pre-speaking, while- speaking, and post-speaking
During the preparation stage, students engage in activities such as chatting, games, brainstorming, discussions, vocabulary exercises, and pre-speaking questions to familiarize themselves with the topic This phase also motivates students and increases their interest in the lesson Prior to conducting these activities, teachers should identify the lesson objectives, teaching and learning context, and students’ needs to ensure effective instruction.
This stage is commonly known as controlled speaking, where teachers design or adapt activities from the textbook to enhance communicative practice Students work in pairs or groups to complete tasks, focusing on developing both accuracy and fluency in their speaking skills The primary goal is for students to practice speaking through controlled activities, with teachers monitoring and providing assistance to students who struggle The post-speaking stage follows, allowing students to consolidate their speaking skills and reflect on their performance in a supportive environment.
The freer speaking stage allows students to apply their target language skills in a communicative manner, demonstrating their learned vocabulary and grammar Their spontaneous speech reflects the results of their practice, as well as their personal interests and views During this phase, teachers act as observers and assessors, providing valuable feedback to help students improve their speaking proficiency This stage is essential for enhancing fluency and confidence in real-life communication scenarios.
A well-structured speaking lesson typically follows a series of essential stages, ensuring effective language development However, the lesson procedure can be flexible depending on factors such as lesson objectives, student types, time constraints, and available materials Despite flexibility, teachers should maintain an overall plan to evaluate student progress and assess how well learners have achieved the targeted speaking skills after the lesson.
Speaking skill is one of the most challenging language abilities, often presenting obstacles for both teachers and students in the learning process According to Ur (1996), students frequently encounter issues such as lack of confidence, anxiety, and limited vocabulary when developing their speaking skills These challenges can hinder effective communication and impede language acquisition, emphasizing the need for targeted teaching strategies to improve speaking proficiency.
Inhibition is a key factor affecting speaking skills, setting it apart from reading, writing, and listening, as it requires real-time interaction with an audience Learners often feel inhibited when trying to speak a foreign language without their mother tongue, worrying about making mistakes or losing face Additionally, shyness, reservation, and timidity can prevent learners from actively participating in speaking lessons, hindering their language development and confidence.
Communicative language teaching aproach
There are diverse perspectives on Communicative Language Teaching (CLT), with Richards emphasizing that CLT encompasses core principles related to the goals of language instruction, effective classroom activities, and the roles of teachers and learners Specifically, CLT focuses on achieving communicative competence through interactive and learner-centered methods, highlighting the importance of practical language use Understanding these principles helps educators create engaging, effective language learning environments that facilitate genuine communication skills development.
According to Hymes (1972), language is fundamentally a means of communication aimed at developing "communicative competence" in students This concept has become the core goal of language teaching, serving as the foundation for the communicative language teaching approach.
Communicative Language Teaching (CLT) views language as a system for expressing meaning through meaningful activities that involve oral communication and practical language use Its objectives are tailored to learners’ needs, focusing on both functional skills and linguistic development In CLT, learners act as negotiators and integrators of language, fostering active participation The teacher's role is to facilitate the communication process, ensuring that materials are task-based and authentic to promote effective communicative language use.
Communicative Language Teaching (CLT), as identified by Bock (2000), emphasizes understanding and negotiating meaning in the classroom, focusing on effective communication Meaning is regarded as the information being conveyed between learners, achieved through activities such as pair work and group problem-solving tasks Bock highlights that authentic materials, functional tasks, and collaborative pair and group work are essential components of CLT, enhancing learners' ability to communicate effectively in real-life contexts.
In conclusion, communicative language teaching (CLT) aims to develop learners' overall communicative competence, enabling them to use language appropriately within social contexts This comprehensive skill set includes linguistic competence, sociolinguistic competence, discourse competence, and strategic competence, all essential for effective communication.
According to Brown (2000, p.266), there are four interconnected characteristics of CLT as follows:
- Classroom goals focus on all of the components of communicative competence and not restricted to grammatical or linguistic competence
Language techniques are essential for engaging learners in the authentic and functional use of language, emphasizing meaningful communication Rather than focusing solely on organizational language structures, these techniques highlight aspects of language that enable learners to achieve specific purposes effectively By prioritizing pragmatic and practical language skills, learners are better prepared to use language in real-world contexts for meaningful interactions.
Fluency and accuracy are key principles of communicative language teaching, working together to enhance effective communication Sometimes, prioritizing fluency over accuracy is necessary to ensure learners stay engaged and confident in using the language Focusing on fluency helps learners communicate their ideas meaningfully, even if their language has minor errors Balancing fluency and accuracy is essential for developing both practical speaking skills and grammatical correctness in language learning.
- In the communicative classroom, students ultimately have to use the language productively and receptively, in unrehearsed contexts
Nunan (1991, p.279) also pointed out five common characteristics of CLT classrooms:
- An emphasis on learning to communicate through interaction in the target language
- The introduction of authentic texts into the learning situation
- The provision of opportunities for learners to focus, not only on language but also on the learning process itself
- An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning
- An attempt to link classroom language learning to language activation outside the classroom
The communicative approach is essential for developing students' ability to communicate, interact, and apply their knowledge in real-world contexts outside the classroom These key characteristics of the communicative approach play a crucial role in enhancing students' communicative skills Teachers should pay close attention to these characteristics to effectively improve students' communicative competence and facilitate meaningful language use Implementing the communicative approach helps students transfer learning into practical situations, making language learning more effective and relevant.
Communicative activities
According to Littlewood (1990) in “Communicative Language Teaching”, CAs contain these aims:
Through various kinds of communicative activities, learners are provided an opportunity to train and practise in foreign language learning In other words, they practise language in a total skill
Enhancing motivation is essential for language learners, as their primary goal is effective communication with others Classroom activities designed to foster real-life interaction significantly boost learner engagement and enthusiasm When learners see their progress in communicating confidently, their motivation increases, leading to a more successful language learning experience.
Language learning primarily occurs through natural processes that happen when individuals actively use the language for communication Incorporating communicative activities into the learning process is essential, as they facilitate real-life language practice and enhance linguistic proficiency Engaging learners in authentic communication helps internalize language skills more effectively, making communicative methods a vital component of successful language acquisition.
-Create a context that supports learning
Using conversational agents (CAs) for language learning fosters positive personal relationships among learners and between learners and teachers, enhancing social interaction Additionally, CAs create a supportive learning environment that encourages individuals to express their efforts and progress in language acquisition.
Communicative activities are essential for fostering purposeful and meaningful interaction among students during language lessons To maximize their effectiveness, teachers must understand the key characteristics of these activities By doing so, they can facilitate engaging communication that enhances language learning and student participation.
According to Mulling, Sylvia(1997), activities which are truly communicative meet almost all of the five following criteria:
The information transfer principle, whereby some information must be transferred from a sender to a receiver
The information gap principle, which requires that the receiver does not already possess the information he or she receives
The jigsaw principle, whereby students begin with different pieces of information and finish with the same information
The task dependency principle emphasizes that students should first practice at controlled and semi-controlled communication levels before progressing to free communication This structured approach ensures learners build foundational skills gradually, leading to more confident and autonomous use of language in real-life situations Implementing this principle in language education enhances learner proficiency and supports effective communication development.
The correction for content principle, which argues that during communication the students’ language production should be judged on its communicative efficacy in relation to a specific task
To effectively leverage communicative activities in the teaching and learning process, teachers must understand and differentiate between the two types of activities Recognizing their distinct characteristics enables educators to implement appropriate strategies that enhance student engagement and language acquisition Proper identification of these activities ensures a more interactive and effective learning environment, ultimately optimizing language development outcomes.
2.4.3 Types of oral communicative activities
Different linguists have proposed various classifications of communicative activities Littlewood (1990) categorizes them into two main types: "functional communication activities" and "social interaction activities," emphasizing their practical and social purposes In contrast, Harmer (1991) focuses on the mode of communication, distinguishing between "oral communicative activities" and "written communicative activities," which provides clearer guidance for analyzing different types of communicative tasks.
This section highlights activities predominantly centered on oral communication, emphasizing the importance of fostering spoken interaction between students and teachers While these activities primarily focus on speaking skills, they also incorporate skill integration to enhance overall language proficiency Designed to stimulate meaningful conversations, these exercises aim to improve students' verbal communication abilities in engaging, interactive ways.
Harmer (1991) suggests that communication games engage students in situations where they must utilize their language skills to complete game-like tasks These activities foster simple yet effective interactions, as one student or group typically holds information that others need to uncover This approach encourages practical language use and enhances communicative competence in a dynamic learning environment.
Communication games activities, such as finding differences or similarities, describing and arranging, and story or poem reconstruction, focus on overcoming the information gap rather than producing perfect language (Bygate, 1987) These activities emphasize communicating meaningful content over mastering linguistic forms (Harmer, 1991) They serve as an effective bridge between pre-communicative exercises and full communicative language use, engaging students in purposeful meaning exchange while still providing structural support from the teacher.
Using songs in the English classroom provides authentic material that enhances students' engagement and motivation Singing songs fosters a relaxing atmosphere, encouraging full-class participation in both listening and speaking activities Songs also serve as a refreshing alternative to traditional textbooks, helping students develop their instincts for intonation and rhythm According to Eken (1996, p 46), incorporating songs into lessons can effectively support language learning by promoting active participation and improving pronunciation skills.
• to present a topic, a language point
• to encourage extensive and intensive listening
• to stimulate discussion of attitudes and feelings
• to encourage creativity and use of imagination
• to provide a relaxed classroom atmosphere
• to bring variety and fun to learning
When selecting a suitable song for your students, it's important to consider that the song should be of a reasonable length, rhythm, and range to ensure easy and comfortable singing The song should feature repetitive lyrics or choruses that are simple to learn, which helps slower students stay engaged and follow along Additionally, the emotional and conceptual content of the song must align with the age and maturity level of your students to ensure appropriateness Lastly, the chosen song should be pedagogically suitable for the lesson, supporting your educational objectives effectively.
As demonstrated, songs are valuable in language teaching and learning The teacher is obliged to successfully integrating songs into a language lesson
In group activities, students are required to pool information through discussion, enabling collaborative learning (Littlewood, 1990, p.27) For example, when debating an issue like "People who throw away rubbish in the forest should receive a fine," students prepare and present arguments either supporting or opposing the claim This approach enhances critical thinking and communication skills while encouraging active participation in meaningful, problem-based discussions.
According to Harmer (1991), many teachers complain that students often lack opinions or reluctance to participate in discussions, partly due to their approach to classroom activities When students are asked to speak fluently on difficult topics in front of peers without preparation, they may feel intimidated and hesitant To address this, teachers should first organize students into small groups to discuss the topic, creating a less threatening environment that encourages opinion sharing This preparatory step also allows teachers to assess students’ interest in the subject and tailor discussions accordingly.
Discussion activities are essential components of effective lessons, with proper organization being key to their success Well-structured discussions facilitate student engagement and learning, while poor organization can lead to failure and lack of participation As Harmer (1991) highlights, “proper organization can ensure their success,” emphasizing the importance of planning in achieving educational objectives.
METHODOLOGY
Research setting
3.1.1 An overview of Do Luong 1 high school
Doluong1 Upper Secondary School, located in Do Luong district, Nghe An province, was established in 1959 and boasts a dedicated and experienced teaching staff With a proud tradition of excellence in education, the school currently offers 39 classes to over 1,800 students across grades 10, 11, and 12.
English is a crucial subject in the curriculum because it is a required component of the GCSE examination and plays a significant role in securing better employment opportunities in the future Therefore, educational leaders prioritize creating optimal conditions for English teaching and learning to enhance students' speaking abilities effectively.
The school's facilities remain inadequate, with a notably small library that lacks sufficient learning materials, especially English books for reference Additionally, students have limited opportunities to practice English with native speakers, which hampers their ability to improve communication skills Addressing these issues is essential for enhancing the overall quality of education.
At Do Luong 1 Upper Secondary School, there are 10 dedicated English teachers aged 29 to 48, all holding university bachelor degrees Despite varying teaching experiences—from nearly 20 years for the most experienced to about 7 years for the newest teacher—these rural educators face limited opportunities for professional development and lack extensive teaching aids and materials Nonetheless, they are highly motivated to enhance their teaching skills, continuously seeking knowledge and adapting new methodologies Notably, all teachers have implemented the Communicative Language Teaching (CLT) approach to provide students with more speaking practice, demonstrating their commitment to improving student language proficiency despite resource constraints.
English However, they often get into some troubles in the process of performing it effectively
At Do Luong 1 high school, the fact is that most students have difficulties in participating in speaking English activities because of some reasons:
Residents in rural areas primarily engage in agriculture, which limits their opportunities to practice spoken language in daily life outside the classroom Consequently, they excel in learning grammar and language structures, which enables them to succeed in examinations.
Most classroom activities focus primarily on teaching and practicing language structures through repetition, substitution, memorization, and answering text-based questions As a result, students have limited opportunities for practical oral communication in English Consequently, during speaking activities, learners often face challenges such as inhibition, lack of utterance, reliance on mother-tongue, and difficulty using body language effectively.
Many students are discouraged from learning English because their parents, who are mainly farmers with limited English knowledge, do not support or promote its acquisition As a result, most students study English solely to pass exams, understanding its importance for modern life and their future but lacking genuine interest This lack of motivation leads to boredom and disengagement in the classroom, with only a few students actively interested in learning English Consequently, the overall quality of English education suffers when learners are not motivated, making it challenging to improve their language skills.
The textbook English 10 was published in 2006 It is structured with a priority towards theme-based or topic-based approach, including 16 units, each unit includes
5 lessons with four different skills and a language focus There are 3 periods of English per week and each semester deals with 8 of them with a total periods of 54
This textbook aims to develop students' comprehensive knowledge across various fields while fostering a positive attitude towards English and enhancing proficiency in the four key skills: Listening, Speaking, Reading, and Writing Its content is thoughtfully designed around familiar topics such as social life, sports, work, and leisure, incorporating relevant vocabulary and language study in a communicative manner The book extensively employs modern teaching methods like the learner-centered approach, communicative approach, and task-based teaching to promote active language use Implementing a new syllabus based on the communicative approach makes learning engaging yet challenging for teachers, as it primarily focuses on building students' ability to perform basic language functions both receptively and productively, through correct use of language forms and structures.
3.1.5 The current situation of teaching and learning speaking skill at Do Luong 1
At Do Luong 1 High School, both teachers and many students recognize the importance of learning spoken English Despite efforts to utilize Communicative Language Teaching (CLT) strategies, the overall effectiveness remains limited This challenge stems from both subjective factors, such as students' motivation and confidence, and objective issues, including teaching methods and resource availability.
The role of the teacher is to guide students in their learning process and create a supportive language environment that encourages active participation Teachers organize group and pair work to facilitate idea exchange among students, aiming to develop speaking skills alongside other language abilities However, challenges remain, such as the lingering influence of traditional teaching methods that prioritize grammar, vocabulary, reading, and writing for exam success, which limit students' opportunities to speak English Although Communicative Language Teaching (CLT) is sometimes applied, it is not consistently used, resulting in students having few chances to practice speaking in real communicative contexts.
This article provides a concise overview of Do Luong 1, where data for the research was collected It explores key aspects such as student and teacher dynamics, learning requirements, and the speaking teaching situation These insights establish the essential context for understanding the research focus and its relevance to improving language education in the area.
Research method
This chapter outlines the comprehensive research methodology, detailing both qualitative and quantitative approaches used for data collection and analysis It includes information on the sample size, its characteristics, and descriptions of the two data collection tools employed Additionally, the chapter provides an in-depth report on the data collection procedures and analytical techniques, ensuring a thorough understanding of the research process.
Qualitative research dealing with phenomena that are difficult or impossible to quantify mathematically, such as beliefs, meanings, attributes, and symbols; it may involve content analysis
Quantitative research involves the collection of formal, objective data using mathematical quantification to describe relationships and examine cause-and-effect dynamics To effectively address the research questions, the researcher employed a mixed-methods approach, combining both quantitative and qualitative data collection techniques Data were gathered through interviews, classroom observations, and verbal reports, with analysis primarily focusing on numerical data, frequency counts, and percentage calculations These methodological choices are explained by the researcher to ensure comprehensive and accurate insights into the study’s objectives.
The study utilized questionnaires to gather insights from both teachers and students regarding the importance of incorporating communicative activities into speaking instruction for 10th graders at Do Luong 1 High School.
Secondly, the use of questionnaires allows researchers to collect data from a large number of participants
Finally, class observation was chosen to study because the researchers were aware of the importance of what is actually happening in the classroom
3.2.2 Data collection instruments 3.2.2.1 Survey questionnaire
A questionnaire is considered the most appropriate research instrument for gathering information concerning the attitudes of the respondents Three reasons for this have been found out
First, a questionnaire is confidential and the respondents can remain anonymous
Second, a questionnaire is easy to administer enabling the researcher to survey a large number of respondents
Third, the respondents can complete the questionnaire when it suits them Two sets of questionnaires were employed in this study: one for teachers and one for students
The survey questionnaires aimed to investigate teachers' use of communicative activities in teaching speaking lessons, focusing on their perceptions of effectiveness and the challenges faced Additionally, student questionnaires were designed to gather students’ preferences for these activities, their views on the benefits, and their opinions on the effectiveness of their teachers' methods in teaching speaking skills To ensure clarity and accuracy, a Vietnamese version of the student questionnaire was provided, allowing students to better understand and respond to the questions.
The researcher conducted classroom observations during her teaching to gather authentic data and ensure the credibility of the study These observations aimed to triangulate data, enhancing both the reliability and validity of the research findings by providing a comprehensive view of the teaching environment.
While questionnaires offer several advantages, they also have notable disadvantages, such as potential issues with reliability and data quality The honesty and seriousness of responses can be difficult to verify, particularly in studies measuring subjective concepts like motivation, which is an abstract and attitudinal construct (Bill Gillham, 2000, p.8) To mitigate these limitations, it is recommended to use multiple research methods to ensure more accurate and comprehensive results.
Follow-up interviews were conducted in this study to enhance the reliability and depth of the questionnaire responses These semi-structured interviews aimed to gather in-depth insights into students' attitudes and motivation in learning English, especially those who demonstrated notable changes Conducted with 10 students, the interviews lasted approximately 30 minutes, were audio-recorded, and conducted in Vietnamese, with questions clarified by the researcher The collected data were transcribed for thorough analysis, providing valuable context and confirming the questionnaire findings.
The interviews were conducted in order to collect insightful information that was related to the effectiveness and frequency of teachers when they use CAs.
Procedures
At the start of the second semester of the 2013-2014 academic year, two sets of questionnaires were distributed to participating teachers and students at Do Luong 1 High School.
After 2 days, these questionnaires were collected Information from these questionnaires were then summarized, and presented in the form of statistic information (tables) for analysis to make implications and recommendations on the application of communicative activities to develop speaking skills for 10 th graders Besides, the method of observation was carried out at the beginning of the second semester Three speaking lessons in three different classes were observed All implemented communicative activities were noted down to see how effective they were
In short, the following steps will be used to reach the aims of the research:
1 Collecting data through questionnaires, class observation and interviews
2 Clarifying the data into intended groups
4 Describing the collected data presented in tables and figures
5 Generalizing and giving comments and evaluations.
FIDINGS AND DISCUSSION
Data analysis
4.1.1 Results of students’ survey questionnaire
The students’ questionnaire comprises 10 questions divided into four parts to gather comprehensive insights Part I explores students’ backgrounds in learning English and their motivations for studying the language Part II consists of four questions assessing students’ attitudes towards learning English speaking skills and identifying challenges they face in speaking English Part III focuses on students’ attitudes towards engaging in communicative activities through four targeted questions Finally, Part IV includes one open-ended question to uncover specific difficulties students encounter when practicing communicative activities This structure ensures a thorough understanding of students’ experiences and attitudes towards English language learning, emphasizing key factors important for effective language education strategies.
4.1.1.1 Students‟ background of learning English
The questionnaires indicate that most students have been learning English for different durations, with 82% having studied for 5 years Additionally, 16% of students have been learning English for 7 years, while only 2% have studied for 10 years These statistics suggest that a relatively small number of students begin learning English in kindergarten or primary school, with the majority starting their English education at secondary school.
Figure 1: Students’ time of learning English
Students at Do Luong 1 High School come from rural areas, which limits their access to early English education This disparity in English learning conditions and the limited time dedicated to studying English contribute to the low quality of English proficiency among students Consequently, these factors hinder students' ability to develop strong English skills.
4.1.1.2 Students‟ reasons for learning English
Question 1: Why do you learn English?
To be a compulsory subject in curriculum
To get a good job in the future
To entertain yourself (listen to songs, read books and magazines in English)
Figure 2: Students’ reasons for learning English
The study reveals that 95% of students learn English primarily to pass examinations, with 90% citing it as a compulsory subject in the curriculum, indicating low intrinsic motivation Only a small proportion, such as 10%, learn English to enhance future job prospects, while just 4% aim to communicate with foreigners Additionally, only 6% of students engage with English for entertainment, such as listening to songs or reading books Overall, the data suggests that most students at Do Luong1 High School learn English due to necessity rather than genuine interest, which poses a significant challenge for teachers to foster motivation and effective learning.
4.1.1.3 Students‟ attitudes towards learning speaking skill
Question 2: How interested do you feel in speaking English classes?
Questions 2 is designed to discover the students’ attitude towards speaking skill When being asked about their interest in speaking English in class, only 10% of students say they are very interested; 15% of them are rather interested in speaking English In addition, 57% of the students reveal that they are not interested at all Lastly, 18% of the students suppose that they are little interested in speaking English in class
Figure 3: Students’ interest in speaking English
Many students lack complete interest in speaking English, indicating low motivation to improve their speaking skills When students are not engaged or motivated, their ability to learn the language effectively diminishes To address this, teachers should implement engaging and innovative teaching methods that boost students' interest and motivation in learning English Particularly in developing speaking skills, fostering enthusiasm is essential for students to achieve better proficiency and confidence.
Question 3: How often do you speak English in class?
Very often Sometimes Rarely Hardly
Table 1: Students’ frequency of speaking English
In the survey, when answering question 3 “How often do you speak English in class?”, 50 out of 105 said “Sometimes” Only 15% of the students answer that they
Many students usually speak English in class, but surprisingly, 35% of students rarely engage in English speaking activities This significant percentage raises important questions for English teachers about the underlying reasons for students' low participation Understanding these factors is crucial for enhancing language learning and encouraging more active classroom involvement.
Question 4: When do you often speak English at school?
This question is to find out the reasons for speaking of students in classroom Figure 4 is showed to demonstrate the result
They talk with their friends in class
They are interested in the topic and activities
Figure 4: Reasons for speaking of students in class
According to the chart in Figure 4, approximately 62% of students (65 out of 105) reported engaging in conversations with friends during class, highlighting peer interaction as a common activity In contrast, 27 students indicated that they only spoke when directly prompted by their teachers, reflecting limited proactive participation Additionally, only a small number of students (8) spoke English spontaneously out of genuine interest in the topic or during speaking activities, suggesting areas for encouraging more active and autonomous English communication in the classroom.
In order to clarify the answer to question 5 relating to the students’ difficulties while speaking English, Table 2 show the reasons
4.1.1.4 Factors that make the students difficult to speak
Question 5: Do you have any difficulties in English speaking lessons
being afraid of losing face 58%
not getting used to speaking English 54%
not paying much attention to speaking skill 25%
low level of English language proficiency 70%
introversion (shy, timid and reserved) 70%
unable to find words or structures 80%
not enough time for preparation 56%
too much teachers’ talking time 8%
Table 2: Factors that make the students difficult to speak
The analysis of Question 5 reveals that all students report experiencing difficulties in English speaking lessons The data indicates that 58% of students fear losing face in front of teachers and classmates if they do not speak correctly, while 54% attribute their speaking challenges to unfamiliarity with speaking in class Importantly, 70% of students identify introversion, shyness, and low English proficiency as key barriers to effective classroom speaking Additionally, only 25% of students pay little attention to developing their speaking skills, which contributes to their reluctance to speak English confidently.
A major barrier preventing students from speaking English in class is their limited vocabulary and lack of grammatical structures, with approximately 80% of students citing this as an obstacle to expressing ideas Additionally, 85% of students find it difficult to speak English due to a lack of ideas, while 56% complain about insufficient preparation time before speaking tasks Furthermore, 8% of students believe that teachers predominantly lecture during lessons, which hampers the development of speaking habits in English.
The main challenges hindering students' speaking abilities are their lack of ideas, limited vocabulary, and poor sentence structures These issues make it difficult for students to participate confidently in class discussions Additionally, teacher talk time is often disproportionately high, which reduces opportunities for students to practice speaking To improve students’ speaking skills, teachers should recognize and address these difficulties, providing targeted support and encouraging more student-centered speaking activities.
4.1.1.5 Students‟ attitudes towards communicative activities
The students’ attitudes toward communicative activities is shown through answers to questions 6 to 9
Kinds of communicati ve activity
Table 3: Kinds of communicative activities that students like to take part in
Question 6 helps teachers know more about the kinds of communicative activities that students were fond of participating in The collected data shows that communicative games and using songs are those that students liked to take part in most They highly recommend using songs in speaking activities to cheer up the stressful atmosphere; also songs can draw their attention to the main speaking activities Most of the student participants believed discussion and question and answer as the feasible activities to take part in They also approved the use of role- play and interviews but disapproved the application of discourse chain because discourse chain was thought to be merely suitable for gifted students of English in class not for all students Therefore, ordinary students were not competent enough to take part in such a challenging activity
This article highlights key insights into students’ preferred communicative activities, emphasizing the importance of understanding their specific interests Incorporating students’ preferences into teaching strategies can enhance engagement and effectiveness By considering these insights, educators can develop tailored communicative activities that foster better language acquisition and communication skills.
4.1.1.6 Students‟ difficulties in practising communicative activities
The last question concerns the students difficulties in practising communicative activities
Difficulties in practicing communicative activities
5% being afraid of making mistakes
5% fear for being criticized or losing face
Table 4: Students’ difficulties in practising communicative activities
Table 4 reveals that 67% of the 105 students identified limited vocabulary as their biggest challenge in expressing opinions Additionally, 33% of students reported experiencing psychological difficulties, including shyness, fear of criticism, losing face, and making mistakes, which hinder their language communication skills.
4.1.2 Results of teachers’ survey questionnaire
The teacher survey questionnaire is divided into three sections with a total of 16 questions, incorporating both open-ended and close-ended formats The first section features four questions that explore teachers’ attitudes toward teaching speaking skills, providing insights into their perspectives and approaches The second section, consisting of nine questions, focuses on teachers’ attitudes towards the use of communicative activities in language instruction, highlighting their perceptions and experiences The final part includes three questions aimed at identifying the main difficulties teachers encounter when implementing communicative activities to teach English speaking skills.
4.1.2.1 Teachers‟ attitudes towards teaching English speaking skills
The first four questions were designed to find out the teachers’ attitudes towards teaching English speaking skills
2% ve ry important important unimportant
Figure 5: Teachers' attitudes towards the role of speaking skill
Findings and discussion
During this study, the author observed three different speaking lessons taught by various teachers, revealing both advantages and obstacles in developing students' speaking skills Students generally participated in speaking activities with low motivation and interest, which hindered the successful execution of lessons Additionally, some students had communicative abilities at or below acceptable levels, leading to a lack of confidence and fear of making mistakes, further preventing active participation The overall low motivation and confidence among learners significantly reduced the effectiveness of speaking activities, posing challenges to improving their communicative competence.
Observations at Do Luong 1 reveal that teachers effectively integrate speaking with other language skills and employ various communicative activities to enhance students' oral English However, they primarily assign pair or individual work, limiting opportunities for group collaboration, which tends to allow more talkative and confident students to dominate while weaker learners rely heavily on their peers and become passive Additionally, most teachers only adapt textbook activities based on unit topics, as the textbook provides practice across all four skills but often lacks sufficient speaking practice To address these issues, several strategies will be proposed to help teachers create more inclusive and effective speaking opportunities, fostering better development of students' oral communication skills.
This study aims to identify effective communicative activities beyond textbooks to improve 10th-grade students' speaking skills at Do Luong 1 High School A questionnaire survey was conducted to gather feedback from both students and teachers on the most helpful methods for developing speaking abilities The findings highlight key insights into successful strategies and activities to enhance oral communication skills among high school learners.
Speaking skills and communicative activities are highly valued by both teachers and learners at Do Luong 1, as they play a crucial role in learning English Communicative activities effectively motivate students and help develop their oral English proficiency However, the implementation of Communicative Language Teaching (CLT) in speaking lessons is limited due to a lack of diverse activities and extension tasks, such as practicing other language skills or speaking freely after the main practice This teaching approach does not sufficiently motivate students or foster engagement, resulting in less effective speaking lessons Consequently, students show limited interest in the activities, posing challenges for teachers in developing speaking skills among 10th-grade students.
Teacher challenges include inadequate preparation and a lack of creativity in designing and implementing communicative activities tailored to students' needs, highlighting the need for improved training and innovative teaching strategies.
Motivation in language learning is a key consideration for teachers, who believe that engaging topics, appropriate tasks, and appealing teaching materials are essential for student interest Teachers prioritize selecting relevant and stimulating content before focusing on teaching techniques and activities Students are more likely to enjoy speaking English in the classroom when the topics are interesting, the tasks are well-balanced in difficulty, and the materials are engaging These factors collectively enhance student motivation and language acquisition.
Effective teaching materials are crucial for the success of speaking lessons, as engaging topics prevent students from losing interest Choosing appropriate topics aligned with students’ knowledge levels ensures that lessons remain stimulating and accessible Incorporating supplementary materials helps bridge gaps in students' background knowledge, making lessons more comprehensive Relying solely on textbooks can lead to a boring classroom environment, which hampers student engagement and learning outcomes Therefore, teachers should utilize diverse activities and proper classroom management to create an engaging atmosphere and achieve educational goals.
Students’ shyness and lack of confidence often hinder active participation in communicative activities, primarily due to limited classroom interaction with teachers and peers This results in feelings of embarrassment when students try to express themselves in English To overcome these inhibitory factors, teachers should utilize communicative activities effectively to stimulate students and foster a more confident environment where they feel comfortable speaking English freely.
Many students lack confidence in their English speaking skills, which makes participating in speaking activities intimidating and hinders effective communication practice in English learning Despite years of studying English, many students still struggle to express their ideas clearly due to gaps in grammar mastery and pronunciation issues To address this challenge, teachers need to implement effective strategies for organizing communicative activities that motivate students and enhance their speaking abilities.
Conclusion
This chapter presents data collected from a survey of teachers and students at Do Luong 1, analyzing their attitudes toward speaking and communicative activities The findings reveal insights into how these activities enhance students’ speaking skills and highlight the challenges faced by both teachers and students when implementing communicative methods Based on this analysis, the researcher will offer targeted recommendations in the following chapter to improve speaking proficiency and address identified obstacles.