INTRODUCTION
AIMS AND OBJECTIVES OF THE STUDY
This study aims to identify the key challenges in teaching and learning English speaking skills at high schools, highlighting the difficulties faced by both students and teachers It also examines the qualities of effective English listening instruction in Vietnamese high schools to enhance understanding The research seeks to uncover the main reasons behind these problems and obstacles, providing insights into their causes Additionally, the study offers practical solutions to improve the quality of English listening instruction and motivate students to engage more actively in listening lessons.
METHODS OF THE STUDY
This research utilizes a quantitative approach through surveying to systematically collect and analyze data, effectively addressing the research questions Additionally, a qualitative approach is employed to interpret the data and provide practical suggestions tailored for teachers and 11th-grade students at Quynh Luu 1 High School.
SCOPE OF THE STUDY
This article focuses on the main challenges faced by 11th-grade students in speaking lessons at Quynh Luu 1 High School The research highlights key difficulties students encounter when developing their speaking skills Additionally, it explores practical solutions to enhance speaking proficiency, providing valuable insights for educators aiming to improve language learning outcomes.
FORMAT OF THE STUDY
Apart from Acknowledgements, Abstract, Table of Contents, List of tables and figures, Abbreviation, this study consists of 5 main chapters: The first chapter
This article provides a comprehensive overview of the research study, beginning with an introduction that details the rationale, aims, objectives, scope, methods, and design The second chapter reviews relevant literature and explores the theoretical background, establishing the foundation for the study The third chapter discusses the methodology and procedures, including research aims, methods, instruments, data collection, and analysis techniques The fourth chapter presents the discussion of findings, interpreting results and insights gained from the research The fifth chapter, "Conclusion," summarizes key points, discusses implications, and offers suggestions for future studies The study concludes with a references section citing all sources and appendices that include the questionnaire used for data collection, ensuring transparency and rigor.
LITERATUTE REVIEW AND THEORETICAL BACKGROUND
COMMUNICATIVE LANGUAGE TEACHING APPROACH
Communicative Language Teaching (CLT) is a widely used language teaching approach that emphasizes developing communicative competence and the four language skills Originating in the late 1960s from changes in British language teaching traditions, CLT aims to prioritize meaningful interaction and communication Its theoretical foundation is eclectic and emphasizes that language is a system for expressing meaning, with its primary function being interaction and communication The structure of language in CLT reflects its functional and communicative uses, making it a practical and goal-oriented method in modern language education.
Communicative Language Teaching (CLT) should be viewed as an approach rather than a method, encompassing a diverse set of principles that emphasize a communicative perspective on language learning This approach supports a wide variety of classroom procedures, making it flexible and adaptable to different teaching contexts By focusing on authentic communication, CLT promotes meaningful language use and learner engagement, aligning with modern language education goals.
These principles include (cited in Diane Larsen- freeman) :
Whenever possible, “ authentic language” – language as it is used in a real context – should be introduced
Being able to figure out the speaker’s or writer’s intentions is part of being communicatively competent
The target language is a vehicle for classroom communication, not just the object of study
In real language use, a single function can be expressed through many different linguistic forms The course emphasizes understanding the communication process by presenting a variety of these forms together The focus is on effective communication rather than solely mastering individual language structures, highlighting the practical application of language skills in real-life contexts.
Students should work with language at the discourse or suprasentential level They must learn about cohension and coherence, those properties of language which bind the sentences together
Games are important because they have certain features in common with real communicative events
Students should be given an opportunity to express their ideas and opinions
Errors are considered a natural part of developing communication skills, particularly in activities focused on fluency In such contexts, teachers typically do not correct students immediately; instead, they note the errors to address them later This approach encourages learners to practice speaking freely without fear of immediate correction, fostering confidence and improving overall fluency.
One of the teacher’s major responsibilities is to establish situations likely to promote communication
Communicative interaction encourages cooperative relationships among students It gives students an opportunity to work on negotiating meaning
The social context of the communicative event is essential in giving meaning to the utterances
Learning to use language forms appropriately is an important part of communicative competence
The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities
In communicating, a speaker has a choice not only about what to say, but also how to say it
The grammar and vocabulary that the students learn follow from the function, situation context and the roles of the interlocutors
Students should be given opportunities to listen to language as it is used in authentic communication They may be coached on strategies for how to improve their comprehension [ 12]
2.1.3 The role of teacher, students, instructional materials in CLT a Teacher roles
In language teaching and learning, teachers and students are two integral parts, with students being the main participants and teachers playing a crucial role due to students' age, character, psychological development, and limited English proficiency In Communicative Language Teaching (CLT), teachers assume multiple roles, primarily as facilitators of communication—guiding interactions among students and with various texts and activities—and as independent participants within the learning process According to Breen and Candlin (cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2006), teachers also function as researchers and learners, bringing relevant knowledge, practical experience, and organizational skills to enhance the effectiveness of language instruction.
Teachers in Communicative Language Teaching (CLT) adopt multiple roles, including analyst, counselor, and group process manager, to meet diverse learner needs As analysts, they identify and respond to students' language requirements, while as counselors, they exemplify effective communication by using paraphrasing, confirmation, and feedback to facilitate understanding Additionally, CLT emphasizes less teacher-centered classroom management, requiring teachers to create a communicative environment that encourages student interaction Students are also expected to take active roles in their learning, engaging in meaningful communication and collaborative activities to enhance language acquisition.
In Communicative Language Teaching (CLT), the focus is on the processes of communication rather than simply mastering language forms, which results in a shift in learner roles compared to traditional language classrooms According to Breen and Candlin, learners in CLT assume active roles that emphasize meaningful interaction and real-life communication skills, fostering more engaging and practical language use This approach highlights the importance of functional language ability over rote memorization, aligning with modern pedagogical goals of enhancing genuine communicative competence.
The role of the learner as a negotiator involves balancing their own self, the learning process, and the overall learning objectives, all while interacting with the group's collaborative efforts This means that learners should contribute as much as they gain from group activities, fostering interdependent learning Such active participation enhances the learning experience by emphasizing mutual exchange and cooperation within classroom procedures.
Learners today act as negotiators, interactors, communicators, and responsible managers of their own learning, shifting away from traditional educational methods Modern education emphasizes self-directed learning and applying knowledge effectively to communicate with others, aligning with the goals of teachers who utilize Communicative Language Teaching (CLT) The role of instructional materials is crucial in supporting this learner-centered approach, facilitating active engagement and practical language use.
In communicative language teaching (CLT), a wide variety of materials are utilized to enhance classroom interaction and promote authentic language use These materials play a crucial role in influencing the quality of communication and are primarily aimed at fostering real-life communicative skills The main types of materials used in CLT include text-based resources, task-based activities, and realia, each contributing uniquely to creating engaging and effective language learning experiences.
A diverse selection of games, role plays, simulations, and task-based communication activities are designed to enhance Communicative Language Teaching (CLT) classes These engaging tools include unique exercise handbooks, cue cards, activity cards, pair communication practice materials, and student interaction practice booklets, all aimed at promoting active language use and improving student speaking skills Incorporating these interactive resources into language learning fosters practical communication, making CLT classes more effective and enjoyable for students.
Proponents of Communicative Language Teaching (CLT) emphasize the importance of using authentic, real-life materials in the classroom These include language-based realia like signs, magazines, advertisements, and newspapers, which enhance practical language skills Visual sources such as maps, pictures, symbols, graphs, and charts serve as effective tools for building communicative activities Additionally, a variety of objects, like plastic models used in hands-on exercises, can support engaging and functional communicative exercises.
OVERVIEW OF SPEAKING SKILL
Speaking is a crucial skill in second language learning and teaching, serving as a productive language skill that involves mental processes such as thinking (psycholinguistics) It is described as "the process of building and sharing meaning through the use of verbal and non-verbal symbols in various contexts" (Chaney, 1998) Despite its significance, teaching speaking has historically been undervalued, with many English teachers focusing on repetitive drills and memorization of dialogues rather than developing communicative competence.
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce,
Speech is highly context-dependent, influenced by factors such as participants, their shared experiences, the physical environment, and the specific purposes for communication It is often spontaneous, open-ended, and continuously evolving, reflecting the dynamic nature of human interaction However, certain language functions or patterns—such as declining an invitation or requesting time off—are predictable and can be identified within specific discourse situations, providing a structured understanding of communication behaviors.
Many students often view speaking ability as the primary indicator of language proficiency However, effective speaking requires more than just linguistic competence—learners must also understand when, why, and how to use language appropriately within different social contexts, highlighting the importance of sociolinguistic competence.
Generally, students need to recognize that speaking involves three areas of knowledge (Burnkart, 1998):
- Mechanics ( pronunciation, grammar and vocabulary): the right words are used in the right order with the correct pronunciation
- Functions: (transaction and interaction): when clarity of message is essential (transaction/ information exchange) and when precise understanding is not required (interaction/ relationship building)
Understanding social and cultural rules and norms, such as turn-taking, speech rate, and pauses between speakers, is essential for effective communication It is important to consider who is speaking to whom, the situational context, and the purpose of the interaction Recognizing the relative roles of participants helps to navigate conversations appropriately and maintain social harmony This awareness enhances the quality of communication by ensuring that speech patterns align with cultural expectations and social dynamics.
Finally, Speaking, as a productive skill, is very complex requiring the simultaneous use of a number of different abilities, which often develop at different rates
Speaking is a vital productive skill involving language production and comprehension According to Byrne, it is a two-way process that requires both speakers and listeners to actively engage, highlighting the importance of understanding alongside speaking.
In many situations, one person may lead the conversation by initiating and maintaining the flow of speech, such as during a lecture, instruction, or direction However, in typical conversations, roles of speaker and listener frequently switch, with both parties responding to each other's cues This dynamic interaction highlights that speaking is closely integrated with listening, making it a vital component of conversational communication Therefore, speaking is considered an integrated skill that relies on both producing and understanding language effectively.
2.2.3 The importance of speaking skill in the classroom
According to Ur (1996), speaking and writing are the key productive skills in learning English, with speaking being particularly vital for language acquisition Speaking serves as a crucial bridge to develop other language skills, such as reading, listening, and writing, by enhancing overall communication abilities As the most effective means of communication, speaking plays a central role in successful language teaching and learning.
Teaching speaking skills in the classroom is essential because it serves as a powerful source of motivation for students, encouraging active language use Nunan (1991) emphasizes that “success is measured in terms of the ability to carry out a conversation in the target language,” highlighting the importance of speaking proficiency as a key indicator of language mastery Developing speaking skills enables students to build confidence and achieve real-world communication goals, making language learning more engaging and meaningful.
Many students strive to speak English whenever possible, but those with limited language skills often hesitate to speak in group settings, which can lead to decreased motivation and a loss of interest in learning English Effective organization of speaking activities in class can make speaking practice enjoyable, thereby boosting students’ motivation Successful speaking practice not only enhances oral skills but also positively impacts the development of other language skills.
Effective communication is essential in today's society, as human interaction is vital for daily life Speaking skills are fundamental to this communication, serving as a crucial survival skill in real-life situations Without the ability to speak and connect with others, meaningful social and professional relationships cannot be maintained, highlighting the importance of developing strong verbal communication skills.
For the ideas above, speaking skill also plays the key role in foreign language learning and teaching
2.2.4 Types of classroom speaking performance
According to Brown (1994), there are six categories relating of oral production:
- Imitative: which accounts for very small portion of speaking time in the speaking time when learners are practicing an intonation contour trying to pinpoint a certain vowel sound, etc
- Intensive: includes any speaking performance that is designed to practice some phonological or grammar aspect of language
- Responsive: is short replies to teacher or student initiated questions or comments These replies are usually sufficient and do not extend into dialogue
Transactional dialogue involves conveying or exchanging specific information and can often have a more negative tone than simple responsive speech Such conversations are essential in various contexts, including group work activities, where clear communication is vital for effective collaboration Incorporating transactional dialogue into your communication skills can enhance clarity and efficiency in both personal and professional interactions.
Interpersonal dialogue primarily focuses on maintaining social relationships rather than conveying factual information These conversations can be challenging for learners due to their informal nature, often involving casual registers, colloquial language, emotionally charged expressions, and slang Understanding these elements is essential for effective communication in everyday social interactions.
Students at intermediate or advanced levels are encouraged to deliver extended monologues, such as oral reports, summaries, or short speeches These activities typically require a more formal and deliberate register, helping learners improve their speaking proficiency and confidence in formal communication.
Effective language use aims for natural communication that facilitates the transfer of real information through speech Forsethet et al (1996:35), as cited by Nguyen Thi Van Lam and Ngo Dinh Phuong (2007), categorize communication principles into two groups: one for beginning levels and another for intermediate and advanced levels For beginning learners, focusing on simple, clear, and functional language ensures foundational skills are developed effectively for meaningful interaction.
Limit the objectives to avoid making students confused
Effective language teaching involves providing students with sufficient structured practice to build basic interaction skills, which helps reduce their fear of speaking and boosts confidence This foundational practice encourages more active participation and paves the way for later free production, allowing students to apply their skills in more open-ended communication Incorporating structured exercises first is essential for fostering a comfortable learning environment and promoting gradual progress in speaking proficiency.
Mix the speaking activities with comprehension work
SUMMARY
This chapter focuses on key aspects of developing speaking skills, starting with an overview of Communicative Language Teaching (CLT) as a popular approach to language education It highlights the characteristics of CLT, including the roles of teachers and learners in fostering effective communication The chapter also explores various definitions of speaking skill, emphasizing its importance and natural qualities, along with different types of speaking performances Finally, it discusses strategies for teaching English speaking skills within the CLT framework to enhance learners' communicative competence.
This article outlines ten core principles for teaching English speaking skills, emphasizing two levels of instruction: foundational and advanced It highlights four key characteristics of effective speaking teaching methods and details a structured procedure to enhance learners' oral communication Additionally, the article identifies three types of speaking activities: controlled practice to build accuracy, communicative activities to foster interaction, and topic- or task-based exercises designed to develop fluency and real-world language use. -Master English speaking with proven teaching principles and dynamic activities—boost your skills today! [Learn more](https://pollinations.ai/redirect/2699274)
METHOD AND PROCEDURE
SURVEY ON LEARNING ENGLISH SPEAKING SKILL AT QUYNHLUU 1
1 HIGH SCHOOL 3.1.1 Aims of the Survey
Speaking skill is widely regarded as the most challenging of the four language skills, with many students struggling to learn it due to boredom, difficulty, or lack of motivation This issue is common in Vietnamese high schools, where both teachers and students face obstacles in teaching and learning speaking effectively The primary goal of this survey is to assess students’ attitudes and abilities in learning speaking, identify the key problems they encounter, and gain insights into their learning challenges Additionally, the survey aims to provide practical suggestions and solutions to increase student motivation and improve their engagement in speaking lessons.
A total of 132 students were selected from a pool of 600 students across three classes—11A1, 11A3, and 11A4—at Quynh Luu 1 High School The student population consists of approximately 51% boys and 49% girls, with all students originating from Quynh Luu District The majority of these students come from rural areas, reflecting the school's primarily countryside demographic.
The author conducted thorough research to select students for the study, focusing on those who had learned English starting in grade 6 Since all participants began studying English at this level, they are expected to have an average proficiency in the language, making them suitable for the research.
The survey seeks the answers to three questions below:
1 What are the teachers’ and students’ attitudes towards the teaching and learning of speaking?
2 What difficulties do the teachers and students have when dealing with a speaking lesson?
3 What are the techniques suggested to help the 11 th form students at Quynh Luu
1 High School improve their speaking comprehension?
The main instruments to find the answers to the research question include questionnaires and class observation
The time for data collection lasted during two months of February and March in the second semester of the school year 2013-2014
During 7 weeks of the first period, the author observed the teachers’ performance in 3 classes The author recorded detailed notes in the classroom, the activities between teacher and students, and then the conclusions were drawn out
During the final week of practice, students from classes 11A1, 11A3, and 11A4 independently completed a questionnaire within 10 minutes, guided by clear instructions from the author The questions were carefully arranged in a logical sequence to facilitate understanding and lead respondents through the study's themes The design of the questionnaires was based on the author's knowledge, observations, and professional experience, ensuring they effectively addressed the research objectives.
REAL SITUATION OF LEARNING AND TEACHING ENGLISH SPEAKING
Quynh Luu 1 High School, established in 1961, is a well-known educational institution in Nghe An province, especially in Quynh Luu district, renowned for its modern facilities and conducive learning environment Despite its advanced equipment, both teachers and students underutilize these resources, impacting the quality of English education Many teachers lack effective teaching methods, making it difficult to engage students, who generally show limited interest in learning English Additionally, students primarily focus on core subjects like Math and Literature, with English being less prioritized, leading to challenges in developing English speaking skills This situation highlights the need to improve teaching strategies and encourage student engagement in English learning at Quynh Luu 1 High School.
Many students find speaking to be the most challenging language skill, with some unable to speak during lessons and others feeling too shy to do so Unfortunately, this crucial skill is often overlooked by both teachers and students, hindering overall language development.
In fact, some teachers teach this skill carelessly, they just let students repeat the model text or dialogue without checking their understanding.
Preliminary results and data analysis
The following pie chart presents the percentages of students who are interested in learning English
Table 1 Students’ interest in learning English
Question Answers Number of students Percentage (%)
Figure 1: Chart showing students’ interest in learning English
According to the chart, only 68.7% of students enrolled in English classes show interest in learning the language, while a significant 31.8% dislike studying English This lack of interest may be a key factor contributing to their limited engagement and attention in English lessons.
Table 2: Students’ attitude toward learning English speaking skill
Very much Not very much Not at all
Figure 2: Chart showing Students’ attitude toward learning English speaking skill
From this result, we can see clearly that about 68% students expressed that English speaking skill was very important of all four Basic English skills Only 14
% students expressed that speaking English was not very important for them However, it is very surprised that 18% students supposed speaking English was not important at all
Table 3: The students’ reasons for learning English speaking skill
Question 3 Reasons Number of students Percentage
A To get a good job in the future 100/132 76 %
B To travel or study abroad 60/132 45 %
To read books, watch TV program, listen to music … in English or to communicate with foreigners
E To get good marks in the exam 40/132 30 %
F To understand the people, culture of
Table 3 indicates that students have multiple motivations for learning English, with the primary reason being to secure a good job in the future Other significant reasons include traveling, communicating effectively, and understanding English-related content These motivations highlight the importance of developing strong speaking skills, which are essential in all aspects of language use As a result, mastering speaking English is crucial for students' personal and professional success.
Speaking skills are crucial for students' language development, yet many find them challenging due to various influencing factors Despite these difficulties, students often strive to improve their speaking abilities The results shown in the following figure illustrate the extent to which students are motivated and successful in their efforts to enhance their speaking skills, highlighting the importance of targeted strategies and support in language learning.
Table 4: Students’ time for practicing speaking skill
Question Answers Number of students Percentage (%)
1 hour More than 1hour Less than 1 hour
Figure 3: Chart showing Students’ time for practicing speaking skill
Most students, accounting for 53%, spend less than one hour practicing speaking English at home, primarily due to the focus on grammar exercises rather than speaking skills Many students lack conversation partners or confidence, leading to infrequent practice and limited improvement in speaking ability Consequently, this results in significant challenges in developing speaking skills In contrast, only 22.7% of students spend more than one hour, while 26.5% dedicate about one hour to practicing speaking English at home.
The article explores students' attitudes and opinions regarding the speaking exercises in the textbook It seeks to determine whether students enjoy these activities and how they perceive their usefulness The accompanying table presents various student responses, highlighting their feelings and perceptions about the speaking exercises Overall, the findings provide valuable insights into student engagement and satisfaction with the speaking activities included in the curriculum.
Table 5: Students’ opinions about speaking exercises
Question Answers Number of students %
5 a too difficult 15 12 b difficult 48 37 c rather difficult 62 46 d not difficult at all 7 5
1 a too difficult b difficult c rather difficult d not difficult at all
Figure 4: Chart showing Students’ opinions about speaking exercises
According to recent data, 12% of students find only some speaking exercises in textbooks too difficult, while 37% believe all of them are challenging Notably, a significant 46% of students report that speaking exercises are quite difficult, highlighting widespread struggles in developing speaking skills Conversely, only a small fraction, 5%, experience no difficulty at all with these exercises These findings reflect the varying levels of learning abilities among students, impacting their performance in speaking practice.
3.3.2 Main Reasons for the Difficulties in Learning Speaking Skill
Most difficulties in language learning stem from both teachers and students Many students neglect speaking skills, focusing instead on grammar and vocabulary due to traditional teaching methods that do not emphasize real-life communication, leading to lack of confidence and fear of losing face in public Additionally, unengaging speaking activities and repetitive tasks diminish students’ motivation and interest, creating a boring classroom environment Large class sizes, often around 45 students, limit teachers' ability to give individual attention and foster active participation, further decreasing student motivation and engagement in speaking practice.
One of the main challenges students face in language learning is the limited opportunities to practice speaking with native speakers in real-life situations, often only interacting with friends or teachers This lack of exposure makes it harder for learners to become comfortable communicating with native speakers Additionally, classroom physical conditions, such as poorly arranged tables and limited space, hinder effective pair and group work, further impacting students' speaking practice and language development.
3.3.3 Students’ motivation on the topics of the textbook of grade 11
To clarify the students’ attitude to the speaking topics in the textbook, the author decided to include 1 question on this matter
Table 6: Students’ motivation on the topics of the textbooks
Question6 Topics Number of students
16 The Wonders of The World 15 39 78
Students showed a strong preference for entertainment-related topics such as parties, celebrations, hobbies, and recreation, as they found these subjects engaging and felt more comfortable sharing personal experiences and opinions Many male students especially enjoyed discussing sports topics like the Asian Games and global wonders like The Wonders of The World, likely due to their existing background knowledge and confidence in these areas Conversely, they struggled to discuss topics such as illiteracy, volunteer work, and post offices, because they lacked relevant information, background knowledge, and vocabulary, making these subjects more challenging to talk about.
Research shows that engaging and interesting topics significantly enhance student outcomes, leading to more active participation and better learning results During these dynamic lessons, teachers are more successful in capturing students' interest, encouraging them to share and defend their opinions through vigorous debates As a result, speaking classes centered around compelling topics tend to outperform other sessions, with such topics comprising over 50% of the class content to maximize student engagement and achievement.
Providing interesting and relevant topics is essential for effective speaking instruction, as it increases student motivation and encourages meaningful communication Teachers should consider students' interests by offering choices within topics like music, which has various sub-topics such as famous singers, songs, and musicians, to foster enthusiasm and participation Allowing students to select topics they are passionate about can lead to greater engagement in speaking activities Overall, selecting suitable speaking topics plays a crucial role in ensuring a successful and motivating speaking class.
3.3.4 Activities used by the teachers to motivate students
In speaking lessons, teachers utilize a variety of engaging activities—such as role play, discussions, interviews, storytelling, games, picture description, drama, and free talk—to stimulate student participation and enhance language skills These dynamic activities effectively capture students’ interest, as illustrated by the accompanying figure showing their enthusiasm and engagement levels during different teacher-led activities Incorporating diverse interactive methods not only makes speaking lessons more enjoyable but also promotes active learning and improved communication abilities.
Table 7: Students’ interest in teachers’ activities
Question 7: Activities Number of students/ Percentage
Based on the data, the most popular activity among students was games, with 95.45% expressing strong enjoyment when teachers incorporated this approach These activities included various engaging small games such as crossword puzzles, guessing games, lucky number, and hangman After two months of observation, it became clear that games are highly enjoyable and boost students' confidence and enthusiasm when participating Incorporating games into lessons can significantly enhance student engagement and learning experience.
Participating in games significantly enhances students’ group work skills, with only a small percentage (4.55%) expressing dislike, mainly due to difficulty and unclear instructions, especially among weaker students Discussions are highly appreciated by 73.48% of students, as they provide ample opportunity to share ideas, opinions, and experiences, boosting their confidence before presenting Activities such as drama (63.63%), storytelling (68.18%), and role play (45.45%) are particularly loved, as they motivate students and encourage active participation Overall, these engaging activities make students more active, self-confident, and create a more interesting classroom environment, fostering better engagement and learning outcomes.
Many students found interview and free talk activities challenging, with 69.7% feeling confused during interviews due to difficulties in asking and answering questions naturally Despite its purpose in communicative classrooms, students struggled to simulate real interviews, indicating a need for teachers to design activities that match their proficiency levels Additionally, only 36.36% of students enjoyed free talk, as most felt shy, lacked ideas to share, or found expressing their thoughts freely to be difficult These findings highlight that both activities require tailored support to help students develop confidence and improve their speaking skills.
SUMMARY
This chapter offers an overview of the current state of students' speaking skills development It begins with an analysis of speaking exercises found in high school English textbooks, particularly focusing on grade-level content The study aims to evaluate the effectiveness of these exercises in enhancing students' oral communication abilities Prior to conducting the survey, initial observations highlight the strengths and limitations of existing speaking activities, providing insights into areas needing improvement for more effective language learning.
This chapter addresses the main challenges students face in developing their speaking skills and explores the factors contributing to these difficulties Additionally, it presents a comprehensive survey conducted at Quynh Luu 1 High School, providing valuable insights into the current approaches and effectiveness of English speaking instruction and learning in that educational context.
SUGGESTED ACTIVITIES TO MOTIVATE THE 11 TH
INTRODUCTION
Effective speaking lessons in Vietnamese schools face significant challenges for both teachers and students, often resulting in poor learning outcomes Many students struggle to speak even basic words or sentences, leading to frustration and eventual disengagement from learning the skill To address these issues, it is essential to implement strategies that improve teaching quality and motivate students to participate actively Increasing student motivation and engagement can help shift their focus towards developing speaking skills Incorporating targeted activities and innovative solutions can enhance the effectiveness of speaking lessons and foster better learning outcomes.
SUGGESTED SOLUTIONS
To enhance the quality of teaching and learning speaking skills, teachers must shift their attitudes and methods, moving away from the belief that students cannot understand English during lessons Encouraging teachers to speak as much English as possible creates an immersive environment, helping students develop a habit of speaking English naturally Assigning group monitors to remind peers to use the target language fosters accountability and reinforces language practice Ultimately, teachers should lead by example, consistently speaking, reminding, and modeling English usage to motivate students to communicate confidently.
Effective English language teaching involves teachers explaining the importance of speaking English in class and addressing students' reasons for reluctance, allowing for tailored solutions Additionally, teachers should teach necessary vocabulary and model examples before activities to give students a solid linguistic foundation, facilitating more natural speech during interactions Revising or practicing examples helps students gain confidence, while asking learners to repeat instructions ensures they understand their tasks, promoting clarity and successful participation in classroom activities.
The author emphasizes the importance of student success and failure in speaking lessons, highlighting that teachers should approach feedback carefully Effective speaking instruction involves not correcting every mistake but instead encouraging students to speak freely, fostering confidence and communication According to teaching principles, minimizing focus on grammatical errors allows students to speak without fear of correction, which enhances fluency and meaning Over-correcting can undermine students' confidence, making them hesitant to participate actively in speaking activities.
Effective language correction in the classroom is crucial to help students improve without fear of making mistakes Teachers should balance correction by providing feedback on errors while encouraging a positive learning environment, viewing mistakes as a natural part of language acquisition To achieve this, instructors can compile a list of student errors during activities and correct them thoughtfully afterward When correcting, using positive language such as “Are you sure that’s correct?” or “Can anyone help?” fosters confidence, rather than harshly pointing out errors with phrases like “No, that’s not right.” Additionally, teachers should ask guiding questions to help students discover correct forms themselves when they are close to the answer, but should intervene directly and provide explanations when students clearly lack understanding to avoid confusion or embarrassment.
Effective language learning emphasizes communication; teachers should prioritize understanding the message over immediate correction, responding first to the content and addressing errors later Teachers can note errors and revisit them during dedicated correction times or anticipate common mistakes to address them proactively by writing them on the board before they occur Providing encouragement and praise, such as saying “well done” or “you did really well,” boosts students’ confidence and motivation Additionally, fostering a supportive classroom environment where students help each other and discourage teasing or laughing at peers’ mistakes is essential, as negative reactions can cause learners to feel shy and hesitant to speak English in front of the class.
Using group work and collaborative speaking activities, such as practicing examples together in front of the class, effectively stimulates students to speak English by increasing student talk and reducing speaking anxiety According to Forseth et al (1996: 35), placing students in pairs or small groups is a key principle for intermediate and advanced levels, promoting active participation and making students the focus rather than the teacher This approach boosts the amount of speech, relieves anxiety, and encourages students to share opinions, experiences, and ideas, thereby building their confidence to speak in front of the class.
It is essential to include more speaking tests in English assessments to improve students' oral communication skills Vietnamese students tend to focus on what is tested, but most secondary and high school exams, including final tests and university entrance exams, lack speaking components As a result, students show little interest in developing their speaking abilities Incorporating speaking assessments in school and university evaluations would encourage students to enhance their oral proficiency and better prepare them for real-world communication.
Effective language teaching requires teachers to create engaging learning environments by introducing new activities and diverse speaking topics, as recent surveys indicate that interesting activities significantly motivate students to participate in speaking classes Providing varied speaking tasks beyond textbook exercises offers students more opportunities to practice, addressing the limitations of standard textbook activities that often rely heavily on reference materials and do not accurately assess students’ understanding Incorporating activities like games and discussions, which students enjoy, can enhance their speaking skills, though it may pose challenges such as time constraints within semester schedules Teachers should manage class time efficiently to include more speaking exercises and tailor tasks to students’ different proficiency levels, fostering good speaking habits and guiding students toward more effective self-learning strategies.
Teacher’s efforts will be ineffective if students do not take the initiative to learn independently Students should focus more on practicing spoken English, as it is a crucial skill that benefits their future opportunities This emphasizes the importance of active self-study and consistent practice in mastering English skills.
“Practice makes perfect” It means that we should invest time practicing speaking English more and more and we cannot become proficient if we do not have any practice.
SOME SUGGESTED KINDS OF SPEAKING ACTIVITIES TO MOTIVATE
To motivate students and teachers in English speaking lessons, a variety of effective speaking activities have been implemented These activities aim to enhance language proficiency and engagement, making learning more interactive and enjoyable Suggested activities for both teachers and students include role-plays, debates, storytelling, and conversational drills, all designed to improve fluency and confidence Incorporating diverse speaking exercises can significantly boost students’ oral communication skills and foster a dynamic classroom environment.
4.3.1.Rearranging the Order of the Conversation
This activity aims to help students develop fluent English speaking skills and enable them to confidently engage in real-life conversations Students are provided with jumbled conversation handouts and work in pairs or small groups to reorder the dialogue, utilizing their knowledge and imagination After group discussions, a representative presents the corrected conversation to the class, fostering communication and presentation skills This method is highly effective and popular across all student levels, allowing teachers to assess students' strengths and weaknesses and organize activities accordingly for optimal learning.
For example: Here is the conservation which is in the wrong order:
Hannah: Good idea Are there any pizza in the fridge?
Oliver: Ah There is a problem
Hannah: What have we got?
Oliver: No, there are not
Hannah: Let’s have some lunch
Oliver: There is some cheese And there is some ham
Hannah: Is there any butter?
Oliver: We have not got any bread Hannah: What is it?
Hannah: Ok Let’s have ham and cheese sandwiches
Based on data analysis and the author's personal experience, it is clear which activities effectively meet students’ needs and promote active engagement Specifically, interactive games that encourage students to speak English fluently are highly effective These activities not only stimulate students to practice their language skills but also enhance their confidence Recommended games proven to motivate speaking and improve fluency include engaging, student-centered activities that make learning enjoyable and effective Incorporating these games into language teaching strategies can significantly improve students’ spoken English skills.
In the "Cross-Words" game, the teacher divides students into two exciting groups, such as "The Word Wizards" and "The Puzzle Masters," providing clear instructions for gameplay The two groups answer a challenging question to determine which team will play first, choosing options like numbers or colors to guess a hidden word Correct answers earn the team a point, and the group that successfully identifies the key word or topic during the game is declared the winner To motivate participation, the teacher offers a small prize, encouraging enthusiasm and friendly competition among students.
* Notice: - The key word should be short and the questions should be rather easy for students to answer
- Picture game : They are games in which the use of pictures plays a major part
Picture games, such as finding differences or similarities between images, analyzing relationships, and describing pictures, serve as engaging activities that facilitate smooth and effective transitions into new lessons One example is "picture description," where teachers provide students with a single image for a speaking activity, encouraging students to describe what they see This activity can be conducted in groups, with each group receiving a different picture, fostering collaboration, creativity, and imagination while enhancing public speaking skills.
"Picture differences are a pair activity where students work in teams of two, each holding a different picture Without revealing their images to each other, they must identify the differences between their pictures This engaging exercise enhances observation skills, promotes critical thinking, and encourages collaborative learning."
The "Don’t Say 'Yes' or 'No'" game is an effective activity for enhancing students' questioning skills It helps learners recognize and distinguish various types of questions, including tag questions Additionally, students practice responding with complete phrases such as "of course," "perhaps," "obviously," or "clearly," which improves their ability to formulate articulate and appropriate answers in conversations This engaging game promotes active language use and boosts confidence in posing and answering diverse question types.
Guessing games are engaging activities where one person knows a word or concept, and others must identify it through clues In classroom settings, teachers often divide students into small groups, with group leaders viewing secret words at the teacher’s desk The leaders then describe the words to their team using body language, drawings, or hints, encouraging active participation and communication These games are typically played at the start of a lesson, creating an exciting and relaxed atmosphere that helps set a positive tone for the class Incorporating guessing games into lessons can promote teamwork, boost student enthusiasm, and enhance language skills effectively (See in Unit 13: Hobbies on page 38)
Role-plays require students to assume an identity, encouraging them to think and speak from that character’s perspective, making it an effective method for free speaking practice and dialogue development This activity helps students improve pronunciation and gain confidence by simulating real-life situations they may encounter outside the classroom While about half of high school students enjoy role-playing because they find it engaging, others with lower self-confidence or proficiency may find it stressful or boring To ensure successful role-play sessions, teachers should prepare thoroughly, set clear goals, use role cards, facilitate brainstorming, keep groups small, give ample preparation time, act as a resource rather than just a monitor, accommodate students’ individual levels, and incorporate follow-up activities focused on language and topic comprehension.
Incorporating games at the beginning of a lesson can effectively engage students, but they tend to be time-consuming and may dominate the class session To optimize classroom time, teachers can organize these games as structured tasks within the textbook, ensuring they serve as a productive and integrated part of the lesson plan.
In this scenario, a miracle store stocks items only if there is sufficient demand, meaning at least four students must express interest in each item Students select three items they wish to purchase and identify at least three other classmates who also want each item By marking the names of interested students in the appropriate columns, they demonstrate demand When four students show interest in an item, it justifies the store owners to stock that item The goal is for students to secure stock for all their chosen items by convincing the owners of the demand through collective interest.
Name of item Second buyer Third buyer Fourth buyer
6 More excitement in my life
This activity can be challenging for students initially, but teachers can modify it based on students’ proficiency levels For intermediate students, they might simply ask yes-no questions like “One?” or “Six?” to express confidence or excitement, with responses of “yes” or “no.” For advanced students, teachers can encourage asking open-ended questions to gather information, and students can practice persuading each other to reach a consensus on what to buy Teachers may also role-play as store-owners to enhance the learning experience.
This activity aims to help students communicate naturally and confidently with their peers without teacher supervision, making it ideal for high school students who are curious and eager to discover more about themselves The procedure involves students walking around the classroom to find classmates with similar characteristics, such as the same number of brothers or favorite color, and noting their names The activity concludes with students who have made the most matches being declared winners, encouraging social interaction and self-discovery.
Find someone who has the same number of sisters as you and the same number of brothers as you, ensuring they share your family dynamics Look for individuals born in the same month as you, highlighting shared birth months that create common ground Additionally, seek out those born on the same day of the month as you, as this specific connection often signifies a special bond These similarities—family size, birth month, and birth day—make for meaningful connections and can be valuable points of connection for friendships or social interactions.
The teachers can organize this activity at the end of the lesson to stimulate them to speak English when they feel tired after a long lesson
Students sit in pairs, with teachers encouraging them to choose partners freely to create a comfortable classroom environment They engage in conversations to discover shared interests and unique qualities that can only be uncovered through dialogue, avoiding obvious or visible traits like class enrollment or eye color At the end of the activity, students share their findings with the entire class, fostering communication and social connection.
SOME SAMPLE APPLIED IN “ENGLISH 11”
Unit 12: THE ASIAN GAMES Activities: Game
* To help the students interest the topic “The Asian Games”, in the pre – speaking part, the teacher can use this game: Bing-go
- Draws two lines on the board and inviting 2 students from 2 groups to go to the board and write answers
In this engaging classroom activity, students are given a letter from the alphabet, such as the letter M, and must quickly think of words connected to various categories that start with that letter They then share their answers with a partner, who writes them down If students provide correct answers, the teacher says “Bing – go,” awarding them one point; if they cannot respond, they lose their turn This game enhances vocabulary, quick thinking, and collaborative skills while making learning fun and interactive.
Country: Malaysia Sport: mountain climbing
P: Philippines/ Pakistan - Ping pong V: Vietnam - Volleyball
B: Brunei - Basketball / Boxing / Bodybuilding / Billiards C: Cambodia - Chess
M: Malaysia / Myanmar - Mountain biking/ climbing S: Singapore - snookers/ Squash
* After this period, to relax, the teacher can let students listen to a song related to sport and require them to sing together b Example 2:
Unit 13: Hobbies Activity: guessing game
Aim: speaking skill Content: descriptions of some activities that the students like Organization: work in groups
Preparation: some funny pictures related to hobbies
The teacher divides students into two groups, assigning one student from each group to go to the board and observe a picture Their task is to describe the picture to their team members, who then attempt to guess what it is The group that correctly guesses all the pictures is declared the winner, promoting teamwork and active participation.
In this engaging classroom activity, the teacher divides students into 4 or 5 groups and provides a sequence of images that narrate a story Each group uses their creativity and imagination to craft an original story based on the pictures The group that creates the most interesting and compelling story is declared the winner This interactive exercise not only fosters teamwork and creativity but also smoothly transitions into the new lesson, making learning more impactful and fun.
SUMMARY
This chapter offers effective solutions to address challenges in developing speaking skills, emphasizing activities that motivate students and boost their interest, such as storytelling, find someone who, shopping list, role-playing, and interactive games These activities are adaptable for students at various levels and can be tailored to specific teaching goals and classroom conditions Additionally, the chapter provides sample activities from the grade 11 textbook to illustrate practical implementation.