INTRODUCTION
RATIONALE
English is a crucial subject in Vietnam's education system, encompassing listening, speaking, reading, writing, and grammar As Dawson (1985) emphasizes, grammar is fundamental to mastering a language and effective communication Despite its importance, many students find grammar dull and struggle to apply their knowledge in real-life contexts This raises questions about how to engage students in grammar lessons and enhance their communicative competence Li (1984) highlights that communication arises from a need to convey information or ideas, suggesting that teachers should create authentic situations to facilitate real communication.
As an English teacher at Ladec College in Ho Chi Minh City, the author recognizes that her students face common challenges in learning grammar Through her observations and experiences, she has discovered that while there is no single "best" method for teaching grammar, incorporating communicative activities can significantly enhance the effectiveness of grammar lessons Consequently, she has undertaken a study titled “A Study on Using Communicative Activities in Teaching English Grammar to Freshman Students at Ladec College, Ho Chi Minh City.”
AIMS OF THE STUDY
This study explores the perceptions of both teachers and students regarding the use of Computer-Assisted Language Learning (CALL) in teaching and learning English grammar at Ladec College It examines the current reality of grammar instruction through CALL and offers suggestions for enhancing its effectiveness for freshman students.
RESEARCH QUESTIONS
There are three research questions raised in the study:
What are students’ and teachers’ perceptions of teaching and learning English grammar using CAs?
How were CAs used in teaching English grammar at Ladec College, Ho Chi Minh City?
What suggestions should be presented to improve using CAs in teaching English grammar at Ladec College?
SCOPE OF THE STUDY
The author carries out this study on 92 freshman students and 4 English teachers using communicative activities in teaching English grammar at Ladec College in Ho Chi Minh City.
THE ORGANIZATION OF THE STUDY
Besides the abstract, references and appendices, the thesis comprises of five main Chapters:
This chapter discusses the rationale, aims, scope, methods and design of the study
- Chapter 2, “Literature Review and Theoretical Background”
This chapter provides an overview of previous research and theoretical foundations relevant to the thesis, including the definition of teaching grammar, the significance of grammar in the learning and teaching process, the principles of Communicative Language Teaching (CLT), Contrastive Analysis (CAs), and the methodologies for teaching and learning English grammar at Ladec College.
This chapter formulates the methodology and procedures of the study It describes the research methods, instruments and study participants
This chapter presents the study's findings by analyzing the collected data and offers recommendations for both teachers and students on effectively utilizing CAs in English teaching and learning at Ladec College.
This chapter summarizes the key findings of the study, discusses their implications, acknowledges the study's limitations, and proposes avenues for future research Additionally, the author offers some critical analyses for English teachers at Ladec College.
LITERATURE REVIEW AND THEORETICAL
LITERATURE REVIEW
The Communicative Approach (CLT) originated in the early 1970s through the efforts of experts from the Council of Europe Following its implementation, numerous English textbooks were created to align with the communicative syllabus Consequently, an increasing number of researchers began to explore the application of CLT in grammar instruction.
Friederike Klippel's "Communicative Fluency Activities for Language Teaching" (1985) offers 123 activities designed to empower teachers to tailor their approaches to the specific needs of their students Despite being published years ago, the book continues to be a valuable resource for educators today Additionally, Jack Richards' work on communicative language teaching (2006) provides further insights and knowledge about communicative approaches and activities, enhancing the understanding of effective language teaching methods.
José López Rama and Gloria Luque Agulló (2012) reviewed the evolution of grammar over the past fifty years, focusing on its changing role in communicative language teaching (CLT), post-communicative approaches, and the Common European Framework (CEF) Their research highlighted controversial issues regarding the pedagogical value of grammar instruction, particularly questioning its necessity in the classroom and the most effective methods for teaching it.
Cathy Chiu Yin Wong and Mirta Barrea-Marlys (2012) conducted a study exploring the perceptions and classroom practices of second language (L2) teachers regarding grammar instruction within the framework of communicative language teaching (CLT) Their research highlights the significance of grammar in enhancing communicative competence among learners.
Although it has been awhile since these studies were conducted, today's teachers use them as a useful teaching method guideline
Harmer (2001) distinguished very clearly the distinction between CAs and non
- CAs Thanks for that, teachers can select correct types to apply in teaching
Not only foreign researchers but also Vietnamese researchers have written a lot on Communicative Language Teaching and the use of CAs
Vuong Thi Hai Yen (2008) conducted a study on the challenges teachers face in implementing communicative grammar instruction for Ethnic Minority students at Ha Giang Medical Secondary School The research aimed to identify the difficulties encountered by both teachers and students in teaching and learning grammar communicatively, and to propose solutions to alleviate these challenges The findings indicate that while teaching grammar through communicative methods is effective, teachers must address these difficulties to enhance the success of their grammar lessons.
Tran Thi Thu Hien (2011) conducted research on the use of oral activities to teach grammar communicatively to first-year non-English major students at Vietnam University of Commerce The study aimed to identify effective methods for teaching and learning grammar within the communicative approach Hien highlighted the existing challenges faced by teachers when implementing oral activities in grammar instruction and proposed potential solutions to address these issues.
Dang Mai Phuong (2013) conducted a study on the implementation of communicative activities in teaching grammar to first-year non-English major students at Van Xuan University Her research identified the challenges these students encountered during communicative activities and proposed various strategies to enhance their learning experience.
The aforementioned theses provide valuable insights for teachers in their instructional practices However, certain aspects of utilizing Classroom Activities (CAs) in grammar instruction remain underexplored This thesis aims to investigate additional dimensions of CAs in teaching English grammar tailored for first-year students at Ladec College.
THEORETICAL BACKGROUND
Traditionally, grammar teaching is seen as the presentation and practice of discrete grammatical structures According to Ellis (2006, p.84), grammar teaching is defined as:
Grammar teaching encompasses instructional methods that focus learners' attention on specific grammatical forms This approach aids in understanding these forms metalinguistically and enhances their ability to process grammar in both comprehension and production, ultimately facilitating internalization.
According to Widodo (2006), there are two approaches that can be applied to teaching grammar They are deductive approach and inductive approach
In a deductive approach, the teacher introduces a grammar rule followed by examples demonstrating its application Learners then engage with the rule by studying and practicing the new pattern.
According to Widodo (2006, p.127), some advantages and disadvantages of deductive approach are presented as the table below:
1.The deductive approach goes straightforwardly to the point and can, therefore, be time-saving
2 A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
3 A number of direct practice/application examples are immediately given
4 The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition
5 It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style
Disadvantages 1 Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger ones
2 Younger learners may not able to understand the concepts or encounter grammar terminology given
3 Grammar explanation encourages a teacher-fronted, transmission-style classroom, so it will hinder learner involvement and interaction immediately
4 The explanation is seldom as memorable as other forms of presentation (for example, demonstration)
5 The deductive approach encourages the belief that learning a language is simply a case of knowing the rule
In an inductive teaching approach, educators begin by presenting students with examples of the grammatical structure to be learned Following practice with these examples, students are led to comprehend the underlying grammar rules, allowing them to grasp the concepts without prior exposure to the rules themselves.
According to Widodo (2006, p.128), there are some advantages and disadvantages of this inductive approach as presented below:
1 Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance
2 Learners’ greater degree of cognitive depth is
3 The learners are more active in the learning process, rather than being simply passive recipients In this activity, they will be motivated
4 The approach involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge
5 If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice
1 The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2 The concepts given implicitly may lead the learners to
Disadvantages have the wrong concepts of the rule taught
3 The approach can place emphasis on teachers in planning a lesson
4 It encourages the teacher to design data or materials taught carefully and systematically
5 The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rules
2.2.3 Overview of Communicative Language Teaching
In the 1960s, Communicative Language Teaching (CLT) emerged in the West and has since gained traction in Eastern countries over the past two decades Today, CLT is widely recognized globally, with numerous linguists and researchers exploring and defining its principles This approach encompasses various methods aimed at enabling learners to communicate effectively and meaningfully in their target language.
The 1970s and 1980s are recognized as the era of communicative teaching, a method that remains prevalent among trained educators today (Paul Davies, 2000) Furthermore, Berns (1984) emphasized that language is fundamentally an interactional and interpersonal activity, closely linked to societal relationships.
Communicative Language Teaching (CLT) is widely recognized as an effective approach to language instruction, as noted by Richard and Rodgers (2001) Howatt (1984) elaborated on this by identifying two distinct versions of CLT, emphasizing its diverse applications in language education.
The communication approach in language teaching can be categorized into a "weak" version and a "strong" version The "weak" version, which has gained traction over the past decade, emphasizes providing learners with opportunities to use English for communicative purposes, integrating these activities into broader language teaching programs In contrast, the "strong" version posits that language acquisition occurs through communication, suggesting that the focus should not only be on developing the language system itself but also on using English as a tool for learning Thus, while the "weak" version is about "learning to use English," the "strong" version involves "using English to learn it."
Brown (2001) offered six characteristics as a description of CLT:
Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic and strategic) of communicative competence Goals therefore must intertwine the organizational aspects of language with the pragmatic
Language techniques aim to actively involve learners in the practical and authentic use of language for meaningful communication The emphasis is not on organizational language forms, but on the elements that empower learners to achieve their intended purposes.
Fluency and accuracy are essential, complementary principles in effective communication To maintain meaningful engagement in language use, there are instances when fluency should be prioritized over accuracy.
Students in a communicative class need to effectively use language both productively and receptively in real-life situations beyond the classroom Consequently, classroom activities should be designed to provide students with the essential skills required for effective communication in these contexts.
Students are empowered to take charge of their learning journey by understanding their unique learning styles and developing effective strategies for autonomous learning.
The role of teacher is that of facilitator and guide, not an all knowing bestower of knowledge Students are therefore encouraged
2.2.6 The Role of Grammar in Communicative Language Teaching
Grammar rules are essential for understanding and structuring a language, making them central to language teaching and learning The role of grammar in communication has been debated, with some arguing that grammar instruction is unnecessary for language acquisition, similar to how one learns their mother tongue Others believe that focusing on communicative competence implies neglecting grammar teaching, which is often viewed as outdated However, mastering grammar is crucial for effective communication, as highlighted by Ur (1988), who states that knowledge of grammar rules, whether implicit or explicit, is vital for language mastery.
Ho (2008) likens language learning to house construction, emphasizing that both vocabulary and grammar are essential, with vocabulary serving as bricks and grammar as cement Without grammatical rules to structure words into meaningful sentences, vocabulary becomes ineffective Miscommunication can arise from incorrect grammar, highlighting that simply stringing words together is insufficient for effective communication.
In conclusion, grammar plays an important role in CLT CLT and teaching grammar has a tight relationship
Communicative grammar, as outlined by Leech & Svartvik (2003), is rooted in the communicative approach to teaching and is linked to communicative competence While the authors do not provide a specific definition for communicative grammar, they emphasize the importance of using real examples and focusing on spoken English Their approach involves less comprehensive treatment of the structural aspects of grammar, simplified terminology, and classifications Additionally, grammatical structures are systematically connected to meanings, uses, and contexts, presenting grammar in terms of notions rather than rigid structures.
Nunan (1993, p.59) shows that a communicative activity is a task which involves learners in comprehending, producing or interacting in the target language
Nowadays, communicative activities are considered a means to improve learner’s communicative competence Many people agree that communicative activities give learners the opportunity to use the target language in a communicative way
According to Littewood (1981, p.20), there are two major activity types in CLT They are functional communicative activities and social interaction activities
Pooling information to solve a problem
The purpose of these activities is to help students exchange information or meaning as effectively as possible
Role-playing through cued dialogues
Role-playing through cues and information
Role-playing through situation and goals
Role-playing through debate or discussion
These social interaction activities not only focus on the functional intention but on the appropriateness of language use
2.3 Background Information about the Current Teaching and Learning of English Grammar at Ladec College, Ho Chi Minh City
2.3.1 The Real Situation at Ladec College, Binh Thanh District, Ho Chi Minh City
Ladec College, established in July 2007, is a Vocational College of Technology with six campuses, including one in Long An province and five in Ho Chi Minh City The Binh Thanh District campus, though modest in size, features well-equipped classrooms with computers, projectors, and modern devices, along with Wi-Fi access to support management, teaching, and learning English is emphasized as a crucial subject, playing a significant role in students' academic pursuits and future careers.
METHODOLOGY
THE PARTICIPANTS OF THE STUDY
To address the research questions regarding the application of Computer-Assisted Language Learning (CALL) in teaching English grammar to freshman students at Ladec College, Binh Thanh Campus, an experiment was carried out involving both students and teachers.
Group 1 consists of 92 freshman students from three classes: 13 QTCV1, 13KTCV1 and 13CTCV1
Group 2 consists of four English teachers who, at the time data collection was conducted, were teaching at Ladec College, Binh Thanh Campus Their age is from
24 to 50 Both students’ and teachers’ names were not mentioned in the survey All teachers used communicative activities to teach English grammar.
RESEARCH METHOD
In this research, data was collected by questionnaires and interviews
Questionnaires are an effective tool for gathering standardized data from large groups of individuals, ensuring consistent information collection They facilitate the collection of statistical data, offering several advantages as noted by Ackroyd and Hughes in their 1981 work, "Data Collection in Context."
Large amounts of information can be collected from a large number of people in a short period of time and in a relatively cost effective way
Can be carried out by the researcher or by any number of people with limited affect to its validity and reliability
The results of the questionnaires can usually be quickly and easily quantified by either a researcher or through the use of a software package
Can be analyzed more "scientifically" and objectively than other forms of research
When data has been quantified, it can be used to compare and contrast other research and may be used to measure change
Positivists believe that quantitative data can be used to create new theories and / or test existing hypotheses
Due to the aforementioned advantages, the author chose to utilize questionnaires as the primary method for this study To collect relevant data, the author developed a set of questionnaires that included both closed-ended and open-ended questions These questionnaires were crafted to align with the research objectives, drawing on the author's expertise and experience Two distinct sets of questionnaires were prepared for the participants.
Each questionnaire includes three parts:
This part contains the questions about teachers' and students' perceptions of teaching English grammar using communicative activities
This part contains the questions about the reality of using communicative activities in teaching English Grammar at Ladec College
This part contains the questions about some suggestions, which can improve using communicative activities in teaching English grammar at Ladec College
Questionnaire One, designed for students, consists of 13 questions (refer to Appendix 1) and was provided in Vietnamese to facilitate comprehension among the 92 participants To maintain the integrity of the responses, students were instructed not to discuss their answers during completion and were supervised to prevent answer imitation.
Questionnaire Two is used for teachers including 13 questions (see Appendix
2) It was written in English and given to each of 4 English teachers The teachers were asked not to discuss during their completion
Informal interviews were conducted with five students to collect additional data on the use of Computer-Assisted language learning (CAs) in teaching English grammar Each respondent was asked the same set of questions in a consistent manner.
The study included five questions (refer to appendix 3) that were posed in Vietnamese to enhance students' comprehension To facilitate the expression of their thoughts, students were permitted to respond in Vietnamese Due to the time-consuming nature of interviews, only five informal interviews were conducted These interviews were recorded via mobile phone and subsequently translated into English.
To carry out this research, the author followed these steps below
- Collected data through questionnaires, interviews
- Clarified the data collected into intended items
- Described the collected data in tables and figures
- Generalized and gave comments and evaluated
To analyze the collected data, the author used both qualitative and quantitative method
The analysis of data focused on three sections of the questionnaires The first two sections were evaluated quantitatively using tables and charts, employing descriptive statistics In contrast, the final section, which comprised three open-ended questions along with data from interviews, was primarily utilized for qualitative analysis.
SUMMARY
This chapter details the methods employed in the study, including an overview of the questionnaires and the creation of the interview instrument It also describes the procedures used for data collection and analysis The subsequent chapter will present the findings derived from the study.
FINDINGS AND DISCUSSIONS
FINDINGS AND DISCUSSIONS
4.1.1 Teachers’ and Students’ Perceptions of Teaching English Grammar Using CAs
4.1.1.1 The Role of English Grammar in Teaching and Learning
The first question in the teachers' and students' questionnaire assesses the significance of grammar in the teaching and learning of English The results are illustrated in the accompanying figure.
Figure 4.1: The Role of Grammar in Teaching and Learning English
It can be seen in figure 4.1 that 100% teachers thought that grammar played an important role in teaching English
Otherwise, 97.8 % students said that grammar played an important role in learning English A few correspondence students believed it was neutral in learning (2.2%) None of students find grammar was not important (0%)
To sum up, almost teachers and students highly awaked to the importance of grammar in learning English
4.1.1.2 Difficulty Degree on Teaching and Learning English Grammar
Figure 4.2: Difficulty Degree on Teaching and Learning English Grammar
According to the data presented, a significant majority of teachers (75%) expressed that they found teaching grammar to be difficult, while 25% considered it somewhat challenging Notably, none of the teachers reported that teaching grammar was not difficult at all.
A significant majority of students, 85.9%, reported finding English grammar challenging, while 13% considered it somewhat difficult Only a minimal 1.1% of students indicated that they experienced no difficulties in learning grammar.
As the data shows, we can see that teaching and learning English grammar is difficult for both teachers and students
4.1.1.3 The Methods to Teach English Grammar
Table 4.1: The Methods To Teach English Grammar
Use CAs to teach grammar 3 74
Explain the rule and usage, then give examples
Give Examples, and then explain the rule, usage
The findings indicate that teachers predominantly employ a method of providing examples before explaining grammar rules and usage, with three teachers incorporating communicative activities (CAs) into their instruction Conversely, only one teacher utilizes a deductive approach by explaining the rules first and then providing examples A significant majority of students, totaling 86, confirmed that their teachers typically follow this example-first approach, while 74 students acknowledged the use of CAs in grammar instruction In contrast, only 33 students reported being taught grammar through the deductive method of rule explanation followed by examples Overall, the data suggests that both inductive and deductive approaches, along with communicative activities, are commonly used in grammar teaching.
In addition to the result from questionnaires, the information collected from interviews also helped confirm the information about grammar method teaching
My teacher often incorporates communicative activities, such as games and songs, into her grammar lessons, which I find enjoyable However, I notice that she typically focuses on providing examples and teaching grammar structures, which can be quite boring In contrast, I really appreciate the engaging nature of communicative activities.
My teacher teaches us grammar by example she wrote on the board
( Pham Thi Thuy F, 13 QTCV1, October, 2013)
Our teacher usually used communicative activities to teach grammar I really like
(Pham Thanh M, 13 QTCV1, October, 2013) The result collected from interviews also showed that teachers used communicative activities and inductive approach to teach grammar
In summary, the teaching of English grammar primarily employed the inductive approach, followed by communicative activities, while the deductive approach was seldom utilized by teachers.
4.1.1.4 Feeling about Teachers' and Students' Grammar Performance
Figure 4.3: Feeling about Teachers' and Students' Grammar Performance
The survey results indicate that none of the teachers observed genuine interest from their students in learning English grammar Half of the educators noted that students were either disinterested or bored, while the remaining 50% reported clear signs of boredom during grammar lessons.
The data indicates that a significant majority of students lack interest in their teachers' grammar instruction Over half of the students reported feeling bored during grammar lessons, while 22.8% were indifferent and only 23.9% expressed any interest.
To sum up, students were not interested in teachers’ grammar performance Most of them got bored with learning grammar and teachers' teaching grammar
The findings from the interviews reinforced the students' perceptions regarding their teacher's grammar instruction Among the five students interviewed, two expressed interest in the lessons, while another two reported feeling bored Additionally, one student indicated a neutral stance, describing her feelings as neither particularly interested nor bored.
4.1.1.5 Teachers’ and Students’ Understanding Of CAs
Table 4.2 Teachers’ and Students’ Understanding of CAs
From the Table 4.2, all of teachers answered that all of the activities given are communicative activities All of the students had the same answer like the teachers
As the result shown above, we can see that all of teachers and students have good understanding of CAs
4.1.2 The Reality of Using CAs in teaching English Grammar at Ladec
College, Ho Chi Minh City
4.1.2.1 The Frequency of Using CAs in Teaching and Learning Grammar
The below figure will show how often teachers and students used communicative activities in teaching and learning grammar
Figure 4.4: Frequency of Using CAs in Teaching and Learning English Grammar
At Ladec College, all teachers implemented Continuous Assessments (CAs) in their grammar instruction, with 75% frequently utilizing these assessments in their classes In contrast, only 25% of teachers occasionally employed CAs, and none reported using them rarely or never.
The data indicates that 67.4% of students regularly participated in classroom activities (CAs) during grammar lessons, while 16.3% participated occasionally Additionally, 13.1% of students rarely engaged in these activities, and 2.2% never took part The author's observations revealed that those who did not participate were often disinterested in learning grammar, as previously shown in Figure 4.3.
In conclusion, the majority of teachers and students actively engaged in communicative activities for teaching and learning English grammar, while a small minority of students chose not to participate in these classroom activities.
4.1.2.2 Type of CAs Teachers Used and Students Participated in
Table 4.3 Type of CAs Teachers Used and Students Participated in Grammar Classes
Communicative Activities Number of Teachers Number of Students
Table 4.3 reveals that teachers predominantly employed communicative activities such as Dialogue, Using songs, Role-play, Pictures, and Tic Tac Toe in their classrooms, with all teachers utilizing these methods Additionally, Board Card and Are You the One were used by a select few teachers Notably, only one teacher incorporated movies for grammar instruction, indicating that this method was less favored, likely due to the difficulty in identifying grammar points within films.
In an engaging classroom environment, activities like using songs, movies, and acting out scenes captivated the most students Board games, card games, picture games, and Tic Tac Toe also encouraged participation However, fewer students participated in the "Are You the One" and "Dialogue" activities, with only 42 and 32 students involved, respectively Despite the familiarity of role-play among students and teachers, only 25 students took part Additionally, 33 students engaged in other activities, including Bingo and discussions.
In interviews with five students, it was revealed that the majority preferred learning grammar through engaging methods such as movies, songs, and role-playing activities This insight highlights the importance for educators to incorporate these communicative activities into their teaching strategies to enhance student learning.
I used to join in activities like Tic Tac Toe, learning through songs, movies, dialogue and role play and other activities But I like learning through songs and movies most
(Nguyen Thi A 13KTCV1, October 2013) Tic Tac Toe, Board and Card, Bing Go, songs, pictures and I don’t remember the name of activities but I like learning using songs
I joined in some communicative activities, but recently, our teacher showed us
Mr Bean Movie when we were learning present continuous tense I really like
SUMMARY
In sum, the survey and analysis of the data collected from the questionnaires, interviews resulted in these major findings
The study examined the perceptions of teachers and students regarding the use of communicative activities (CAs) in teaching grammar at Ladec College in Binh Thanh District, Ho Chi Minh City Both teachers and students expressed a positive attitude towards the implementation of CAs in grammar instruction Notably, all teachers and 97.8% of students acknowledged the significant role of grammar in learning English The analysis revealed that 100% of participants had a solid understanding of communicative activities.
The study revealed that communicative activities (CAs) are effectively utilized in teaching English grammar at Ladec College, with a significant majority of participants engaging in these methods Specifically, 67.4% of students frequently participated in CAs, while 75% of teachers regularly incorporated them into their grammar instruction.
Ninety-three point four percent of students expressed interest in learning grammar through communicative activities, while only a small fraction showed disinterest The most popular activities among students included using songs, movies, board games, card games, and role-playing.
Among the surveyed teachers, only one expressed disinterest in using communicative activities (CAs) to teach grammar The majority found that CAs effectively motivated students to engage and learn English, making lessons more interesting and facilitating easier comprehension and memorization of grammar points This positive impact is supported by 68% of students reporting improvements in their English skills as a result of CAs.
However, students felt that their English ability lacked confidence and was a contributing factor, which prevented them from participating in the CAs
The research highlights valuable suggestions from both teachers and students aimed at enhancing the effectiveness of using Computer-Assisted Language Learning (CALL) tools in English grammar instruction It emphasizes the importance of adequate preparation for both educators and learners prior to implementing these tools in the teaching process.
To enhance college facilities, it is essential for administrators to provide comprehensive training for teachers on utilizing communication aids (CAs) Additionally, organizing conferences and seminars for educators, as well as offering English classes in public spaces, can significantly increase opportunities for students to practice their English communication skills.
CONCLUSION AND IMPLICATIONS
CONCLUSION
Teaching and learning grammar through Communicative Activities (CAs) poses challenges for English teachers and students at Ladec College and other institutions This study investigates perceptions of CAs in English grammar instruction, focusing on their implementation at Ladec College, Binh Thanh Campus, Ho Chi Minh City The literature review addresses grammar, communicative language teaching, and the role of CAs, while also providing background on current practices at Ladec Findings reveal insights into the effectiveness of CAs in grammar education, leading to several recommendations aimed at enhancing the teaching and learning experience The study aspires to offer practical contributions to grammar instruction, advocating for the use of CAs not only at Ladec College but also across other colleges in Ho Chi Minh City.
IMPLICATIONS
This study demonstrates that the implementation of CAs in grammar instruction at Ladec College, Binh Thanh Campus significantly enhances learners' motivation To facilitate the effective use of CAs in the teaching and learning process, several recommendations will be provided on the following page.
5.2.1 To the Freshman Students at Ladec College
Students must prepare adequately before engaging in class activities (CAs) and should participate with enthusiasm and confidence Additionally, when faced with activities they do not comprehend, it is essential for students to voice their questions and seek clarification from teachers or peers until they achieve understanding, enabling them to engage effectively in the activities.
5.2.2 To English Teachers at Ladec College
Teachers should consistently implement Continuous Assessments (CAs) in English grammar instruction, as they enhance student engagement and contribute to significant improvements in students' English skills.
To enhance the effectiveness of classroom activities (CAs) for teaching grammar, teachers must prepare engaging and diverse activities in advance Flexibility in selecting CAs is crucial, as repetitive tasks can lead to student boredom It's important to tailor the choice of CAs to accommodate different learning styles As planners and designers, educators should incorporate a variety of interesting CAs in each lesson, while also considering whether students will work individually or in groups.
Regular maintenance and replacement of college facilities, including broken microphones, is essential for optimal functionality Additionally, constructing a dedicated classroom specifically for English classes would enhance the comfort and effectiveness of both teaching and learning experiences.
All teachers at Ladec College should undergo training on teaching with Communicative Activities (CAs) to enhance their understanding and effective application This training will facilitate discussions and idea-sharing among teachers, enabling them to design a comprehensive catalogue of CAs Consequently, teachers will find it easier to select and adapt activities for their lessons Additionally, administrators should incorporate more books featuring communicative activities into the curriculum.
LIMITATIONS OF THE STUDY
This study is limited in depth and scope due to the small sample size of teachers and students, as well as time constraints Additionally, some research arguments rely on the author's observations of students without thorough analysis, leading to subjective conclusions.
The data collected from a limited group of freshman students at Binh Thanh Campus, Ladec College accurately reflects their responses; however, the findings may not be generalizable due to the small sample size.
SUGGESTIONS FOR FURTHER RESEARCH
Future research is essential to explore the impact of social factors such as age, gender, and living location on participants' grammar learning Additionally, investigating the effectiveness of group work in utilizing computer-assisted tools for grammar instruction presents a valuable area for further study.
This study highlights the challenges students encounter while engaging in communicative activities (CAs) during grammar classes Investigating these obstacles presents a valuable opportunity for future research Additionally, the author focused on the general application of CAs in teaching English grammar, suggesting that further studies could explore their effectiveness for specific grammar points in greater detail.
Here are some suggested topics for further work:
Investigate Using CAs in Teaching Tense of English
Investigate Using CAs in Teaching Comparative Clause in English
Investigate Using CAs in Teaching Direct and Indirect Speech in English
Investigate the Social Factors which Prevent Students from Participating in CAs
Ackroyd, S &Hughes, J.A (1981) Data Collection in Context Longman
Bern, M.S (1984) Functional Approach to Learners and Language Teaching:
Another Look In S Savignon & M S Berns (Eds.), Initiatives in
Communicative Language Teaching A Book of Readings (pp 3 – 21)
Brown, H.D (2001) Teaching by Principles: An Interactive Approach to Language
Pedagogy New York: Addison Wesley Longman
Brindley, G (1986) Some Current Issues in Second Language Teaching Prospect
Canale, M & Swain, M (1980) Theoretical Bases of Communication Approaches to Second Language Teaching & Testing Applied Linguistic Vol.1 No1,
Dang, M.P (2013) A Study on Using Communicative Activities in Teaching
English Grammar for First Year Non - English Major Students at Van Xuan
University (MA Thesis) Vinh University
Davies, P & Pearse, E (2000) Success in English Teaching Shahai: Shahai
Dawson, C.(1985) “ Teaching English as a Foreign Language” Survey: Thomas
Ellis, R (2006) Current Issues in the Teaching of Grammar: An SLA Perspective
Klippel, F (1984) Keep Talking: Communicative Fluency Activities for Language
Harmer, J (1988) Teaching and Learning Grammar Longman
Harmer, J (2001) How to Teach to English An Introduction to Practice of English
Ho, T.N.Q (2008) Exploring the Use of Grammar Practice Activities in the Current Textbook for Vocational Student at Hue Industrial College (MA
Howatt, A.P.R (1984) A History of English Language Teaching Oxford: Oxford University Press
Li, X (1984) In defence of communicative approach ELT Journal, 38/1, 1984, pp 2- 17
Litterwood, W (1981) Communicative Language Teaching Cambridge:
Leech, G & Svartvik, J ( 2003) A Communicative Grammar of English London: Longman
Nunan, D (1993) Task – based Syllabus Design: Selecting, Grading, and
Sequencing tasks Cambridge: Cambridge University Press
Peacock, M (1997) The effect of authentic materials on the motivation of EFL learners ELT Journal, 51/2, 1997, pp 144 – 156
Rama, J.K & Augulló, G.L (2012) The Role of Grammar Teaching: from Communicative Approaches to the Common European Framework of Reference for Languages Revista de Lingüística y Lenguas Aplicadas Vol.7,
Richards, J.C & Rodger, T S (2001) Approaches and Methods in Language
Teaching Cambridge: Cambridge University Press
Richard, J.C (2006) Communicative Language Teaching Today Cambridge:
Sitirohanibt md.zain (2007) Teaching of Grammar: Teacher’s Beliefs, instruction contexts and practices (Doctor of Philosophy Thesis) Malaysia
Thornbury, S (1991) How to Teach Grammar Series editor: Jennery Harmer Pearson Education Limited
Ton, N.N.D (2009) Teacher’s Perceptions of an International
Approach to Teach English Grammar at Upper Secondary Schools in Hue City (MA Thesis) Hue University
Tran, T.T.H (2011) Using Oral Activities to teach Grammar Communicatively to first year non English major Students at Viet Nam University of Commerce
(MA Thesis) University of Commerce
Ur, P (1988) Grammar Practice Activities Cambridge: Cambridge University Press
Ur, P (1991) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press
Vuong, T.H.Y (2008) Teachers’ Difficulties in Teaching Grammar Communicatively for Ethnic Students at Ha Giang Medical Secondary School.( MA Thesis) Ha Noi National University
Wang, Y.H (2010) Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary School Journal of Engineering Technology and Education Vol.7 No.1, March 2010, pp 126 – 142
Widodo, H.P Approaches and Procedures for Teaching Grammar English Teaching: Practice and Critique Vol.5, No.1, May 2006, p 122-141
Wong, C.Y & Marly, M.B (2012) The Role of Grammar in Communicative
Language Teaching: An Exploration of Second Language Teacher’s Perceptions and Classroom Practice Electronic Journal of Foreign Language Teaching Vol.9 No.1, 2012, pp 61 – 75
Websites: http://moviesegmentstoassessgrammargoals.blogspot.com
This survey questionnaire is designed for the study on “Using Communicative Activities in Teaching English Grammar for Freshman Students at Ladec College,
Your assistance in responding to the following questions about Ho Chi Minh City is greatly valued This information is solely for research purposes, and your identity will remain confidential in any analysis of the data Thank you for your support.
Please fill in some information about yourself
- How long have you studied English? < 5 years 5 – 7 years > 7 years Please tick (X) the appropriate options for your answers
1 What do you think about English grammar?
Very important Important Neutral Not important
2 How do you feel about learning English grammar?
Very Difficult Difficult Rather Difficult Not Difficult
3 What method do your teachers teach you English grammar?
Use CAs to teach grammar
Explain the rule and usage, then give example
Give examples and then explain the rule and usage
4 How do you feel about your teacher’s grammar performance?
Very interested Interested Neutral Bored
5 According to you, which activities are CAs?
Picture sentences Role play Problem- solution
6 How often do you use Communicative Activities to learn grammar? usually sometimes rarely never
7 What communicative activities did you participate in English grammar classes? ( tick (X) the activities that you participated in )
8 How do you feel about learning English grammar using CAs?
Very interested Interested Not interested Not interested at all
9 According to you, what CAs help you in learning grammar?
Make the lesson more interesting
Motivate students participating in learning grammar
Understand and memorize grammar points quickly
10 Does your English improve after using CAs in learning grammar?
Yes Have no idea No
11 How do you agree that your English ability has prevented you from participating in CAs in Grammar class?
Strongly agree Agree Disagree Strongly disagree
12 Do you have any suggestions for teachers, students to make using CAs in teaching English grammar effective? (for example, teachers should prepare CAs before or not, etc)
13 Do you have any suggestion for administrators to make using CAs in teaching English grammar effective? (for example, facilities in teaching and learning, administrators' supports, etc.)
Thank you very much for your cooperation!
Kính gửi các bạn sinh viên năm nhất trường Cao đẳng Ladec, tôi đang tiến hành một nghiên cứu về "Sử dụng các hoạt động giao tiếp trong dạy ngữ pháp tiếng Anh cho sinh viên năm nhất" Để hoàn thành nghiên cứu này, tôi rất mong nhận được sự hợp tác và hỗ trợ từ các bạn thông qua việc trả lời các câu hỏi điều tra dưới đây.
Xin các bạn vui lòng trả lời những câu hỏi sau đây
Phần A: Thông tin cá nhân
- Bạn đã học Tiếng Anh trong bao lâu? < 5 năm 5 – 7 năm > 7 năm Phần B: Thông tin sử dụng cho nghiên cứu
Xin vui lòng đánh dấu (x) vào nhưng ô mà bạn thấy phù hợp
1 Bạn nghĩ gì về việc học ngữ pháp tiếng Anh?
Rất quan trọng Quan trọng Bình thường Không quan trọng
2 Bạn thấy học ngữ pháp tiếng Anh như thế nào?
Khó Rất khó Hơi khó Không khó
3 Giáo viên của bạn dạy ngữ pháp tiếng Anh bang phuong pháp nào?
Sử dụng hoạt động giao tiếp
Giải thích qui luật ngữ pháp và cách dùng rồi lấy ví dụ Đưa ra ví dụ sau đó giải thích qui luật ngữ pháp và cách dùng
4 Bạn thấy giáo viên của bạn dạy ngữ pháp như thế nào?
Rất thú vị Thú vị Bình thường Chán
5 Theo bạn, dưới đây, những hoạt động nào là những hoạt động giao tiếp?
Tranh Đóng vai Vấn đề - gải pháp
Dùng bài hát, phim Tất cả
6 Bạn thường dùng những hoạt động giao tiếp như thế nào trong học ngữ pháp? Thường xuyên Thỉnh thoảng Hiếm khi Không bao giờ
7 Bạn đã tham gia vào những hoạt động giao tiếp nào? (Đánh dấu (X) vào những hoạt động giao tiếp mà bạn đã tham gia)
Hoạt động giao tiếp Đã tham gia
8 Bạn cảm thấy thế nào về dùng hoạt động giao tiếp trong học ngữ pháp?
Rất thú vị Thú vị Không thú vị Không hề thú vị
9 Theo bạn, hoạt động giao tiếp đã giúp gì bạn trong học ngữ pháp
Thúc đẩy bạn tham gia vào bài học Làm bài học thú vị hơn
Hiểu và nhớ ngữ pháp nhanh hơn
Dùng ngữ pháp trong giao tiếp
10 Tiếng Anh của bạn có được cải thiện qua việc dùng hoạt động giao tiếp khi học ngữ pháp không?
11 Bạn đồng ý như thế nào về nhận định sau: Khả năng tiếng Anh của bạn đã ngăn cản bạn vào việc tham gia các hoạt động giao tiếp trong giờ học
Rất đồng ý Đồng ý Không đồng ý Rất không đồng ý
12 Bạn có gợi ý nào cho giáo viên, sinh viên để dạy ngữ pháp qua hoạt động giao tiếp hiệu quả hơn không? ( Ví dụ, giáo viên nên chuẩn bị trước các hoạt động giao tiếp)
13 Bạn có gợi ý nào cho các nhà quản lí để dạy ngữ pháp qua hoạt động giao tiếp hiệu quả hơn không? (Ví dụ : gợi ý nào về cơ sở vật chất)
This survey questionnaire is designed for the study on “Using Communicative Activities in Teaching English Grammar for Freshman Students at Ladec College,
We appreciate your cooperation in answering the following questions regarding Ho Chi Minh City Please be assured that your responses will be used solely for research purposes and will remain confidential in any discussions of the data Thank you for your valuable support.
Please fill in some information about yourself
- Experience of teaching English: ……….years
Please tick (X) the appropriate options for your answers
1 What do you think about teaching English grammar?
Very important Important Neutral Not important
2 How do you feel about teaching English grammar?
Very difficult Difficult Rather difficult Not Difficult
3 What method do you teach English grammar?
Use CAs to teach grammar
Explain the rule and usage, then give example
Give examples and then explain the rule and usage
4 How do you feel about your students’ grammar performance?
Very interested Interested Neutral Bored
5 According to you, which activities are CAs?
Using Songs, movies, games All
6 How often do you use Communicative Activities to teach grammar? usually sometimes rarely never
7 What communicative activities did you use in English grammar classes? ( tick (X) the activities that you used )
8.How do you feel about teaching English grammar using CAs?
Very interested Interested Not interested Not interested at all
9 According to you, what CAs help your students in learning grammar?
Make the lesson more interesting
Motivate students participating in learning grammar
Understand and memorize grammar points quickly
10.Does your students' English improve after their using CAs in learning grammar? Yes Have no idea No
11.How do you agree that students' English ability has prevented them from participating in CAs in Grammar class?
Strongly agree Agree Disagree Strongly disagree
12 Do you have any suggestions for teachers, students to make using CAs in teaching English grammar effective? (for example, teachers should prepare CAs before or not, etc)
13 Do you have any suggestion for administrators to make using CAs in teaching English grammar effective? (for example, facilities in teaching and learning, administrators' supports, etc.)
Thank you very much for your cooperation! :)
APPENDIX 3A QUESTIONS INTERVIEWING FOR STUDENTS
1 Do you feel interested in learning English grammar?
2 What methods does your teacher usually teach English grammar?
3 What CA activities did you participate in? What activities do you like most?
4 What do CAs help you in learning English grammar ?
5 According to you, what should you do to learn English grammar using CAs effectively?
APPENDIX 3B CÂU HỎI PHỎNG VẤN SINH VIÊN
1 Bạn có thấy thú vị khi học ngữ pháp tiếng Anh không?
2 Giáo viên bạn thường dạy ngữ pháp ở trường bằng phương pháp nào?
3 Bạn đã tham gia những hoạt động giao tiếp nào trong giờ ngữ pháp tiếng Anh? Hoạt động nào bạn thích nhất?
4 Sử dụng các hoạt động giao tiếp trong dạy ngữ pháp đã giúp bạn những nào?
5 Bạn có những đề xuất nào để việc sử dụng các hoạt động giao tiếp trong học ngữ pháp hiệu quả hơn?
Khi dạy ngữ pháp, cô giáo thường sử dụng các hoạt động giao tiếp như trò chơi và bài hát Tuy nhiên, em nhận thấy rằng cô thường đưa ra ví dụ rồi dạy cấu trúc, điều này khiến em cảm thấy chán Ngược lại, em thích học qua các hoạt động giao tiếp hơn.
Cô giáo thường dạy chúng em phần ngữ pháp bằng những ví dụ mà cô viết trên bảng (Phạm Thị Thuỳ F, 13QTCV1, tháng, 2013)
Giáo viên của chúng em thường dùng các hoạt động giao tiếp để dạy ngữ pháp Em rất thích ạ ( Phạm Thanh M, 13QTCV1, tháng, 2013)
Em tham gia vào nhiều hoạt động học tập như chơi Tic Tac Toe, học qua bài hát, xem phim, thực hành đối thoại và đóng vai Tuy nhiên, em thích nhất là học qua bài hát và phim.
Tic Tac Toe, Bảng Thẻ, Bing Go và các hoạt động khác mà tôi không nhớ tên đều mang lại niềm vui trong học tập Tôi đặc biệt thích học qua các bài hát, điều này giúp tôi tiếp thu kiến thức một cách thú vị hơn.
Gần đây, trong quá trình học thì hiện tại tiếp diễn, cô giáo đã cho chúng em xem phim Mr Bea Em rất thích hoạt động giao tiếp này và cảm thấy nó giúp ích cho việc học của mình.
Giáo viên cần chuẩn bị các hoạt động dạy học phù hợp với trình độ của học sinh để đảm bảo sự tham gia tích cực Một số hoạt động quá khó có thể khiến học sinh không muốn tham gia Ngoài ra, việc thay đổi các hoạt động trong mỗi bài học cũng rất quan trọng, vì học sinh có thể cảm thấy nhàm chán khi phải tham gia những hoạt động giống nhau.
Em nghĩ là các giáo viên nên chuẩn bị những hoạt động mà sinh viên thích hoặc muốn tham gia ( Lê Minh C, 13KTCV1, tháng 10, 2013)
Suggesting some Communicative Activities in Teaching Grammar at Ladec College
In this study, the author also presented some CAs that teachers can use while teaching English grammar for students
Ladec College utilizes the textbook "Very Easy TOEIC" for freshman students, which features a well-organized grammar focus However, most activities primarily illustrate grammar points and lack engaging practice options To enhance the learning experience, the author recommends incorporating additional activities that can make grammar lessons more interesting and effective.
Unit 1: The grammar focus is about the present tense Here are some
Games “Are you the one” (See Appendix 6)
This game is used to practice the simple present tense
1 Give one copy of worksheet to each student Get through the information in worksheet to make sure that they understand all Then give example
Example: On the worksheets: good at English
Student 1: Are you the one good at English?
2 Tell the students that when they get a Yes answer from the other, fills in his/her name in the worksheet If that is a “No” answer, the questioning student continues until he/she finds someone who answers Yes
3 Tell students to circulate and asking the questions in the worksheet
4 Call some students and ask them to report about their working
Game Act it Out (Appendix 7)
This activity is used to practice the present progressive tense
- Material: small pieces of paper in worksheet 2, a small box
1 Put the small pieces of paper into the small box