INTRODUCTION 1.1 Background to the study
Significance of the research
The communicative approach has gained widespread acceptance in EFL classrooms, emphasizing that communication is the ultimate goal of language learning This research aims to contribute to teaching speaking skills at NTHS by offering practical, real-world speaking activities that motivate students to speak English naturally It also provides principles for teachers to modify textbook activities creatively and flexibly, enhancing engagement By guiding teachers on when, why, and how to use various communicative activities, the study seeks to equip them with effective strategies to teach English speaking skills to 11th-grade students.
Effective collaboration among administrators, textbook writers, and teachers is essential for achieving successful English education My study highlights the critical role of educational administrators in shaping policies that support the development of English teaching and learning These findings underscore the importance of decisive leadership to enhance language education in the Vietnamese context.
I.4 The overview of the research
This thesis is organized into five chapters, beginning with Chapter One: Introduction, which provides the study's background, research aims, significance, and an overview of the research Chapter Two offers a comprehensive literature review, examining key topics such as the differences between spoken and written language, the distinctions between real-life speaking and classroom speaking, the concepts of language competence versus performance, methods for testing speaking skills, and the role of textbooks in language learning.
The methodology section outlines the research questions, design, subjects, instruments, and data collection procedures essential for the study Chapter Four presents the data analysis and discussion, detailing the results and interpreting the findings Chapter Five offers conclusions and recommendations, based on the analyzed data and insights gained from the discussion.
This chapter has just presented the introduction Relevant literature review will be presented in the next chapter.
The overview of the research
This chapter explores the key differences between spoken and written language, highlighting how they function in various contexts It examines speaking in real-life situations versus speaking in the classroom, emphasizing the importance of context-specific communication skills The discussion also covers language competence versus language performance, clarifying how learners' underlying knowledge differs from their actual language use Additionally, the chapter addresses effective methods for testing speaking skills to evaluate learners' communicative abilities accurately Finally, it discusses the effective use of textbooks as vital tools for developing and enhancing speaking proficiency in language learners.
2.1 The differences between written and spoken language
I believe that a close examination of the differences between spoken and written language can help us explain one of the obstacles for EFL learners in learning speaking skill
According to Dash K and Samir, spoken sentences are less strict in their construction compared to written sentences, making it challenging to divide spoken conversations into separate sentences In spoken language, the relationship between clauses is often unclear, as speakers rely heavily on context and the listener's understanding Additionally, speakers depend on intonation and tone of voice to convey meaning, which cannot be captured through written punctuation This reliance on auditory cues and context highlights the fundamental differences between spoken and written communication.
Brown and Yule (1989) describe written language as the language of literature and scholarship, admired and studied for its richness and exemplary usage They emphasize that historically, language teaching has primarily focused on instructing students in written language skills.
LITERATURE REVIEW 2.1 The differences between written and spoken language
Speaking in real life and speaking in classroom
Understanding the difference between real-life speaking and classroom speaking is crucial for identifying students' challenges in developing their speaking skills This insight helps teachers tailor their instructional methods to address specific difficulties, thereby enhancing students' overall speaking proficiency Recognizing these distinctions enables educators to create more effective teaching strategies that improve learners' practical communication abilities both inside and outside the classroom.
2.2.1 The nature of real-life communication
Understanding real-life conversation is essential for grasping the natural speaking process and the reasons behind producing and exchanging utterances, which helps teachers design effective language input and create authentic practice situations for learners Incorporating the nature of real-life speaking into communicative activities enhances authenticity in language classrooms and addresses challenges in teaching speaking skills effectively According to Harmer (1991), communication involves a desire to convey and listen to messages driven by a communicative purpose, selecting appropriate language from one's knowledge and processing various forms of language to achieve effective interaction.
(Harmer,1991: 48) Diagram 2.1: The nature of communication
The diagram reveals three significant facets in a real-life conversation
Language is often considered innate, as communication typically occurs instinctively and subconsciously, driven by an immediate desire to speak However, a deeper analysis reveals that every act of speech is motivated by a deliberate reason—people feel a need to communicate; without that urge, they would remain silent (Harmer, 1991: 46).
In real-life conversations, "communicative purpose" refers to the underlying reason behind our speech, going beyond merely saying words Harmer (1991) emphasizes that we speak not just to communicate but to achieve specific effects and satisfy certain needs through our utterances Similarly, Peccei (1994) explains that while the literal meaning of an utterance is conveyed through specific words or structures, the true intent lies in the intended effects that speakers aim to produce Therefore, understanding the communicative purpose is essential for effective communication.
Speakers communicate with specific intentions, such as entertaining, informing, or expressing emotions They may aim to charm their audience, share valuable information, or convey personal feelings, choosing to be polite, rude, flattering, or critical based on their desired effect The core focus of their speech is to deliver a message that achieves their communicative purpose and elicits a specific response from listeners, emphasizing the importance of the message's impact in effective communication.
Effective communication relies on each speaker utilizing their primary means of expression: language As Harmer (1991) explains, speakers choose from their linguistic repertoire the most appropriate language to fulfill various communicative aims Native speakers, in particular, possess an essentially infinite ability to generate new sentences, enhancing their expressive potential and ensuring dynamic, meaningful interactions.
According to Harmer (1991), effective listening requires the listener to have a genuine desire to understand the speaker, as interest is essential for comprehension He emphasizes that if the listener perceives the message as irrelevant or uninteresting, they are likely to lose focus Additionally, listeners consider the speaker’s illocutionary intent, seeking to understand the communicative purpose and the desired effect of the message While the speaker chooses words from their language store to express ideas, the listener actively processes multiple layers of language simultaneously to grasp the meaning.
Effective listening requires listeners to be prepared to process a variety of grammar and vocabulary, even when they have a general idea of what the speaker is about to say According to Harmer (1991: 47), understanding exactly what is being communicated involves more than predicting content; it demands active interpretation of diverse linguistic elements Developing strong listening skills enhances comprehension and helps learners engage more fully with spoken language in various contexts.
Doff (1998) in his book Teach English gives out a concise definition for the term
In effective conversations, two individuals genuinely exchange information, with one person seeking to learn something they do not know This desire to acquire new knowledge drives their questions, reflecting a fundamental "communicative need." Understanding this dynamic highlights the importance of active listening and meaningful dialogue in fostering clear and purposeful communication.
Richard suggests that conversation is a multi-faceted activity, emphasizing the importance of appreciating its complex nature and conversational fluidity Key dimensions of conversation, such as purpose, turn-taking, topics, repair, formal features, and the concept of fluency, are examined to understand its intricate dynamics Recognizing these elements helps in comprehending the full scope of conversational interactions and their significance in effective communication.
In his process of producing utterances, the speaker makes full use of his or her content schema and sociolinguistic knowledge Attention is paid to listeners' interests simultaneously, ensuring effective communication According to Celce-Murcia and Olshtain (2000), speakers initiate interaction with a communicative intention, which must be satisfied through the use of appropriate verbal language This language demonstrates the speaker’s knowledge and repertoire of speaking skills, along with effective communication strategies.
According to Celce-Murcia and Olshtain (2000), the listener actively decodes the speaker’s message by engaging their own set of assumptions and expectations They emphasize that the hearer’s process involves interpreting the speaker’s intent based on these preconceived notions and their interaction with the speaker’s communication Furthermore, the listener’s responses are influenced by their understanding, which may lead to changing roles and becoming more like the speaker over time.
Real-life conversation is an interactive, cooperative, and reciprocal process where both speaker and listener have communicative needs and utilize their linguistic resources to fulfill them Effective communication relies on shared knowledge of content schemata and social linguistics, enabling participants to achieve their communicative goals.
2.2.2 The distinction between speaking in real life and speaking in classroom
Understanding the differences between real-life speaking and classroom speaking is essential for identifying learners' obstacles in practicing the target language Recognizing these distinctions enables educators to take responsibility for designing more natural and authentic communication experiences By creating realistic classroom situations, teachers can facilitate easier and more effective speaking practice for learners This distinction is particularly important in designing communicative speaking activities, as it helps clarify how to support learners in developing genuine conversational skills.
This article explores the artificiality of the target language in various aspects of language learning It emphasizes the importance of balancing authenticity and artificiality in the language classroom to enhance learner engagement The discussion includes principles and strategies to effectively address language artificiality while promoting genuine communication skills Implementing these guidelines can help educators create more authentic and effective language learning environments, ultimately improving learner proficiency and confidence.
Talking about cooperative principles which rule over our speaking in real life, N
Language competence and performance
Language competence encompasses both organizational and pragmatic skills, as highlighted by Leon Organizational competence includes grammatical aspects such as vocabulary, morphology, syntax, and phonology, as well as textual skills like cohesion and coherence Pragmatic competence primarily involves sociolinguistic abilities, enabling effective communication within social contexts This article focuses specifically on communicative competence, with an emphasis on speaking skills.
Understanding the gap between language competence and performance is crucial for designing effective speaking activities, as learners often know the language theoretically but struggle to use it confidently in practice Addressing this disparity involves strategies to activate learners' hidden competence and maximize their speaking abilities Focusing on methods to bridge the gap helps learners utilize their full language potential, leading to more successful and fluent communication.
Speakers do not always produce grammatically correct utterances or use perfectly chosen vocabulary, but they can often recognize their mistakes upon reflection According to Cook (1989), when asked to review and evaluate their own speech, individuals are more likely to identify errors and discrepancies in their language use This self-awareness plays a crucial role in language development and learning.
Spoken language occurs in real-time, requiring immediate production and processing without the opportunity for editing or restructuring, unlike written communication During conversation, speakers often lack time to pause and reflect, as speech happens spontaneously Additionally, in spoken discourse, there is no chance to step back and view the conversation in a spatial or diagrammatic way, highlighting the on-the-fly nature of spoken communication.
Noam Chomsky, a renowned American linguist, explains that many native speakers make errors when speaking, despite having a perfect command of their language’s grammatical rules, vocabulary, and sound system He emphasizes that this perfect knowledge is referred to as "competence." Chomsky distinguishes between language competence—what speakers know about grammar—and performance—the actual speech or language use in real situations He attributes common speaking errors to psychological factors such as memory limitations, distractions, hesitations, and changes in sentence direction, which cause a faulty representation of linguistic competence in actual practice.
Learners’ language performance encompasses both written and spoken skills, reflecting their ability to effectively apply their knowledge Language competence involves understanding grammar and vocabulary, but true proficiency is demonstrated through how accurately and extensively they can use this knowledge in real-world speaking and writing situations.
There is a significant gap between language learners' competence and performance, primarily rooted in their practice methods This gap explains why students often struggle with speaking, as it results from either the natural discrepancy between knowledge and real-life use or inadequate learning approaches Many learners excel in grammar, vocabulary, and reading comprehension but lack confidence and skill in active communication because they focus predominantly on receptive skills like reading while neglecting productive skills such as speaking Therefore, language teachers must focus on habitualizing students' speaking abilities and strategies to bridge the gap between their language competence and actual performance for more effective language acquisition.
Effective communication in a target language is a fundamental goal for language teachers, prompting the need to understand what communicative competence entails Communicative competence includes various components such as grammatical knowledge, sociolinguistic understanding, and strategic skills, which collectively enable learners to use language appropriately in different contexts Additionally, successful communicative activities rely on key elements like clear objectives, authentic materials, and meaningful interaction to foster real-life language use By exploring these aspects, educators can develop effective teaching strategies to enhance learners' ability to communicate confidently and accurately in the target language.
Communicative competence is defined as the ability to use a language effectively and appropriately in various social contexts, involving more than just grammar knowledge According to Richards, John Platt, and Heidi Platt (1993), it encompasses three key components: mastery of grammar and vocabulary, understanding the social rules of speech such as how to start and end conversations and appropriate topics for different situations, and the ability to use and respond to various speech acts like requests and apologies Ellis (2000) further explains that communicative competence is the internalized knowledge that enables language users to understand and produce meaningful messages, highlighting its importance for effective communication.
Bygate (1987), as cited by Nunan (1992), emphasizes the interactional nature of spoken language, distinguishing between motor-perceptive skills—focused on correctly using language sounds and structures—and interactional skills, which involve applying these skills for effective communication He highlights that language learners must develop not only interaction management skills, such as knowing when and how to take the floor, introduce or change topics, invite others to speak, and appropriately terminate conversations, but also negotiation of meaning, which is crucial for successful and meaningful communication.
It refers to the skill of making sure the person you are speaking to has correctly understood you and that you have correctly understood him or her
To become a truly effective oral communicator in another language, it is essential to develop key prerequisites such as linguistic, sociocultural, and discourse competencies According to Muurcciia Anand and OlOlsshhttaaiinn (2000), these competencies are vital for improving oral communication skills Mastering discourse knowledge across these areas helps learners navigate various communicative contexts, enhancing their ability to speak confidently and accurately in a foreign language.
Knowing the vocabulary relevant to the situation
Ability to use discourse connectors such as well; oh; I see; okey
Ability to use suitable “opening phrases” and “closing phrases” such as
Excuse me or Thank you for your help
Ability to comprehend and use reduced forms (reducing vowel sounds is particularly important in English)
Knowing the syntax for producing basic clauses in the language
Ability to use the basic intonation-or tone-patterns of the language
Ability to use proper rhythm and stress in the language and to make proper pauses
Awareness of how to to apply Grice’s maxims in the new language
Knowing how to use the interlocutor’s reactions and input
Awareness of the various conversational rules that facilitate the flow of talk
Communicative competence is a key factor in determining speaking ability, but it is not the only essential component for language proficiency According to Scarcella and Oxford (1992), additional competences such as grammatical, sociolinguistic, discourse, and strategic skills also play vital roles in enhancing language mastery These competencies collectively contribute to a comprehensive understanding and effective use of the language, as illustrated in the accompanying diagram.
(Scarcella and Oxford, 1992: 154) Diagram 2.2: Speaking proficiency
Effective communication in a foreign language does not require perfect linguistic proficiency; instead, various factors, including pragmatic and sociocultural understanding, play a crucial role Many individuals can successfully communicate orally with minimal language knowledge by leveraging these contextual and cultural factors Overall, linguistic competence is just one aspect of language learning, and practical communication depends significantly on sociocultural and pragmatic skills.
Strategic competence Use of communication strategies (for example gestures, circumlocation, topic selection) when words are unknown; use of conversation management strategies
Sociolinguistic competence Appropriate use of language (including register, speech acts, intonation)
Discourse competence Coherence in speech Cohesion in speech
Many EFL theorists and teachers emphasize the importance of traditional yet effective oral communicative activities According to Nolasco and Arthur (1988), these activities are characterized by their focus on enhancing spoken communication skills, promoting active student participation, and providing authentic language practice Incorporating such activities into language instruction can significantly improve learners' fluency and confidence in real-life conversational contexts.
Communicative activities involve using language purposefully to foster a desire to communicate These activities create a "gap"—such as a need for information, sharing opinions, expressing emotions, or reasoning—that students are motivated to bridge By addressing this gap, learners are encouraged to actively engage and develop their language skills in meaningful contexts.
They encourage students to be creative and contribute their ideas
They focus on the message and the students concentrate on “what” they are saying rather than “how” they are saying it
The students work independently of the teacher
Based on the above characteristics, different kinds of oral communicative activities may be introduced:
Testing speaking
My research primarily focuses on assessing speaking ability through rigorously designed tests The evaluation criteria used to measure learners’ speaking skills are crucial in determining how effectively a speaker communicates Ensuring the reliability and validity of speaking assessments is essential for obtaining accurate and meaningful research results Therefore, this study aims to explore objective, communicative, and effective methods for testing speaking skills, contributing to better language assessment practices.
I would like to mention criteria for testing learner’s speaking ability Skehan
According to 1998, the purpose of a second language speaking test is similar to a driving test, as it systematically gathers evidence through elicitation techniques or tasks to support inferences about a learner’s speaking abilities However, Hughes (1996) notes that measuring language abilities is inherently challenging, and we cannot expect the same level of accuracy as physical sciences, emphasizing the complexities involved in assessing language proficiency.
Language testers have long struggled with a lack of consensus on assessment criteria, particularly when trying to incorporate speaking into quantitative psychometric frameworks As Skehan highlights, one of the main challenges is that "speaking" is a complex and difficult construct to define, which complicates the development of reliable and valid speaking tests.
Speech is a complex communication skill that encompasses pronunciation and intonation, accuracy and fluency, as well as strategic approaches It can also be viewed as a form of interaction, analyzed through pragmatics or discourse analysis In everyday conversations, all these elements are essential for effective and meaningful communication.
Effective communication relies on five key components, each contributing equally to overall success According to language testers, fluency, accuracy, pronunciation, vocabulary, and task completion each account for 20% of the assessment Focusing on these elements can significantly improve speaking skills and communication effectiveness For more details, visit ESL Gold's speaking testing guidelines at http://www.eslgold.com/speaking/testing_speaking.html.
Equal distribution of these components highlights that both linguistic competence and sociolinguistic, strategic, and discourse skills are crucial for effective oral communication This approach demonstrates that communication success relies on a comprehensive blend of competencies rather than language ability alone To assess these skills, I designed and conducted a speaking test with 11th-grade students at NTHS, comparing experimental and control groups after a 16-week intervention to measure their overall communicative achievement.
2.4.2 Reliability and validity of a speaking test
A successful speaking test is one that is both valid and reliable, ensuring accurate assessment of candidates' abilities To achieve this, tasks must represent a comprehensive sample of the oral skills expected from candidates These tasks should elicit genuine behaviors that accurately reflect candidates’ speaking proficiency and allow for consistent, valid scoring Ensuring validity and reliability in task design is essential for meaningful and trustworthy speaking assessments.
A reliable speaking test is essential for accurate language assessment Since human behavior tends to vary even under seemingly identical conditions, a student may score 86 out of 100 today but may not achieve the same score on a different day This variability suggests that complete trust in any set of test scores can be challenging However, according to Hughes (1996), it is still possible to develop dependable assessments by implementing standardized testing procedures and consistent evaluation criteria.
Effective test construction, administration, and scoring are essential to ensure that the obtained scores reliably reflect students' true abilities A reliable test produces consistent results, meaning scores are likely to be similar if the test is administered to the same students under the same conditions on different occasions The higher the similarity in scores across administrations, the greater the test's reliability, indicating accurate measurement of student ability.
To ensure the reliability of a test, it is essential to have two sets of scores for comparison The test-retest method involves having the same group of subjects complete the same test twice, providing a basis for assessing consistency However, this approach has several drawbacks, including potential memory effects and altered responses due to repeated testing Despite its widespread use, the test-retest method may not always provide an accurate measure of a test's reliability due to these limitations.
Conducting a second test too soon after the initial assessment can lead to subjects remembering their previous responses, which increases the likelihood of repeating the same answers This memory effect causes the test's reliability to appear artificially inflated, potentially skewing the results To ensure accurate and valid measurements, it's essential to space out repeated testing sessions appropriately, minimizing recall bias and obtaining true assessments of consistency Proper timing between tests enhances the validity of results and maintains the integrity of the testing process.
When the interval between two test administrations is too long, candidates may forget previous material, leading to an artificially lowered reliability coefficient Consequently, most testers prefer the split-half method over multiple testing to assess reliability The split-half approach involves dividing the test into two equivalent halves and scoring each separately, then calculating a reliability coefficient as if the test were taken twice A key requirement for this method is ensuring that the two halves are truly equivalent in content and difficulty Alternatively, the alternate form method involves designing different but equivalent versions of the test for candidates, providing another reliable way to assess test consistency.
A valid speaking test accurately measures the language skills it intends to assess, ensuring meaningful and reliable results (Hughes, 1996) Test validity encompasses content, construct, and face validity, each playing a crucial role in evaluating the test’s effectiveness Content validity requires the test’s content to be representative of the language skills and structures it aims to evaluate, which necessitates defining specific skills and structures early in the test development process Construct validity involves ensuring the test accurately measures the underlying language constructs it claims to assess, confirming that the test aligns with theoretical concepts of language ability.
Construct validity is essential to ensure that a test or testing technique accurately measures the specific ability or trait it is designed to assess The term “construct” refers to the underlying skill or quality hypothesized in a theory of language ability Demonstrating construct validity confirms that the test effectively evaluates the intended language skills, making it a reliable tool for language assessment.
A test is considered to have face validity if it appears to effectively measure what it is intended to assess (Hughes, 1996: 27) In my research, content validity is the key focus for the achievement test I develop for both groups, ensuring that the test accurately reflects the intended learning objectives Additionally, coefficient figures are used to evaluate reliability, which is essential for establishing the consistency and dependability of the test results.
In short, both reliability and validility are supportively proved through coefficient figures counted in the following formula:
Rxy= Pearson product-moment correlation coefficient
X = each student’s score on test X
Y = each’s sudent’s score on test Y
N = the number of students who took the two tests (Brown, 2005: 143)
Research design
This study employs both quantitative and qualitative research methods to ensure comprehensive and valid results According to Creswell (1994), quantitative research involves testing theories using numerical data and statistical analysis to validate predictive generalizations about social or human phenomena Conversely, Krathwohl (1995) states that qualitative research describes phenomena in words, focusing on understanding experiences and contexts Wiersma (1995) explains that qualitative research is inductive, deriving general conclusions from specific situations, while quantitative research is deductive, applying general principles to specific cases Quantitative studies tend to have structured, prescriptive designs and emphasize numerical data for valid interpretation through comparison and analysis Combining these methods in this study enhances objectivity, increases validity and reliability, and strengthens the persuasiveness of the findings.
There are two groups of subjects in my study: Vietnamese teachers of English and 11 graders at NTHS in Trang Bang District, Tay Ninh Province
The first group of subjects includes 8 Vietnamese teachers of English with their age and gender as follows:
Table 3.1: Information on teachers’age and gender
They are teaching English for 30 classes, each of them has to be responsible for 2 grades in a school-year: either grade 10 and 11 or grade 11 and 12 or 10 and 12 or grade 11 and 12
Table 3.2 provides essential background information on eight teachers, including their years of teaching experience, highest degree attained, and current positions at NTHS These details help explain factors influencing the quality of English speaking classes, highlighting how experienced and well-qualified educators contribute to more effective English speaking skill development Understanding teachers' backgrounds is crucial for improving English language instruction and enhances the overall teaching approach at NTHS.
Under 1 2-5 5-10 10-15 Over 15 total % total % total % total % total %
B.A (In-service training) total % total % total % total % total %
Both English teacher and administrator
Both English teacher and form teacher
Both teach English and do other jobs total % total % total % total %
Table 3.2: Information on teachers’ background
Most of the teachers in the study have over 15 years of experience teaching English, indicating a highly experienced teaching staff While only 2 out of 8 teachers hold a Bachelor's degree from full-time training, the remaining 75% have completed their qualifications through distance or in-service training Additionally, the majority of these educators juggle dual responsibilities, with 6 out of 8 serving both as English teachers and form teachers This dual role is particularly demanding in high schools, requiring significant time and effort to understand each student's academic progress and personal background.
The study involved two student groups: a controlled group (Group A) and an experimental group (Group B) Group A consisted of 11A6 students from the 2008-2009 school year, while Group B included 11A4 students Both groups used "Tieng Anh 11" as their primary English textbook, ensuring consistency in instructional materials for accurate comparison.
Table 3.3 below shows that both of the two groups include students of the same age range: they are in their 17 (43 students in class 11A4 accounting for 95,6%;
44 students in class 11A6 accounting for 97,8%) Almost all of them have been studying English for 7 years and following a new series of the new textbook from
Tieng Anh 6 to Tieng Anh 11 In class 11A4, female students account for 55,6 %
(25/45) whereas in class 11A6, female students take up 48,9 % (22/45)
Age Gender Years of learning English
The study's findings are based on responses collected through questionnaires administered to both teachers and students Additionally, speaking skills were assessed individually at the conclusion of the experimental period to evaluate student progress.
The bilingual questionnaire ensures clear communication and accurate data collection from teachers It comprises two main sections: background information and their perspectives on teaching English speaking skills The questions aim to explore current teaching methods, specifically how teachers utilize textbook speaking activities in a communicative manner Their responses provide valuable insights into whether teachers at NTHS effectively implement communicative speaking activities and identify if they require guidance to modify textbook tasks, enhancing students' ability to communicate confidently in English.
Each question in part II is to investigate:
Teachers’ attitudes toward teaching English speaking skill (Question 1)
Teachers’ awareness of the existence of communicative need in speaking activities and their intention of creating it in their own tasks (Question 2 and 4) Teachers’ frequency of
modifying speaking activities in the textbook (Question 3)
creating “information gap” for speaking activities (Question 5)
creating tasks for students to fulfill (Question 6)
using games in teaching speaking (Question 7)
using roleplays in teaching speaking (Question 8)
Teachers’ other techniques in using communicative activities (Question 9) Teachers’ difficulties in teaching English speaking skill (Question 10)
The student questionnaire, written in Vietnamese for easy understanding, aims to gather insights on two key aspects: firstly, to identify meaningful differences between Group A and Group B in their perceptions and reactions to speaking activities—Group A uses standard textbook speaking exercises, while Group B engages with newly-modified tasks incorporating "communicative needs" and principles of activity modification; secondly, to determine whether Group B demonstrates a higher level of English speaking proficiency compared to Group A, based on their responses and engagement with the modified speaking tasks.
A in terms of time, and whether group B is more successful in communication than group A
Each question in part II in the questionnaire is to find out:
Two groups of student subjects’ perceptions of and reactions to:
Learners’ success in making themselves understood (Question 6)
.Students’ average talking time in speaking classes (Question 7)
Learners’ difficulties in speaking classes (Question 8)
To conduct an effective speaking achievement test, I follow a three-step process First, I establish clear criterial levels to ensure accurate score judgments Second, I create a comprehensive scoring table for both student groups to facilitate statistical recording and analysis of scores Lastly, I select "interaction with peers" as the primary method for assessing speaking skills.
Criterial level - See Appendix 6 for more details
From a communicative language teaching perspective, the primary goal of language learning is effective communication, emphasizing both fluency and accuracy While accuracy is important, in some situations, achieving fluency is prioritized to ensure that the intended message is understood between speaker and listener Although both fluency and accuracy are equally important in my evaluation criteria, the comparison of achievements between Group A and B focuses primarily on fluency and task completion, as detailed in the scoring table in Appendix 6.
Contents of test and ways of testing
Ensuring both validity and reliability is essential when conducting a speaking test A valid speaking test accurately measures the intended language skills, ensuring the test content aligns with what is being assessed Reliability, on the other hand, requires that students’ scores are consistent over multiple administrations, meaning their results should be similar each time they take the test Therefore, designing effective speaking assessments involves carefully selecting appropriate test content and implementing reliable scoring methods to ensure accurate and dependable results.
To ensure the validity of my speaking test, I design its content based on textbook items mandated by the Ministry of Education and Training, focusing on real-life situations The speaking questions are structured as task-based activities that candidates are required to complete, demonstrating their practical language functions The test incorporates an information gap by providing different cards to each candidate, promoting authentic communication The primary format of the test emphasizes peer interaction, ensuring an engaging and effective assessment of speaking skills.
To ensure the speaking test is reliable and objective, it is essential to have two examiners independently assess each student After all assessments are completed, the examiners collaborate to determine the final score by calculating the mean of their individual ratings This approach enhances fairness and consistency in the evaluation process.
Appendix 1 outlines the design of different language test cards, labeled A or B, for each peer pair, guiding examiners to assess speaking skills effectively Pairs are intentionally matched based on language abilities, with average students paired together to ensure fair evaluation It is important to avoid pairing two weak students, while pairing a strong student with a weaker one can provide a balanced assessment This structured pairing approach enhances the accuracy and fairness of speaking skill evaluations in language testing.
A and B are attached together for each test labelled from 1 to 8 Each pair will choose one of them at random
The research starts from the beginning of the second semester, school year 2008-
At first, a questionnaire is used to investigate the current ways of teaching speaking skill which Vietnamese teachers of English at NTHS are employing
The questionnaire aims to assess teachers' use of communicative activities and their awareness of "communicative needs" in teaching speaking skills It is distributed to Vietnamese English teachers at the end of regular staff meetings and can be completed within just thirty minutes This study highlights the importance of understanding how educators incorporate communicative approaches to enhance speaking proficiency in the classroom.
A total of 90 grade 11 students are divided equally into two groups, A and B, for a 16-week speaking skills experiment Group A follows the standard speaking activities outlined in the textbook, while Group B engages in modified tasks that incorporate "communicative need" and apply principles of designing effective communicative activities This comparative study aims to evaluate the impact of communicative-focused tasks on students' speaking proficiency.
DATA ANALYSIS AND DISCUSSIONS 4.1 Teachers’ responses to the questionnaires
Teachers’ attitudes toward teaching English
Table 4.1: Teachers’ attitudes toward teaching English speaking skill
As Table 4.1 shows, 5 teachers (62,5 %) find the teaching speaking skill very important and the rest 3 (37,5 %) think it important On the whole, speaking skill
Total 8 100.0 is thought to be worth teaching among Vietnamese teachers of English at NTHS Such a breakthrough in thoughts toward teaching a foreign language as a means of communication has been implanted in the teachers’ mind, which has great influence on their focus when English is taught.
Teachers’ awareness of the existence of communicative
Table 4.2: Teachers’ awareness of the existence of communicative need in speaking
Teachers’ intention of creating communicative need for
Most teachers recognize the importance of communicative needs in speaking activities, with 75% always being aware of this aspect They consistently evaluate whether an activity is truly communicative, demonstrating a strong understanding of effective English speaking instruction The remaining teachers occasionally consider the communicative aspect, indicating that overall, teachers possess a positive and practical approach toward integrating communicative principles into spoken language teaching This suggests a solid, teacher-centered awareness of the significance of communicative skills in English education.
4.1.3 Teachers’ intention of creating communicative need for speaking activities
Question 3 in part II probes teacher’s frequency of modifying speaking activities in the textbook and the results are presented as follows:
Table 4.3: Teachers’ frequency of modifying speaking activities
According to Table 4.3, 75% of teachers modify the designed speaking activities in the textbook to better suit their teaching context These modifications demonstrate that, beyond focusing on communication skills—as indicated in Table 4.2—teachers also aim to create a communicative need that encourages student interaction The detailed results of these modifications are presented in Table 4.4.
Table 4.4 :Teachers’ intention of creating communicative need
According to recent data, 75% of teachers consistently aim to create communicative needs in their lessons, fostering meaningful speaking opportunities Additionally, 25% of educators occasionally focus on developing these skills during speaking activities This indicates a strong overall trend towards teaching language skills through a communicative approach, emphasizing real-life communication and student engagement.
Teachers’ frequency of using oral communicative
Teachers report infrequent use of popular communicative activities such as information gap tasks, discussions, problem-solving exercises, games, and role plays Instead, they tend to modify pre-designed textbook activities rather than incorporate these engaging methods into their lessons The survey results illustrating teachers' responses are detailed in Table 4.5.
Choices Always Sometimes Rarely Never
Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage Information gap 0 0 1 12,5 2 25 5 62,5
Table 4.5: Teachers’ frequency of using oral communicative activities in teaching
According to the data presented in Table 4.5, only 12.5% of teachers occasionally or rarely incorporate activities such as information gaps, tasks, games, or role-plays into their classroom lessons Conversely, a significant majority—75% of teachers—never utilize these engaging pedagogical strategies, indicating limited use of interactive methods in their teaching practices.
Teachers at NTHS generally recognize the importance of communicative activities in teaching English speaking skills; however, they often lack the practical ability to modify and effectively implement these activities in their classroom teaching.
Teachers’ other techniques in using communicative
Item 9 in the questionnaire in part II is to ask whether the teachers use other techniques to create information gap, the results of data collected are recorded as follows:
Use different flashcards/ worksheets for different students 4 50 Give students chances of exchanging personal information 4 50 Change partners for pairwork when necessary 0 0 Table 4.6: Teachers’ other techniques in using communicative activities
According to Table 4.6, four teachers utilize various flashcards or worksheets to facilitate their speaking classes, enhancing student engagement Half of the teachers provide opportunities for students to exchange personal information, promoting interactive speaking practice However, none of the teachers change students’ partners, indicating a reliance on fixed pairs throughout the lessons These findings suggest that teachers may lack the skills to effectively create information gap activities, which are essential for developing speaking skills and fostering communicative competence in language learning.
Teachers’ difficulties in teaching English speaking skill
Table 4.7 shows teachers’ difficulties in teaching English speaking skill to students:
Teachers’ difficulties in teaching speaking skill Frequency Percentage
Students don’t like speaking English 1 13
Students are so bad at grammar 4 50
Students are so bad at vocabulary 5 63
Students are not in the habit of speaking English 7 88
Students’ pronunciation is rather poor 5 63
Topics suggested in textbook are not interesting 2 25 Speaking skill is not included in tests and exams 7 88 Designed activities in textbook are not communicative 7 88
Table 4.7: Teachers’ difficulties in teaching English speaking skill
According to Table 4.7, over half of the teachers believe that challenges in teaching English speaking skills primarily stem from students’ inadequate grammar, vocabulary, and pronunciation, reflecting their linguistic competence issues Similarly, students acknowledge these same difficulties, highlighting that language proficiency remains a key barrier to effective English speaking development (see Table 4.9 for detailed insights).
Most Vietnamese students, including those at NTHS, lack an English-speaking environment, which contributes to 88% of teachers observing that students are not in the habit of speaking English To address this issue, teachers should create opportunities for students to be exposed to English in the classroom by using simple language in various situations, encouraging active participation Establishing a non-threatening and fun classroom atmosphere can significantly enhance students’ willingness to speak, as enjoyable activities foster engagement and reduce language anxiety Additionally, teachers who maintain a friendly, supportive, and humorous demeanor can further motivate students to practice English with confidence.
According to Table 4.7, 88% of teachers believe that students struggle with learning English speaking skills primarily because it is not included in tests and exams, a view supported by students themselves (see Table 4.8) Due to time constraints, directly including speaking in assessments may not be feasible; instead, teachers can assign oral marks during speaking classes to motivate students, as high school marks serve as a key motivation To prevent adding unnecessary pressure, these marks should be encouraging, and continuous assessment is an effective strategy to monitor and improve students’ speaking progress and achievement.
According to Table 4.7, only 25% of teachers believe that the textbook topics are not engaging enough for students, while 88% of teachers find the designed speaking activities lack communicative effectiveness, limiting students’ ability to engage in real-life conversations Students in group A also perceive the communicative situations as artificial, indicating a gap between the activities and authentic language use This data highlights the necessity of modifying or adapting speaking activities in the textbook to improve English speaking skills among 11th-grade students at NTHS, ensuring more authentic and engaging communicative practice.
Conclusions
From the above findings, it can be concluded that:
Most Vietnamese English teachers at NTHS prioritize teaching speaking skills through a communicative approach, recognizing its importance in language proficiency They focus on enhancing communication by modifying textbook activities to promote real-life conversational practice, ensuring students develop practical speaking abilities.
(2) However, teachers fail to create information gap through a number of suggested ways and rarely use communicative need in their practical teaching
(3) The ready-designed speaking activities in Tieng Anh 11 badly need modifying in a communicative way
Therefore, I believe that the findings of how to teach English speaking skill communicatively from this thesis are meaningful and significant to English teaching and learning at NTHS.
Students’ responses to the questionnaire and scores of the speaking test
This section analyzes the survey responses and speaking test scores of two groups of 11th-grade students at NTHS, providing insights into their communicative abilities The findings are used to discuss key principles for modifying communicative activities to enhance language learning Additionally, effective strategies for implementing these activities in English speaking classes are examined to improve student engagement and speaking proficiency.
4.2.1 Students’ responses to the questionnaire
4.2.1.1 Students’ attidutes toward learning English speaking skill
Question 3 in the first part of the questionnaire for students probes their attitudes toward learning English speaking skill It can be interpreted from the results indicated in Table 4.8 that the majority of both groups belittle the skill (66.67% in group A and 71.11% in group B think that speaking skill is less important) whereas only some of them find it very important and important In other words, the students themselves are not fully aware of the importance of speaking skill in learning a foreign language, which is considered a popular phenomenon among high school students
Table 4.8: Students’ attitudes toward learning English speaking skill
Many students underestimate the importance of developing English speaking skills because these skills are not yet included in official tests and exams While awaiting reforms from DOET and MOET, teachers should proactively raise awareness among students about the vital role of speaking in language learning, as communication is a key goal of learning a foreign language, especially with English now being a global lingua franca To enhance speaking proficiency, teachers can design engaging and effective lesson plans that make speaking activities enjoyable and comfortable, encouraging students to participate actively When students experience success in speaking, they become more motivated to improve, ultimately understanding why mastering speaking skills is essential for effective communication in English.
4.2.1.2 Students’ perceptions of and reactions to speaking classes
Figure 4.1 highlights a significant difference in students' perceptions and reactions to the speaking class between two groups Most students in Group B find their speaking class very interesting or interesting, whereas many students in Group A feel it is quite interesting or not interesting at all This disparity can be attributed to the fact that Group B's classes incorporate more communicative activities and teach speaking skills from a communicative perspective, leading to higher student engagement and satisfaction.
Figure 4.1: Students’ perceptions of and reactions to speaking classes
4.2.1.3 Group B’s perceptions of and reactions to games used
When students in group B are asked about games used in their speaking class, 81
A significant percentage of students find the games used in their speaking classes to be very interesting, with 12% of students believing the games are interesting Only a small number of students feel that these games are quite interesting or not interesting at all This indicates that gamified activities in speaking lessons are generally perceived positively by learners, enhancing engagement and motivation Incorporating such games can effectively improve students' speaking skills and make language learning more enjoyable.
Figure 4.2: Group B’s perceptions of and reactions to games used
Games have been proven to be highly effective in teaching English speaking skills, especially for high school students who are energetic and enjoy engaging activities As teenagers, they are naturally receptive to various forms of games, which enhance their language learning experience A wide range of games are recommended in many teachers’ resources, providing diverse options to motivate students When integrating games into English speaking instruction, educators should consider key aspects such as age appropriateness, communicative focus, and opportunities for real-life language use to maximize learning outcomes.
1 A variety of functions of English can be practiced through games We should design games in such a way that the target functions of English are included
2 Rules for the games should be explicit and teachers should make sure that all students are clear about them Teachers’ demonstration can help a lot Teachers should try to be fair when giving marks and deciding who will win and who will lose Besides, they should keep the class under control by some particular regulations because students may become uncontrolable and make too much noise when playing games (See Lesson plan 4- Appendix 3 for an example)
4.2.1.4 Group B’s perceptions of and reactions to roleplays used
Students in the experimental group are also asked about their perceptions of and reactions to roleplays used and the results of data collected are presented in the following figure:
Figure 4.3: Group B’s perceptions of and reactions to roleplays used
Most students enjoy roleplays, with 58% finding them very interesting and 23% considering them interesting, indicating broad student engagement Roleplay, as defined in Section 2.3.2 of Chapter Two, involves simulating real-life situations in the classroom to enhance learning Students at NTHS particularly find it enjoyable to assume different roles and scenarios, which fosters active participation From practical teaching experience, it’s important for teachers to consider certain aspects when incorporating roleplays to maximize their effectiveness.
1 Learners in roleplays may have difficulties in imagining something beyond their knowledge “The situation we use for roleplay should be as far as possible within the experience of students In general, the more familiar a role or a situation is, the easier it will be” (Doff, 1998: 232) Therefore, daily and familiar situations are the first considerations to take when designing a roleplay Some familiar roles such as shop assistant- customer, interviewer-interviewee, doctor-patient, parents-children, teachers-students, waiter/ waitress- customers, and the like may be included in roleplays
2 Students are sometimes too shy to act the role of another person or it is hard to imagine saying something unreal about themselves Teachers can mend the problem by giving a good demonstration and clear prompts to guide them to what to say, what to do in a roleplay A shy student should be matched with a confident student to avoid a nothing-to-say situation (See Lesson plan 3- Appendix 3 for an example)
4.2.1.5 Students’ perceptions of and reactions to communicative situations
According to Figure 4.4, a significantly higher number of students in Group B believe that the classroom situations are realistic and feel a genuine need to speak English In contrast, most students in Group A perceive the scenarios as artificial and unnatural, which hinders their confidence and comfort in speaking English This highlights the positive impact of real-life context on students' motivation and willingness to communicate in English.
Figure 4.4: Students’ perceptions of and reactions to communicative situations
As I have mentioned in Section 2.2 in Chapter Two, there are a number of differences between speaking in real life and speaking in classroom, which mainly pointed out that speaking in real life is authentic whereas it is quite artificial in classroom It is the communicative need in real life speaking that urges both the speaker and listener to carry out a conversation to satisfy it Therefore, creating a communicative need for a classroom speaking activity is a prerequisite principle In so doing, I think we can:
Encouraging students to exchange their personal information fosters meaningful discussions, as each individual brings unique experiences that create a natural information gap This activity leverages students’ intrinsic desire to share, making it an engaging and relevant way to enhance communication skills Specifically, NTHS students, particularly in group B, show a strong interest in talking about themselves, finding it both easy and relevant, which further motivates participation and conversation.
3 for an example) From my practical teaching, I also draw out the following notice possibly for teachers to take when using this activity :
1 The kind of interaction is for exchanging personal information Topics suitable are hobbies, family lives, likes and dislikes, past experiences, personal opinions on a problem, etc In general, topics which can be seen differently from person to person are perfect for this kind of practice
2 Functions of English like asking for information (Wh-questions), asking for repetition, expressing opinions are best for this type of English practice
3 Peers of a pairwork should be carefully matched because partners who are close friends or have sat next to each other for a long time do not have much personal information to exchange A boy and a girl in a pair is advisable because there is at least some difference in gender which they are eager to share Boys and girls usually have different ideas, which makes the conversation more controversary The match is more effective when pairs discuss their own ideas on a problem