Significance of the study
Communicative competence is widely recognized as the primary goal in language teaching and learning, yet there is limited research on the link between classroom practice and the development of this competence, especially in Binh Thuan where it remains undervalued From my teaching experience in Binh Thuan high schools, I have observed that practical classroom implementation plays a vital role alongside syllabus design and teaching materials in fostering learners' communicative skills This study aims to investigate the effectiveness of classroom practices in promoting communicative competence, providing valuable feedback for teachers and material developers Additionally, limitations in time and resources have restricted the scope of the research, but these areas offer opportunities for future studies on enhancing communicative language teaching.
Definition of terms
Classroom practice encompasses all activities and interactions that occur within the classroom setting, including teacher and student verbal exchanges It reflects the real-life dynamics of teaching and learning, highlighting the importance of active engagement and communication between educators and learners Understanding classroom practice is essential for improving instructional strategies and creating an effective learning environment (Allwright, 1991; Alister, 1994; Spada, 1990b)
1.5.2 The Communicative Orientation of Language Teaching ( COLT):
The Communicative Orientation of Language Teaching (COLT), developed by Nina Spada and Maria Frohlich, emphasizes the impact of instructional practices and classroom procedures on developing learners' communicative competence This approach is grounded in theories of communicative language teaching and research in language acquisition, aiming to enhance meaningful classroom interactions The COLT Observational Scheme serves as a tool to identify and analyze the communicative features of language instruction, ensuring teaching methods align with principles fostering effective communication skills in both first and second language learning environments.
Assumption
The study was based on the following assumptions:
The sample population of high school students was representative of the majority of high school students of Binh Thuan province
The methods and procedures of data collection and analysis were reliable and appropriate to obtain information to answer the research questions and sub-questions
The respondents and informants provided honest, clear responses, indicating they understood the questionnaire items easily This ensures that the collected data are reliable and accurate, making them well-suited to address the research questions and sub-questions effectively.
Limitations
Analyzing the communicative aspects of ESL/EFL teaching and learning is essential, and the COLT instrument developed by Allen, Frohlich, and Spada (1984, 1985) plays a key role in coding and examining actual classroom interactions This approach enables educators to assess whether the new syllabus effectively enhances students' communicative competence Based on these evaluations, important recommendations can be made to address existing problems and improve the overall quality of language instruction.
Delimitations
While the COLT instrument used in this study has proven effective for assessing the communicative orientation in foreign language classrooms, other evaluation tools are also available Since the new syllabus has only been implemented in grade 10 for one year, the study does not include classroom investigations or communication outcome assessments for grades 11 and 12 Additionally, due to the study's scope and data collection methods, findings and recommendations are limited to the application of the new syllabus within Binh Thuan's English teaching and learning context Although factors such as material design, administration, and classroom physical conditions are briefly mentioned, the focus remains primarily on classroom practices, specifically teacher and learner activities during instruction.
Methodology
This study primarily employs a qualitative methodology, focusing on observation, description, and interviews to draw meaningful conclusions and provide actionable suggestions Data collection involves interviews with colleagues and students, as well as coding and decoding classroom observations using the COLT instrument To achieve comprehensive insights, the qualitative data is subsequently analyzed with quantitative techniques, enabling an in-depth examination of responses related to the research questions.
To ensure objective interpretation and minimize bias, the study employs a mixed-methods approach that combines both quantitative and qualitative research methods This integrated methodology enhances the validity, reliability, and persuasiveness of the results, providing a comprehensive understanding of the research topic.
LITERATURE REVIEW 2.1 Communicative Language Teaching approach (CLT)
The introduction and acceptance of Communicative Language Teaching
In the early 1980s, communicative language teaching reached its peak, especially in North America and Great Britain During this period, professional conferences featured numerous presentations focused on designing curricula centered around communicative objectives, developing engaging communicative activities, and evaluating communicative language programs At that time, virtually every applied linguistics publication and ESL textbook included the term "communicative," reflecting the central role of this approach in language education.
The theory of communicative competence, introduced by Hymes in 1970, has profoundly influenced second language (L2) teaching and learning It emphasizes that language proficiency involves more than just grammatical rules; it requires understanding how to effectively use language in context Hymes highlighted the importance of practical language use, or communicative competence, which has driven numerous theoretical and applied developments Notably, models such as Canale and Swain’s further explore the components of communicative competence, reinforcing its significance in language education.
Communicative language teaching curricula, such as those proposed by Breen and Candlin (1980) and Yalden (1983), along with notional-functional syllabuses like Wilkins (1976), have provided a comprehensive framework for addressing the communicative needs of L2 learners Significant efforts have also been made to develop classroom techniques and activities, as discussed by Littlewood (1981), aimed at encouraging more realistic language use in classroom settings Additionally, scholars like Brumfit (1984) and Widdowson (1978) have proposed overall methodologies to support effective communicative language teaching.
Although CLT was widely accepted and implemented, early evidence showed varying interpretations of its principles in L2 and foreign language classrooms According to Sandra J Savignon (1991), multiple models and frameworks emerged, with some focusing solely on communicative meaning and others addressing both form and meaning For instance, Allen (1993) distinguished between different approaches within CLT, highlighting the diversity in curriculum design and instructional focus.
‘experiential’ (meaning- based), ‘structural analytic’ (form-based) and
'Functional analytic' instruction emphasizes integrating form- and meaning-based components tailored to learners' needs and program goals Stern (1983) described CLT as a continuum from form-based to meaning-based approaches, highlighting its flexible nature, while some scholars like Prabhu (1979) argued that CLT should be message-oriented and exclude form-focused practice Despite debates, consensus emerged that traditional methods centered on memorization and error correction were ineffective, and encouraging communicative competence through natural interaction and varied language functions leads to more successful language acquisition Although empirical evidence was limited, existing research suggested that combining form and meaning approaches enhances learning outcomes, supporting a balanced instructional strategy.
Recent developments in SLA research support shifting the focus from form-based instruction to communication and meaning Stephen Krashen was a key advocate of the communicative approach, emphasizing that L2 learning resembles L1 acquisition when learners are provided with comprehensible input and opportunities to focus on messages rather than grammar He argued that creating classroom environments similar to natural language settings enables learners to acquire a second language more effectively, aligning with findings from SLA research.
Recent developments in SLA research support the shift towards communicative approaches in L2 teaching While Krashen emphasized the importance of input for successful language acquisition, other researchers highlight the critical roles of interaction and output Engaging in conversational interaction encourages learners to negotiate meaning, which helps them express their intentions and clarify communication, leading to the development of language forms that carry meaning (Hatch, 1978; Pica, 1987; Swain, 1985) Key features that influence language development have been widely accepted as essential components of the Communicative Language Teaching (CLT) approach.
The features of real communication
2.1.2.1 Morrow (1981) has pointed out that in order to engage in real communication participants must be able to deal with stretches of spontaneous language above the sentence level Since the ability to manipulate the formal features of language in isolation does not necessarily imply the larger ability to be communicatively competent, a communicative teaching approach will need to provide students with the opportunity to engage in extended discourse in a real context
2.1.2.2 Johnson (1979) and Morrow (1981) have proposed that one of the major purposes of communication is to bridge an information gap If the speaker and hearer are both in possession of the same information prior to beginning their communication, communication cannot, technically, be said to take place Therefore, a communicative methodology will need to create situations in which students share information not previously known by all participants in the communication
2.1.2.3 Morrow (1981) has observed that real communication always allows speakers choices to decide not only what they will say but also how they will say it In similar fashion, since there is always uncertainty about what a speaker will say, the hearer remains in doubt and must maintain a state of readiness (Johnson 1979, Morrow 1981) A communicative methodology, therefore, will need to provide learners with opportunities to engage in unrehearsed communication and thereby experience doubt and uncertainty, and learn to make appropriate content and linguistic choices accordingly 2.1.2.4 Morrow (1981) has noted that most participants in real communication keep a goal in mind while they are speaking That goal is usually the successful completion of some kind of real task What speakers decide to say to each other and how they evaluate what is said to them are both determined by that goal That is, what one speaker says to a second speaker is shaped not only by what the second speaker has just said, but also by what the first speaker wants to get out of the conversation (also see Johnson 1979) A communicative methodology, therefore, will need to provide learners with opportunities to negotiate conversations on topics which are goal-oriented and in which the learners have a vested interest 2.1.2.5 Johnson (1979) has suggested that real communication requires that both the speaker and hearer attend to many factors quickly and at the same time A communicative methodology, therefore, will need to provide students with opportunities to engage in extended discourse on real topics, using real language and, most importantly, in real time Johnson (1981a:11) elaborates on some of these features of communication when he writes that apart from being grammatical, the utterance must also be appropriate on many levels at the same time; it must conform to the speaker’s aim, to the role relationship between the people who interact, to the setting, topic, linguistic context, etc The speaker must also produce his utterance within severe constraints; he does not know in advance what will be said to him (and hence what his utterance will be in response to) yet, if the conversation is not to flag, he must respond extremely quickly The rapid formulation of utterances which are simultaneously “right” on several levels is central to the (spoken) communicative skill This view of some of the processes involved in real communication prompts a reconsideration of many of our current teaching practices and highlights the need for students to be communicatively active in class In fact, Johnson (1979) proposed that these processes can only really be practiced in a language teaching which is
A task-oriented approach (page 199) focuses on tasks that are mediated through language, with success or failure judged based on whether these specific tasks are completed effectively (page 200) This method emphasizes practical language use in real-world situations, prioritizing task completion as the key measure of communicative competence.
Communicative competence
Communicative competence is a linguistic term which refers to learner’s L2 ability “to apply grammatical, discourse and cultural knowledge to communicate effectively in particular contexts for particular purposes” (Nunan, 1999, 303)
The term was introduced by Dell Hymes in 1966 to address the limitations of Noam Chomsky’s 1965 distinction between competence and performance While Chomsky’s concept of linguistic competence focused on an abstract understanding of language for theoretical purposes, Hymes emphasized the importance of language use in educational and social contexts Hymes developed a holistic theory of communication, learning, and contextual language, contrasting with Chomsky’s abstract approach, and highlighting the role of language in real-world interactions.
Canale and Swain (1980) defined communicative competence as comprising four essential components: grammatical competence, which involves knowledge of words and rules; sociolinguistic competence, related to appropriate language use in different social contexts; discourse competence, focusing on cohesion and coherence in communication; and strategic competence, which entails the effective use of strategies to overcome communication challenges Their comprehensive definition of communicative competence has become widely accepted in the field of applied linguistics, emphasizing the importance of both linguistic knowledge and social appropriateness for effective communication.
Learner- centeredness
Learner-centered instruction is an educational approach that utilizes information about learners to tailor learning content and procedures, promoting active participation through "learning by doing" rather than teacher-led instruction (Nunan, 1999) This approach emphasizes placing learners at the core of the educational process, fostering an environment where students are actively engaged The concept of centering education around learners has been widely accepted for a long time Research conducted by Brindley, involving immigrants and their teachers in Australia, supports the effectiveness of learner-centered methodologies in diverse educational settings.
Permanent education is rooted in the principle that individuals should develop the ability to control their own destiny, placing the learner at the center of the educational process This approach emphasizes that instructional programs must focus on learners’ needs, empowering them to take responsibility for selecting learning objectives, content, and methods Additionally, learners should actively participate in assessing their performance, fostering self-directed learning and personal growth.
Learner-centered education remains a controversial concept due to its multiple interpretations and perceived challenges to teachers' professional roles Some educators oppose it, believing it diminishes their authority, while others worry it shifts responsibilities that should lie with teachers onto learners According to Nunan (1999), teachers adopting a learner-centered approach make similar classroom decisions as traditional teachers, but they base critical choices about content, methods, timing, and assessment on insights gained from the learners themselves This approach emphasizes using learner information to tailor instruction, ensuring that teaching practices are responsive to individual needs and preferences.
In a different context, "learner-centered" classrooms refer to environments where learners are actively involved in the learning process, taking responsibility for their own progress These classrooms emphasize learner engagement, aligning with research in second language acquisition that suggests language acquisition is enhanced when learners have ample opportunities for interaction Barnes (1976) conducted a survey on student outcomes in such learner-focused classrooms and concluded that increased learner involvement positively impacts language learning success.
The absence of a teacher shifts responsibility for learning strategies to the students, as they decide which questions to ask in the lack of assigned tasks Without direct guidance, students lose access to the teacher's authority, making them rely on their own judgment to navigate challenges This situation encourages independent learning, emphasizing student agency in the learning process.
Thus the children not only formulate hypotheses, but are compelled to evaluate them for themselves
Student-centered teaching emphasizes that teachers do not need to relinquish authority in the classroom, as maintaining responsible guidance is essential for effective learning According to Allwright (1979), teachers hold unique responsibilities such as providing target language samples, offering guidance on language rules and cues, and managing the classroom environment The key aspect of student-centered teaching lies in how teachers assume and share these responsibilities, ensuring a balanced approach that fosters student engagement while preserving classroom order.
Classroom-process research
Classroom interaction plays a crucial role in improving foreign language learners’ outcomes, emphasizing the importance of dynamic engagement in language acquisition Research on classroom processes provides valuable insights into how teaching strategies and student participation influence learning effectiveness The COLT observational scheme developed by Nina Spada and Maria Frohlic offers superior features compared to other classroom-process research methods, enabling more precise and comprehensive analysis of classroom interactions to enhance language education.
2.2.1 The importance of classroom interaction to foreign language learners’ outcome
Classroom interaction is crucial for EFL learners’ success, as it serves as their primary source of comprehensible input due to limited exposure to authentic target language outside the classroom According to Krashen (1987), the classroom process plays a vital role in providing learners with necessary language input, which significantly impacts their language acquisition and overall learning outcomes.
Classroom language teaching plays a vital role in providing comprehensible input for learners who lack exposure outside the classroom It is especially essential for students constrained by their environment, such as foreign language learners without external input sources Additionally, classroom instruction supports students limited by their language proficiency, helping them access understandable language input and improve their skills.
Allwright (1984:163) emphasizes that classroom interaction plays a crucial role in shaping the language learning opportunities available to students According to Krashen (1987:34), these interaction processes significantly influence language acquisition Consequently, numerous studies have been conducted over the past decade to examine how second language classroom interactions impact effective learning opportunities.
2.2.2.The basic premises and the value of classroom- process research
Classroom process research focuses on understanding the key factors that influence the second language instructional experience It is grounded in shared premises that emphasize the importance of direct observation and analysis of classroom interactions This approach aims to identify the various elements that shape effective language learning, highlighting the significance of classroom dynamics and teacher-student interactions in the second language acquisition process.
1 As Allwright (1983) has discussed, there has been a perceptible trend away from global categorizations of second language classroom instruction We have largely rejected the notion that classrooms differ simply along a single variable such as method The failure of experimental research to demonstrate the clear-cut superiority of any one method has undoubtedly been a factor in this, as has been the sheer difficulty of conducting such research Classroom process research rejects as simplistic classification of the second language instructional experience
2 The second premise underlying classroom process research is to some degree a corollary of the first one The emphasis is on describing as fully as possible the complexity of the second language instructional environment The key term here is description The immediate goal of classroom process research is, as has often been stated (Long 1980a, Gaies 1981, Bailey, forthcoming), to identify variables of second language instruction and in so doing to generate hypotheses rather than to test hypotheses This premise explains in large part the avowedly non-prescriptive nature of classroom process research Classroom process research does not lead directly to empirically validated applications; rather, it is directed more at clarifying those factors which must ultimately be taken into account in any attempt to examine the effects of particular classroom treatments
3 Another premise which unifies classroom process research is the priority of direct observation of classroom, activity All of the research summarized in this article is based on data collected wholly or substantially through the observation and measurement of second language classroom activity Classroom process research seeks to inform our understanding of how teachers and learners “accomplish classroom lessons,” to borrow a phrase from Mehan (1974); this can be done, it is argued, only through direct examination of the process
Observation schemes have significantly enhanced our understanding of what truly occurs in second language (L2) classrooms, revealing insights into the similarities and differences across various settings, such as learning activities and communication styles They provide detailed data on aspects like the ratio of teacher to student talk, error correction methods, types of learner output during group and pair work, and the nature of verbal interactions and questioning patterns Additionally, these observation tools are valuable in L2 teacher education, offering systematic and objective records that help novice teachers become more aware of their classroom practices and encourage seasoned teachers to reflect critically on their instructional behaviors.
2.2.3 The superior features of the COLT observational scheme by Nina Spada and Maria Frohlic over other classroom-process research schemes
Since the late 1970s, approximately 25 classroom observation schemes have been developed to analyze second language (L2) classrooms These schemes vary in their recording procedures, category types, and complexity levels, reflecting diverse approaches to classroom analysis Some observation tools primarily focus on documenting pedagogic events, while others emphasize linguistic behaviors; several schemes integrate both aspects to provide a comprehensive view of classroom dynamics.
The Communicative Orientation of Language Teaching (COLT) observation scheme by Nina Spada and Maria Frohlic (1984, 1994) is considered superior among observational methods for language teaching It captures key features of instruction aligned with communicative theories and L2/FLL research that contribute to successful language learning COLT emphasizes communication and interaction, which are recognized as crucial factors in effective language acquisition Importantly, the scheme is designed to facilitate process-product research, allowing hypotheses to be tested systematically Its validity has been confirmed through testing in various L2 programs, demonstrating its ability to accurately identify communicative orientation and distinguish between more or less communicatively focused teaching practices.
The 1985 study confirmed the effectiveness and validity of the scheme Ten years later, COLT was revised to support integrating both form and meaning in language classrooms, rather than focusing exclusively on one aspect Since then, COLT has been widely utilized in numerous studies examining second language and foreign language classroom processes, highlighting its ongoing relevance and applicability.
2.3 Rationales of categories in the COLT observational scheme by Nina Spada and Maria Frohlic:
Below is the literature on the rationales of some important categories in the COLT observational scheme by Nina Spada and Maria Frohlic (1994):
Participant organization refers to the way in which students are organized Three basic patterns of organization are differentiated in this category: Class, Group and Individual
In communicative language teaching, group work plays a crucial role in developing learners' communicative competence by encouraging negotiation of meaning and exposure to diverse linguistic forms Unlike teacher-centered instruction, which often limits learners to brief responses and reduces opportunities for active discourse, group work fosters fluency and meaningful interaction Classes emphasizing group activities are considered more communicatively oriented because they prioritize expression and negotiation over mere correctness To distinguish between teaching approaches, the concept of Participant organization was introduced to compare teacher-centered and group-based interactions in second language classrooms (Cullen, 1998).
Content encompasses the subject matter or themes of classroom activities, including what teachers and students discuss, read, write, or listen to It is essential in guiding effective teaching and learning processes Content can be categorized into three main areas: Management, Language, and Other Topics, each playing a vital role in shaping an engaging and comprehensive educational experience.
A key issue in second language acquisition is whether instruction should prioritize meaning or grammatical form Traditionally, language teaching focused heavily on grammar correction, but this approach did not effectively develop linguistic or communicative competence In the 1970s, some theorists advocated for a meaning-focused approach, noting that children successfully acquire their first language through meaningful communication This led to the rise of content-based and communicative language teaching methods More recently, scholars suggest that combining focus on both meaning and form is more effective, as different aspects of second language learning may require balanced instructional strategies (Krashen, 1987).
The new English syllabus for senior high school and the textbook “Tiếng Anh 10” by The Educational publisher
“Tiếng Anh 10” by The Educational publisher:
The main goal of the senior high school English syllabus is to enable students to communicate effectively in English at a basic level, focusing on listening, speaking, reading, and writing skills It aims to provide students with a solid, systematic understanding of the English language that aligns with their developmental and psychological characteristics Additionally, the curriculum seeks to foster a general knowledge of and positive attitude towards English-speaking cultures and countries, while also instilling pride in students' native language.
According to MOET, senior high school English syllabuses are designed around three core principles: prioritizing communicative competence as the main goal, with linguistic knowledge serving as a tool to enhance communication skills Students are positioned as active, creative participants in the learning process, guided by teachers who act as organizers and facilitators Additionally, the teaching content is carefully selected and organized around themes that ensure high communicative effectiveness, relevance, and modern language use.
The Ministry of Education and Training (MOET) emphasizes that teachers should adopt an engaging and student-centered teaching approach, encouraging active participation through individual, pair, and group activities Effective use of diverse teaching methods, techniques, and available teaching aids is essential to stimulate students' interest in learning Additionally, teachers are encouraged to utilize the Vietnamese language appropriately and effectively within the educational process to enhance understanding and communication.
The textbook “Tieng Anh 10” adopts a theme-based approach, organizing content around six key themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places These themes are further divided into sixteen units and accompanied by six comprehensive tests, providing a structured and engaging learning experience.
Unit 1: A DAY IN THE LIFE OF…
Unit 2: SCHOOL TALKS Unit 3: PEOPLE’S BACKGROUND TEST YOURSELF A
Unit 4: SPECIAL EDUCATION Unit 5: TECHNOLOGY AND YOU Unit 6: AN EXCURSION
TEST YOURSELF B Unit 7: THE MASS MEDIA Unit 8: THE STORY OF MY VILLAGE TEST YOURSELF C
Unit 9: UNDERSEA WORLD Unit 10: CONVERSATION Unit 11: NATIONAL PARKS TEST YOURSELF D Unit 12: MUSIC
Unit 13: FILMS AND CINEMA Unit 14: THE WORLD CUP TEST YOURSELF E Unit 15: CITIES
Each unit in the course is structured into five key components—reading, speaking, listening, writing, and language focus—presented in a sequential order Each part duration is forty-five minutes, providing comprehensive language practice Students participate in three English classes weekly to steadily improve their language skills across these areas.
Receptive skill lessons, including reading and listening, are structured into three stages: Before, While, and After The pre-stage familiarizes students with the topic and introduces new vocabulary to build background knowledge During the active stage, students complete two to four tasks designed to develop their reading and listening skills effectively The post-stage provides spoken or written activities that reinforce learning and enhance comprehension This structured approach ensures a comprehensive development of receptive language skills in learners.
Productive skill lessons in speaking and writing are structured around specific tasks that promote targeted language development Speaking lessons typically include Tasks 1 and 2, which provide students with language input to enhance specific linguistic functions such as expressing preferences or discussing computer uses Subsequently, students engage in tasks that require them to produce 1-2 minute spoken texts, either independently or with teacher guidance Writing lessons generally begin with a model text within a particular genre, followed by activities designed to help students identify and extract key ideas, structures, and vocabulary relevant to that genre Guided writing tasks then help students practice constructing texts by integrating suggested vocabulary and questions, adding function words to create coherent and complete written pieces These structured activities effectively support learners in developing both their speaking and writing skills in an engaging and systematic manner.
The LANGUAGE FOCUS section is designed to enhance students' linguistic competence by focusing on Pronunciation and Grammar and Vocabulary Pronunciation training helps students accurately pronounce English vowels and consonants in words, phrases, and sentences, improving their overall speaking skills The Grammar and Vocabulary component covers key grammatical phenomena essential for developing students' communicative abilities within each unit, supporting more effective and confident English communication.
METHODOLOGY 4.1 CLASSROOM OBSERVATION
The adapted COLT observational scheme
As I have mentioned in the previous chapter, COLT observational scheme by Nina Spada was used adaptedly It was due to time limit, poor quality of the tape recorders and actual settings that I adapted this elaborate scheme into the simpler one I used
The number of categories in Part A of the COLT observational scheme remained unchanged, although some subcategories were eliminated due to their absence in actual classroom practice, such as different tasks under Group and Individual (columns 7 and 9) and brief categories under Management like Procedure and Discipline (columns 10 and 11) In Part B, certain categories were also removed, including those related to the incorporation of teacher and student utterances (columns 12-18, 34-40), as these were too detailed for the current investigation focused on classroom discourse Additionally, categories assessing students' reactions to teacher utterances (columns 32 and 33) were omitted because students did not respond in terms of form or message during observed interactions Simplifying the observational scheme in this way aligns it with the study’s aim to determine whether classroom practices are communication-oriented.
Figures 4.1.1.1, 4.1.1.2, 4.1.1.3, 4.1.1.4 show the original COLT schemes and the adapted ones:
EPISODES PARTICIPANT ORGANIZATION CONTENT CONTENT
Class Group Indiv Manag Language Other topics Type Source
Effective language teaching involves understanding the interrelation between teaching strategies and assessment tasks, such as choral and individual activities, to enhance student learning Teachers use a variety of procedures, disciplinary approaches, and sociolinguistic contexts to develop both narrow and broad language skills, including listening, speaking, reading, and writing Focusing on tasks that require minimal text processing as well as extended reading and listening activities helps improve overall language proficiency Incorporating audio-visual tools and student-made content fosters engaging learning environments, supporting second language acquisition for diverse student needs.
Class group Indi v Manag Language Other topics Type Source
The article explores the interconnected roles of T ↔ S/C S ↔ S/C choral forms in functional discourse and sociolinguistics, highlighting how teaching methods vary from narrow to broad approaches It emphasizes the importance of considering both teacher and student perspectives across different language skills, including listening, speaking, reading, and writing The content differentiates between minimal and extended texts, as well as audio-visual components, to support L2 learners Ultimately, student-made projects and interactive approaches enhance language acquisition in diverse educational contexts.
Effective teacher-student verbal interaction is essential for enhancing language acquisition, focusing on the exchange of target language information and supportive speech reactions Incorporating students' utterances into discussions encourages active participation and reinforces language learning Attention to speech form restrictions and appropriate reactions to form and meaning promotes accurate language use and facilitates meaningful communication Engaging students through targeted verbal exchanges fosters better comprehension and application of the target language in real-world contexts.
Givin g in f Reque st inf Givin g in f Reque st inf
The article discusses the importance of accurate language prediction and the distinction between genuine and pseudo forms in communication It emphasizes that minimal and ultra-minimal language structures serve specific functions, requiring careful analysis to distinguish between authentic and artificially restricted messages The content highlights the role of sustained and disjointed speech patterns in assessing communication quality, with an emphasis on correcting repetitions, paraphrasing, and expanding on ideas to improve clarity Additionally, the article explores discourse initiation as a crucial element in establishing meaningful conversations, whether in restricted or unrestricted contexts, to enhance understanding and engagement in both language learning and communication practices.
TEACHER VERBAL INTERACTION STRUDENT VERBAL INTERACTION target lang Inform gap sust speech reaction to form/me s target lang Inform gap sust speech Form restrictio n
Giving inform Request Giving inform Request
The article explores the concept of VE Predict Unpredict, highlighting its association with pseudogenuine minimal and sustained messaging in discourse initiation It emphasizes the distinction between ultra-minimal and choral or restricted communication versus unrestricted forms, illustrating how these varying styles influence the dynamics of language and interaction Understanding these patterns is essential for analyzing the coherence and effectiveness of communication strategies in different contexts.
In this part, I will explain how the data were coded into the categories and subcategories of the COLT observational scheme
4.1 2.1 Coding for Part A of the COLT observational scheme:
Part A of the COLT scheme was conducted during classroom observations, focusing on instruction at the activity level All coding was performed in real-time as lessons took place, with observers discreetly recording relevant features from a corner at the back of the classroom The study found that both students and teachers quickly adapted to the observer's presence, resuming normal activities after approximately ten minutes During each activity or episode, observers documented features using the scheme by checking relevant categories, while audio and video recordings were also collected for subsequent Part B analysis.
The starting time of each activity/ episode was entered first, indicating the hour and minute
The activities and their episodes were described in detailed terms to facilitate easy and accurate reconstruction of the lesson later Identifying an activity is relatively straightforward, as its beginning or end is usually marked by a shift in the overall theme or content This detailed documentation ensures clarity and coherence in understanding the sequence of activities.
Episodes are easily identifiable within language activities, as they focus on the same language point with noticeable shifts creating distinct episodes While the number of episodes per activity varies among classes and teachers, my observations indicate that several episodes typically occur within a single activity Conversely, activities without clear constituent episodes are relatively uncommon, highlighting the importance of episode segmentation in understanding language instruction.
4.1 2.1.3.Coding all other columns in Part A:
Coding for all remaining Part A features involves systematically selecting the relevant options by placing check marks in the appropriate boxes for each of the five major features: Participant organization, Content, Content control, Student modality, and Materials This process ensures accurate coding and effective categorization of the features, facilitating better analysis and understanding of the educational content Properly marking these features is essential for maintaining data consistency and aligning with SEO best practices in educational content documentation.
During a single activity or episode, individuals may check off one or multiple categories, referred to as exclusive focus when only one category is selected, and combinations when multiple categories are checked Combinations can be further classified as primary focus, where most of the time is dedicated to a specific category, or equal focus, when similar amounts of time and emphasis are allocated to multiple categories.
3.1 2.1.3.1.a Class (Column 3, 4, 5): The teacher works in front of the whole class
E.g.: Teacher explains to the class how to write a letter of complaint; the teacher reads new vocabulary and students repeat; the teacher raises questions to the whole class and asks some students to answer; one student speaks and the whole class listens
E.g: Teacher assigns a task, students discuss in pairs or groups
E.g: Students complete written exercises alone at their desks
Procedural and disciplinary remarks were recorded as separate episodes only if they lasted one minute or longer, ensuring accurate differentiation For example, directives like “Open your books” received a check mark under Procedure, while disciplinary statements such as “Keep quiet” or “Stay in your seat” were categorized differently In most observed instances, management actions were consistently documented alongside other primary content-focused activities, highlighting their combined role in classroom interactions This approach aligns with SEO best practices by clearly defining coding criteria and emphasizing the distinction between procedural and disciplinary remarks, which enhances the clarity and relevance of the content.
In language education, a primary focus is identified when teachers demonstrate clear attention to linguistic features through verbal or non-verbal cues, such as frequent repetition of formal aspects or repeated form corrections Recognizing these behaviors helps pinpoint instances where the teacher emphasizes language development, ensuring a targeted and effective learning environment This approach highlights the importance of observing teacher behaviors to accurately code for language-focused instruction, ultimately supporting learners' linguistic progress.
*Form: (Column 9): the focus of instruction is vocabulary, grammar, spelling, pronunciation
E.g.: teacher explains collective noun formed by “the + adj.”; teacher explains “which” as a connector; teacher writes new words of a reading passage on the board and explains their meanings
*Function: (Column 10): This category refers to communicative acts, such as introducing yourself, complaining and expressing an opinion
*Discourse: (Column 11): This category refers to the rules and features of coherence (the logical connection between sentences) and cohesion (the grammatical links between sentences)
E.g: Teacher explains how to use adverbs (at first, later, next, finally…) to show the time sequence of a story Then the students receive a worksheet on which they reconstruct a story
*Sociolinguistics: (Column 12): This category refers to form or styles (spoken or written) appropriate to different contexts or genres
E.g: Teacher explain the difference in the level of politeness of expressions of request like I wonder if …? /Would you mind…? /Can you…?/Could you…?/ Please…
Questionnaires to high school students
A DESCRIPTION OF THE ENGLISH TEACHING AND LEARNING
AT SENIOR HIGH SCHOOL IN BINH THUAN PROVINCE
3.1 The overview of the English teaching and learning in Binh Thuan province:
Binh Thuan Province, located in the Southern Central region of Vietnam with a population of 1.2 million, is renowned for its agriculture, forestry, and fishing industries The 1995 total solar eclipse drew millions of tourists to its stunning beaches like Phan Thiet and Mui Ne, kickstarting tourism as a key economic sector and earning Binh Thuan the nickname “The Capital of Resorts in Vietnam,” which attracts hundreds of thousands of international visitors annually Consequently, proficient English communication skills are essential for those working in the tourism industry; however, English education faces challenges due to a shortage of qualified teachers and limited government support English is primarily taught in public schools, and only around seven foreign language centers, mostly in Phan Thiet city, exist—yet they operate inefficiently These centers predominantly use traditional Grammar-Translation methods, emphasizing grammatical rules over communicative competence, and bureaucratic hurdles prevent them from hiring native English speakers.
As a result, the learners have little chance to practise listening or speaking skills in class, so in daily life they are very shy and unable to communicate in English
Recently, the local government has recognized the critical role of laborers' English communicative competence in driving the province’s economic development This awareness has led to efforts to reform English teaching and learning strategies However, despite these initiatives, meaningful improvements in English language skills among laborers remain limited, highlighting the ongoing need for effective educational enhancements.
3.2 The new English syllabus for senior high school and the textbook
“Tiếng Anh 10” by The Educational publisher:
The primary goal of the English syllabuses for senior high school is to enable students to communicate effectively in English at a basic level, focusing on listening, speaking, reading, and writing skills Additionally, these syllabuses aim to provide students with comprehensive, systematic knowledge of the English language that aligns with their developmental and psychological characteristics Furthermore, they foster students' understanding and appreciation of the cultures and people of English-speaking countries, while also promoting pride in their native language.
According to MOET, senior high school English syllabuses are designed with three key orientations First, the primary goal is to develop students' communicative competence, with linguistic knowledge serving as a means to enhance their ability to communicate effectively Second, learners are seen as active and creative participants in the teaching and learning process, while teachers act as organizers and guides to facilitate this development Third, the teaching content is carefully selected and organized around theme-based systems that ensure high communicativeness, relevance, and modernity of the language, promoting effective language acquisition.
The Ministry of Education and Training (MOET) advocates for an engaging and effective teaching approach that encourages student involvement through individual, pair, and group activities Teachers are encouraged to utilize a variety of teaching methods and techniques, effectively incorporate available equipment and teaching aids, and use Vietnamese appropriately to foster interest and understanding Additionally, MOET emphasizes the importance of a learner-centered approach, prioritizing student engagement and active participation in the learning process.
The textbook *Tieng Anh 10* adopts a theme-based approach, encompassing six main themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places These themes are organized into sixteen comprehensive units and complemented by six assessment tests This structure promotes immersive and cohesive language learning, aligning with modern educational standards for effective English language acquisition.
Unit 1: A DAY IN THE LIFE OF…
Unit 2: SCHOOL TALKS Unit 3: PEOPLE’S BACKGROUND TEST YOURSELF A
Unit 4: SPECIAL EDUCATION Unit 5: TECHNOLOGY AND YOU Unit 6: AN EXCURSION
TEST YOURSELF B Unit 7: THE MASS MEDIA Unit 8: THE STORY OF MY VILLAGE TEST YOURSELF C
Unit 9: UNDERSEA WORLD Unit 10: CONVERSATION Unit 11: NATIONAL PARKS TEST YOURSELF D Unit 12: MUSIC
Unit 13: FILMS AND CINEMA Unit 14: THE WORLD CUP TEST YOURSELF E Unit 15: CITIES
Each unit is systematically organized into five parts—reading, speaking, listening, writing, and language focus—delivered in a sequential order to enhance language learning Each part is designed to last forty-five minutes, providing a comprehensive and focused practice session Students participate in three English classes weekly, enabling consistent skill development across all language domains This structured approach ensures balanced progress in reading, speaking, listening, writing, and grammar proficiency.
Receptive skill lessons, including reading and listening, are structured into three key stages: Before, While, and After The Before stage helps students familiarize themselves with the topic and introduces new vocabulary to build background knowledge During the While stage, students engage in two to four targeted tasks designed to develop their reading and listening skills effectively The After stage provides spoken or written activities that reinforce comprehension and promote skill integration, ensuring a comprehensive learning process compliant with SEO best practices.
Productive skill lessons, including speaking and writing, are structured around specific tasks that enhance students' linguistic abilities In speaking lessons, Tasks 1 and 2 provide targeted language input and focus on developing particular language functions such as expressing preferences or discussing technology, while subsequent tasks enable students to produce 1-2 minute spoken texts independently or with teacher guidance Writing lessons typically begin with a model text of a specific genre, followed by activities that help students identify key ideas, structures, and vocabulary relevant to that genre Guided writing exercises then support students in constructing complete texts by incorporating suggested vocabulary, questions, and function words This task-based approach promotes effective language acquisition by gradually building students’ ability to produce coherent spoken and written texts.
The LANGUAGE FOCUS section is designed to enhance students' linguistic competence by focusing on two key areas: Pronunciation and Grammar and Vocabulary Pronunciation training enables students to accurately pronounce English vowels and consonants within words, phrases, and sentences Meanwhile, the Grammar and Vocabulary component addresses essential grammatical phenomena that are crucial for developing effective communication skills within each unit This comprehensive approach aims to improve both pronunciation accuracy and grammatical understanding, supporting students' overall language proficiency.
3.3.Phan Boi Chau and Tran Hung Dao senior high schools:
Phan Boi Chau High School, established in 1952 in Phan Thiet city, is the oldest and largest senior high school in Binh Thuan province, serving approximately 4,000 students across 100 classes The school has about 120 teachers and facilities including 65 classrooms, offices, a computer room, a library, workshops, and a rarely used language laboratory Despite its historical significance, the school’s aging infrastructure presents challenges; poorly lit classrooms with insufficient lighting can harm students’ eyesight, and low ceilings combined with large class sizes cause uncomfortable heat during summer Additionally, the lack of dedicated language practice rooms results in noise disturbances between classes, and the fixed, long desks hinder group work and physical activities.
Tran Hung Dao Senior High School, located on Tran Hung Dao Street in Phan Thiet City, was founded in 1993 as a specialized school for talented students in Binh Thuan Province The school currently has approximately 1,000 students enrolled across 30 classes, including grades 10, 11, and 12, with a dedicated teaching staff of around seventy experienced and qualified teachers As a specialized institution, Tran Hung Dao High School offers modern facilities such as 30 classrooms, four offices, a library, two workshops, a multimedia room, and three computer rooms equipped with projectors However, in terms of English learning and teaching resources, the school still lags behind institutions like Phan Boi Chau High School in terms of equipment and facilities.
Phan Boi Chau High School has fifteen English teachers, while Tran Hung Dao School employs seven Most of these educators graduated from the English Department of Ho Chi Minh City Universities of Pedagogy, with some alumni from Qui Nhon College of Pedagogy and Dalat University The majority of English teachers at these schools are highly qualified in teaching methodology and possess strong personal qualities, ensuring quality language education for students.
Most English teachers in these schools have over 12 years of experience, with 25% having started teaching as early as 1996 The majority are familiar with the Grammar-Translation method, emphasizing vocabulary and grammar instruction Despite recent workshops by The English Department of HCMC University of Pedagogy and The Education and Training Service of Binh Thuan, there have been minimal shifts in teachers’ perceptions of English teaching and learning, with many still prioritizing vocabulary and sentence structure over communicative competence Some educators believe their students lack sufficient linguistic skills, so they focus first on strengthening these basics before developing communication abilities Teachers also feel that the implementation of the new syllabus adds pressure to their teaching, often due to a shortage of instructional time, forcing them to hurriedly cover syllabus content within limited class periods.
The teachers at both schools are highly qualified and responsible, recognizing the benefits of the new syllabus However, many are still unfamiliar with Communicative Language Teaching and remain doubtful about its positive impact on student learning.
Interviews with teachers
Interviews with high school teachers and English specialists at The Education and Training Service of Binh Thuan province focused on evaluating the impact of the new syllabus and teachers' methods on students' communicative competence These discussions aimed to identify how the updated curriculum influences students' ability to communicate effectively in English Additionally, the interviews sought to uncover the main challenges faced by senior high school teachers in Binh Thuan province when guiding students towards successful English communication.
Interviews were conducted with six experienced English teachers from Tran Hung Dao and Phan Boi Chau senior high schools, along with an English specialist from the Provincial Education and Training Service These educators were carefully selected based on their extensive teaching experience, ensuring valuable insights into English language instruction The study aims to explore effective teaching methods and assess challenges faced by high school English teachers in the region Findings from these interviews will contribute to improving English education strategies and support professional development for educators.
With five years of teaching experience, I am recognized as a well-qualified English instructor As the English specialist at The Education and Training Service of Binh Thuan Province, I have a comprehensive understanding of the English education landscape in the region This role allows me to provide practical insights and comments to improve English teaching methods in Binh Thuan Province.
All interviews were conducted in Vietnamese, with tape recordings and detailed field notes taken simultaneously The researcher transcribed and translated the recordings into English, ensuring accuracy through self-verification by the interviewees, who are English teachers This process ensured reliable and precise data for analysis.
Chapter IV presents a comprehensive analysis of interview data, which were organized into three main categories Firstly, the study examines whether the teachers' methods effectively promote students' communicative competence in English Secondly, it explores teachers' perceptions of the new syllabus and its effectiveness in developing communication skills, highlighting specific ways it supports or hinders this goal Lastly, the analysis identifies the challenges teachers face when trying to orient students toward active communication, providing insights into the difficulties encountered in implementing communicative teaching approaches.