Background to the study and statement o f the problem
Hanoi Pedagogical University No 2 (HPU No 2), established in 1967 in Vinh Phuc province, specializes in teacher training for Northern Vietnam Since 2003, HPU No 2 has offered its first English major course, now educating five classes with the expertise of twenty dedicated English teachers As a leading institution in teacher education, HPU No 2 continues to contribute significantly to the development of quality educators in Vietnam.
This four-year course aims to prepare students to become qualified secondary school English teachers upon graduation The program is structured into two stages: the first three years focus on developing the four key language skills—listening, writing, speaking, and reading—from pre-intermediate to high-intermediate levels This foundational skill development enables students to effectively handle their specialization subjects, including language learning theories.
L a n g u a g e t e a c h i n g m e t h o d o l o g y in th e last year with relative ease 1,080 45-minute periods are allocated for the four skills, which means in each semester 45 periods are saved for each.
In the early semesters (1 and 2), students focus on developing social English skills, including navigating various social situations like asking for directions and ordering food, while practicing essential communication skills such as initiating, maintaining, and closing conversations The intermediate semesters (3 and 4) shift to academic English, emphasizing language skills needed for meetings and discussions The final semesters of Stage 1 are dedicated to preparing students for academic presentations, ensuring they can effectively communicate in formal academic settings.
Table 1: Speaking in Six Semesters
Social English with topics such as hobbies, family, homes and houses, stores and shopping, friends, jobs and the future.
Social English encompasses topics such as customs and traditions, the physical world, people's appearance and character, health and injuries, raising a family, crime and punishment, happiness, love and marriage, the environment, travel and tourism, violence on TV, and helping the poor Mastering vocabulary related to these subjects enhances communication skills and promotes better understanding of societal issues Discussing traditions, health, and environmental concerns using appropriate English expressions helps engage in meaningful conversations Exploring topics like family life, crime, and kindness fosters empathy and social awareness Incorporating these themes into your language learning improves fluency and prepares you for diverse social situations while adhering to SEO best practices for online content.
Academic English (language o f meeting and discussion) with topics such as archeology, biology, environmental studies, media studies, folk art, business, psychology, technology, astronomy, linguistics and history.
Academic English (language o f meeting and discussion) with topics such as communication study, statistics, cognitive science, sociology, astronomy, fashion design, behavioral sciences and com puter sciences.
Academic English (presentations) with skills e.g giving introductions, referring to visuals, concluding the presentation and handling questions and topics such as comics, advertising, computer crime, memory and non verbal communication.
Academic English (presentations) with topics such as filmmaking process, effects o f the Sun, mystics and prophets, geology and biological clock.
In Term 2, topic-based speaking activities such as discussions, small talks, describing pictures, and information-gap exercises are commonly used in classrooms to enhance students' ability to socialize in English within familiar contexts Effective communicative activities should incorporate five key features: role, outcomes, split information, challenge, and procedure, as outlined by Nation (1989), to ensure meaningful and engaging language practice.
Most teachers observe poor student participation in speaking classes during the first term, which is a common challenge Learner participation is a crucial aspect of classroom interaction, providing opportunities for students to practice the second language (Ellis, 1994) Active engagement, defined by Hunter (1993), refers to students' consistent involvement in learning activities In this context, student participation includes speaking in English to peers and teachers, sharing ideas, opinions, asking questions, making comments, responding, and paying attention during class discussions Enhancing student participation is essential for improving language acquisition and classroom dynamics.
A successful speaking lesson should encourage all students to initiate conversations and engage actively, with ample interaction between students and the teacher However, in a class of fifty-five students, only a few learners participated actively, as many avoided their speaking tasks or only responded when directly addressed Some students felt no incentive to speak, believing there were no consequences or rewards, and felt intimidated when asked to speak in front of a large audience, which hindered their willingness to participate This dynamic resulted in frustration and a sense of failure for both teachers and students, especially those motivated to learn Addressing these challenges is essential to improve classroom engagement and enhance the overall effectiveness of speaking lessons.
The main cause of the problem was identified as poor classroom management, especially in large classes, which significantly affects student participation in speaking lessons Previous studies have shown that participation levels are closely linked to cultural, linguistic, and psychological factors, including students’ passive learning styles, limitations in pronunciation, vocabulary, grammar, background knowledge, cultural norms, teaching methods, and classroom management strategies The existing literature highlights a strong connection between effective class management and active student involvement in speaking sessions, prompting further research to find solutions for enhancing engagement and participation in language learning.
Scope o f the study
Students’ poor participation in speaking sessions is a com m on phenomenon in large classes which may be caused by many factors and can be dealt with using a variety o f approaches This study, however, limits itself to one major cause o f poor participation, which is poor class m anagem ent (as identified in one o f the action stages docum ented in Chapter 4) This means that the researcher only focuses on the influence o f classroom management on students’ participation Some key aspects o f classroom management applied in large speaking lessons have also been studied The r e la tio n s h ip b e t w e e n la rg e c lass m a n a g e m e n t and s t u d e n t s ’ participation in speaking sessions is the subject o f investigation, too This study only involves one English major class in the second term at HPU N° 2, which definitely limits the general izability o f this study to a bigger language learner body.
Aims o f the study
This study focuses on identifying effective strategies to enhance student participation in large speaking sessions at HPU No 2 It aims to uncover the underlying causes of low engagement in first-year English major classes with large audiences The research also explores targeted activities that can improve student involvement and interaction during speaking lessons By addressing these issues, the study seeks to foster a more active and participatory learning environment for English majors in large classroom settings. -Boost large-class speaking participation with AI-powered tools from Talkpal—[Learn more](https://pollinations.ai/redirect/2699274)
Poor participation in large speaking lessons is closely linked to ineffective classroom management, highlighting the need for targeted strategies to enhance engagement The study aims to identify key measures to improve large class management, thereby increasing student participation in speaking sessions Assessing the success of these strategies is essential to foster a more interactive and productive learning environment.
Overview o f the th e sis
The thesis consists o f five chapters, organized as follows
Chapter 1, Introduction, provides the background to the study, statement o f the problem, the aims, the scope o f the study It also outlines the thesis.
Chapter 2, Literature Review, offers a comprehensive overview of existing research on large class management, highlighting theoretical frameworks and fundamental principles This section emphasizes the importance of effective classroom management strategies in enhancing student participation, particularly in speaking lessons It explores key aspects of managing large classrooms to facilitate active student engagement and improve language learning outcomes.
Chapter 3, The M ethodology, describes the research method It is composed o f the description o f the subjects and the data collection instruments Detailed information about the research procedures is also provided.
Chapter 4 presents a comprehensive analysis and discussion of the initial data, establishing the foundation for the research hypothesis It details the development and implementation of an effective action plan aimed at driving positive change The chapter also includes key metrics and data collected to monitor progress and evaluate the effectiveness of the action research Concluding with major findings, this chapter provides valuable insights into the impact of the interventions and sets the stage for future recommendations.
Chapter 5, Conclusion and Recommendations, presents a summary of the action research aimed at enhancing students’ participation in speaking sessions at HPU No 2 This chapter highlights the key findings and their implications for improving student engagement in language learning It also discusses the limitations encountered during the study and provides valuable recommendations for future research to further develop speaking skills and increase student involvement.
This chapter attempts to provide a theoretical background o f large class management, including the conventional methods, some alternative approaches and key aspects o f large classroom management.
Large classes
Advantages o f large classes
Many EFL teachers are hesitant to teach in large classes, citing concerns about increased challenges and negative impacts on student learning However, it is important to recognize that teaching in large classes also offers notable advantages, such as fostering diverse peer interactions and developing students' independence Despite the difficulties, large classes can create unique opportunities for active participation, resource management, and real-world language use, making them a valuable environment for effective language learning.
Large classes offer students valuable opportunities to connect with a diverse range of peers, enhancing their social and academic experiences (Wangsa, 2004) They facilitate meaningful interactions through note-sharing, group study sessions, and social engagement, making the classroom environment more dynamic and collaborative Having a variety of classmates is essential for fostering richer communication, creating a supportive learning community, and encouraging meaningful student interactions.
Students may work independently in large classrooms, which foster a sense of independence and self-reliance This environment encourages learners to take responsibility for their own study and learning process, enhancing their autonomy and confidence According to Wulff, Nyquist, and Abbot, large classes provide opportunities for students to develop self-directed learning skills and become more self-sufficient in their educational journey.
Large classroom settings offer general, easy-to-digest information, making learning accessible and straightforward According to Wulff, Nyquist, and Abbot, "It is usually good for any person to learn, as the content is less detailed, more general and broader," highlighting the benefits of broad, simplified teaching for effective understanding.
Ensuring that students in large classes thoroughly understand the material is essential for effective learning Incorporating repetition into classroom instruction serves as a valuable tool, acting as a mental map that helps students trace the progression of the lesson—revealing where the class has been and guiding them to where it is headed (Carbone, 1998, p 21).
A large student class encourages the sharing of diverse ideas and engaging life experiences, enriching classroom discussions This active participation stimulates students and creates a dynamic learning environment During project work, students learn to share responsibility and collaborate effectively, fostering teamwork skills Additionally, the variety of perspectives accelerates progress and enhances the overall learning experience.
Teaching large classes presents significant challenges for educators; however, it also offers several advantages for both teachers and students Despite the difficulties, leveraging these benefits can lead to more effective instruction and better learning outcomes When managing large classes, it is important for teachers to utilize the positive aspects to enhance the overall educational experience and achieve successful teaching results.
Disadvantages o f large classes
Large class sizes pose a significant challenge for EFL teachers, as they often hinder the effectiveness of teaching and learning processes Many educators have recognized that the negative impact of large classes can reduce individual student attention, lower engagement levels, and diminish overall educational quality Addressing the issue of large class sizes is crucial for improving language instruction and ensuring better learning outcomes for students.
Teaching large classes presents significant challenges that demand careful planning and conscious effort to enhance learning effectiveness Experts generally agree that small classes yield better educational outcomes compared to large ones Many EFL teachers worldwide prefer smaller groups because large classes often include students of varying ages and abilities, making personalized instruction and attention difficult Additionally, large classes hinder teachers' ability to motivate student participation, facilitate meaningful interactions, and provide timely feedback, ultimately impacting the overall quality of instruction.
Teaching large classes presents significant challenges, particularly in fostering a participation-based classroom culture As class size increases, student engagement often decreases due to factors such as fear of being called upon, intimidation from the large room, or lack of motivation when participation does not impact their grades These issues make it progressively harder to ensure all students stay involved in discussions, highlighting the need for effective strategies to manage large classrooms and promote active learning.
It is believed that the opportunity for contact between students and lecturers in a large class is significantly reduced, which results in less individual attention for the student
A more restricted range o f teaching a n d l e a r n in g a c tiv itie s is a v a ila b le a n d it is much harder to effectively manage group work.
Research indicates that students favor small classes because larger classes tend to diminish the quality of education Many students believe that large classes reduce individual responsibility, as they are less likely to be called upon to answer questions or actively participate Additionally, students often feel that in bigger classes, they can be less attentive or skip attending without significant consequences, impacting their overall learning experience.
Many students believe that large classes negatively impact their motivation, as they often feel left out, lost, or invisible The high number of classmates can make individual students feel insignificant and anonymous, leading to decreased engagement and a sense of being unnoticed This sense of invisibility in crowded classrooms can hinder student motivation and overall academic success.
Large classrooms often face significant challenges such as limited physical space, inadequate equipment, and overcrowding, which negatively impact the learning environment The shortage of seats results in an uncomfortable setting that hampers effective studying Additionally, microphone issues can compromise lecture quality, making it difficult for students to hear clearly When students are seated far from the professor, their motivation and engagement tend to decrease, leading to a decline in interest and participation in the classroom.
Cao Xia (2006) highlights significant challenges in large classes, including limited opportunities for teachers to assess individual student performance and for students to practice effectively The lack of meaningful teacher-student interaction hampers language learning and teaching outcomes Consequently, many teachers experience a disconnect between teaching theory and the practical realities of managing large classes.
Teaching large classes presents significant challenges, including maintaining effective discipline and ensuring each student receives the individual attention they need Additionally, educators must accommodate students of varying ages, abilities, and learning preferences, catering to diverse learning paces and styles to promote an inclusive and effective learning environment.
Large classes can lead to students feeling a sense of anonymity, which diminishes their motivation and engagement Many students feel intimidated and find it difficult to ask questions or participate in class discussions, negatively impacting their learning experience (Islam, 2001)
Non-native English teachers often face challenges in delivering effective and efficient instruction due to various disadvantages These obstacles can hinder their ability to foster full student participation and engagement in the learning process, ultimately impacting the overall quality of teaching Overcoming these difficulties is essential for creating an environment where students can actively contribute and improve their language skills.
Large class m anagem ent
The definition o f class m a n agem ent
Classroom management encompasses all aspects within the classroom that teachers can influence, including physical space arrangement, student motivation, teaching methods, lesson planning, and disciplinary techniques According to Beckman and Klinghammer (2006), effective classroom management involves managing these elements to create a conducive learning environment This comprehensive approach highlights the importance of organizing physical spaces, motivating students, and implementing appropriate disciplinary strategies to enhance student engagement and classroom harmony.
Brown (1994 p 411) reports that classroom management “encompasses an abundance o f factors ranging from how you physically arrange the classroom to teaching style to one o f my favourite notions: “classroom energy”.
According to Richard, Platt, and Weber (1985), classroom management involves organizing and controlling students’ behaviour, movement, and interactions during lessons to facilitate effective teaching It encompasses procedures for grouping students for various activities, utilizing lesson plans, and managing equipment and teaching aids Effective classroom management also includes guiding and regulating student behaviour and activities to create a conducive learning environment.
It cannot be denied that the definition o f classroom management o f Richard, Platt and Weber (1985) is the most detailed, and the researcher will do this research based on this definition.
Approaches to large class m anagem ent
2.2.2.1 C onventional Approach to the M anagem ent o f a Large Class
Teachers face significant pressure managing large classes, as they must complete the syllabus within limited time while overseeing diverse teaching activities (Cao Xia, 2006) A common approach to cope with this challenge is the teacher-centered “lock-step” method, where all students follow the same rhythm, pace, and activities, providing a straightforward solution to classroom management.
According to Mariner (1993), a teacher-centered, lock-step approach offers several advantages, such as ensuring that when the entire class is focused, the teacher can be confident that everyone hears the instructions clearly Additionally, this method provides students with a consistent and effective language model from the teacher, promoting better language acquisition and understanding.
Lock-step teaching has notable disadvantages, including limited student practice and participation, as large classes often restrict individual involvement It can also lead to mismatched learning paces, causing boredom for advanced students and frustration for weaker ones Additionally, this approach emphasizes teaching over genuine learning, with the teacher serving as the sole provider of knowledge and students passively absorbing information.
Lock-step teaching methods are often ineffective in addressing common educational challenges, as they may be structurally competent but fail to promote effective communication skills Limited opportunities for student communication hinder the development of essential language abilities, which include not only face-to-face conversations but also the fundamental capacity to use language for receiving and conveying information related to their specialized fields (Johnson, 1999) Teachers frequently find it difficult to achieve the goals of communicative lessons in large classes, highlighting the need for a shift in classroom dynamics Therefore, it is recommended that both teachers and students adapt their roles, and classroom management strategies must be adjusted to foster a more communicative learning environment.
2.2.2.2 A lternative A pproaches to the M a n a g em en t o f Large Classes
According to Cao Xia (2006), various approaches to large class management are outlined in existing literature Coleman (1999) categorizes these methods into three main types: the plenary approach, the interactive approach, and the compromise approach, providing a comprehensive framework for effective classroom management strategies.
The plenary approach is a teacher-centered, controlled method often characterized by lecture-based lessons, similar to the traditional lock-step approach widely used worldwide While it prioritizes instructor-led teaching, this method primarily promotes one-way communication, limiting opportunities for student interaction, idea exchange, and negotiation Due to these limitations, especially in dynamic speaking classes that require diverse activities and active participation, the plenary approach is often ineffective in fostering meaningful language development in contemporary educational settings.
The interactive approach, as defined by Coleman (1999), is a broad continuum that emphasizes a teacher-centered but gradually more student-interactive teaching style In this method, teachers predominantly control the classroom, but they intentionally create opportunities for learners to interact with each other or with the teacher, shifting some focus away from the teacher's central role However, John and Andrew (1997) caution that implementing interactive activities in large classes can be challenging, as the size of the class often limits the feasibility of adopting more communicative or learner-centered approaches This critique highlights why many educators may hesitate to adopt interactive methods in very large-sized classes.
According to Cao Xia (2006), the compromise approach is characterized by significant learning occurring outside the traditional classroom setting The classroom primarily serves as a space for administration, providing learners with advice and feedback It also inspires students to take initiative and pursue independent learning beyond the classroom environment.
Considering the strengths and weaknesses of the three approaches, the interactive and compromise methods can be effectively combined to manage a large class Incorporating a teacher-centered approach at times while allowing students to collaborate in pairs or groups promotes active learning Encouraging self-study, reflection on individual strengths and weaknesses, and providing consistent counseling and feedback enhances student potential This balanced strategy ensures effective classroom management and fosters student growth.
A combination of interactive and compromise teaching approaches promotes a balanced classroom environment, allowing teachers to maintain control while providing students with opportunities to participate and maneuver This blended strategy fosters an engaging learning atmosphere, making it the most effective method for researchers aiming to enhance student involvement and classroom management.
Keys aspects o f large class management in speaking classes
As this study focuses on classroom management in large speaking classes, the main aspects o f large classrooom management in speaking sessions are presented in the following sections.
To effectively engage students, teachers should employ attending strategies that acknowledge students' presence, contributions, and needs through verbal and non-verbal cues These strategies include practices such as using students' names, maintaining eye contact, and utilizing facial expressions, all of which foster a supportive learning environment and enhance student participation According to Wajnryb (1992, p 29), attending behavior encompasses various facets that help teachers connect with individual learners and address their needs effectively.
According to Lewis and Hill (1992), maintaining eye contact is essential for capturing and holding students’ attention in the classroom They emphasize that ignoring students by avoiding eye contact can lead to loss of engagement, as frequent eye movement by teachers helps students feel involved and focused Additionally, increased eye contact enables teachers to gauge students’ understanding, allowing them to identify if students are bored, confused, or interested in the lesson Effective use of eye contact enhances student concentration and fosters a more interactive and responsive learning environment.
Attracting and maintaining student attention is best achieved through engaging interest, which encourages voluntary participation In large class teaching, the primary goal should be to stimulate and sustain learners' interest in the learning materials, ensuring active involvement and improved educational outcomes.
A positive classroom atmosphere is crucial for student engagement and participation Brown (1994) and Ives (2000) emphasize that teachers should establish rapport with students—building a relationship based on trust and respect When teachers encourage rather than criticize and foster a supportive environment, students feel more capable, competent, and creative Voluntary participation tends to improve when the classroom environment is engaging and topics interest students, highlighting the importance of a nurturing and respectful teacher-student relationship.
Building rapport with students and recognizing their individual personalities are essential for effective teaching According to Wangsa (2004), establishing a strong connection with students can have a lasting impact throughout the semester Teachers should introduce themselves and make efforts to understand their students, creating a comfortable environment that encourages openness Additionally, understanding students’ attitudes enables teachers to tailor their lessons more effectively, leading to improved student engagement and learning outcomes.
Learner participation is crucial for effective language learning in the classroom, as active engagement enhances both understanding and retention However, in large classes, students often feel reluctant to ask questions or respond to prompts, which can hinder their language development Additionally, the popularity of large lecture halls makes it challenging for instructors to hear students’ questions and responses, further limiting interactive learning opportunities To improve language acquisition, educators should implement strategies that encourage student participation and address the challenges of large class settings.
Silent learners often face challenges such as low confidence, fear of making mistakes, and feeling they have nothing to contribute during English discussions These issues can hinder participation in speaking activities, stemming from a lack of practice, limited vocabulary, and unfamiliarity with conversational norms Addressing these problems through targeted practice and supportive learning environments can help boost their confidence and encourage active engagement in English communication.
According to McKeachie (1994), addressing students' passiveness and reluctance in large classes begins with identifying the root cause If cultural factors discourage students from speaking out loud or cause shyness, creating a classroom environment where speaking in English is normalized can help break these barriers Practical strategies include redesigning the classroom layout to promote interaction, such as arranging desks in groups and decorating walls with English language and culture posters Additionally, teachers can teach students classroom-specific language and encourage them to ask questions and request things in English, fostering a more engaging and communicative learning atmosphere.
Students may remain silent because class activities are boring or not appropriately challenging Often, communicative speaking activities are less engaging and less effective than intended, leaving students with minimal participation, such as merely answering "Yes" or "No." Ensuring that activities are interesting and well-suited to students’ levels can encourage greater participation and enhance language learning outcomes.
Teachers should evaluate their speaking activities to ensure they genuinely engage students and foster meaningful communication Simply having students say "No" quickly and then sit in silence or engage in noisy chatter does not promote effective language development Incorporating purposeful, interest-driven speaking exercises can create a real need for communication, enhancing student participation and language skills.
Encouraging students to speak in English can be effectively achieved by teachers speaking in English as much as possible during class If teachers exhibit hesitation or shyness about speaking English, students may feel less confident to overcome their own fears Teachers should not worry about having a perfect native accent or complete fluency, as continuous practice is the best way to improve speaking skills Both teachers and students benefit from regular speaking practice, which enhances their oral communication abilities and boosts confidence in using English.
Opportunities are very important for the learners to practise the target language (Farrell, 1999) The study o f Kayi (2006) and the studies conducted both by Cathcart
(1986) and House (1986) suggest that the amount o f participation varies according to the activities.
Effective language learning involves providing students with diverse speaking activities, such as role-plays and discussions, where they can freely contribute using comprehensible expressions In teacher-controlled activities like questioning and answering, learners typically participate with words, short phrases, or sentences To ensure overall language competency, learners must be given ample opportunities to practice speaking through various interactive activities that promote active participation and oral proficiency.
To boost student participation, teachers can encourage student volunteers to assist with teaching or demonstrations and repeatedly prompt students to participate Increasing wait time after asking questions allows students more time to formulate responses, while rephrasing questions can clarify understanding Some teachers ask students to signal when the pace is too fast, promoting a comfortable learning environment Additionally, using designated students to relay peer perceptions or comments can effectively enhance overall classroom engagement.
Teachers should create a rich learning environment that encourages maximum student speaking opportunities through collaborative work, authentic materials, and meaningful tasks Reducing teacher talk time and increasing student speaking time promotes active language use, while teachers should step back and observe student interactions to assess progress Ensuring that each student is involved in every speaking activity is essential for effective language development, and employing various strategies to capture student attention and foster participation enhances overall speaking skills.
Giving and checking instructions effectively in large-speaking lessons is crucial for student success Teachers should differentiate between organizational instructions, which inform students about the activity's objectives and structure, and instructional instructions, which provide clear guidance on how to perform the task Clear, concise instructions enhance classroom management, improve student engagement, and facilitate better learning outcomes Incorporating effective instruction strategies aligns with SEO best practices by using relevant keywords like "giving instructions," "checking instructions," "large speaking lessons," and "teacher strategies" to optimize content visibility.
Research m e th o d s
Action research
AR is an approach to professional development and learning improvement in which teachers systematically reflect on their w o rk and m a k e c h a n g e s in t h e n p ra ctice A R has been defined in a number o f different ways.
According to Elliott (2001), Action Research (AR) involves teachers collaborating to evaluate their practice, increasing awareness of their personal teaching theories, and articulating shared values It encourages experimenting with new strategies to align classroom practices with educational principles, while documenting their work in accessible formats for peer understanding Ultimately, AR fosters the development of a shared teaching theory through reflective research and continuous improvement.
Action Research (AR) is a flexible group of activities focused on improving classroom practices, as described by Kemis & Taggart (1988) Cohen and Manion (1986) highlight that AR is fundamentally a situational approach aimed at identifying and solving specific problems within a particular context It involves teaching-initiated classroom investigations designed to enhance teachers' understanding of teaching and learning processes Typically, AR comprises small-scale projects conducted within the teacher’s own classroom, following cyclical phases of planning, action, observation, and reflection This iterative process aims to bring about meaningful change in teaching practices through continuous reflection and refinement.
P lan nin g, a problem or issue is identified and a plan o f action is developed in order to bring about improvements in specific areas o f the research context.
A ctio n , the plan is put into action over an agree period o f time.
O bservation , the effects o f the action are observed and data are collected.
R eflectio n: the effects o f the action are evaluated and become the basis for further cycles o f research.
For McBride and Schostask (2002), A R involves seven steps and consists o f activity cycles demonstrated in Figure 1.
(1) identifying a focus o f interest or a problem
(3) analyzing data/ generating hypoth eses
(5) im plem enting action steps
(6) collecting data to m onitor change
Figure 1: Action Research cycles (a d a p ted fro m Som ekh in M cBride an d Schostak (1989))
This study utilizes Action Research (AR) to enhance teaching practices by identifying key challenges in large speaking classes AR enables a systematic examination of students’ low participation rates and poor classroom management during speaking sessions The research aims to uncover the underlying causes of these issues and develop effective strategies for managing large classes Ultimately, the goal is to promote increased student engagement and improve overall speaking performance in large classroom settings.
This study follows the AR cycles adapted from Somekh in McBride and Schotask
( 1989) as all the cycles are clear and easy to be applied.
Action research procedure
This study explored the implementation of Augmented Reality (AR) in a speaking class over a fifteen-week period starting from week 1 of term 2 Fifty-five English majors participated throughout the entire duration of the research, allowing for comprehensive data collection Data were gathered at both the pre-action stage and during the active intervention, providing insights into the effects of AR on students' speaking skills.
Action research is a small-scale investigative process conducted by teachers within their own classrooms to improve teaching practices It involves a series of structured stages, as outlined by the principles and procedures of action research Following the sequential stages demonstrated in Figure 1, educators systematically analyze and reflect on their teaching to foster effective classroom improvements.
This crucial step involves deep self-reflection on the researcher's own practice or observing a colleague to identify a clear focus or problem area It is considered the most challenging part of the process, requiring careful analysis to pinpoint specific issues Selecting an appropriate research focus is essential for guiding the entire study and ensuring meaningful, impactful results.
This study addresses the issue of low student participation in large English speaking classes at H P U N° The research aims to identify the causes of poor participation among English majors in these sizable classes The initial research question investigates the main factors contributing to reduced student engagement during speaking lessons in large-sized classes at H P U N°.
3.1.2.2 Collecting initial data (weeks 3 - 5): initial data about teaching material, students' interest, students’ learning style, teacher’s teaching style and teaching methods, which may be the factors affecting students’ involvement as reviewed in Chapter 2, were collected to identify the causes o f the problem.
The data was collected through a comprehensive survey using questionnaires for students (Appendix A & D), complemented by classroom observations with an observation sheet (Appendix C) conducted by four non-participant observers, and supplemented by teaching diaries maintained by the teacher (Appendix D).
To confirm the identified problem and determine its causes, data was triangulated from multiple sources, including teachers, observers, and students A questionnaire (Appendix A) was administered to fifty-five first-year students to gather comprehensive insights and ensure reliable findings.
English majors Three speaking lessons were observed with Observation sheet
The study utilized multiple data collection instruments to assess student participation and classroom management, including Appendix C for recording student engagement and teacher oversight Students also completed interaction self-reports (Appendix G) to self-evaluate their speaking session interactions, providing valuable insights into their communicative development Additionally, three teaching diaries were maintained by the researcher, summarizing and commenting on the teaching and learning processes across three speaking lessons Further details about these data collection methods are provided in Section 3.2 of the study.
3 1 2 3 A n a l y z i n g d a t a a n d g e n e r a t i n g h y p o t h e s e s ( w e e k 6): the data collected from week 3 to w eek 5 was then analyzed to form the hypothesis These steps (collecting initial data and analyzing data/generating hypotheses) were presented in
The research identified poor class management as the primary cause of low student participation in speaking lessons for large-sized English classes at HPU IS/0 Based on this finding, the hypothesis was developed that improving class management would lead to increased student engagement during speaking sessions.
Effective planning is essential for outlining clear research objectives and the intended changes During this phase, alternative teaching strategies are presented, and an action plan is developed to facilitate desired educational improvements Additionally, a second student questionnaire, classroom observations, and teaching diaries are prepared to monitor progress This stage also involves analyzing initial data and reviewing relevant literature on effective management of large-sized speaking lessons to ensure successful implementation.
3.1.2.5 Im plem enting action (weeks 8 - 13)
In this phase, the action plan was applied in six speaking lessons, each o f which lasted
45 minutes The P lanning action and Im plem enting action steps were presented in
3.1.2.6 Collecting data to monitor change (weeks 8 - 13)
Between weeks 8 and 13, six speaking sessions were observed using an observation sheet, and six teaching diaries were documented to track instructional practices Additionally, Questionnaire 2 was administered to students to gather their insights, while students completed six on-task behavior sheets during class meetings These comprehensive data collection methods provided valuable insights into student engagement and teaching effectiveness throughout the study period.
3.1.2.7 Analyzing and evaluating students’ participation after action plan (weeks 14 - 15)
In weeks 8 to 13, the researcher analyzed student participation and the effectiveness of revised class management strategies This analysis aimed to evaluate the impact of these changes, identify lessons learned, and determine necessary adjustments Additionally, examining the post-data provides valuable insights for improving future classes, ensuring continuous enhancement of teaching methods and student engagement.
This study addresses the research question: "What should be done to improve class management in speaking lessons and how successful are the measures implemented?" The findings offer valuable insights into effective strategies for enhancing classroom management, demonstrating the impact of targeted interventions in speaking instruction The results indicate that specific management techniques significantly contribute to the success of speaking lessons, highlighting best practices for educators seeking to improve student engagement and learning outcomes Overall, the research confirms that implementing these measures can lead to more effective class management in speaking lessons.
Both steps i.e C ollecting data to m onitor change and A nalyzing a nd evaluating the data are presented in Section 4.3 - Data collected in the action stage and in Section4.4 - Action research evaluation.
Data collection instrum ents
Survey q u estio n n aire
3.2.1.1 Rationale behind the use o f survey questionnaire
This study adopts a survey questionnaire to efficiently gather data from a large number of respondents, as it is an inexpensive method that can reach many participants quickly Richards (1994) highlights that questionnaires are valuable for collecting information on affective factors such as beliefs, attitudes, motivation, and preferences, enabling teachers to gather substantial data swiftly For instance, in a class of fifty-five students, a questionnaire administered at the pre-action stage provides a practical approach to identifying the causes of low engagement in speaking lessons.
This tool offers the advantage of easily summarizing and reporting collected data, as all informants answer the same questions, ensuring consistency Additionally, a key benefit is that the survey questionnaire provides students with a safe space to express their opinions and needs without fear of embarrassment or punishment Since students are not required to include their names, it encourages honest feedback, especially considering the traditional concerns of Vietnamese students about judgment and confidentiality in expressing their views.
This study investigates the causes of poor participation in large speaking sessions, focusing specifically on this context To gather relevant data, a questionnaire comprising 15 questions was developed (see Appendix 1), aimed at identifying the key factors influencing participant engagement The research emphasizes understanding participant behavior in extensive speaking environments to enhance overall session effectiveness.
This questionnaire aims to explore students' self-assessment of their involvement in speaking activities and the factors influencing it It investigates students’ attitudes toward speaking skills and their course book, as well as their preferred methods of learning speaking and common challenges faced during speaking sessions Additionally, the survey examines students’ participation levels, the reasons behind their engagement or lack thereof, and their opinions on large class sizes, including perceived advantages, disadvantages, and optimal class人数 for effective language learning.
7, 8, 9) were also probed This form also aimed to find out activity preferences and activity organization (Questions 10, 11, 12, 13, 14) as well as w hat students think s h o u l d be d o n e to i m p r o v e t h e e f f e c ti v e n e s s o f s p e a k i n g sessions (Question 1 5).
The questionnaire did not require students to provide their nam es to secure confidentiality.
This questionnaire aims to gather students’ opinions on the classroom management techniques implemented over a six-week period It consists of twelve questions designed to assess various aspects, including the classroom atmosphere (Items 1 and 2), the clarity of the teacher’s instructions and feedback (Items 3, 5, and 6), and the effectiveness of pair work and group work (Item 4) Additionally, it evaluates students’ engagement during each 10-minute group activity (Item 11) and throughout the entire 45-minute speaking lesson (Item 12).
Questionnaire 2 aims to explore the students’s opinions on the teacher’s changes in managing speaking class (Items 7, 8, 9, 10) The students were not required to show the real names to secure more reliability.
Teaching d i a r y
3.2.2.1 Rationale behind the use of teaching diary
Keeping a teaching diary involves self-observation and self-evaluation by recording classroom activities, analyzing their effectiveness, and reflecting on underlying beliefs This practice helps teachers identify areas for improvement and make informed changes to their teaching methods By documenting lesson plans, instructional strategies, and student interactions, teachers can enhance their professional development Overall, maintaining a teaching diary promotes reflective teaching, leading to continuous improvement and more effective classroom practices (Tice, 2004).
Reflective teaching involves a systematic process of collecting, recording, and analyzing teachers’ thoughts and observations, along with student feedback, to inform instructional improvements When a lesson is successful, teachers should evaluate what contributed to its success, while unclear language points require teachers to reflect on their teaching methods to enhance clarity Additionally, addressing student misbehavior involves understanding the timing and reasons behind students' actions to develop effective classroom management strategies Incorporating reflection in teaching promotes continuous professional development and improves student learning outcomes.
Diary writing requires consistent discipline to ensure regular practice, serving as a valuable tool for reflecting on personal experiences A teaching diary, defined as a first-person account documenting language learning or teaching experiences, helps reveal feelings, attitudes, and personal reflections These candid entries allow teachers to identify recurring patterns and salient points, fostering professional growth Through reflective analysis of their diaries, educators can decide to modify their methods or reaffirm their current practices, supporting continuous professional development.
A teacher diary is an ideal and straightforward tool for initiating reflective practice because it is entirely personal After each lesson, teachers record their observations, including their own reactions and feelings, as well as those of their students This habit encourages teachers to analyze classroom dynamics and fosters self-awareness Over time, maintaining a diary helps teachers pose insightful questions about their teaching methods and student responses, promoting continuous professional growth and development.
A diary serves as an accessible and effective tool for analyzing and improving teaching practice It helps educators avoid becoming fixed in routines that may hinder growth, allowing for continuous reflection and development By maintaining a teaching diary, teachers can identify strengths and pinpoint weaknesses across various classroom areas, fostering goal-oriented improvements Additionally, it encourages reflection on questions and areas needing change, ultimately enhancing overall teaching effectiveness.
Teaching diaries are an effective data collection tool due to their accessibility and ease of use in reflecting on teaching practices They provide a personal and straightforward method for educators to initiate reflective thinking, as highlighted by Smith (2000) Additionally, diaries serve as a valuable resource for analyzing and enhancing teaching methods, allowing teachers to identify areas for improvement Furthermore, the cyclical nature of using teaching diaries encourages continuous professional development, as each reflection leads to new strategies and subsequent evaluation, fostering an ongoing cycle of growth in teaching effectiveness.
Creating an effective teaching diary begins with developing a comprehensive lesson plan that ensures efficient classroom management and thorough preparation of teaching materials Additionally, organizing meaningful classroom observations plays a crucial role in reflecting on teaching practices and enhancing overall instructional quality Proper planning and observation are key components for maintaining a high-quality teaching journal.
Based on the key aspects of classroom management outlined in Chapter 2, the teacher's diaries documented various activities, including the organization of pair and group work, providing clear instructions, and offering constructive feedback They also highlighted students’ on-task behavior and the extent of English language use during activities, demonstrating effective classroom management strategies that promote active student engagement and language practice.
Besides, teaching diaries reported how the teacher felt about teaching, what the problems were, and how the teacher tried to solve the problems for the next teaching lesson.
The course consisted of fifteen weekly classes, each lasting three periods Over the fifteen-week duration, students completed and analyzed a total of nine teaching diaries—three during the initial stage and six during the action stage This structured approach provided a comprehensive framework for students to reflect on and improve their teaching practices throughout the program.
Classroom observation
3.2.3.1 Rationale behind the use of classroom observation
Classroom observation is chosen as a data collection instrument o f this thesis for the following reasons.
Classroom observations have become an increasingly popular method for assessing teaching effectiveness To maximize their usefulness, educators should implement effective strategies throughout each stage—preparing for, conducting, and following up on observations These approaches ensure that classroom observations provide valuable insights into teaching practices and support ongoing improvement.
Richards et al (1992, p 225) define observational methods as procedures and techniques that are based on systematic observation o f events and often used in studying language use and classroom events.
Secondly, observations are most often used to collect data about the teacher’s knowledge o f the subject matter, to study language learning, teaching methods and processes o f actual lessons in the classroom.
Classroom observation is most effective when approached as a collaborative process that benefits both the observer and the observed teacher It provides valuable feedback that may not be evident through other assessments, while the observer gains insights by watching a fellow educator in action Engaging in collaboration before, during, and after the observation fosters a supportive environment, ensuring both participants feel comfortable and maximize the professional development benefits of the experience.
Because o f the reasons presented above, classroom observation is chosen as an effective tool to collect data in this thesis Its usefulness is clearly shown in the next chapter.
3.2.3.2 Observation sheet: on-task behaviour (Appendix C)
The Observation Sheet (Appendix C) was developed to assess students' on-task behavior during speaking sessions, providing a quantifiable measure of learner engagement This tool has been effectively utilized by researchers such as Hopkins (1985), Peacock (1997), Lai Hong Ha (2004), and Trinh Thi Anh Hang (2004), demonstrating its reliability in capturing class behavior Its proven effectiveness makes it a valuable instrument for collecting data on student participation in language teaching environments both internationally and in Vietnam.
In this study, participation was primarily measured by students speaking English to one another, while listening behaviors were not included due to recording challenges Although listening is an important component, it was inferred indirectly through students' exchange times, which do not significantly impact the overall findings The quality of students' speaking could not be assessed, given the difficulty in recording all fifty-five students amidst noise interference Despite these limitations, the frequency of speaking and interaction provides valuable insights into students' attention to peers and their willingness and ability to communicate in English.
This study utilized twelve scan columns on observation sheets, each corresponding to the fourteen students observed per sheet, totaling fifty-five students during a ten-minute group work activity Four non-participant observers recorded student behaviors, observing each learner in a clockwise sequence after two minutes of speaking activities Observations were documented every five seconds, with observers noting whether students were on-task (code 1) or off-task (code 2), providing a detailed snapshot of student engagement during collaborative speaking tasks.
Observers consistently monitored students until each one was observed twelve times, ensuring comprehensive assessment throughout the lessons This ongoing process persisted until the conclusion of all sessions, allowing for continuous data collection After each lesson, the on-task percentage was calculated to evaluate student engagement and classroom behavior.
This observation sheet was utilized nine times throughout the study, with three observations conducted during the pre-action stage to identify students' low participation issues in real classroom settings An additional six observations took place during the post-action stage after the teacher implemented classroom management changes These follow-up observations aimed to assess whether the modifications successfully enhanced student participation.